PNU GenEd + PNU ProfEd Combined 616pages (27mb)

Table of Contents
S CIENCE
Natural S c ie n c e .......................... ..................................................2 1 6
E N G L IS H Dr. Leticia V. Catris
Study and Thinking Skills 7
Prof, Merry Ruth M. Gutierrez SOCIAL SCIEN C E
Prof. Ma. Jhona B. Acuna Politics and Governance
A cadem ic W ritin g ................................. .............................................. 2 4 with the Philippine Constitution................................................. 2 4 4
Dr. Benjamin C. Domingcil Jr.
Prof. Ma. Concepcion Y. Raymundo
Philippine History ........................ ...... ..................... ...... .........2 7 1
Prof. Ali G. Anudin Prof. Remedies C. Ong
Speech and Oral C o m m u n ic a tio n ................................................. 4 3 Basic Economics with Agrarian Reform .............................. 2 8 4
Prof. Alice M. Karaan Prof. Jerick C. Ferrer
Prof. Maria Teresa L. Manicio Dr. Benjamin M.Domingcil Jr.
Philippine L itera tu re .............................................................................6 9 Society and Culture with Family P la n n in g ............................. 2 9 9
Prof. Victor Rey Fuinar Dr. Diony V* Varela
W orld Literature..................................................................................... 9 4 Prof. Minda I. Valencia
Dr. Ma. Antoinette C. Montealegre Rizals Life and Works and other Heroes and Heroines . . 3 1 3
Dr. Evangeline L. Martin
P hilosophy......... ............. .............................................................. 3 2 5
F IL IP IN O
Prof. Michael M. Nael
Kom unikasyon sa A kadem ikong Filipino 123
Introduction to Humanities: Appreciation of the A r t s .......3 6 3
Dr. Arscnia R. Emperado Dr. Anita Navarro
P agbasa at Pagsulat tungo sa Pananaliksik. 140 P sychology.................................................................................. . . 3 7 7
Dr. Arsenia R. Emperado Dr. Priscilla B. Dizon
Masining na P agpapahayag ........................... 166 Dr. Teresita T. Rungduin
Dr. Arsenia R. Emperado
INFORM ATION A ND C O M M U N IC A T IO N S TE C H N O LO G Y (ICT)
M A T H E M A T IC S Introduction to Com puters..........................................................4 0 3
Fundam entals o f M athem atics 188 Dr. Alice D. Dioquino
Atty. Antonio V. Ferrer
A N S W E R K EYS
C ontem po rary M athem atics 203
Dr, Gladys C. Nivera
W M pnU LET Reviewer

English - Study and Thinking Skills
General Education _ _ _ _ _ ______ -*<xm . ~ .IM
P A R T I -.C O N T E N T U P D A T E
Study and I. S tu d y S tra te g ie s a n d T h in kin g S kills

Study skills according to Graham and Robinson (1984) are specific abilities
which students may use alone or in combination to learn the content of the
Thinking Skills curriculum on their own.

Harris and Smith (1986) state that study skills are those that enable a
person to gather information and to organize it in such a way that requires
analysis, interpretation, and evaluation.
Prepared by:
Klein, Peterson, and Simington (1991) claim that study skills are skills
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
necessary for acquiring critical information from a variety of texts and
media sources for differing purposes and uses
Study skills are skills related to gathering and using information.
Competencies:
A. Remembering Information
General: 1. Repetition - saying or writing information a number of times
2. Mnemonics - a technique to remember details such as:
Comprehend written text in English a. Acronyms are words that are formed by combining some parts
(usually the first letters) of some other terms. The term is also
Specific: used to refer to initialisms, which are combinations of letters
representing a longer phrase.
Use strategies to efficiently search b. Abbreviations (from Latin brevis short) is strictly a shorter form of
for information and learn from a word, but more particularly, is a letter or group of letters, taken
written texts in English from a word or words, and employed to represent them for the
sake of brevity.
c. Pegwords are words that rhyme with numbers and are used to
Apply study and critical reading skills build associations with the information to be remembered.
in comprehending English texts d. Keywords are familiar words that lead the reader to the new
words to be learned. They can be used to create mental images to
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna remember new words and definitions.
PNU LET Reviewer M W

General Education
C. Notetaking While Reading
e. Rhymes are words with similar sounds usually found in poetry and Note taking is the practice of writing down pieces of information in a
songs. systematic way. It involves using your own words and a separate notebook
f. Graphic Organizers - are visual representations that show how
to condense the key ideas you have marked in your text while annotating.
information is organized.
1. SQ3R (Rowntree, 1976:40-64)
a. Survey - flip through the chapter or book and note the layout,
B. Underlining/Highlighting
first and last chapters or paragraphs, look at the headings used,
Highlighting and underlining engage the reader to select words, phrases
familiarize yourself with the reading.
and sentences, as well as, selecting the most important ideas and details
b. Question - Ask questions about the way the reading is structured
in a reading. It makes information stand out so that you can find it easily
and think about the questions you will need to keep in mind while
when you go back to the text to study for a test. Systematically using
different colored highlighter pens can make the review process even
reading. Think about whether or not you think the book is relevant
easier. Familiarity with the techniques is helpful to find rapidly what the or if its current and if it suits the purpose of your study.
reader needs when rereading the passage. c. Read - read actively but quickly, looking for the main points of the
Method for Underlining/Highlighting reading - dont take any notes - you might want to read through
1. Mark the main ideas and the major details differently. Underline the twice quickly.
main ideas with a double line, and the major details with a single line. d. Recall - Write down the main points of the reading and any really
Or use a different color high-lighter pen for each. important facts, and opinions that help support the main points.
2. Find main-idea sentences. Underline the sentences or parts of Also record the bibliographic details.
sentences that state the main idea of a paragraph. If the main ideas e. Review - repeat the first three steps over and make sure you
are only implied, write your own main-idea sentence in the margin. havent missed anything. At this point you might like to finalize
Find major details and underline these. your notes and re-read your notes or write down how the material
3. Circle key words. Use brackets [ ], asterisks (*), or any other symbol to youve just covered relates to your question or task.
mark parts that are especially interesting or important to you. 2. The PQ5R Study Method
4. Write notes or comments to yourself in the margin. The margins are PQ53 is the mnemonic for an effective student regulated approach
good places to put down your own thoughts as you read. Margin notes to studying the kind of material assigned every day - textbooks.
can help you connect ideas from different parts of the selection. They Gaining new information and ideas from a variety of different textbooks
can also help you connect a passage with other material you have demands a balanced and flexible network of study strategies.
read, comments your teacher has made, or your own experience. a. Preview - Know where youre going first. You would never plunge
in and try to cross rugged territory if you could have in advance
an accurate map of the region. Here is your mental map of a
textbook chapter: Examine the title. Read the introduction. Glance
8 PNU LET Reviewer Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
General Education
Look away from the book while you self-recite, or cover the
at the pictures, charts, and diagrams. Read the wrap-up of the
passage with your hand or with a convenient card (such as 5x8
chapter the summary and review questions.
b. Question -Work through the chapter - one manageable section at index card). Can you recite the important points to yourself in your
a time. A section marked off with a boldface or italic sideheading own words? Now look back at the column of print, whenever you
is likely to be the right size bite for you to digest. need to, and check your accuracy. Knowing youre going to self-
Be a human question mark. Go into each section with a question recite when you finish a section forces you to concentrate while
in your mind. Turn headings, and sometimes topic sentences, into youre reading.
questions. These should guide you to the main points. t. Review - Add a last quick run through. Can you recall the broad
c. Read - Read to find the answer to your question and other chapter plan? Run through the chapter to recall that plan. Next,
important content. Unknown terms say, STOP! LOOK UP! LEARN! run through it section by section, checking yourself once more on
Remove these roadblocks. Each pictorial aid is saying, This is the main points and the important subpoints. Use your cover card
clearing up something important." Shift into back-and-forth again. Make some quick reviews later on from time to time. Long
reading for pictures, diagrams, and charts. Shift your eyes (and term memory does improve grades,
thoughts) back and forth as needed from the printed words to the g. Reflect -As you read a passage, turn on your critical thinking. Ask
pictorial aid. yourself: What does this all mean? Is it true? How can I apply it?
Speed up and slow down as needed within the passage. Do stop- Reading and reflecting should be simultaneous and inseparable -
and-go reading. Thought time is needed in addition to reading built right into every step of PQ3R.
time. Reread as often as necessary. Do stop-and-go reading. 3. Annotating - is a system of marking that includes underlining and
d. Record -Jot down or mark important ideas. Make the key ideas notations. A notation system is used for selecting important ideas that
stand out in some way so they will "flag you later. Use any
goes beyond straight lines and includes numbers, circles, stars, and
combination of devices. Jot mini notes on a memo slip to be
written comments such as marginal notes, questions and keywords.
inserted between related pages or in the books margin. Draw
Annotations are comments, notes, explanations, or other types of
vertical lines in the margin just to the left or right of important
external remarks that can be attached to a document or to a selected
content. Bracket key ideas. Underline or color-accent selectively.
Now you won't have to reread the entire chapter when you return
part of a document. As they are external, it is possible to annotate any
to review it later. Make key ideas flag you. document independently, without needing to edit the document itself.
e. Recite - Students exclaim, I ve read that chapter twice, but From a technical point of view, annotations are usually seen as metadata,
I still cant remember it. Solve this problem by using the most as they give additional information about an existing piece of data.
powerful technique known to psychologists - the technique of How to use annotation:
self-recitation. As you complete a section or a paragraph, ask a. Underline important terms.
yourself, Just what have I learned here? b. Circle definitions and meanings.
c. Write key words and definitions in the margin.
PNU LET Reviewer 9
English - Study and Thinking Skills (cncral ducation
d. Signal where important information can be found with key words e. Review On a frequent basis, review your past notes by reciting
or symbols in the margin. and reflecting upon them,
e. Write short summaries in the margin at the end of sub-units. t. Recapitulate After you have reduced, recited and reflected upon
f. Write the questions in the margin next to the section where the your note, you should recapitulate each main Idea using complete
answer is found. sentences at the bottom of the key word column.
g. Indicate steps in a process by using numbers in the margin. 5. Concept maps and Mind maps - The idea Is to map out concepts,
4. The Cornell Method M ------------------------- 8. 5 either as they are found or received or during the Review process in
This notetaking method has I the Cornell or SQ3R method. Mind maps (i.e. hierarchical trees) can
been devised 40 years ago be used to take lecture notes in real time, but more often to organize
by Walter Pauk, a lecturer at 2 .5 * < ---------- 6 -------- concepts into a hierarchical tree. Concept maps allow to visualize
Cornell University. This method c more complex relationships between different concepts. They allow
is used by dividing the paper in E
D . for example to integrate old and new knowledge and to construct a
two columns. The first column 1 O representation of a complex concept. Finally, concept maps also can
O Note-Taking
is used to enter key or cue 3 be used a design tool. For example, after the initial literature review for
Area
words while the second is the o a paper or a thesis, a student may create a conjecture map that relates
notes column (for recording theory to design to observable process to outcomes.
ideas and facts). 6. Charting - is method that helps to summarize the most important
There are six steps to Cornell
4
2 Summaries concepts found in articles and to identify implicit relations (what
note-taking: 1f t concepts go together and which authors). This concept charting
a. Record During the lecture, record as many facts and ideas as technique uses a table with columns representing concepts and rows
possible in the notes column. representing a text.
b. Reduce After the lecture, read through the notes taken and 7. Outlining -is a short verbal sketch that show in skeleton form the
reduce to key words and phrases, or questions. The key words pattern of ideas in text or a draft prepared for speaking or writing
and phrases are used as cues to help recall the ideas and facts. often with main and sub-ideas highlighted by numbers and letters.
The questions are to add clarity to the facts and ideas. It is a form of notetaking that gives a quick display of key issues and
c. Recite Using only the key words, phrases and questions in the cue essential supporting details. It shows indentions, numbers, and letters
word column recite the ideas and facts in the notes column. It is to show levels of importance.
important that you are not just mechanically repeating, but using
your own words.
d. ReflectBasedonthefactsandideaslearnt.re/fecfuponhowthisfitsin
with what you already know, and how this knowledge can be applied.
10 PNU LET Reviewer Prf. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
General Education English - Study and Thinki ig Skills
T W O A C C E P T E D O U T L IN E F O R M A T S d. Red slowly the part of the line or sentence that tells yoi what you
want to know.
R om an and A rabic N u m b e r D ecim al N u m b e r S ystem e. Think about the question you were trying to answer.
and Letter S ystem f. Does the information you found answer the question? If r ot, quickly
read the passage again to look for the information you n ;ed.
Title Title g. Jot down the answer to the question youve asked.
I. 1. 2. Scanning - involves looking quickly through a text to find a specific
II. 2. word or piece of information. Instead of reading every word in a page,
A. 2.1 readers move eyes quickly, searching for what is needed.
1. 2.1.1 Guidelines for Scanning
2. 2 .1 .2 a. Understand the organization of the material.
a. 2 .1 .3 b. Stay focused on what you are looking for.
b. 2.2 c. Use whatever clues are available to speed your search
3. 2.2,1 d. Confirm your information.
B. 2 .2 .2
1. 2 .2 .3 E. Summarizing - is a method used in stating the main idea and significant
2. 2 .3 supporting details into short, concise statements about the rraterial you
III. 3. have read. Summaries are are full pieces of writing that fit together a
selections facts and ideas in readable sentences and paragr; phs which
D. Skimming and Scanning are shorter versions of the original.
1. Skimming - means reading only small parts of a text in order to get
an overview of the organization of the text and its main ideas. When F. Test-taking Strategies
skimming a paragraph or a page, you are searching quickly among the 1. Read to comprehend - concentrate on the main idea of t! e passage
sentences for the answers to your questions. and avoid fixating on details
Here is how to skim: 2. Interact with the passage - predict the topic and activa e schema;
a. Make sure that you know what information you are looking for, ask monitor and self- correct
yourself a question, and look for a key word. 3. Anticipate - read first sentence carefully, it usually gives cl tes of what
b. Move your eyes quickly from line to line and from sentence to is to come
sentence. 4. Relax - plan your time and concentrate
c. When you think you have found what you are looking for, stop. 5. Recall - remind yourself of the authors main point
6. Understand major question types - testy questions foi ow certain
predictable patterns ________ ______ ______
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna PNU LET Review r 11
English - Study and Thinking Skills General Education
a. Main Idea Questions - ask to identify the authors main point II. R e a d in g C o m p re h e n s io n
b. Detail Questions - check your ability to understand material that
is directly stated in the passage A. Critical Reading
c. Implied Meaning Questions - deals with the attitudes and 1. Recognize the authors purpose or intent
feelings of the writer that emerges behind or between words a. To inform. Authors use facts to inform, to explain, to educate, and
wherein favorable and unfavorable descriptions suggest positive to enlighten.
and negative opinions towards the subject b. To persuade. Authors use a combination of facts and opinions to
d. Purpose Questions - the purpose of the passage is not usually persuade, to argue, to condemn, and to ridicule.
stated but implied and is related to the main idea c. To entertain. Authors use fiction and non-fiction to entertain , to
e. Vocabulary Questions - tests general knowledge as well as the narrate, to describe, and to shock.
ability to figure out meaning by using context clues 2. Recognize the authors point of view or bias
7. Multiple-Choice and True-False Tests a. Point of view refers to the opinions and beliefs of the author or of
a. Read all options the reader, and a critical reader must recognize how those beliefs
b. Predict the correct answer influence the message.
c. Avoid answers with 100 Percent Words b. Bias is a word closely related to point of view but tends to be
d. Consider answers with qualifying words associated with prejudice, and thus it has a negative connotation.
e. Do not Overgeneralyze It is an opinion or judgment that may be based on solid facts or on
f. True statements must be true without exception incorrect information but leans to one side, unequally presenting
g. If two options are synonymous, eliminate both evidence and arguments.
h. Figure out the difference between similar options 3. Recognize the authors tone
i. Use logical reasoning when two answers are correct The authors tone describes the writer's attitude toward the subject. To
j. Look suspiciously at directly quoted pompous phrases determine the tone, pick up clues from the choice of words and details.
k. Simplify double negatives by canceling out both As a critical reader, tune in to the authors tone by letting attitude
I. Certain responses are neither true or false become a part of evaluating the message.
m. Validate true responses 4. Distinguishing fact from opinion
n. Recognize flaws in test taking a. Fact is a statement that can be proven true or false. It is an
Grammar observation that can be supported with direct evidence and is
Clues from other parts of the test something own by actual experience.
Length b. Opinion is a statement of feeling that cannot be proven right or
Absurd ideas and emotional words wrong. It can be a commentary, position, or observation based
12 PNU LET Reviewer Prof. Merry Ruth M. Gutierrez and Prof. Ma. jhona B. Acuna
General Education
3. Word Charts - presents information in summary form to make
on fact but represents a personal judgment, belief, feeling or
material easy to find. Instead of using sentences in a paragraph, a
interpretations of these facts,
writer can present complex information in chart form.
c. Recognize valid and invalid support for arguments
4. Statistical Tables - present numbers in chart form. Often, the
Fallacy is an error in reasoning that can give an illusion of support.
numbers appear in columns with headings to explain what the
On the surface it appears to add support but closer examination
numbers represent.
shows it to be unrelated and illogical. They are particularly present
5. Graphs - present statistics visually with lines, bars, or circles that
in propaganda, a form of writing designed to convince the reader
show how statistics compare with each other.
by whatever means possible. The following list describes some
6. Maps - visually condense material to show relationships. It is a diagram
propaganda techniques:
that places important topics in a central location and connects major
Testimonials: celebrities who are not experts state support.
points and supporting details in a visual display that shows degrees of
Bandwagon: you will be left out if you do not join the crowd.
importance which uses space in a free and graphic manner.
Transfer: a famous person is associated with an argument.
7. Charts - give information in an abbreviated outline form
Straw Person: a simplistic exaggeration is set up to represent
the argument.
Misleading Analogy: two things are compared as similar that C. Active Reading
are actually distinctly different.
1. The main idea of a passage is the core of the material, the particular
Circular Reasoning: the conclusion is supported by restating it. point the author is trying to convey. The main idea of a passage can be
stated in one sentence that condenses specific ideas or details in the
B. Functional Reading passage into a general, all-inclusive statement of the authors message.
Readings often contain more than just words. Graphics accompany the text Steps in determining the main idea
and knowing how to read these visual aids help the reader how to relate it a. Recognize general and specific words - look for specific ideas
to the ideas of the selection. presented in the sentences and decide on a general topic or
1. Photographs - to interpret photographs, you need to be able to subject under which ideas can be grouped. The general term
identify what is being represented and then to infer moods, attitudes, encompasses or categorizes the key ideas and is considered the
and relations that help give life to the pictures, particularly if they are of topic of the list.
people. b. Recognize general and specific phrases - topics of passages are
2. Diagrams - are drawings with labeled parts. Notice what the separate more often stated as phrases rather than single words.
parts represented and see how they work together. Labels and captions c. Recognize the General Topic for Sentences - study paragraphs are
usually point out the key features and explain how the parts relate to composed of sentences that develop a single general topic.
each other. d. Recognize General and Supporting Sentences - sentences are
related to a single subject, with two of the sentences expressing
Prof. M erry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna PNU LET Reviewer 13
(icncr.tf Education
d. How do these subsections support the whole?
specific support and one sentence expressing the general idea e. What is the overall topic?
about the subject. f. What point is the author trying to convey?
e. Differentiate Topic, Main Idea, and Supporting Details 5. The supporting details develop explain, and prove the main idea.
f. Questioning for the Main Idea They can be facts, descriptions, and reasons that convince the reader
Question: Who or what is this about? and make the material interesting. Details answer questions and paint
Question: What are the important details?
visual images so the reader has an experience with the author and
Question: What main idea is the author trying to convey about
sees what the author sees and understands.Details can be ranked by
the topic?
their level of importance in supporting a topic. Some details offer major
2. Stated Main Ideas - are directly stated, particularly at the beginning
support and elaboration, whereas others merely provide illustrations
of a passage. Such an initial main idea statement, thesis statement,
to relate the material to the readers prior knowledge and make
or topic sentence is a signpost for readers, briefing them on what to
expect. This thesis or main idea statement provides an overview of the visualizing easier.
author's message and connects the supporting details. How does a reader grasp the main idea of a selection?
3. Unstated Main Ideas - When the main idea is not directly stated, a. Determine the topic of the text. Use the title to predict the topic.
it said to be implied, which means it is suggested in the thoughts b. Ask yourself, "What about the topic is discussed? to point out the
that are revealed. In this case, the author has presented a complete focus of the topic.
idea, but for reasons of style and impact has chosen not to express c. Review the title to hypothesize about the writer's pattern of text
it concisely in one sentence. As a reader, it is your job to connect the organization. Generally, the rhetorical pattern chosen showcases
details systematically and focus the message. the main idea and the supporting ideas.
4. Getting the Main Idea of Longer Selections - longer selections
have several major ideas contributing to the main point and many Doing the three steps given will help the readers to come up with a
paragraphs of supporting details. To pull the ideas together under one main idea even prior to the reading of the actual text. The formula to
central theme, an additional step is necessary: Simplify the material construct or state the main idea is:
by organizing paragraphs or pages into manageable subsections and
then deciding how each subsection contributes to the whole. mi = p + f + 1
The following questions can help you determine the central theme
for a longer selection: Where
a. What is the significance of the title? What does the title suggest mi = main idea
about the topic? p = pattern of organization
b. How do the first paragraphs suggest the topic or thesis? f = focus of discussion
c. Under what subsections can the paragraphs and ideas be grouped? t = topic
14 PNU LET Reviewer

General Education English - Study and Thinking Skills
Read the entire selection to confirm if the main idea you have predicted
matches the writers main idea. If there is a match, the purpose of your P A R T II - A N A L Y Z IN G T E S T IT E M S
reading is to look for the support ideas. Jot down all the important
notes that relate to the main idea. However, if there is a mismatch
A. S a m p le Test Ite m s
between your main idea and the writers main idea, revise or change
your hypothesis before you gather the support ideas.
Directions: Read the portion of a proposal on smoking written below. Then decide
who could have written each proposal. Choose and copy the letter of the best
Evaluate the notes you have written, and synthesize the ideas you
answer for each item.
gathered from steps 1-4 to summarize the informational text in two or
three sentences. The formula for summary of an expository text is:
1. Proposal A:
I strongly propose that colleges and universities allow smoking among students in
S e t = m i + si + (sd)
the campus during break as a way of easing pressure and tension caused by heavy
academic demands.
Where
A. a psychologist C. a student who smokes
Set= summary of expository text
B. a parent D. a student leader
mi = main idea (p + f + 1)
si = support idea This is a question on critical thinking, specifically on noting point o f view. The
sd = support detail proposal requires sensitivity to the speaker's word choice and stand on the issue. The
words campus, break, academ ic pressure and tension suggest that a person is very
familiar with college life, and the stand is not against, but for smoking. Although choices
A, B, and D are also familiar with university life, not all o f them would fight for smoking.
The best answer is C - the one who is a university student and who smokes would be
the mostlikely to propose the idea.
2. Proposal B:
Smoking increases the chances of having fire accidents not only in schools but
also in all public places - parks, hotels, markets, and villages. It could be a way of
endangering the lives of people whose interest the government has promised to
serve and protect.
A. a physician C. a fire chief
B. a store owner D. a teacher
Prof. Merry Ruth M. Gutierrez and Prof, Ma. Jhona B. Acuna PNU LET Reviewer 15
B. P ra c tic e Test
The analysis done in 1 can be used here, too. Word choice will give a clue as to who
is speaking - words such as accidents, places, markets, hotels, government, serve,
and protect. Take note that the person's stand is not for, but against smoking. Choice
Read the selection and answer the questions that follow. Write only the letter of the
A, physician will not talk about the risks o f smoking in this manner and perhaps would best answer for each item.
not encourage smoking. Choice B, store owner, might cite other reasons and might be
ambivalent about the issue - either to fight for or against smoking. A teacher, choice 1 Forjail his ability to travel over a sandy desert without water, the camel has a nasty
D, might not advocate smoking, but will offer different explanations. The best answer is temper and the spirit o f revenge. He's not happy until he pays back a wrong, actual or
choice C. Among the choices, only a fire chief would explainreasons the way it was done seeming. Knowing this, camel drivers and others who use camels a lot have devised an
in the proposal because o f which smoking is not viewed positively. interesting way o f letting the camel settle his scores without the person getting hurt.
2 When a driver has made a camel angry in some way or other, he immediately runs
3. How would a tobacco grower explain the reason of the proposal for smoking? out o f sight. He hides near the road on which the camel will pass. He then takes off his
A. Smoking indirectly boosts the countrys economy. clothes and throws them down on a heap, which vaguely resembles a sleeping person.
B. Smoking relaxes the nerves and this helps control negative emotions. 3 Along comes the camel. He sees and smells the clothes o f the one who hurt him. Then
he pounces upon the pile, shakes every piece and tramples ail over everything. Satisfied, he
C. Smoking has always been a part of male identity and superiority over
walks away. The driver comes out of hiding, mounts the avenged beast, and rides off.
women. 4 It makes one think of the baby who bumps its head against the leg o f the table, turns
D. Smoking benefits the people who consider the plant as their source of around, and hits the leg in punishment.
income.
-from 1000 Stories You Can Use by Frank Mihalic
This is a thinking skill question which requires an analysis o f the person's character
as basis for identifying perspective and point o f view. Notice that the person involved 1. What is the passage mostly about?
is a tobacco grower who would encourage smoking for business reasons. Choice A is A. a camel and his driver
perhaps from an economist's view, while Choice B could be made by a plain smoker B. a drivers way to trick an angry camel
trying to justify the act. Choice C might be a statement by a sociologist talking about u a camels attitude when angry
gender issues. Choice D is the correct answer because the tobacco grower depends on
the plant for a living, and so he/she airs a view from a business or labor perspective.
D. a driver's device to control anger
2. Who is referred to by the pronoun he in paragraph 1, sentence 2?
A. driver 6. camel C. person D. cloth
3. Who is referred to by the pronoun he in paragraph 2?
A. driver / B. camel C. anger D. sight
4. How does the writer regard the camel?
A. with respect and care with humility and love
B. with feaF and love ( J p with contempt and criticism
5. What does the writer think about the camels driver? 9. According to the selection, what is true about an inventor?
( K ) The driver is wise and clever. , A. An inventor succeeds in all endeavors.
~ B. The driver is a fool. B. An inventor always succeeds in the first attempt.
C. The driver is loving and kind. C. An inventor gives up on the first failure of the experiment.
D. The driver is a friend of a camel. D. An inventor experiences failures several times before he/she succeeds.
6. What is implied by the statement, "Hes not happy until he pays back a wrong, 10. How are the ideas mentioned in this statement connected, If education is an
actual or seeming? inhibition to invention, it is due entirely to the form by which we rate things ?
A. The camel does not forgive any offense. A. The sentence enumerates reasons for invention.
B. The camel never stops seeking revenge. B. The sentence conveys the result of being uneducated.
C.. The camel pays for his happiness by doing the right thing. The sentence compares education and invention.
C ^ T h e camels happiness is making right the wrong done against him. D. The sentence gives cause-effect relationship between education and
7. What haDDens after the camel has trampled all over the clothes of the driver? invention.
11. What is the writers view about failure?
B. The camel smells the clothes. A. It is disastrous.
C. The driver comes out of hiding. B. It is an inhibition to invention.
D. The driver walks away form the camel. C. It hinders ones desire to succeed.
D. It helps people learn and get near their goal.
A study made a number of years ago said the more education a man has, the less likely
12. What could be the message of the selection?
he is to be an inventor. Now, the reason for that is quite simple. From the time the boy or girl
starts in school, he or she is examined three or four times a year, and of course, it is very, very A. Success comes to those who persevere.
disastrous if he/she fails. An inventor fails all the time and it is a triumph if he succeeds once. Failure reflects ones limited intellect.
Consequently, if education is an inhibition to invention, it is due entirely to the form by which C. Success brings pride to ones country.
we rate things and not because of any intellectual differential. D. Failure stops people from inventing things.
I can take any group of young people any place, and teach them to be inventors, if I can
get them to throw off the hazard of being afraid to fail. You fail because your ideas are not
right. You should not be afraid to fail, but you should learn to fail intelligently. BY that I mean, It is said:
That there is hardly a bar o f music which Beethoven did not rewrite a t least a dozen
when you fail, find out why you failed, and each time you fail it will bring you nearer to the goal.
-from 100 Stories You can Use by Frank Mihalic times.
That Bryant rewrote THANATOPSIS a hundred times.
8. What relationship is shown between education and invention? That Gibbon rewrote his AUTOBIOGRAPHY nine times.
That Plato wrote the first sentence o f his REPUBLIC nine times.
A. The former is the cause of the latter. That Virgil spent 12 years writing his AENEID.
B. Education is not useful for the inventor. - from 1000 Stories You Can Use by Frank Mihaiic
C. One's education guarantees an invention.

/B ) Education does not encourage a person to be an inventor.
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna PNU LET Reviewer 17
13. What does the word bar mean in the selection? The Cook's Prayer
A. A vertical line drawn to show division of notes
B. A strip of wood used for obstruction Lord o f all the pots and pans and things,
C. A gate closing a road Since I ve no time to be
A saint by doing lovely things,
D. A railing in a court
Or watching late with Thee,
14. What could be the reason for capitalizing some words in the selection? Or dreaming in the dawnlight,
A. They show the importance of greatness. Or storming heaven's gates,
B. The reflect insights on human nature. Make me a saint by getting meals
C. They stand for concepts difficult to understand. And washing up the plates.
- From 1000 Stories You can Use by Frank Mihalic
D. They represent great works of persistent people.
15. What could be inferred about the people mentioned in the selection?
A. They are gifted with power. 17. Who is speaking in the poem? ,
B. They are admired for who they are., A. A saint B. The Lord C. A cook ^ D. A wife
C. They are born to succeed in life. 18. Which of the following tells what the speaker does?
(JP They are recognized in their discipline. A. Watches late at night
16. Which is the best statement that tells the main idea of the selection? B. Dreams in the dawnlight
A. One's greatness is the product of brilliance. C. Storms heavens gate f
B. Perseverance makes one reach his or her goal. D. Washes up the plates
C. Success is measured by ones effortless creation. 19. How does the speaker in the poem regard the saints?
D. Success is for every person who waits for it patiently. 7 S j With admiration
a. With compassion !
C. With Understanding
Q j ) With Sympathy
20. what do the last two lines mean? The speaker is saying that he
A. Be given patience so he can do his work
B. likes his job and praying to his saints
C. wants to be a saint of pots and pans
D. does not like to work at night
22. What would most likely happen to Chance if he were to venture outside the
Chance walked through the rooms, which seemed empty; the heavily curtained
windows barely admitted the daylight. Slowly he looked at the large pieces o f furniture house?
shrouded in old iinen covers, and a t the veiled mirrors. The words that the Old Man A. He would be locked up in a cell and forgotten.
had spokeh to him the first time had wormed their way into his memory like firm roots. B. He would end up in a special home for the insane.
Chance was an orphan, and it was the Old Man himseif who had sheltered him in the C. He would develop a successful gardening business.
house ever since Chance was a child. Chance's mother had died when he was born. No D. He would not understand the world around him.
one, not even the Old Man, would tell him who his father was. While some could learn to
read and write, Chance would never be able to manage this. Nor would he ever be able 23. Which of the following paragraph details does not support the conclusion that
to understand much o f what others were saying to him or around him. Chance was to Chance is very limited in his abilities?
work in the garden, where he would care for plants and grasses and trees which grew A. While some could learn to read and write, Chance would never be able to
there peacefully. He would be as one o f them: quiet, open hearted in the sunshine and manage this.
heavy when it rained. His name was Chance because he had been born by chance. He B. Nor would he ever be able to understand much of what others were saying
had no family. Although his mother had been very pretty, her mind had been as damaged
as his; the soft soil o f his brain, the ground from which his thoughts shot up, had been ... around him.
ruined forever. Therefore, he could not look for a place in the life led by people outside Chance was to work in the garden, where he would care for plants and
the house or the garden gate. Chance must lim it his life to his quarters and to the grasses and trees.
garden; he must not enter the other parts o f the household or walk out into the street. D. ... he must not enter other parts of the household or walk out into the
His food would always be brought to his room by Louise, who would be the only person streets.
to see Chance and talk to him. No one else was allowed to enter Chance's room. Only
the Old Man himself might walk and s it in the garden. Chance would do exactly what he 24. From the details of the passage, what type of person may Chance be compared to?
was told or eise he would be sent to a special home for the insane where, the Old Man A. an insane adult C. an ungrateful son
said, he would be locked in a cell and forgotten. Bj, an unhappy teenager (? an obedient child
Chance did what he was told so did black Louise. 25. What is the overall purpose of the passage from this novel?
A. compare and contrast the characters of the Old Man and Chance
-Excerpted from Being There byJerzy Kosinski
B. provide a background description of Chance and his life
C. explain the heredity (similar disabilities) of Chances mother
21. It was the Old Man himself who had sheltered him in the house since Chance D. promote the health benefits of peaceful gardening
was a child. What does this suggest about their relationship?
The Old Man was Chance's
A. guardian C. father
B. brother D. landlord
r
i 1. What was the selection mostly about?

i
P A R T III - E N H A N C IN G T E S T T A K IN G S K IL L S A. remembering George Bush
B. processes in human memory
Read the selection and answer the questions that follow. Copy the letter of the besl C. processing information using computers
answer for each item. D. steps in improving retention
2. What rhetorical pattern was used in the selection?
1 What must occur to enable us to remember a friend's name, a fact from history, A. chronological ' C. cause-effect
or an incident from our past? The act o f remembering requires the successful completion B. comparison-contrast D. enumeration
of three processes: encoding, storage, and retrieval. The first process, encoding, involves 3. What do you think was the purpose of highlighting some words in the selection?
transforming information into a form that can be stored in memory. Sometimes we encode A. to enumerate effects of memory
information automatically, without any effort, but often we must do something with the
B. to discuss reasons of the process
information in order to remember it. For example, if you met someone named George at a
party, you might associate his name with George Washington or George Bush. Such simple C. to emphasize the processes involved
associations can markedly improve your ability to recall names and other information. The D. to relate the information to prior knowledge
careful encoding o f information greatly increases the chance that you will remember it. 4. Which of the highlighted words is not a major process in memory?
2 The second memory process, storage, involves keeping or maintaining information in A. retrieval C. storage
memory. For encoded information to be stored, some physiological change in the brain must
B. encoding ? 0. consolidation
take place - a process called consolidation. Nonnally consolidation occurs automatically,
but if a person loses consciousness for any reason, the process can be disrupted and a 5. Which of the processes in memory should happen first?
permanent memory may not form. That is why a person who has been in a serious car A. retrieval C. storage
accident could awaken in a hospital and not remember what has happened. B. encoding D. consolidation
3 The final process, retrieval, occurs when information stored in memory is brought to 6. What type of change in the brain is needed for the storage of information?
mind. Calling George by name the next time you meet him shows that you have retrieved
A. psychological
his name from memory. To remember, we must perform all three processes - encode the
information, store it, and then retrieve it. Memory failure can result from the failure of any B. psychosocial
one o f the three. 7. Why does memory fail, according to the selection?
4 Similar steps are required in information processing o f computers. Information is A. when encoding does not happen
encoded (entered in some form the computer is able to use), then stored on disk, and later *B. when any one of the three fails
retrieved on the screen. You would not be able to retrieve the material if you had failed to
C. when consolidation does not take place
enter it, if a power failure occurred before you could save what you had entered, or if you
forgot which disk or file contained the needed information. Of course, human processing D. when retrieval is impossible
is far more complex than even the most advanced computer systems, but computer
processing provides a useful analogy to memory if not taken too literally.
-from Steps to College Reading by Dorothy U. Seyler
20 PNU LET Reviewer Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuiia
8. Which of the following statements can be deleted from the selection? 10. The writer discusses
A .' JTyou meet George at a party, you might associate his name with George A. the causes of music therapy C. the music in Biblical times
Washington. the effects of musicD. the music for life
B. Encoding involves transforming information into a form that can be stored
in memory. 11. The ideas are arranged using______ as a pattern of organization.
C. Storage is the second memory process. A. enumeration C. cause-effect
D. Retrieval is the final process in memory. B. problem-solution D. chronological
Which of the following could be the best title for the selection? 12. The writer defines a concept/term in paragraph
A. Human Brain and the Computer A. 1 B. 2 C. 3 ' D. 4
B. The Three Processes in Memory 13. Accordingto the selection, the following are the effects of music except
C. Improving Ones Memory A. emotional healing
D. My Memory and I B. pain tolerance
* C. academic excellence
D. behavioral change
Music Can Heal Mental Wounds but Only in the Right Hands
By Eva DorotheeSchmid 14. There are____ effects of music mentioned in paragraph 3.
A. 2 B. 3 0 ) 4 D. 5
1 Human beings have known about the healing properties o f music since Biblical 15. The writerwants to explain
times - according to the Old Testament for example. David soothed King Saul's aching A. that music can replace medicine
brow by reaching for his harp. how music can be useful for well-being
2 There are also many references to the healing potential o f music in texts left
behind by the ancient Greeks.
when music can complement medicine
3 The same properties are not put to good use in the modern field o f music therapy. D. why music is popular
Music therapy is psychotherapeutic procedure which does not compete with traditional
medicine but rather tries to complement it.
4 Music arouses emotion, soothes, comforts and can lead to changes in behavior. It
can also encourage the healing process, increase a person's ability to tolerate pain and
help them overcome their fears.
5 A ll o f this can result in changes in the body's chemistry.
6 Studies show that the right sort o f music causes the body to release an increased
amount o f so-called endorphins with the results that the person becomes less sensitive
to pain and feels much better.
- from Manila Bulletin, August 2007
The Dangers o f Acid Rain 19. What are free hydrogen ions?
A. electrically-changed ions
Acid rain refers to all types o f precipitation - rain, snow, sleet, hail, fog - that is j B . electrically-charged atoms
acidic in nature. Acidic means that these forms o f water have a pH lower than 5.6 C. water measured on a scale
average o f rainwater. Acid rain kills aquatic life, trees, crops and other vegetation,
D. electronically-charged atoms
damages buildings and monuments, corrodes copper and lead piping, damages such
man-made things as automobiles, reduces soil fertility and can cause toxic metals to 20. Which is not directly stated as an effect of acid rain?
leach into underground water sources. A. death of marine life
Rain is naturally acidic because carbon dioxide, found normally in the earth's atmosphere, B. damage of monuments
reacts with water to form carbonic acid. While pure" rain's acidity is pH 5.6 to 5.7, C. reduction of soil fertility
actual pH readings vary from place to place depending upon type and amount o f other
D. extinction of human race
gases present in the air, such as sulfur oxide and nitrogen oxides.
The term pH refers to the free hydrogen ions (electrically charged atoms) in water
and is measured on a scale from 0 to 14. Seven is considered neutral and measurements
Not much is known about the early history o f printing with movable type. There
below seven are acidic while those above it are basic or alkaline. Every point on the pH
is evidence, however, that hand-set printing with movable type was first invented in
scale represents a tenfold increase over the previous number. Thus, pH 4 is 10 times
China and Korea. A t a later time, it was developed in Europe. In the 1400s, Laurens
more acidic than pH5 and 100 times more acidic more so than pH 6. Similarly, pH 9 is
JanzoonKoster o f Holland, and Panfilo Castaldi o f Italy, are thought to have made the first
10 times more basic than pH 8 and 100 times more basic than ph 7.
European use o f printing with movable type. It is Johann Gutenberg's name, however,
that is now associated with the invention of the movable type printing press. Although
- from Manila Bulletin, October 2007 the separate elements o f printing (the type, the ink, the press, and the paper) were not
Gutenberg's own invention, his contribution was that he printed a large quantity o f work
16. What is the average pH of rainwater? o f high quality.
Born in Mainz, Germany, in about 1397, Gutenberg was trained as a goldsmith,
A. 5.6 B. 14 C. 100 D. 10 but he became a partner in a printing office in about 1436. It was in his hometown o f
17. Why is rain naturally acidic? Mainz that he began the project he is most famous for: printing o f the Mazarin Bible. To
A. because water reacts with atmosphere finance this great project, he borrowed money from a lawyer named Johann Fust and
B. because of carbon dioxide's reaction with water form a printer. He was unable to pay back the money, however, and as a result lost both
C. because of acid his printing press and the types to Fust, who carried on Gutenberg's work.
Gutenberg's method dominated the printing industry for almost 400 years. It
D. because of the atmosphere required hand-setting particular pieces o f type, locking them into place, and then printing
. What affects the variation in the actual pH readings? on wooden flatbed handpresses. The rate was slow compared to modern printing; 300
A. the type of gases to 500 sheets a day printed on a single side was considered a good rate production.
B. the amount of gases Though not much is known about Gutenberg's life, his name lives on as a person who
rC. the type and amount of gases contributed significantly to the technology o f human communication.
D. the kinds of plants in the area
22 PNU LET Reviewer Prof. Merrv Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
21. What is the main topic of this passage?

At A history of early printing
B. Gutenbergs contribution to printing
C. The printing of the Mazarin Bible
D. Gutenbergs life in Germany
22. The author infers that the most significant aspect of Gutenbergs work in
developing the art of printing is:
{A / The large number and quality of copies that he printed
,J3. The printing of the Mazarin Bible
* fe. The fact that he developed a new techniqueusingknown elements
D. His inventive spirit and tenacious approachtohis work
23. Why did Gutenberg borrow money from Fust?
A. In order to fund his printing of the Bible
B. In order to pay back loans for buying movable types
C. In order to expand his printing ability
D. In order to go into partnership with another printer
24. According to the author, which of the following did NOT precede Gutenberg in
the use of movable type printing?
1C Fust C. Castaldi
B. Koster D. The Chinese
25. Why does the author mention Koster and Castaldi?
A. To bring out the superiority of previous inventors
B. To show that Gutenberg had rivals
C. To demonstrate that historians disagree
(tT ) To broaden the scope of this discussion
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna PNU LET Reviewer
English - Academic Writing General Education
ip' - ' *3?
Academic PART I - C O N TE N T UPDATE
I. C O M M O N SENTENCE ERRORS
Writing A. Fragments
SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand
by itself. It does not contain even one independent clause.
Prepared by: There are several reasons why a group of words may seem to act like a
Prof. Ma. Concepcion Y. Ray in undo and Prof. Ali G. Anndin
sentence but not have the wherewithal to make it as a complete thought.
1. It may locate something in time and place with a prepositional phrase

Competencies: or a series of such phrases, but its still lacking a proper subject-verb
relationship within an independent clause:
In Japan, during the last war and ju st before the armistice.
Use English accurately,
2. It describes something, but there is no subject-verb relationship:
meaningfully, and appropriately Working far into the night in an effort to salvage her little boat.
in written discourse
3. It may have most of the makings of a sentence but still be missing an
important part of a verb string:
Some of the students working in Professor Espinozas laboratory last
semester.
4. It may even have a subject-verb relationship, but it has been

subordinated to another idea by a dependent word and so cannot stand
by itself:
Even though he had the better arguments and was by far the more powerful
speaker.
24 PNU LET Reviewer Prof. Ma. Concepcion Y. Raymundo and Prof. Ali ( I. Anudin
General Education English - Academic Writing
Dependent-Word Fragments 3. Divide the sentence into two.
Some words that begin with a dependent word are fragments. Following is a list of Jim's father passed the board exam for merchant marine officers. He will
common dependent words. Whenever you start a sentence with one of these words, be the captain of the ship next month.
you must be careful that a fragment does not result.
A comma splice is committed when a writer uses a comma without the
Dependent Words proper connective. This, according to Tiempo and Tiempo, "destroys the
after if, even if when, whenever even though unity of the sentence". (Tiempo & Tiempo, 1980) The sample sentence
although, though in order that where, wherever until below looks almost the same with the sample run-on sentence. The
as since whether who, whose only difference is the fact that the sentence uses a comma to divide
because that, so that which, whichever how the two independent clauses.
before unless while /- what, whatever
The crowd cheered loudly when the band emerged from the backstage,
Eric stood quietly.
B. Run-on Sentences and Comma Splice
A run-on is two complete thoughts that are run together with no adequate sign Fused Sentences
given to mark the break between them. Some run-ons have no punctuation at The bus stopped suddenly. I spilled coffee all over my shirt.
all to mark the break between the thoughts. Such run-ons are known as fused Mario told everyone in the room to be quiet his favorite show was on.
sentence: they are fused , or joined together, as if they were only one thought. In other run-ons, known as comma splices, a comma is used to connect, or splice"
together, the two complete thoughts. Some stronger connection than a comma
Three ways to correct run-on sentences: >alone is needed.
1. Place a semi-colon in between the two sentences Comma Splices

Jim's father passed the board exam for merchant marine officers; he will The bus stopped suddenly, I spilled coffee all over my shirt.
be the captain o f the ship next month. Mario told everyone in the room to be quiet, his favorite show was on.
2. Add a transitional marker: a subordinating conjunction, or a coordinating C. Dangling and Misplaced Modifiers
conjunction (it depends upon the nature of the sentence) between the We often use phrases to describe words within sentences, and we determine
two sentences the meaning of our sentences by placing these descriptive phrases next to the
Jim s father passed the board exam for merchant marine officers, and he words they point to or modify. For example, the sentence, I saw a boy running
will be the captain of the ship next month. down the street, indicates that the boy" was doing the running. However, if
we wrote, Running down the street, I saw the boy, we would be suggesting to
readers that I was doing the running.
Prof. Ma* Concepcion Y. Raymundo and Prof. Ali G. Anudin PNU LET Reviewer 25
Misplaced Modifier Revision
Sometimes we become careless and place descriptive phrases far away from the 3. After seeing the benefits of reduced employee turnover, absenteeism, and
words they modify, making our sentences unclear or inaccurate. We call these lateness, more and more companies are providing onsite daycare as a perk for
phrases misplaced modifiers. For example, in I was told that I had been awarded working parents.
the scholarship by my professor," does the underlined phrase mean that the
professor did the telling or the awarding? If the professor did the telling, we could (Onsite daycare is not seeing the benefits of reduced turnover, absenteeism, and
make the meaning of this sentence clearer by repositioning the phrase: I was told lateness; companies are seeing these benefits as a result of onsite daycare.)
by my professor that I had been awarded the scholarship. 4. An author who did not receive much attention until after her death, readers of
all ages enjoy Emily Dickinsons poetry today.
Dangling Modifiers or
Other times we write descriptive phrases that point to or modify words that are Readers of all ages enjoy Emily Dickinsons poetry today, an author who did not
not clearly stated in our sentences, making our sentences illogical. We call these receive much attention until after her death.
phrases dangling modifiers. For example, in "Walking to college on a subzero Revision
morning, my left ear became frozen, the underlined phrase modifies "my left ear. Today, readers of all ages enjoy the poetry of Emily Dickinson, an author who
This doesnt make sense; some person must have been doing the walking. We can did not receive much attention until after her death.
clarify the sentence by putting a logical word after the phrase: for example, Walking
to college on a subzero morning, I froze my left ear. Or, we can change the phrase (The phrase, an author who did not receive much attention until after her death,
so that it has a logical subject and verb in it: When I was walking to college on a should modify Emily Dickinson rather than readers or Emily Dickinsons poetry.)
sub/ero morning, my left ear became frozen.'
5. Cost-efficient and convenient, many of todays corporate employees are being
Examples of Dangling and Misplaced Modifiers trained through computer-assisted instruction.
1. On July 20,1969, American astronauts Neil Armstrong and Edwin "Buzz Aldrin Revision
landed on the moon, watched by nearly a fifth of the worlds population. Cost-efficient and convenient, computer-assisted instruction is being used by
Revision many companies to train employees.
Watched by nearly a fifth of the worlds population, American astronauts Neil
Armstrong and Edwin Buzz Aldrin landed on the moon on July 20,1969. (The descriptive words, cost-efficient and convenient, modify computer-assisted
instruction rather than today's corporate employees.)
( I he world was not watching the moon; the world was watching the astronauts.)
6. Having submitted the conference registration form after the deadline,
2. Attei seeing the benefits of reduced employee turnover, absenteeism, and lateness, special permission by the chairperson was needed before she could give her
onsite daycare, is being provided more frequently as a perk for working parents. presentation.
26 PNU LET Reviewer Prof. Ma. Concepcion Y. Raymundo and Prof. Ali G. Anudin
Revision Nonparallel (Not Balanced)
Having submitted the conference registration form after the deadline, Susan The game -show contestant was told to be cheerful, charming, and with
needed special permission from the chairperson before she could give her enthusiasm.
presentation. Parallel/Balanced
The game -show contestant was told to be cheerful, charming, and
(The example doesnt make sense as it is written. Someone must have submitted enthusiastic.
the form late. According to the revision, Susan submitted the form late.) (A balanced series of descriptive words: cheerful, charming, enthusiastid)
7. When purchasing a cellular phone, the wide variety of calling plans and features Nonparallel (Not Balanced)
overwhelms many people. Grandmother likes to read mystery novels, to do needle point, and browsing the
Revision Internet on her home computer.
When purchasing a cellular phone, many people become overwhelmed by the Parallel/Balanced
wide variety of calling plans and features. Grandmother likes to read mystery novels, to do needle point, and to browse
the Internet on her home computer.
(The calling plans and features arent purchasing cellular phones. People purchase (A balanced series of to verbs: to read, to do, to browse)
cellular phones.)
Nonparallel (Not Balanced)
D. Faulty Parallelism We painted the trim in the living room; the wallpaper was put up by a
Words in a pair or series should have parallel structure. By balancing the items professional.
in a pair or series so that they have the same kind of structure, you will make Parallel/Balanced
the sentences clearer and easier to read . We painted the trim in the living room; a professional put up the wallpaper.
Nonparallel (Not Balanced) (Balanced verbs and word order: We painted. , . ; a professional put up. ..)
My job includes checking the inventories, initialing the order, and to call the
suppliers. E. Faulty Coordination
Parallel/Balanced
My job includes checking the inventory, initializing the orders, and calling the The Coordinating Conjunction
suppliers. Coordinating conjunctions connect words, phrases, and clauses.
(A balanced series of -in g wordsxhecking, initialing, calling And, but, for, nor, or, so, and yet these are the seven coordinating conjunctions.
Prof. Ma. Concepcion Y. Raymundo and Prof. Ali G. Anudin PNU LET Reviewer 27
Look at the examples that follow: Three patterns in writing use coordinating conjunctions. Add commas when
1. The bowl of squid eyeball stew is hot and delicious. required.
2. The squid eyeball stew is so thick that you can eat it with a fork or spoon.
3. Rocky, my orange tomcat, loves having his head scratched but hates getting his Pattern 1 Connecting two main clauses
claws trimmed.
4. Rocky terrorizes the poodles next door yet adores the German shepherd across When you connect two main clauses with a coordinating conjunction, use a comma.
the street. The pattern looks like this:
5. Rocky refuses to eat dry cat food, nor will he touch a saucer of squid eyeball
stew. m ain clause + , + coordinating conjunction + main clause
6. I hate to waste a single drop of squid eyeball stew, for it is expensive and time-
consuming to make. Here is an example:
7. Even though I added cream to the squid eyeball stew, Rocky ignored his serving, While I am at work, my dog Floyd sleeps on the bed , and my cat Buster naps
so I got a spoon and ate it myself. in the bathtub.
F. Subordination Pattern 2 Connecting two items

Subordination, however, emphasizes the idea in the main clause more than the
one in the subordinate clause. Generally, the patterns look like these: You can also use a coordinating conjunction to connect any two items. These items
can be any grammatical unit except main clauses. The pattern looks like this:
m a in c la u s e + 0 + s u b o rd in a te c la u s e
s u b o rd in a te c la u s e + , + m ain c la u s e item + 0 + coordinating conjunction + item
Punctuate coordinating conjunctions correctly. Here are some examples:

My dog Floyd has too many fleas and too much hair.
My cat Buster has beautiful blue eyes but a destructive personality.
Pattern 3 Connecting three or more items in a series
When you have three or more items in a series, you generally use a comma before
the coordinating conjunction. Some handbooks and style guides will tell you that this
comma is optional, but my advice is to put it in. The pattern looks like this:
28 PNU LET Reviewer Prof. Ma. Concepcion Y. Raymundo and Prof. Ali G. Anudm
A topic sentence has two parts:
item + , + item + , + coordinating conjunction + item A topic (key word or phrase)
Here is an example: A direction or general word, which may be a conclusion an opinion, or a
Swatting olives off the kitchen counter, dragging toilet paper streamers through statement about the topic.
the house, and terrorizing Jacques Cousteau, the parakeet, have consumed For example, the following sentences could be topic sentences:
another of Busters days. Doing housework can be very boring.
Browsing in a library is an exciting experience.
Subordinating Conjunctions My trip to the botanical garden taught me a lot.
A subordinating conjunction joins a subordinate clause to a main clause.
You could use each one of these sentences as a topic sentence because each main
An adverb clause is always introduced by a subordinating conjunction. idea is limited to and focused into two essential parts: a topic (key word or phrase)
A noun clause and adjective clause sometimes are. and a general direction (conclusion or opinion) about the topic:
Adverb clause: Before you go, sign the log book. Topic Direction or General Word
Noun clause: He asked if he could leave early. Doing housework is very boring.
Adjective clause: That is the place where he was last seen. Browsing in a library is an exciting experience.
A subordinating conjunction is always followed by a clause. The paragraph

Many subordinating conjunctions can be other parts of speech. A paragraph has three parts:
Adverb:Jill came tumbling after. 1. a topic sentence
Preposition: Jill came tumbling after Jack. 2. support sentences *
Subordinating Conjunction: Jill came tumbling after Jack had fallen. 3. a conclusion
The following is an example of a paragraph that has these three parts.

My blind date last night was a disaster.l got wet because just as I stopped
II. T H E T O P IC S E N T E N C E A N D T H E P A R A G R A P H to pick up my date, it started raning, and she borrowed my raincoat.At dinner,
she ate so much that i had to use my next days lunch money to pay for her
A good paragraph contains several related sentences that support one main meal. I had a terrible time because she could not dance. To make matters
idea, which is limited to and focused in one sentence. This sentence helps worse, I had a cut on my lip that hurt when I kissed her.Thats the last blind
guide the reader through the related sentence in the paragraph. The term used date I w ill ever have.
to identify this main idea is topic sentence.
Elements of a Strong Paragraph Illogical Order
Strong paragraphs need to have the following elements: completeness, logical or I opened the front door of my house and went inside.
sensible order, unity and coherence. I walked up the front steps to my front door.
Completeness Logical Order

A paragraph must have enough information in it to give the reader a clearer picture I walked up the front steps to my front door.
or a full discussion of its main idea ( the topic sentence). A paragraph without I opened the front door of my house and went inside.
details or examples will be vague and unconvincing . A paragraph that does not
have enough information is called incomplete or undeveloped. Unity
All sentences in a good paragraph relate to the topic sentence (main idea). When
Example of an undeveloped paragraph. any idea doesnt relate specifically to the topic sentence, then that paragraph lacks
unity or is not unified.
Dancing can be good exercise. It can be entertaining. It can be lots of fun as
well. Dancing can be very beneficial to everyone. Example of a unified paragraph:
Example of a complete paragraph: American scientists are working hard to gather facts about sea turtles
called leatherbacks. The observers work, no matter what the weather is like-
Dancing can be good exercise. The constant arm and leg movements are on clear days or in pouring rain. They count the turtles as they come ashore.
like aerobics. They can be a really good workout if the dance lasts long enough. When the turtles lay their egg, the scientists walk up and down the beaches
If the dance requires lots of quick movements, many calories can be used up, for many hours at a time. They count the eggs in the sand. Then, later,they
and more fat will be burned. Some dances require movements that are like count the eggs that hatch. These biologists know that they are collecting
stretching, so flexibility and muscle tone will be increased. Dancing can help information that will someday be important to other scientists.
maintain weight and can be beneficial exercise to everyone.
Coherence
Logical Order One of the most important considerations in writing a paragraph is coherence-
All the support sentences should be in clear, logical order. Sometimes the order the way all the sentences should be clearly connected to each other. Without
of these supporting details does not matter. Other times, however, it does matter connecting words or phrases , supporting ideas may be hard to follow and
because if the sentences are not in logical order, the reader misses the main point sometimes may even seem to be unrelated to the topic sentence and to each other.
of the paragraph.
The following paragraph has all the coherence it needs:
To summarize, repeat, or all in all, all together, as a result, as had been
conclude noted, basically, finally, in brief, in conclusion,
When Sue was a child, she learned from her dad how to be a hard worker.
in other words, in particular, in short, in simpler
For example, she always helped in the yard. Many times they mowed the lawn
terms, in summary, on the whole, that is,
together. Sue emptied the grass catcher ( which her dad did not overfill), and
therefore, to put it differently, to summarize
he did the heavy part by lifting the barrels full of grass. Working together,
they did not quit until the job was done. She and her dad worked even after To indicate place above, adjacent to, below, elsewhere, farther on,
the sun was gone, making sure the edges of the lawn were n ea t. In this way, here, near, nearby, on the other side, opposite to,
Sue learned to stay with a job until she had done well and could feel proud there, to the east, to the left
of her effort. To indicate time after a while, afterward, as long as, as soon
as, at length, at that time, before, currently,
Table of Transitional/Cohesive Devices earlier, eventually, first (second, third, etc.),
Function Transitional/Cohesive Device finally, formerly, immediately, in the meantime,
in the past (future), lately, later, meanwhile, now,
To show addition again, also, and, and then, besides, equally
presently, shortly, simultaneously, since, so far,
important, finally, first, further, furthermore, in
soon, still, subsequently, then, thereafter, until,
addition, in the first place, last, likewise, moreover,
until now, when, while
next, or, still, then, too
To indicate cause and accordingly, as a result, because, consequently,
To compare also, in comparison, in the same way, likewise,
effect for this purpose, hence, otherwise, since, so, then,
similarly
therefore, thereupon, thus, to this end, with this
To contrast although, and yet, at the same time, but, object
conversely, despite, even so, even though,
for all that, however, in contrast, in spite of,
nevertheless, nonetheless, notwithstanding, The Thesis Statement
on the contrary, on the other hand, otherwise,
regardless, still, though, yet In a nutshell, a thesis statement:
To give examples or after all, as an illustration, certainly, even, for tells the reader how you will interpret the significance of the subject matter
intensify example, for instance, indeed, in fact, it is true under discussion.
that, namely, of course, specifically, that is, to be is a road map for the paper; in other words, it tells the reader what to expect
sure, to illustrate, to tell the truth, truly from the rest of the paper.
directly answers the question asked of you. A thesis is an interpretation of a Broadly, thesis statements can be divided into 3 categories:
question or subject, not the subject itself. The subject, or topic, of an essay Analytical: An analytical thesis basically provides a comprehensive insight
might be on Poverty or a movie analysis; a thesis must then offer a way to to some important issue and the tacts that are related to the issue plus the
understand the issue or the the movie. analytical aspects of the same.
makes a claim that others might dispute. For example, An analysis of the ferruginous hawk reveals two kinds of
is usually a single sentence somewhere in your first paragraph that presents flight patterns: patterns related to hunting prey and patterns related to
your argument to the reader. The rest of the paper, the body of the essay, courtship.
gathers and organizes evidence that will persuade the reader of the logic of
your interpretation. Expository: This is the simplest of all types of thesis, the expansionary thesis
principally puts forth some facts and simplified explanations regarding a
You can tell if your thesis is strong if you can answer the following: specific idea, in front of the people.
Do I answer the question? Re-reading the question prompt after constructing Example: Watching too much television may lead to physiological and
a working thesis can help you fix an argument that misses the focus of the psychological problems.
question.
Have I taken a position that others might challenge or oppose? If your thesis Argumentative: The third type is that of the argumentative thesis and presents
simply states facts that no one would, or even could, disagree with, its arguments between two view points.
possible that you are simply providing a summary, rather than making an Example: Smoking should be banned in all public places.
argument.
Is my thesis statement specific enough?Thesis statements that are too vague
often do not have a strong argument.
Does my thesis pass the "So what? test? If a reader's first response is, So
what? then you need to clarify, to forge a relationship, or to connect to a
larger issue.
Does my essay support my thesis specifically and without wandering? If your
thesis and the body of your essay do not seem to go together, one of them
has to change.
Does my thesis pass the how and why? test? If a readers first response is
how? or why?" your thesis may be too open-ended and lack guidance for
the reader.
III. PA TTE R N S O F P A R A G R A P H D E V E L O P M E N T Descriptive Essay
There are various Writing Genres or Patterns of Paragraph Development, and each The descriptive essay reties on concrete, sensory detail to communicate its
pattern or genre has a specific function. Often, these genres are merged with each point.
other to make the written output more effective. When writing a descriptive essay, writers should have a broad fund of modifiers,
i.e., adjectives. Moreover, writers should be specific in using adjectives and
Narration other words that would describe the topic, i.e., beautiful may be different from
pretty, cute, gorgeous, etc.
Use narration to establish a series of events that tells the reader what happened.
Narration follows a chronological pattern of development. It is a convincing
Sample Descriptive Paragraph
mode of paragraph development to the extent that it tells a coherent story.
The Blond Guitar
Larry suddenly woke up from a deep sleep. The sun was dazzling his half-open by Jeremy Burden
eyes, and he couldn't figure out what time it was. The door to his room was closed; the
house was immersed in some sort o f reckless silence. He slowly got out o f his bed and My most valuable possession is an old, slightly warped blond guita r-the first
approached the bench right next to the window. For a moment, he thought, he heard a instrument I taught myself how to play. It's nothing fancy, just a Madeira folk guitar,
tapping sound coming from the attic. Then again he heard the sound only this time it all scuffed and scratched and finger-printed. A t the top is a bramble o f copper-wound
seemed to be somewhat closer. He looked outside the window and saw a man going by strings, each one hooked through the eye o f a silver tuning key. The strings are stretched
the left side o f the road. On seeing Larry, the man approached his garden's fence and down a long, slim neck, its frets tarnished, the wood worn by years of fingers pressing
whistled. A t this point, Larry recognized Nick and waved his hand. He quickly got dressed chords and picking notes. The body o f the Madeira is shaped like an enormous yellow
and was about the get down to open the gate, but he again heard someone murmuring pear, one that was slightly damaged in shipping. The blond wood has been chipped
in the other part o f the house. Larry decided to go to the attic and see what was causing and gouged to gray, particularly where the pick guard fell o ff years ago. No, it's not a
this, now buzzing, sound. He got to the second floor o f his house and looked toward the beautiful instrument, but it still lets me make music, and for that I will always treasure it.
attic. He quickly opened its door and looked inside. Nothing was found. He was about to
turn back and attend to his guest when he, suddenly, slipped on the stairs and fell. He
called out to Nick to help him get up.
Example taken from: http://daria-przybyla.suite101.com/example-of-a-narrative-paragraph
Prof. Ma. Concepcion Y. Raymundo and Prof. Ali Ci. Anudin PNU LET Reviewer 33
Process Essay
Point-by-Point or Alternating Arrangement
A process essay may either be How to do or How something works
I. Introduction in which you state your purpose
In a How to do essay the objective of the writer is to tell the reader how a
II. First difference
certain product is produced. Most often, this type of essay uses the first person
A. Topic 1
point of view because it demonstrates how something is does to the reader,
B. Topic 2
(e.g. How to apply for the Fulbright Scholarship Grant)
III. Second difference
A. Topic 1
Sample Process Paragraph
B. Topic 2
The writing process has four distinct phases. (2) The first is invention, which is IV. Third difference
aided by any number o f techniques, including free-writing, mind-mapping and outlining. A. Topic 1
(3) In this first stage, it's important for a writer not to edit but to let ideas flow and to B. Topic 2
simply get them down on paper. (4) After invention, comes the first draft the stage V. Conclusion
where the ideas start to take shape. (5) Many writers use a sentence outline at this stage
to see where they need to cut and where they need to add material. The first draft is
also where writers should develop a tentative thesis to guide the structure o f their essay.
In the block organization , the focus is on the two topics.
(6) The next stage o f the process is when both the second and third drafts are done.
(7) Here, ideas and structure are refined, and the thesis is revised until it becomes the
unifying idea o f the paper. (8) Finally, comes the last stage, that o f editing. (9) Writers Block Arrangement
should take care a t this stage that all sentence structure and punctuation is correct, and
they should make corrections to documentation format as needed. (10) Writers often I. Introduction in which you state your purpose
repeat these four phases more than once, or skip a phase and go back to it, making the
II. Topic 1
writing process more cyclical than linear.
A. Similarity/Difference or Factor 1
B. Similarity/Difference or Factor 1
C. Similarity/Difference or Factor 1
Comparison-Contrast III. Topic 1
A. Similarity/Difference or Factor 1
A comparison-contrast essay presents the relationship between two items; this B. Similarity/Difference or Factor 1
may be in the form of similarities and differences. C. Similarity/Difference or Factor 1
This essay may be organized by using either the point-by-point organization IV. Conclusion
or the block organization
General Education English - Academic W riting
Sample Comparison-Contrast Paragraph because an argumentative essay shows evidences and support details, while
most opinions are based on beliefs and personal ideologies.
A scientist and a poet both strive for perfection: the poet refines his sensibilities, Premises are reasons that support conclusions, while a conclusion is the key
while the scientist reduces everything to precise measurements. Both share the beauty assertion, or claim.
o f a rainbow; but while the poet imagines a pot o f gold a t the end o f it, the scientist
wants to spell it out in angstrom units measuring wavelength. Sample Argumentative Paragraph
Because o f the pressing issues regarding global economic recession, it is high time
that the government support programs that would boost the countrys economy. We
Cause-Effect should set aside moral issues and start thinking of ways to curb to growing problems in
finance. One way to deal with this is by legalizing prostitution.
The cause-effect essay presents the reasons or results for something. We all know that this is the oldest profession and legalizing this will allow more
There are two possible ways to outline a cause-effect essay: (a) single cause, revenues. How? Well, basically, legalizing prostitution Is tantamount to taxation. Each
multiple effects or (b) multiple causes, single effect. prostitute will be taxed. Hence, a portion o f their profits will contribute to the needs of
the nation.
Sample Cause-Effect Paragraph
The tropical rainforests o f West Africa, Brazil, Latin America and Southeast Asia
are some o f the most important environmental regions o f the world because they hold
millions o f unique plants, animals, and people. However, they are being destroyed
rapidly for agriculture, mining and logging. This essay will examine the causes o f this
destruction and outline its effects on our lives.
One o f the main causes o f this is logging for timber. Millions o f hectares o f trees are
cut down every year, often illegally. The most valuable wood is taken and not replaced,
and landless people move in along the new logging roads.
Argumentative
An argumentative essay presents premises and conclusions regarding an

issue. It presents the writers stand-whether he/she agrees or not. However, it
should be noted that an argumentative essay is different from an opinion simply
P A R T II.- A N A L Y Z IN G T E S T IT E M S 3. All of the transitional/cohesive devices below may be used when writing a
. jsp . - ^
comparison-contrast essay, except
A. consequently C. conversely
B. nevertheless D. similarly
S a m p le T est Ite m s
The answ er is A. Consequently" would be more useful in a cause-effect essay. A ll the
1. Oliver jumps every New Year season. Believing that he will become taller. The other options may be used when comparing and contrasting.
error in these statements may be corrected using the following versions, except:
A. Because he believes that he will become taller, Oliver jumps every New
Year season.
B. Oliver jumps every New Year season, and he believes that he will become 1. What is the topic sentence for the following paragraph?
taller. 1. Visiting a dentist can be an uncomfortable experience. 2. One has to make
C. Oliver jumps every New Year season. He believes that he will become taller. an appointment with the dentist first. 3. The dentist normally examines the
D. Believing that he will become taller, Oliver jumps every New Year season. teeth first using terrifying instruments. 4. X-ray tooth frames cut into the
gums. Lights in a person's eyes are annoying. 5. Most people would rather do
The answer is B. Fragments may be corrected by making one o f the sentences a anything than go to the dentist.
subordinating clause (just like A & Dj. Fragments may also be eliminated by simply
(0Sentence 1 C. Sentence 4
making two sentences (just like C). B is not acceptable simply because it led to another
common sentence error: Faulty Coordination. V Sentence 2 D. Sentence 5
2. What pattern of paragraph development was used in the excerpt below?
A. Comparison-Contrast /^D e s c rip tio n
2. Which of the following will best complete the sentence below? B. Cause-Effect (^ P ro c e s s
The demonstrators were so enraged__________ 3. All of the following are fragments except:
A. because they threw tomatoes to the effigy and burned it afterwards. A. Dozens of young artists gathered for the concert,
B. since they threw tomatoes to the effigy and burned it afterwards. d ) Sipped at the steaming cup of coffee.
C. that they threw tomatoes to the effigy and burned it afterwards. The young boy impressed at the sight of the men marching off to war.
D. for they threw tomatoes to the effigy and burned it afterwards. D. A collection of quotations from famous contemporary politicians.
4. Which of the following is not a run-on sentence?
The answer is C. Options A, B, and D present subordination, i.e. the idea presented
is a reason." However, the sentence should present a result" idea, i.e. what the A. I play the piano for many musicals moreover I give lessons to twenty students.
demonstrators did because o f their anger. Jfr. The electricity went out I searched for the candles.
I lost the first chess game, but I won the second.
The first raindrops fell we raced for cover.
K t g j i PNU LET R eview er Prof. Ma. Concepcion Y. Raymundo and Prof. Ali G. Anudin
General Education English - Academic W riting
5. All of the following contain a dangling modifier except: 10. Which sentence in the paragraph does not support the main idea in the topic
A. To compete in the race, a form must be completed. _ sentence?
B. When the cat scratched at the door, we let her in. 1. Adult reentry students often have special needs. 2.They may have time
/u ) Wrapped in my blanket, the cold was no problem. restraints caused by families and jobs as well as by school. 3. Reentry students
JZ While taking the inventory, the store was closed. are willing to put in the extra time to be successful. 4. Since they sometimes
6. What pattern of paragraph development was used in the excerpt below? work slowly than younger students, they may require more time to complete
A. Comparison-ContrastC. Description tasks. 5. As adults grow older, their vision is not as keen so classroomsjneed
( b ) Cause-Effect J ) Process excellent lighting with little glare. 7. Also, reentry students may experience
7. which of the following sentence construction follows the rule on coordination hearing problems, making it hard for them to hear everything that is said in
and subordination? the classroom. 8.These problems, although not serious, do not need to be a
My father was upset all day he could not see his car keys. barrier to education.
Smoking has been proven dangerous to people's health, yet many continue to A. Sentence 2 < |2 se n te n c e 4
smoke for various reasons. For young people, smoking often represents maturity and B. Sentence 3 ' ndt Sentence 5
individuality. Many smoke as a way to reduce tension. In addition, the regular smoker 11. All of the following are parallel except:
becomes addicted psychologically and physically to the nicotine in cigarettes. A. She left me angry, frustrated, and wearing a frown.
A. My father was upset all day, but he could not see his car keys. B. We have things to do, people to see, and places that should be visited.
J3. My father was upset all day, yet he could not see his car keys. 0 I enjoy the job because of the opportunities it offers, the fringe benefits I
C. My father was upset all day, and he could not see his car keys. receive and I earn a good salary.
My father was upset all day because he could not see his car keys. D. My father prepared the main course and fixed the dessert.
. What makes the sentence below wrong? 12. "Which would be the appropriate subordinator to be used to complete this
Patrick bought a new car-a Mitsubishi Lancer Evolution Vlll-last week. sentence?
Q y The indefinite article V 'w a s overused. ______ _______she finally grew accustomed to the dark, she noticed a small
B. The verb bought should have been has bought. chest in the corner of the room.
. The verb bought should have been has been buying. @ When While
D. The writer should have used a dash instead of a hyphen. B. Where D. Because
All of the following have misplaced modifiers except: 13'. All of the following show faulty use of coordinating conjunctions except:
The pianist played a new composition sitting on the piano bench. A. Marian sings in the choir, for she is a soprano.
We heard the bus crashed on the radio. ( D The clock chimed nine times, but JC knew he had overslept.
C. We boarded the train with three suitcases heading toward our ancestral C. I studied the children, and they were watching in awe as theparade floats
home in llocos Sur. went by.
D. I arranged the flowers for my mother using the new vase. D. I tried to sleep, yet the thought of tomorrows math exam kept me awake.
Prof. Aia. Concepcion Y. Raymundo and Prof. Aii G. Anudin PNU LET Reviewer 37
14. Which of the following is a comma splice? 18. Which is a sample of a proper use of ( )?
A. In the back of the room, Nina sat with her arms crossed, glaring at her ^ P' Irene laughed nervously and began, "Ladies and gentlemen.
English teacher, Mr. Reyes, she wanted him to realize that English was her Irene laughed nervously and began, Ladies and gentlemen.
least favorite. C. Irene laughed nervously and began, ladies and gentlemen.
j Mike loves to play computer games, especially Tomb raider. He imagines D. Irene laughed nervously and began, ladies and gentlemen."
that all of the villains are his problems, and he gets satisfaction blasting 19. All of the following proper subordination except:
them to bits. & The storm had passed and flood waters had receded as long as rescue
C. Michelle is terrified of spiders, so when she found one in the bathroom, she teams flew into the stricken valley.
panicked. Refusing to shower for three days to use the restroom, she drove & The mayor could not win the partys bid even though she was popular with
to her neighborhood Jolibbee. the people.
D. Rommel likes to put peanut butter on his pancakes instead of syrup. The We finally could sit down to dinner when the telephone rang.
smell is appealing, but I wouldnt want to eat anything so sticky that early Mature trees can survive almost any weather condition or change while
in the morning. saplings are much more vulnerable.
15. Which illustrates the proper use of a comma? 20. Which of the following is not a fused sentence?
When you call, and need someone, Rommel will come A r Cecille is a real hypochondriac when her stomach hurts, she is certain that
When you call and need someone Rommel, will come. she has a bleeding ulcer, and if she has a backache, she starts to believe
C. When, you call and need someone Rommel will come. that she has cancer of the spine.
D. When you, call and need someone Rommel will come. B. Snoopy, my cat, loves to nap on warm appliances when he sleeps on top
16. Which illustrates the proper use of a (;) ? of the television, his tail swipes the screen like a windshield wiper.
A. JC knows every part of the game therefore; he should be made captain. C. When Jason shaved his head, his mother worried that he had joined a cult the
B^_ Harry is interested in business; John prefers medicine as a profession. real reason for the bald head, however, was that Matt could get more attention
C. After Jason had finished playing; he opened the door and looked at the and sympathy from the girls who thought he was sick with a dread disease.
~ glowing sky.
(" dJ Marla had planned exactly what she would say consequently; she held the
Mayangs mumbling often gets her in trouble.Just the other day, in fact, the
market vendor misunderstood Mayangs instructions and cut the fish in half
attention of the audience and made her point. when Mayang had asked her just clean the fish.
17. Which illustrates the appropriate use of an ( )? 21. If you are to arrange the following sentences, which sentence do you think tells
I saw a store window fillled with artists supplies'. why the topic on society is important?
Alices mother always goes with us. A. All societies are constantly changing - some rapidly and some very slowly
Do you spell this word with two rs ? It is passing through a period of extensive transitions that have far reaching
D. Youre not very helpful. social and cultural consequences.
Jfr. Modern society is dynamic, constantly changing, and either progressing or
P A R T III - E N H A N C IN G T E S T T A K IN G S K IL L S
regressing.
D. Social institutions, norms of behavior, and many other phases of the social
order are undergoing change.
22. Which is the best way to paraphrase the sentence?
Theresa was worried about passing the very difficult test.
A. Receiving a passing grade on the difficult exam concerned Theresa. 1. Which among the following may be used to fill in the blank?
( # ) Theresa was worried about receiving good marks on the test, which was One of the obvious differences between colleges and universities is the degree
very hard. programs they offer. Usually, colleges have limited course offerings.______________ universities
C. She is worried about the results of the test. offer a wide range o f degree-programs to choose from. They even offer graduate degree
D. The outcome of the test made Theresa so worried. programs, such as masters and doctorate.
23. Which among the following is not a type of thesis statement?
A. Analytical thesis statement C. Argumentative thesis statement A. Similarly C. Furthermore
B. Expository thesis statement T. Literary thesis statement B. Likewise ( I p On the other hand
24. The life of the typical college student is characterized by time spent studying, 2. When quoting a source, what should be done if a writer encounters an
attending class, and socializing with peers. This is an example of erroneous statement, such as the one below?
A. Analytical thesis statement C. Literary thesis statement This philosophies is very essential in curriculum designing, because they serve
%. Expository thesis statement D. Argumentative thesis statement as the guiding principle of curriculum designers.
25. Which two questions is essential in writing the supporting details of an Change philosophies into philosophy.
argumentative paragraph? B. Insert the Latin abbreviation sic at the end of the statement.
A. Why and So What? C. Where and When? C. Insert the Latin abbreviation sic after philosophies'
How and Why? D. When and Why? D. Insert the Latin abbreviation sic after philosophies enclosed in square
brackets.
3. What should be done to correct the error in the sentence below?
In Middle Eastern countries Jor instance, women are required to serve the
grooms family.
A. Insert a comma after countries'
Insert a comma after instance
Insert a comma after countries and instance
D. Insert a comma after countries and women
4. The sentence below is wrong because
8. The hyphen is correctly used in all of the sentences below, except for:
Half of the applicants passed the exam the other half of them flunked the test.
A. The Democrats won a landslide election, 24-0.
A. It is a run-on sentence. l & k It is a faulty coordination.
B. I am looking for the editor-in-chief to submit my article.
B. It shows faulty parallelism. 0 It has a dangling modifier.
C. My father witnessed the signing of the Filipino-American treaty.
5. The transitional devices used in this paragraph shows____________ .
/ u l Vanessa acquired a second-hand-refrigerator lately.
After choosing the flavor that best suits your taste buds, the second step is making 9. VWnich among the following is a thesis statement?
sure that your kitchen houses some necessary equipment for making the Kool-Aid. Find / f t . ) Tarsiers are considered as the smallest species of primate, and they are
a two-quart pitcher. Plastic is nice, but glass pitchers allow the liquid to shine through ' ' - s also considered as one of the tourist attractions in Bohol.However, they
and add festive coloration to any refrigerator shelf. Next, find a long-handled wooden easily get stressed, making their lifespan shorter. Thus, they should be
spoon, a one-cup measuring cup, a water faucet that spouts drinkable water, usable returned to the wild.
white sugar, and an ice cube tray full o f ice. Then, you are ready to mix.
B. Tarsiers are considered as the smallest species of primate, and they are
also considered as one of the tourist attractions in Bohol. Because of this,
A. Comparison C. Addition
they should be returned to the wild.
B. Description D. Contrast
& Tarsiers, the smallest species of primate and one of the tourist attractions
6. All the options may be applied to correct the statement below, except
in Bohol, should be returned to the wild because they easily get stressed,
In the seventh grade every young boy goes out for football. To prove to himself
making their lifespan shorter.
and his parents that he is a man.
D. Tarsiers, the smallest species of primate and considered to as one of the
A. In the seventh grade, every young boy goes out for football to prove to
tourist attractions in Bohol, should return to the wild.
himself and his parents that he is a man.
10. All of the transitional/cohesive devices below may be used when writing/
To prove to himself and his parents that he is a man, every young boy goes
showing a process, except .
out for football in the seventh grade.
( Q nevertheless C. finally
C. Proving to himself and his parents that he is a man, every young boy goes
B. moreover D. next
~ out for football in the seventh grade.
11. Which word in this sentence needs to be capitalized?
D. Every seventh grade boy goes out for football to prove to himself and his
Whatever you do, father, will please me very much.
parents that he is a man.
A. you B. much C. will father
7. What error is committed in the sentence below?
12. Which sentence illustrates the proper use of ( : ) ?
Having eaten their supper, the cook told the men to clear the table.
There are three causes: poverty, indolence, and injustice.
A Fragment C. Faulty coordination
There are three causes poverty: indolence: and injustice.
Dangling modifier D. Faulty parallelism
C. There are three: causes poverty, indolence, and injustice:
D. There are: three causes poverty, indolence, and injustice.
40 PNU LET Reviewer

Prof. Ma. Conccpcion Y. Raymundo and Prof. Ali G. Anudin
13. In the group of sentences that follow, which illustrates the best way of sentence 18. Which is an appropriate title of thegassage based on its content?
construction? .. A. The Moon f c ) The Eclipses
The speaker was too excited to sit still and the announcer fumbled for his B. The Moon and Eclipses M l The Solar System
notes of introduction.
The moon both causes and suffers eclipses. When she passes exactly between the
B. The speaker was too excited to sit while the announce fumbled for his earth and the sun, the latter is hidden behind her opaque globe, and we have a solar
notes of introduction. / eclipse - one o f the most interesting o f all astronomical phenomena, on account o f the
Q. It was the cause of the speakers excitement fumbling for the announcers marvelous streamers of light, called the corona, which then appears surrounding the
notes of introduction. eclipsed sun, and extending away, in some cases, millions of mile, when the moon
D. The speaker he was too excited to sit while the announcer tumbled for his passes the earth, on the side opposite to the sun - in other words, when it is full moon -
notes of introduction. she comes at certain times almost exactly in like with the two, and then she enters the
shadow of the earth and is herself eclipsed. Eclipses of the sun are very rare phenomena
14. Which sentence shows the proper use of parallelisrrf?
a t any particular place on the earth because the moons shadow is reduced almost to a
A. Mahalia said she likes to swim, dancing, and cooking.
point before it reaches the earth, from her average distance o f239,000 miles and it is only
B. Mahalia said she likes to swim, to dance, and cooking. within the shadow that the sun appears eclipsed. The orbit o f the moon around the earth is
Mahalia said she likes to swim, to dance, and to cook. continuously shifting its place a little, and so the point of her shadow does not reach the
Mahalia said she likes swimming, to dance, and to cook. earth at the same place in successive eclipses. Eclipses of the moon are frequently seen
15. Which of the following shows how modifiers are placed correctly in a sentence? because the earth's shadow, being much larger than the moons, completely buries the
_A. A governess they selected for the child who spoke French fluently. latter when she passes into it, so the moon can then be seen eclipsed from all places in
B. The child they selected for a governess who spoke French fluently. the earth above whose horizon she happens to be at the moment.
G. P. Serviss
^ They selected a governess for the child who spoke French fluently.
11 They selected for the child a governess who spoke French fluently. 19. How is the following paragraph developed?
16. Which of the following connectives indicate addition of idea& A. By example X . By cause and effect
besides B. beside C. all in all D. for this purpose B. By details ( u ) By comparison and contrast
17. Which of the following shows consistency of point of view and tens&
The world has no use for excuses, only success is recognized. Until better sources of energy are found, nuclear power is the answer to our growing
Christian calls aloud to his mother and ran home at once. energy needs. Given the enormous demands by industry and private consumers for
electrical power, conventional means o f generating power are no longer adequate. Water
. If you should have an accident, dont hesitate to call the police. power and coal have proved too costly or clean as power sources, and in the foreseeable
D. Ms. Jacinto regrets that she is unable to accept Ms. Sevillano's kind future, the world's supply o f petroleum will be depleted. The use of solar energy and the
invitation because I have another engagement for Tuesday evening, development o f synthetic foods may prove valuable, but they are still in their infancy.
August 10. Nuclear power plants are available today. Although they are expensive to construct, they
are efficient and economical in the long run because breeder reactors can recycle nuclear
waste. Though everyone looks forward to safer and more efficient sources o f energy,
nuclear energy is the best choice for today.
------------------- ---------- ------------------------------------ ---- ../z.
Prof. Ma; Concepcion Y. Raymundo and Prof. Ali G. Anudin PNU LET Reviewer
20. Which sentence io4he following paragraph states the topic sentence? 24. Which one is the sentence that introduces the topic?
A. First ''(E p Second C. Third D. Fourth A. Changes in food preparation methods, for example, have improved our
lives greatly.
1 Dancing and chanting to the rhythmic beat o f the drums, Polynesian students give
visitors to the Polynesian Culture Center a glimpse o f Hawaii's past. 2 Through its B. The twentieth century has brought with it many advances.
exhibitions, the Polynesian Culture Center shows visitors the many elements o f Hawaiian C. In some ways life is worse, but mostly it is better.
culture brought to Hawaii by its inhabitants, the Polynesian. 3 For example, the Center D. With those advances human lives have changed dramatically.
shows the similarities between Polynesian and Hawaiian villages with life-size models.
4 In additbn, the Center dramatizes Hawaiian legends o f ancestors journeying across
25. If you are to arrange the sentences below to make a sound paragraph, which
the ocean in large canoes of hollowed logs, gardens o f bananas, sweet potato, taro, and
plants exhibit the food carried by the ocean travelers to their new home. sentence do you think should be the thesis statement?
A. A special concern is whether movies and television make children and
21. The topic of the paragraph below society more violent.
A. a psychologists view of life ( c j new beginnings in life B. I believe that movies and television do influence our behavior, both for the
iL . stages of life u. the importance of weddings better and for the worse.
C. Do movies affect our behavior?
1 A rite o f passage, according to psychologists, is an event that prompts movement
from one stage o f life to another. 2 Weddings and graduations are two examples of D. Noneof.above.
new beginnings that are considered significant rites o f passage. 3 For the bride and
groom, a wedding signifies the covenant o f fidelity and the couple's public declaration of
love. 4 Making the promise for life before loved ones is the first step to their new life
together. 5 Graduations also signify a rite o f passage. 6 Tests will not be scheduled, and
paperwork will no longer be graded on a curve. 7 Whether it is a high school or college
graduation, students acknowledge they are beginning a new path on their journey.
22. The main idea of the paragraph is found in

sentence 1 C. sentence 3
( \ l j sentence 2 D. sentence 7
23. Arrange the sentences in order to make a good and sound paragraph:
(1) Changes in food preparation methods, for example, have improved our
lives greatly.
(2) The twentieth century has brought with it many advances.
(3) In some ways life is worse, but mostly it is better.
(4) With those advances humanlives have changed dramatically.
A. 4 ,3 ,2 ,1 B.3 ,1 ,2 ,4 C. 2 ,3 ,4 ,1 D. 2 ,4 ,3 ,1
General Education English - Speech and Oral Communication
Speech and Oral PART I - C O N T E N T U PD A TE
GRAMMAR
Communication I. T h e P a rts o f S p e e c h
The parts of speech fall into two categories: 1) the content words (also called
form classes because they are best identified by form rather than by functions)
Prepared by: are nouns, verbs, adjectives, and adverbs; and 2) the structure words most
Prof. Alice M. Karaait and Prof. Maria Teresa L. Manicio of which do carry some meaning but which also serve to form a structural
framework so that words can fit into sentences.
A. Aspect and Tenses of Verb

Competencies:
TENSE MEANING EXAMPLES
Use English accurately, SIMPLE PRESENT - expresses events or a. It snows in Alaska.
meaningfully and appropriately (verb + -s/-es) situations that exist
- singular subject always, usually and b. Edbert and Kyle
in oral discourse (verb, base form) habitually watch television
- plural subject every day.
SIMPLE PAST - an action happened at a. It snowed in
(Verb + -d/-ed) one particular time in Alaska last year.
the past.
b. Edbert and Kyle
- It began and ended at watched television
a specific time in the last night.
past.
Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio PNU LET Reviewer 43
English - Speech and Oral Communication General Education
ASPECT PERFECT
PROGRESSIVE (also called continuous) The perfect aspects all give the idea that one thing happened before another
The progressive aspects give the idea that an action is in progress time or event.
during a particular time. It begins before, is in progress during, Present Perfect - an action happened a. Gary has already
and continues after another time or action. (has/have + V-en sometime before now eaten.
Present progressive - an action began in the a. Beth is sleeping (past participle) at an unspecified time
(am/is/are + V-ing) past, is in progress right now. in the past. The exact b. 1have been
at the at the present time is not important. here since seven
time, and probably will (Adverbs like ever, oclock.
continue never, already, yet, still
and just are frequently c. 1have known him
Past Progressive - an action began before b. Beth was
used with the present for many years.
(was/were + V-ing) and was in progress at sleeping when I
perfect)
a particular time in the arrived.
NOTE the difference
past.
- a situation that began in between since and for.
Future Progressive - an action will begin c. Beth will be the past and continues
(will/shall + be + before another action, sleeping when we to the present (usually FOR + a duration of
V-ing) and it will be in arrive. used with for or sinctf time
progress at a particular SINCE + a particular
time in the future time
NOTE: WILL vs. BE GOING TO Past Perfect - an action was a. Gary had already
To express a PREDICTION: Use either will or be going to. (had + V-en (past completely finished eaten when his
To express a PRIOR PLAN: Use only be going to. participle) before another activity friend arrived.
To express WILLINGNESS: Use only will. or time in the past.
e.g. 1. According to the weather report, it will be cloudy tomorrow. Future Perfect - an action will be b. Gary will already
According to the weather report, it is going to be cloudy tomorrow.
(will/shall + have + completely finished have eaten when
(Prediction) V-en (past participle) before another time in his friend arrives.
2. Why did you buy this paint? the future.
I am going to paint my bedroom tomorrow. (Prior plan)
3. I will do it for you. (Willingness)
44 PNU LET Reviewer Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio
PERFECT PROGRESSIVE Common Stative Verbs

The perfect progressive aspects give the idea that one event is in progress
immediately before, up to, until another time or event. MENTAL EMOTIONAL POSSESSION SENSE OTHER
Present Perfect - an event is in progress. a. Abet has been STATE STATE PERCEPTIONS EXISTING
Progressive It happened before now delivering the STATES
(has/have + been + up to now. speech for 30 know love possess taste seem
V-ing) minutes now.
understand like have smell look
Past Perfect - emphasizes the b. Abet had been
recognize appreciate own hear appear
Progressive duration of an activity delivering the
(had + been + V ing) that was in progress speech for 30 realize please belong feel sound
before another activity minutes before the believe prefer see resemble
or time in the past. President arrived. need hate look like
Future Perfect - an event is in progress. c. Abet will have suppose dislike cost
Progressive It happened before been delivering
(will have + been + another event in the the speech for 30 desire fear owe
V-ing) future and will last for a minutes by the feel envy equal
particular period of time time the President mind matter
arrives.
care
astonish
B. Stative Verbs surprise
Describe states, conditions or situations that exist.
When verbs have stative meanings, they are usually not used in
progressive tenses, (e.g. This food tastes good. I like it very much. C. Dynamic Verbs, sometimes referred to as action verbs", express a wide
Tastes and like both describe a state that exists; therefore, it is incorrect range of actions which may be physical, mental or perceptual as opposed
to say This food is tasting good. I am liking it very much.) to a stative verb which purely expresses a state in which there is no obvious
action.
Some examples of dynamic verbs are eat, drink, go, type, read, write, listen,
speak, watch, say, grow, melt, work, sleep, cook, talk, etc.
Prof, Aikv M. Kar, an and Prof. Maria Teresa L. Manicio PNU LET Reviewer
General Education
English - Speech and Oral Communication
e.g. The politician, along with the newsmen, is expected shortly.
II. S u b je c t-V e rb A g re e m e n t
Excitement, as well as nervousness, is the cause of her shaking.
Rule 1: A compound subject joined by or, or nor requires a singular verb if each
Rule 6: The indefinite pronouns each, everyone, one, everybody, anyone,
part is singular; if the parts differ in number or person the verb agrees
anybody, someone, and somebody are singular and require singular
with the subject nearer to it.
verbs. Do not be misled by what follows of.
e.g. My aunt or my uncle is arriving by train today.
e.g. Each of the girls sings well.
The book or the magazines are on the shelf.
Everyone of participating teams is pleased about the judging.
NOTE: Everyone is one word when it means everybody. Every one is two
Rule 2: Two singular subjects connected by either-or or neither-nor require a
words when the meaning is each one.
singular verb, but when a singular and plural subject are connected, use
Every one of the items on sale is gone.
a plural verb.
e.g. Either John or Susan is available.
Rule 7: With words that indicate portions percent, fraction, part, majority,
Neither the teacher nor the principal is coming
some, all, none, remainder, etc. look at the noun in your of phrase
Either the house or the cars are for sale.
(object of the preposition) to determine whether to use a singular or
Neither Jenny nor the others are available.
plural verb. If the object of the preposition is singular, use a singular
verb. If the object of the preposition is plural, use a plural verb,
Rule 3: When one of your two subjects is I, put it second and follow it with the
e.g. Fifty percent of the pie has disappeared.
singular verb am.
Fifty percent of the pies have disappeared.
e.g. Neither she nor I am going to the festival.
All of the pie is gone.
All of the pies are gone.
Rule 4: Compound subjects joined by and require a plural verb, but when the
Some of the pie is missing.
parts refer to the same person or have some other close relation, they
Some of the pies are missing.
take a singular verb. Also, if the parts of the compound subject are
modified by each, or no, a singular verb is required,
Rule 8: When either and neither are subjects, they always take singular verbs,
e.g. Her professor and thesis adviser is here, (same person)
e.g. Neither of them is available to speak right now.
Every branch and twig was covered with dust.
Either of us is capable of doing the job.
No one is here.
Rule 9: The words here and there have generally been labeled as adverbs even
Rule 5: Sometimes the subject is separated from the verb by words such as
though they indicate place. In sentences beginning with here or there,
along with, as well as, besides, or not. Ignore these expressions when
the subject follows the verb.
determining whether to use a singular or plural verb.
Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio

46 PNU LET Reviewer
e.g. There are four hurdles to jump 3. the number (singular or plural)
There is a high hurdle to jump. 4. the quantity or amount they indicate (collective or mass)
There sits the guest of honor. 5. the gender (masculine, feminine or n e u te rf ~
Here sleeps my baby brother.
A. What To Remember About Noun Possessives and Pluralization
Rule 10: Use a singular verb with sums of money or periods of time,
e.g. Ten dollars is a high price to pay. Possessives
Five years is the maximum sentence for that offense. 1. An apostrophe is added to form the possessive case of singular and
plural nouns ending in
Rule 11: Sometimes the pronoun who, that, or which is the subject of the verb in -s or -z; s to those not ending in -s or -z.
the middle of the sentence. The pronouns who, that, and which become 2. An of phrase is used after nouns not related to people..
singular or plural according to the noun directly in front of them. So if that e.g. the tires of the car the surface of the road
noun is singular, use a singular verb. If it is plural, use a plural verb, the roof of the house the leaves of the tree
e.g. Charlene is the scientist who writes the reports. 3. Nouns connected with people and human activity usually take the s
The word in front of who is scientist, which is singular. form.
Therefore, the verb writes is singular. e.g. Proper names: Abraham Lincolns speech
He is one of the men who do the work. Personal nouns: the girls dress
Men preceding who is plural. The verb do is likewise plural. Collective nouns: the teams success
Relating to human activity: the bodys ability
Rule 12: Collective nouns such as team and staff may be either singular or plural Institution: the museums members
depending on their use in the sentence, 4. Many phrases of time take th e s form.
e.g. The staff is in a meeting. e.g. a months pay two weeks vacation
The staff are in disagreement about the findings. a years work seasons greetings
5. Certain idioms take th e s form.
e.g. our moneys worth an arms length
Nouns 6. Higher animals can take th e s form.
e.g. a dogs life the kitten's cry
Nouns are names of anything that exists or that can be conceived, referring to a a birds nest the horses mane
person, place, thing or idea. They can also be categorized based on the following: 7. Double possessives using both of and the s form are common with
1. the kind of thought or perception they convey (abstract or concrete) proper nouns when reference is definite and personal.
2. the type of matter they name (common or proper) e.g. a novel of Conrads a painting of Picassos
Prof. Alicc M. Karaan and Prof. Maria Teresa L. Manicio PNU LET Reviewer 47
B. Order of Determiners in a Noun Phrase

Plurals
8. The plural of most nouns are generally formed by adding final -s when
the singular form can be pronounced without adding a syllable, or a Pre Core Post (Adjective) Noun
determiner Determiner determiner
final -es if the singular form ends in -s, -ch, -z, and -x that cannot unite
with s to form one syllable. A. Articles Cardinal
9. Plurals of figures, signs, and letters used as words add s. Numbers:
10. There are nouns generally used in the singular and therefore require a all a/an 1 ,2 ,3 ... red school
singular verb. Among these are beard, food, fish, fruit, grass, hair. both the Ordinal old college
11. The following nouns do not have their plural form: baggage, chalk, Numbers:
furniture, jewelry, scenery, information, machinery, pottery
half B. Possessive first, second... new dormitory
12. The following nouns are always plural: trousers, binoculars, scissors, Adjectives last
means, refreshments, forceps, pliers and falls
13. Nouns ending in -ic s are singular when they denote scientific subjects double her every big house
such as Physics, Mathematics, Linguistics his few high garden
14. Nouns ending in -ic s are plural when they denote activities or qualities its less tall fence
such as acoustics, acrobatics, athletics
my little (quantity) thick garage
15. Hyphenated nouns or compound nouns usually attach -s to the
element that is actually being pluralized: mothers-in-law, officers-in- our many (a) intellectual gate
charge, editors-in-chief, mayors-elect. their more thoughtful summer
16. Foreign plural:
your most excellent rock
C. Possessive of other Japanese wool
Foreign noun Plural Form Foreign noun Plural Form Names
larva larvae criterion criteria Ex. Johns same silken silk
vertebra vertebrae phenomenon phenomena D. Demonstratives several woollen steel
alumnus alumni automaton automata this single clay
bacillus bacilli libretto libretti that such (a) plastic
cactus cacti /cactuses tempo tempi these cloth
focus foci virtuoso virtuosi those leather
E. Indefinite brick PLURAL we us ours

you you yours
another paper
they them theirs
any, each coat
either skirt The noun being referred back to is called the antecedent (e.g I read a book. It
was good.) The pronoun it refers to the antecedent noun book)
enough
Possessive pronouns are not followed immediately by a noun; they stand alone,
much (e.g. That book is hers.)
neither Possessive pronouns do NOT take apostrophes.
no Possessive determiners are followed immediately by a noun; they do not stand
alone, (e.g. Her book is here.)
some It has no apostrophe when used as a possessive determiner, (e.g. A bird uses its
what (a) wings to fly.)
which Its is a contraction of it is or it has.
whose
V. A D J E C T IV E S
Unlike the articles, possessives, and demonstratives, the indefinite forms
are not preceded by predeterminers.
A. Degrees of Adjectives
Only the comparative and superlative adjectives show degrees. We use the
comparative for comparing two entities and the superlative for comparing
IV. P R O N O U N S
three or more entities.
Gladys is a rich woman, but Josie is richer than Gladys, and Sadie is the
Pronouns are words that stand for a noun or noun phrase
richest woman in town.
SUBJECT OBJECT POSSESSIVE
PRONOUN PRONOUN PRONOUN
Positive Comparative Superlative
SINGULAR 1 me mine rich richer richest
you you your lovely lovelier loveliest
he her hers beautiful more beautiful most beautiful
she him his
Certain adjectives ha ve irregular forms in the comparative and superlative degrees:
it it its
Irregular Comparative Superlative Origin - e.g., French, American, Canadian
good better best Material - e.g., woollen, metallic, wooden
bad worse worst Qualifier - e.g., rocking chair, hunting cabin, passenger car
little less least
much, many more most C. Collective Adjectives
far further furthest
Adjectives that do not admit comparative degree according to Bryan Gamer: When the definite article, the, is combined with an adjective describing
absolute impossible principal a lass or group of people, the resulting phrase can act as a noun: the
adequate inevitable stationary poor, the rich, the oppressed, the homeless, the lonely, the unlettered, the
chief irrevocable sufficient unwashed, the gathered, the dear departed.
complete main unanimous
devoid manifest unavoidable The rural poor have been ignored by the media.
entire minor unbroken The rich of Connecticut are responsible.
fatal paramount unique The elderly are beginning to demand their rights.
final perpetual universal The young at heart are always a joy to be around.
ideal preferable whole
D. Irregular Comparisons
From The Oxford Dictionary o f American Usage and Styleby Bryan Garner. Copyright 1995
by Bryan A. Garner. Published by Oxford University Press, Inc., www.oup-usa.org, and used
with the gracious consent o f Oxford University Press.
A few of the comparatives and superlatives in English do not follow the
usual pattern. Here is a list of common exceptions:
B. The Order of Adjectives in a Series
Positive Comparative Superlative
The categories in the following table can be described as follows: bad worse worst
Determiners - e.g. this, that, these, those, my, mine, your, badly worse worst
yours, him, his, her, hers, they, their; or a, an, the far (distance) farther farthest
Observation/ Opinion - e.g. beautiful, interesting, polite, far (extent) further furthest
difficult, hardworking good better best
Size - e.g. tall, wide, large, high, narrow* thin ill worse worst
Shape - e.g. round, rectangular, circular late later latest or last
Age - e.g., young, old, new, ancient less lesser least
Color - e.g., red, black, pale little (amount) less least
VI. Adverbs
many more most
much more most
Adverbs are modifiers of a verb, an adjective, another adverb, a phrase, or
well better best
a clause. They indicate manner, time, place, cause, or degree and answers
questions such as how, "when, "where, how much.
E. Kinds Of Adjectives;
A. Types of Adverbs
1. Possessive Adjectives
1. Adverbs of Manner
modify a noun by telling whom it belongs to
provide information on how someone does something
answer the question W hose?"
placed after the verb or entire expression (at the end of the sentence).
include his, her, its, my, our, their, and your
e.g. Jack drives very carefully.
e.g.: You can share my rice.
Their teacher speaks quickly.
Have you seen their house?
2. Adverbs of Time
2. Demonstrative Adjectives
provide information on when something happens,
include that, these, this, those, and answer the question
e.g. Well let you know our decision next week.
Which?"
3. Adverbs of Frequency
used to modify a noun or pronoun
provide information on how oftensomething happens.
e.g.: Im going to open that present.
placed after the verb or entire expression (at the end of the
Those socks look warm.
sentence).
3. Interrogative Adjectives
e.g. They usually get to work at eight oclock.
include what and which used in a question.
4. Adverbs of Degree
may look like an interrogative pronoun, but it is used differently in
provide information concerning how much of something is done.
the sentence: it is an adjective used to modify a noun or pronoun,
placed after the verb or entire expression (at the end of the
e.g.: What movie do you want to see?
sentence).
Which leaves turn color first?
e.g. They like playing golf a lot.
4. Indefinite Adjectives
Shell attend the meeting as well.
An indefinite adjective gives indefinite, or general information.
5. Adverbs of Comment
Often, it answers the question How much?"
provide a comment, or opinion about a situation.
Some common indefinite adjectives are all, any, each, every,
placed at the beginning of a sentence.
few, many, and some.
e.g. Fortunately, there were enough seats left for the concert.
e.g.: Many children like dinosaurs.
Luckily, I was able to come to the presentation.
Did you want some bananas?
Prof. Alice M. Karaan ant! Prof. Maria Teresa L. Manicio

PNU LET Reviewer 51
B. Adverb Placement e.g. Thomas was a highly respected member of the team.
Adverbs of frequency are placed after the verb 'to be when used as (Incorrect) Thomas was a highly-respected member of the team.
the main verb of the sentence. With words like well and fast (which are both adjectives and
e.g. Jack is often late for work. adverbs), a hyphen can be used to avoid ambiguity.
Some adverbs of frequency (sometimes, usually, normally) are also e.g. We will be visited by a well-known actress.
placed at the beginning of the sentence for emphasis. Usual word order when two or more adverbs modify a verb:
Adverbs can also modify an adjective. In this case, the adverb is placed MANNER- FREQUENCY-PLACE TIME-CAUSE/REASON
before the adjective.
e.g. She is extremely happy.
They are absolutely sure. V II. P rep o sitio n s
Do not use very with adjectives that express an increased quality of a
basic adjective Prepositions show relationships in time and space and relationships between
e.g. good - fantastic ideas (logical relationships).
Adverbs of frequency (always, never, sometimes) usually come before
the main verb. USES EXAMPLES
e.g. He is often late for class.
months, years, seasons in December
Do you always eat in a restaurant?
in 2009
They don't usually travel on Fridays.
in autumn
Adverbs of frequency expressing infrequency are not usually used in
the negative or question form. "Never, seldom", rarely"and other IN enclosure in a landmark in the box
adverbs of frequency with a negative sense are not usually used in the special expressions in the meantime
question form. When using adverbs of frequency in the negative form, in addition
put the adverb before the main verb. in contrast
e.g. Does she rarely eat fish? They dont. days of the week and dates on Wednesday
Adverbs of frequency are often placed at the beginning of asentence, on the fifth of July
ON
e.g. Sometimes, he likes to go to museums.
Adverbs of frequency follow - come after - the verb to be, contact with a surface
e.g. He is sometimes late for work. time at six oclock
When an adverb modifies an adjective, there is no need to join the two AT
place as a point of orientation at the corner
with a hyphen.
FROM separation from a point of orientation away from me
52 PNU LET Reviewer Prof. Alicc M. Karaan and Prof. Maria Teresa L. Manicio
V III. C o n ju n c tio n s /C o o rd in a tio n
separation from contact with a line fell off the stem
OFF
or surface AND addition
OUT OF separation from inside of a landmark fish out of water BUT shows contrast
denotes the idea of connection or Stand by me YET but at the same time
BY SO therefore
nearness
FOR because
association and/or accompaniment dinner with friends
OR one or the other of two alternatives is true
WITH equal standing or ability rank with the best NOR conjoins two negative sentences, both of which are
manner spoke with ease
Correlative Conjunctions - pairs of conjunctions that are used together
structures space as a tunnel or through the woods
both... and
channel
THROUGH either...or
duration through the years neither... nor
endurance through thick and thin not only...but also
spatial movement in any direction walked about the whether.. .or
room
ABOUT Correlative conjunctions must be followed by the same grammatical structures.
approximation aboutl 0 miles Incorrect: Either the meat (noun) was tough to begin with or overcooked,
concerning something about the book (adjective)
at a lower point than a landmark under the mango tree Correct: Either the meat (noun) was tough to begin with or it (pronoun) was
UNDER overcooked.
below under 18
OVER at a higher point than the landmark over the fence Subordinating Conjunctions - connect two complete ideas by making one of
ABOVE higher than above average the ideas subordinate to or less important than the other,
e.g. He ran steadily as though wolves were after him.
in front of before us
BEFORE (main idea) (subordinate idea)
earlier than before the year ends
at an intermediate point in relation to between you and me
BETWEEN
two entities
Frequently Used Subordinating Conjunctions Summary Chart of Modals and Similar Expressions
after because now that until AUXILIARY USES PRESENT/FUTURE PAST

although before since when polite request May 1borrow your pen?
as even if so that whenever (only with i or
as if even though than where we)
as long as if though wherever
in order that till while formal You may leave the room.
as soon as MAY
as though lest unless permission
less than 50% (Wheres John?) He may have
certainty He may beat the library been at the
IX. M o d a ls library.
less than 50% (Wheres John?) He might have
Basic modals: can, could, may, might, must, ought to, shall, should, will, certainty He might be at the library been at the
would MIGHT library.
Phrasal modals: be able to, be going to, be supposed to, have to, have got to,
polite request Might 1borrow your pen?
used to
(rare)
Modals do not take a final - s even when the subject is singular.
Correct: She can do it. advisability 1should study tonight. 1should have
Incorrect: She cans do it. studied last night,
Modals are followed by the simple form of the verb. (The only exception is but 1didnt.
SHOULD
ought, which is followed by an infinitive (to + simple form of the verb) 90% certainty She should do well on She should have
Correct: She can do it. (expectation) the test, (future only, not done well on the
Incorrect: She can does it. present) test.
advisability 1ought to study tonight 1ought to have
studied last night,
but 1didnt.
OUGHT TO
90% certainty She ought to do well on She ought to have
(expectation) the test, (future only, not done well on the
present) test.
54 PNII LET Reviewer Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio
expectation Class is supposed to past ability 1 could dance

begin at 10:00. well during my
BE unfulfilled Class was younger years.
SUPPOSED expectation supposed to polite request Could you help me?
TO begin at 10:00,
suggestion You could talk to a You could have
but it didnt begin
COULD (affirmative doctor about your talked to your
until 10:15.
only) problem. doctor.
strong necessity I m ust go to class today. (I had to go to
less than 50% (Wheres Johnny?) He could have
class yesterday)
certainty He could be at home. been at home.
prohibition You must not open that
impossibility That couldnt be true! That could not
MUST (negative) door.
(negative only) have been true!
95% certainty Mary isnt in class. She Mary must
polite request Would you considerthe
m ust be sick. have been sick
offer?
(present only) yesterday.
preference 1 would rather go to the 1 would rather
100% certainty He w ill be here at 6:00.
park than stay home. have gone to the
willingness I w ill do that for you. park.
WILL
polite request Will you please close the repeated action When 1was
door? in the past a child, 1
ability/ possibility I can run fa s t I could run fast would viol my
when I was a grandparents
WOULD
child, but now I every weekend.
cant. polite for 1 would like an apple,
inform al You can use my car want (with please.
CAN permission tomorrow. like)
inform al polite Can we talk? unfulfilled wish 1 would have
request liked a cookie,
but there were
im possibility That cant be true! That cant have none in the
(negative only) been true! kitchen.
repeated action He used to drink Negative Sentence + Affirmative Tag -> Negative Answer Expected
in the past - beer every night. Beth isnt here, is she? No, she isnt.
past situation 1 used to live in You dont like coffee, do you? No, I dont
USED TO
that no longer the province, but They havent left, have they? No, they haven't.
exists now 1live in the
city.
X I. B asic V erb F o rm s U sed in C O N D IT IO N A L S E N T E N C E S
polite question Shall 1keep the secret?
to make a
suggestion SITUATION IF-Clause RESULT Clause Examples
SHALL
future with We shall celebrate True in the simple simple present If 1have enough time, visit
i or we as after passing the present/ present simple future my parents every week.
subject examination. future (will + simple form) If 1have enough time, 1 will
visit my parents next week.
Untrue in simple past Would + simple If 1had enough time, 1
the present/ form would visit my parents
X . Tag Q u estio n s future now.
A tag question is a question added at the end of a sentence. It aims to seek Untrue in Past perfect would have + If 1had enough time, 1
the past past participle would have visited my
agreement or to ascertain correctness of information.
parents last month.
A tag question may be spoken (a) with a rising intonation if the speaker is truly
seeking to ascertain that his/her information, idea or belief is correct, (e.g.
Ann lives in an apartment, doesnt she?}, or (b) with a falling intonation if the
E N G L IS H P H O N O L O G Y
speaker is expressing an idea with which s/he is almost certain the listener will
agree (e.g. Its a nice day today, isnt it?).
Effective oral discourse means being able to use grammatical structures accurately;
Affirmative Sentence + Negative Tag -> Affirmative Answer Expected having the ability to express ideas, messages, and intentions meaningfully; and
observing rules of use appropriately when interacting with others in various social
Beth is here, isnt she? Yes, she is.
You like coffee, dont you? Yes, I do. contexts. In other words, a competent speaker has good pronunciation and correct
intonation, forms grammatical sentences, and uses language appropriately when
They have left, haven't they? Yes, they have.
communicating with others.
k f c S S i PNU LET Reviewer
A. The Speech Mechanism
The important points o f articulation are the upper lip, the upper teeth, the
alveolar ridge (the gum behind the upper teeth), the hard palate (the bony
roof of the mouth) and again, the velum. Except for the velum, these parts
are non-movable. They are the parts of the speech apparatus near which
or against which the articulators are placed in the production of the various
speech sounds.
The vocal cords/bands. They are two short bands of elastic flesh and
muscle located inside the larynx (Adams apple). The opening between
them is called the glottis. The glottis may be opened so as to cause no
obstruction in the passage of air as in normal breathing, completely closed,
or partially closed. Speech sounds produced with an open glottis are said
to be voiceless. When the vocal bands are brought so close together than
the air passing through causes the glottis to vibrate, the speech sounds
produced are said to be voiced. When the vocal bands are pressed together
so tightly as to resist considerable air pressure from the lungs, the sound
produced is a glottal stop.
B. The Phoneme
The phoneme is a minimal significant or contrastive unit in a language. This
The speech-producing mechanism or vocal apparatus consist of the following
speech sound signals a difference in meaning, e.g., /p/, /b/, and /f/ as in
parts as shown in the figure:
pan, ban, and fan. Note that a phoneme is enclosed in slants / /.
The resonators or resonating cavities, the pharynx or pharyngeal cavity, the
A phoneme may be pronounced in different ways, depending on its position
nasal cavity, and the oral cavity. These cavities serve as the passage of the
in the utterance, and still remains the same phoneme. These variations in
moving stream of air. The pharyngeal cavity is a space formed by the root
pronunciation, called allophones, are enclosed in square brackets [ ]. For
of the tongue and the walls of the throat.
example, the phoneme /p/ is pronounced differently in the following words:
The articulators, lower lip, lower teeth, the tongue and its parts (the tongue
pin, spin, nip. It is aspirated in pin [p"in], unaspirated in spin [spin], and
apex is made up of the tongue tip and blade, the front of the tongue, and the
unreleased in nip [nip- ].
back of the tongue or dorsum), as well as the soft palate or velum with its
pear-shaped appendage called the uvula. Articulators are movable parts.
Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio PNU LET Rewiewer H fc V J
English - Speech and Oral Communication
General Education
C. The Vowel Phonemes of English
The following statements show thenature ofvowels: with an accompanying puff of air. The sound M in cat and recount are likewise
1. Vowels are oral sounds. aspirated. The same is true with the /p/ sound in pen and append.
2. Vowels are voiced.
3. Vowels are characterized by a free flow of air through the oral cavity. The second set of sounds are the fricatives / f v 8 6 s z s z h/. They are
Using Trager and Smith and the IPA transcription systems, the following are produced by an obstruction of the airstream causing audible friction.
the simple and complex vowels of English with their corresponding keywords:
Further, English has two affricates /c/ and /j/, three nasals /m n r]/,a lateral /I/,
a retroflex /r/ and two semivowels /w v/. The retroflex and the semivowels are
Key Word Trager- IPA Key Word Trager- IPA
sometimes referred to as glides.
Smith Smith
bit i i pall 3 3 The following table shows the consonant sounds of English in two transcription
bet e e beat iy i: systems.
bat ae ae bait ey ex Key Word Trager- IPA Key Word Trager- IPA
just (adv) i - bite ay ai Smith Smith
ago 3 3 bout aw au pan P P sure s J
hut boat ow ou ban b b azure z 3
hot a a boy oy ten t t hat h h
31
pull u u boot uw den d d cat c
u: tj
cot k k job j d3
got g g mine m m
D. The Consonant Phonemes of English
fan f f nine n n
van V V
The first set of consonant sounds in English are the stops /p, b, t, d, k, g. They sing n n
are produced by a stoppage of air. The sounds /p, t, k/ are voiceless because thin 0 e lot 1 1
the vocal cords do not vibrate. On the other hand, /b, d, g/ are voiced. The /p, hen d a rot r r
t, k/ sounds are aspirated when they occur initially in a stressed syllable. For
so s s well w w
example, the /t/ sound in the words ten and attend are aspirated or produced
zoo z z yell y j
58 PNU LET Reviewer
Awareness of certain sounds are crucial in pronouncing noun plurals, and noun E. S u p ra s e g m e n ta l P h o n e m e s a n d P ro so d ic P a tte rn s in English
possessives as well as the third person singular inflection of regular verbs.
Similarly, it is also significant in pronouncing the regular simple past inflection. Pronouncing consonant and vowel sounds correctly in an utterance is not enough.
To illustrate: As consequential are other phonemic phenomena labelled as suprasegmentals
which contribute to a meaningful interpretation of what is being said. These
Noun plurals are spelled a s -s or -es. This plural inflection can be pronounced phonemes consist of stress, pitch, and juncture. A combination of them makes
in three different ways, i.e., /- s/, /-z/, or I- qtJ as shown below up the prosodic patterns of spoken language or oral discourse.
-s/ /-z/ /-9Z/ 1. Stress

cats, ropes, beds, chairs, dishes, churches, Stress refers to the degree of prominence a syllable has. In the word
rocks, graphs seeds, stones, judges, garages, forgive, the syllable -give sounds more prominent than for-. There may
leaves, dolls buses be as many degrees of stress as there are syllables, but some of the
differences may be imperceptible.
For individual words, three stress phonemes are significant. These are:
/a z/ occurs after sibilants or s-like sounds such as /s, z, s z c j/ ' primary stress
/s / occurs after voiceless sounds except /s, s, c / ' mid stress
I tJ occurs after voiced sounds except /z, z, j/ weak stress (usually not indicated)
The word legendary illustrate all these stress.
The pronunciation rules defined for the plural above also apply to noun In words of more than one syllable, there will be one syllable which
possessives and third person singular forms of regular verbs. is more heavily stressed than the others. This syllable carries the
primary stress (eg. remedy, develop, understand). In some longer
Likewise, the regular simple past tense inflection -ed has three variants, words, other syllables may carry secondary stress, e.g. legendary. The
namely /t, d, ad/ most important thing is to recognise where the primary stress is. The
/9 d / ocurs after N and /d / as in planted, hated, needed, and raided assignment of primary stress can change between words derived from
N occurs after voiceless sounds except /t/, e.g., liked, surprised, the same base (eg. photograph, photographer, photographid.
realized, and cooked In word groups and sentences, there are four degrees of stress:
/d / occurs aftervoiced sounds as in loved, played, owned, and primary stress
belonged " secondary stress
' tertiary stress
- weak stress (usually not indicated)
Prof. Alicc M. Karaan and Prof. Maria Teresa L. Manicio PNU LET Reviewer 59
Note the words intellectual and curiosity. 3. Pitch Levels and Terminals
In isolation each word gets a primary stress; however, when put Although many degrees of pitch are employed in speaking, only four
together to form the phrase intellectual curiosity, the primary stress levels of relative pitch are used as phonemes. These are:
in one is reduced to secondary stress. A word group carries only one 4 extra high
primary stress. 3 high
Note that the last content word generally is assigned the primary stress in 2 normal
a phrase or sentence unless contrastive meaning is desired in which case 1 low
there is a shift of stress, Pitch is relative. The normal pitch of every individuals speaking voice,
e.g. a black dog whatever its actual height (some speakers tend to be either high
a black dog (not white or brown) pitched or low pitched), is called level 2. From this level, one makes
departures either upward (level 3) or downward (level 1). We begin on
2. Grammatical Stress Patterns level 2, our natural normal level, and remain there until we reach the
Grammatical patterns are accompanied by regular stress patterns. primary stress.
Sometimes such stress patterns are the sole means of differentiating one Pitches combine into patterns to make meaningful melodies over the
grammatical pattern, with its concomitant meaning, from another. The whole phrase or sentence, e.g. 231,233, or 232. In 231, a statement
common ones include: or proposition is being uttered.
Compound noun These melodies have three methods of closure called terminal
e.g. rocking chair, postman junctures or simply terminals. As the name suggests, these terminals
Modifier + noun * occur at the end of the sentence. Oftentimes, they are marked with
e.g. black bird, long hand arrows as follows:
Verb + noun object ' I = fading terminal
e.g. Carabaos eat grass. t = rising terminal
He is watching a movie. = sustained term inal
Verb + adverbial The fading terminal as in 2311 is characterized by a rapid fadeaway of
e.g. This information is not to be handed but. the voice into silence. It closes a statement.
My boyfriend called up. e.g. 2lm going to 3school! t
The rising terminal as in 233t is a short, slight rise in the pitch from
the last level heard, but it does not go all the way up to the next level.
This terminal commonly occurs at the end of a yes-no question.
e.g. 2Are you 3happy3t
60 PBU LET Reviewer Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio
The sustained terminal as in 232 is characterized by a slight O R A L C O M M U N IC A T IO N a n d L A N G U A G E F U N C T IO N S

lengthening of the preceding pitch 3 word (i.e., the word that gets the
primary stress. It may be heard at the end of a long sentence subject, There are three elements in oral communication: the speaker, the message,
e.g. 2AII of the members of the 3team? look confused. and the audience. The purpose of the speakers message must be appropriate
Patterns of pitch, with their accompanying terminals such as 231 i, to the occasion and the intended audience. Oral communication process may be
2 3 3 t, and 232 are called intonation contours. illustrated as one-way or two-way as shown below.
4. Commonly Used Intonation Contours

ONE-WAY TWO-WAY
231 i This contour occurs in:
Public Speech Conversation
1) Statement or declarative sentence
Storytelling Discussion
e.g. ^We watched a 3movie' 1
Announcement Interview
2) Command
e.g. 2Read the announcement' i
3) Wh- or information question (a question that begins with words
like who, what, where, when, why, which, and tm /j
e.g. t h a t s your 3name'
233t This contour commonly occurs at the end of yes-no questions.
1) Yes-no question in statement form
e.g. 2Hes an 3actor3t
2) Yes-no question in question form A. Group Communication
e.g. 2Are you doming3!
3) Initial grammatical unit (phrase, clause, or sentence segment) The Four Criteria that Determine a Small Group
e.g. 2lf youll 3notice3t (Morreale, Spitzberg, & Barge, 2007)
232 This contour signals incompleteness. 1. Includes Three or More People
1) Initial grammatical unit (an alternate for 233) 2. Includes Shared Perception
e.g. 2lf youll 3notice2 3. Emphasizes Interdependence
2) Statement to indicate the speaker has more to say; often the word 4. Requires Communication
following this contour is but.
e.g. 2Shes a bright 3girl2 b u t . . .
English - Speech and Oral Communication G e n e ra l l iliu m iix i
B. Public Speaking as Communication (O'Hair, Stewart, & Rubenstein, 2001) o Speech of Introduction prepares or warms up the audience tor the
speaker. It aims to motivate audience members to listen to what
In public speaking, a speaker delivers a message with a specific purpose to he or she has to say.
an audience of people who are present during the delivery of the speech. o Speech of Acceptance aims to express gratitude for the honor
Public speaking always includes a speaker who has a reason for speaking, an bestowed on the speaker,
audience that gives the speaker its attention, and a message that is meant to o Eulogies and Tributes celebrate and commemorate the life the
accomplish a specific purpose. deceased while consoling those who have been left behind
o Speech of Inspiration aims to uplift the member of the audience
1. Special Speaker Considerations and to help them see things in a positive light.
Context - The speech context includes anything that influences the
speaker, the audience, the speech, the occasion, or the situation.
Goals - A clearly defined goal is a prerequisite for an effective speech. C. Language Functions and Useful Expressions
What is it that you want the audience to learn or do or believe as a
result of your speech? How much ground do you want to cover? What Expressions of Advice
do you personally want to achieve by delivering the speech?
Outcome - A speech is not truly complete until its effects have been Asking Giving Accepting Rejecting
assessed and you decide whether you have accomplished what you
set out to do. Usually this assessment is informal, as in listening to Can you give me You should + verb Thanks for the Thanks, but 1
audience reactions. Constructive feedback is an invaluable tool for any/some advice? 1advise you to + advice dont think thats
self-evaluation and improvement. What should 1do? verb That sounds like a good idea.
What do you 1suggest that you a good idea. Thanks. Ill think
2. Types of Speeches suggest/ + verb Thank. Ill do about it.
An informative speech increases the audiences understanding or recommend/ You can/could + that. Thanks, but Im
awareness by imparting knowledge. It provides audience with new advise? verb not so sure.
information, new insights, or new ways of thinking about a topic, and What do you think Why dont you +
introduces new ideas, events, people, places, or things. 1should/ought to verb?
A persuasive speech attempts to influence the attitudes, beliefs, do? Verb/Dont + verb
values, and acts of others. It limits alternatives, seeks a response, and (Tanka & Baker, 2 0 0 7 p, 59}
respects audience choices.
Special Occasion Speeches I
62 PNU LET Reviewer Prof. Alice M. Karaan anti Prof. Maria Teresa L. Manicio
Asking for a Favor Responding Expressions for Telephone Conversations

Yes No
Can/could you do me a Sure./Yes./OK./Yeah./ I'm sorry but... Answering the phone Finding out who is calling
(small/big) favor? Of course. Id like to, but... Hello, (when answering home phone) May I ask whos calling?
Can/could I ask you for a Sure, what do you I wish I could, but...
Full Name/Company Name (for business people) Can I tell him whos calling?
favor? need? Let me think about it.
May I tell her who's calling?
Will/can/could you + verb? Id be glad to. I really cant.
Taking a phone message Asking for clarification
(Tanka & Baker, 2007 p. 107)
Hes not here right now. Would you like me to Excuse me?
give him a message? What was that again?
Asking for Directions Giving Directions
She just stepped out. May I take a message? Could you please repeat that?
Could you tell me where... is? Go straight.
GostraightfortwoblocksonAvenue/Street/Road. (Hartmann & Blass, 2000, p .21 1,213)
Where i s ...?
Do you know how to get to...? Go past (the market).
How do you get to ... Go north/south/east/west. Turn-taking and Turn-giving Expressions
Im looking for... Turn right/left.
Im trying to find... Make a right/left. Introducing the Today we are here to discuss...
Cross the street.
topic The goal of our discussion today is ...
Youll see it on your right/left.
Bringing in other What is your opinion, M r.___ ?
(Tanka & Most, 2 0 0 7 p. 77)
people Do you agree with Mr.___ 's opinion, M s.__ ?
Keeping the Let's go on to another point.
Expressing Agreement Expressing Disagreement
Discussion Moving Next, lets talk about...
I agree. Im not sure about that.
Giving an opinion In my opinion...
I agree with that. I disagree.
I agree with you. I dont agree. Personally, I believe that...
Im with you. I disagree with that. Getting further Would you mind explaining that a little more, please?
Youre right. I disagree with you. information Could you explain that more fully?
I couldnt agree more. I completely disagree. Could you tell us a bit more about that?
I completely agree. You're wrong.
(Hartmann & Blass, 2000, p. 45)
Prof. Alicc M. Karaan anti Prof. Maria Teresa L. Manicio PNU LET Reviewer 63
Interrupting Excuse me for interrupting, but...

Sorry to interrupt, but...
Seeking What do you mean?
clarification Sorry, Im not quite sure what you mean.
DIRECTIONS: Write the letter that best completes the sentence.
Do you mean that...?
Im sorry, 1dont quite follow.
1. Gabriel slept_________________________________________ .
1dont quite understand what you're saying.
A. last night in his air-conditioned room soundly.
Closing the In conclusion, the purpose of this discussion... B. soundly last night in his air-conditioned room.
Discussion We have concluded th at... C. in his air-conditioned room soundly last night.
D. soundly in his air-conditioned room last night.
Adverb in a series should follow this sequence: Manner - Frequency - Place - Time
- Cause/Reason. Choice A is incorrect because last night is an adverb o f time. Choice
B is also incorrect. Even if the choice begins with an adverb o f manner, what follows
somehow is an adverb o f time. Choice C is not the correct answer because it obviously
does not begin with an adverb o f manner. The correct answer is D because it follows
the proper order o f adverbs in a series.
2. At this time next week, I _

A. will walk
B. will have been walking
C. will be walking
D. will have walked
Future progressive aspect denotes an action which will be in progress at a specific
time in the future. The given statement is an indication o f future progressive aspect,
and Choice C best completes the sentence. Choice A only suggests futurity and is not a
logical choice. Choice B is incorrect because it is in the future perfect progressive aspect
and the given sentence does not say that the action is in progress. Choice D will suggest
an action that should have been completely finished before another time in the future,
therefore it is also incorrect. Choice C is the correct answer.
K^SSHIp WU LET Reviewer Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio
3. You watched the concert last night, didnt you? The correct response would be B E G IN HERE:
A. Yes, I wasnt C. Yes, I was. 1. Which sound is not a realization of the simple past tense?
B. Yes, I didnt D. Yes, I did /T V d / B. /a d / C. N D. /ed/
2. In'the noun Jesus's, the possessive is pronounced a s ______ .
Choices A and C are incorrect because the tag question made use o f a do form. A. Is/ B. Is/ (Q. /az/ D. /z/
Choice B is also not correct because o f a mismatch, "yes is affirmative and didn V is
3. Would you mind^ ______ me tomorrow?
negative. Therefore, the best answer is D.
A. meet (& ) to meet C. meeting D. if we meet
4. The doctor recommended eating healthier meals and___________ 4. Which of the following shows the correct stress pattern for a compound
A. to do exercise noun?
B. doing exercise A. blackbird B. blackbird C.blackbird D. blackbird
C. exercise 5. For thousands of years, rice_____________ a staple.food for many people.
D. to exercise A. is B. had been C. was t>. has been
6. Beths new digital camera is more user-friendly than________I. have seen.
Parallelism must be observed in the given statement. Eating healthier meats
A.., any one else C. another
would be parallel with doing exercise", therefore Choice B is the correct answer.
Choices A and D are both infinitives while Choice C does not imply whether exercise is 3 / any other D. others
used as a verb or as a noun. 7. The twins look
A. equal fB.) identical C. similar D. synonymous
5. Ross is French but Gerald isnt; hes Mexican. Based on the sentence, which 8. Neither of the accdsed officers decided to q u it_____ position.
one is true? K their B. his C. its D. its
A. Gerald is French. 9. which of the following plural forms ends in /-az/?
B. Ross isnt Mexican A. giraffes B. means{ ' C S garages D. handcuffs
C. Gerald isnt Mexican. 10. This car wont start. Lets call Danny because hes an old hand at repairing cars.
D. Gerald and Ross are both Mexican. An old hand means__________ .
A. a reliable person C. a trustworthy person
Gerald is obviously not French, therefore Choice A is incorrect. Choice B is true (W an experienced person D. an industrious person
because Ross is French. Choice C is false because Gerald is Mexican. Choice D states
11. T il see you soon, she said. But we didnt see each other for a long time. She
that both Gerald and Ross are Mexican, which isn 't true. The correct answer then is
said_________
Choice B.
A. she will see me soon C. I would see her soon
B. she would see me soon D. she sees me soon
12. Can you tell me wtiat tim e____________ ? 19. Suppose that you are introduced to a co-worker in an office or establishment.
A. the train arrives C. the train does arrive The person being introduced is approximately of the same age as you. Which of
B. does the train arrive D. arrives the train the following would you say to her?
13. The air around u s ___________ A. I am honored to meet you.C. How do you do?
A. both contains oxygen and water B. Im pleased to meet you.D. It is an honor to meet you.
B. both contain oxygen and water 20. Which line is produced with a sustained intonation?
C. contains both oxygen and water A. What brings you here?
D. contain both oxygen and water B. Is the conference room ready?
14. Which sentence does not have the same meaning as the others? C. We won the game!
A. The athletes are observing rigid diet rules in the training. f f r To tell you the tru th ,....
B. Rigid diet rules are observed by athletes in the training. 21. Which of the following words is not correctly stressed?
C. In the training, the athletes observe rigid diet rules. A. secondary
6 ., The athletes are training rigid diet rules observer. B. engineer
15. Which while expresses a contrast? & spiritual
A. While waiting for them, lets have some coffee first. J ). afternoon
B. The farmers are very hopeful while walking from the province to the city. 22. Which word best completes this sentence: I always feel_____ when the stars
C. She's taking a shower while her mother is preparing breakfast. fill the sky.
D. I am a pessimist while he is very optimistic. . A. happy B. happily C. am happy D.in happiness
16. Which of the following words has a different vowel sound? 23. The connection between time spent in social networking sites and poor
A. clear B. meet C. ease D; hes academic grades_.
17. The teacher needs some colored chalk for th e _____ !" Which of the following are alarming C. has alarmed
words completes the sentence correctly? B. is alarming D. alarms
A. blackboard C ., black board 24. Neither of the suspects admits______ the crime.
B. blackboard D. black board A. their B. our C. his D. us
18. Suppose that while waiting for someone, you talk with friends in the lobby of a 25. The actress signed the contract a few days after the talent management
building. Somebody says something that you did not quite hear. Which of the
following would you say? A. sent it B. send it C^) had sent it D. will have sent it
A. Please repeat that. C. Sorry, I didnt hear you.
B. Please speak louder D. May I request you to repeat that?
7. I was simply making a tonoue-in-cheek remark. I didnt mean to offend her. The
P A R T III - E N H A N C IN G T E S T T A K IN G S K IL L S
underlined idiom means____ .
A. impossible $ !) joke C. lie D. sketch
8. How did the students react when the teacher _ _ _ _ _ the mistakes on
DIRECTIONS: Write the letter of the word or phrases that best completes the their test papers?
sentence. A,_ provided for C. picked out
ffr . pointed out D. gave away
1. What intonation contour or pattern applies to the question Who will join the 9. This book concludes with pages___________useful hints to correcting common
parade? errors in English.
A. 232 B. 2231 C. 231 i D. 233t ^ that contain C. that is containing
2. Which sentence is marked as 2331231 i ? '\B. 1that contains D. that are containing
A. Do you like to join torch parade 10. All political parties promise to turn the economy_____ if elected, but they
B. We want peace, good health, and a happy family life never do.
C. Diane, as well as her friends, are planning a trip to the north A. over B. around C. in D. on
D. Do you prefer to go swimming or jog in the park 11 . ________I prefer to live in an apartment, my husband wants to buy a house.
3. Which of the following sounds in the Trager and Smith Transcription System A. Until . B .) Because C. Whereas D. When
would you consider a critical sound for Filipino learners of English? 12. If you had come'to'the theater last night, you_____________ the play.
A. /a/ B. /iy/ C. I\l D. /uw/ A. would enjoy C. will have enjoyed
4. Every woman, man or child____________the right to live. B. will enjoy ( 1 x ) would have enjoyed
A. have f B. has C. had D. do have 13. The students never cheated on the examination,__________
5. The excellent speaker can____________ even the most complicated ideas. A. is there? C. do they?
A. get across '67? get through B. didn't they? B' did they?
B. getaway D. get along 14. More of our teammates now __________ with the new policies.
6. I drive mv neighbors up a wall with the loud banging of my new set of drums. (A. are agreeing C. agree
The underlined phrase means______ B. agrees D. is agreeing
A. bump into my neighbor's fence 15. By this time tomorrow, w e ________________________________ the meeting.
B. make them envious A. shall have C. would have
C. annoy B. will have had D. have had
D. let them listen and enjoy
16. The class decided to give their teacher aIn _________________ handbag on 20.-Which of the following would be inappropriate in making complaints?
_ her retirement. Ah Excuse me but Im afraid you are out of line.
A. latest long-wished black leather Louis Vuitton elegant K Dont get me wrong, but I think we should discuss theissue.
B. black latest long-wished Louis Vuitton elegant leather X . Maybe you forgot to check the item.
C. long-wished elegant latest black Louis Vuitton leather ( D. How could you be so forgetful?
0. latest elegant black long-wished leather Louis Vuitton 2}? Which of the following expressions can help you involve other members of the
17. The instructor expects students_________ ________________ _ group in the discussion?
A. to attend every class, to be doing all the assignments; and hand in i'A^Y Do you agree with his opinion?
homework on time. B. What do you mean?
B. to be attending every class, to do all assignments, and hand in homework C. Lets go on to another point.
on time. D. Personally, I believe that...
, C .; to attend every class, to do all the assignments and to hand in homework 22. Mathematics____ __ to be one of the least popular subjects among students.
'~on time. A. appear \ B y r appears C. appeared D. hasappears
D. to attend every class, to do all the assignments; and to be handing in 23. Technology_________classroom teaching and learning in the last decade.
homework on time. A. changed B. changes C. will change D. haschanged
18. Which sentence contains an error? 24. Dr. Day is one of the language teaching experts________.
A. The card catalogue has a subject listing for reference purposes. A. who advocates reading for pleasure.
B. There are certain books that can be found without using the library card B. who advocate reading for pleasure.
catalogue. C. who advocated reading for pleasure.
If a student cannot find any information lead in the author listing of the card D. who will have advocated reading for pleasure.
catalogue, they should ask the librarian. 25. Maria wishes to say no to a friend who is asking for help in their homework.
D. Every book in the library has a call number. What should she say?
19. Which of the following does not have the same meaning as the other sentences? A. Id be glad to help.
A. The problems about marriage and married life are what a young wife B. Can you repeat what you said?
should know in this book. C. Im with you.
B. What a young wife should know about marriage and the possible problems D. Im sorry but Im busy.
of married life are contained in this book.
C. This book contains what a young wife should know about marriage and the
possible problems of married life.
D. Contained in this book are information about marriage and possible
problems of married life which a young wife should know.
General Education English - Philippine Literature
Philippine P A R T l-A - C O N T E N T U P D A T E
I. E arly literary historians d iv id e d Ph ilip p in e literatu re in English
Literature into fiv e p eriods.

A. Period of Orientation (1898-1090)
B. Period of Imitation (1910-1924)
C. Period of Growth and Experimentation (1925-1941)
Prepared by:. D. Period of Propaganda (1941 -1944)
Prof. Victor Rey Fumar E. Post-Liberation Period (1945-onwards)
The Period of Orientation (1898-1909)

began with the Occupation of Manila by the American forces on August 13,
Competencies: 1898. It extended to the publication of the College Folio in 1910 when Filipino
writers made their first attempts at expression in the new language.
1. Trace the development of Philippine The nationalistic and rebellious spirit against the American occupation also
found expression in the Filipino literature in English of this period. It consisted
Literature in English from the early mostly of articles dealing with patriotism and nationalism.
American Period to the contemporary However, only El Renacimiento and the Free Press published writings in
times. English.
2. Highlight the historical influences that The Period of Imitation (1910-1924)
inform Philippine literary productions. began in 1910 when the College Folio made its appearance in the University
3. Analyze the recurrent themes, of the Philippines.
This period was characterized by a strict adherence to the conventional forms
pervading thought and styles in English
of literature as exemplified in the works of Longfellow, Hawthorne, Emerson,
literary productions of Filipino writers. Tennyson, Thackeray, and Macaulay; and by a careful observance of the rules
4. Interpret and analyze some literary of grammar and rhetoric.
The publication of magazines and newspapers in English gave budding writers a
texts of representative writers.
chance to see their compositions in print. Ex. Philippine Review, Independent,
Prof. Victor Rey Fumar PNU LET Reviewer 69

English - Philippine Literature General Education
Rising Philippines, and Citizens, in addition to the Philippine Collegian, the Let me hold the bucket while you drink," she offered.
UP student organ. Philippines Herald became the pioneer Filipino newspaper He flashed her a smile over his shoulder as he poured the water into her jar, and
in English in 1920. again lowered the bucket.
Paz Marquez Benitez gained some measure of mastery far ahead of the period No, no, you must not do that." She hurried to his side and held one o f his arms. 7
as exemplified in her short story Dead Stars. This story was, for a long time, couldn't let you, a stranger..."
Why not?" He smiled down at her, and noticed a slight film o f moisture clinging
considered a model of perfection in character delineation, local color, plot, and down her upper lip and experienced a sudden desire to wipe it away with his forefinger.
message. He continued to lower the bucket while she had to stand by.
The first book of poems and the first novel in English written by a Filipino
were published during this period: Procopio Solidum's Never Mind and Other Midsummer" - Manuel Arguilla
Poems and Zoilo M. Galangs A Child o f Sorrow.
It is the theme that poets sing about and glorify in sublime and immortal poetry. It is Filipino writers were influenced by Sherwood Anderson, Ernest Hemingway,
the wine that intoxicates. It is one o f the greatest events in life - when two passionate lips William Saroyan, and Dorothy Parker.
dip into the sweet realm o f the cup o f love, while Cupid stands smiling and the angels in
Marcelo de Gracia Concepcions Azucena became the first book of Filipino
heaven sing o f the faith o f two loving souls, blessing them with ineffable happiness.
verse to be printed in America. Other poets were Amador T. Daguio, Angela
"A Child o f Sorrow" - Zoilo M. Galang Manalang Gloria, and Luis Dato.
In 1940, through the initiative and efforts of the Philippine Writers' League, the
Commonwealth Government started a yearly literary contest.
Period of Expansion and Experimentation (1925-1941) The first Filipino biographer to write in English is Carlos Quirino with his The
Filipino writers mastered, not only the fundamentals, but also the nuances of Great Malayan. I,V. Mallaris The Birth of Discontent showed his mastery of
the'English language sufficiently to be able to write in it with more confidence. the art of irony as well as of the English language.
They tried all forms of writing including the novel and the drama. In the essay, the notable writings included Salvador P. Lopez prize-winning
A deep attachment to the soil and a strong spirit of liberalism took possession collection Literature and Society and Francisco P. Icasianos Horizons from
of the writers. My Nipa Hut.
Some critics considered this period from 1930 until 1940 as the Golden Era of Filipino playwrights flourished during this period: Augusta C. Catanjal (The Oil
Filipino writing in English. Lamp), Vidal A. Tan (The Husband of Mrs. Cruz), Severino Montano (The Land
Jose Garcia Villa (aka Doveglion) excelled as a critic, short story writer, and poet of Our Fathers), and Wilfrido Ma. Guerrero (13 Plays), who became the most
and tremendously influenced Filipino writing. A number of short story writers prolific dramatist.
arrived with Villa - Manuel Arguilla, Paz Latorena, Loreto Paras, Arturo B.
Rotor, and Alfredo E. Litiatco.
70 PNU LET Reviewer Prof. Victor Rev Fumar

RODOLFO: Did you come here to insult me, Mr. Bruno? Father and I hastened to the hut. He was proud o f me, but he had no intention of
BRUNO: No, indeed Kindly listen for a moment. I know also that my election is assured, making me marry that girl, he explained. He had better hopes for me. He opened his coconut
and your efforts wasted. shell in which he kept his money and tool out all he had saved for years. Then we ran to
BRUNO: Just a moment, please. I am giving you a chance to cut down your losses. Ten town, where my mother lived with my two sisters. Father explained what had happened.
thousand pesos if you withdraw from this fight.
RODOLFO: Mr. Bruno, you don't understand me. I entered this fight to support The Laughter o f My Father - Carlos Bulosan
certain principles. And those principles are not for sale! If this is the purpose of your
(sarcastically) kind visit, (standing) I wish you goodnight.
Stevan Javellana published his novel W ithout Seeing the Dawn, a war novel
"The Husband of Mrs. Cruz' - Vidal A. Tan
comparable to Rizals masterpieces.
Her words felt like a bolt o f thunder in his ears and he could not think clearly for
some time. The boy, how had he looked? Did he ever come to learn to call his name,
Period of Propaganda (1942-1944) saying, Tatay - Father?" He wanted to ask her but he did not. He had come home
The war dampened the literary enthusiasm of the preceding period. expecting to find peace in the bosom of his family. Peace did not welcome him, but Grief
The writing of this period was largely journalistic, and the literary output was sat there on its haunches at his doorstep.
negligible for two reasons: (1) it was, in the main, insincere, and (2) there was
Without Seing the Dawn - Stevan Javellana
very little opportunity for publication.
This period saw the rise of Carlos P. Romulo, the first Filipino writer and
journalist to win international recognition. He won the Pulitzer Prize; and his Jose Garcia Villa's collection of poems Have Come, Am Here revealed great
I Saw the Fall o f the Philippines, I See the Philippines Rise, and Mother power both in thought and expression and elicited the warmest praises from
America became best sellers. American and English critics.
Post-Liberation Period (1945-)

The militancy which might be expected as a result of the war was very evident II. P h ilip p in e C o n tem p o rary Literature in English: T rad itio n a n d
among journalists and editors. C h a n g e by Ophelia A. Dimalanta and Virginia M. M ata (1985)
The most significant achievement of this period was the recognition afforded to outlined Philippine literary history into three periods.
Filipino writers abroad.
Carlos Bulosan put out a book of poems called Voice of Bataan immediately A. The Pre-War Years from the 20s to 1941
after the outbreak of World War II. This volume was followed by The Laughter Philippine literature in English began with the coming of the Americans
of My Father, a collection of humorous short stories and America Is in the in 1898. Spanish continued to dominate the circle of the elite, but
Heart, an autobiography. in the 30s it began to give way to English. Vernacular languages
continued to be used in homes.
Prof. Victor Rcy Fumar PNU LET Reviewer 71

UP was established in 1908, a landmark in the literary development Literary models were mostly Romantic and Victorian 19th century
of the country along the lines of Western traditions. It triggered the Anglo-American poets. The 20s and on to the 30s saw the profusion
development and flowering of Philippine literature in English. of romantic poems, effusive personal expression of all kinds of
With American textbooks, American instructors, American writers as emotions, specifically love, love lost, love betrayed, love unrequited, or
models, the Filipinos started to learn not only a new language and a love triumphant.
new way of life alien to their traditions: the start of Western education Summarizing, pre-war poetry underwent three important phases:
or mis-education, the start of colonial orientation or dis-orientation. 1. poetry used as vehicle for mere rhetorical exercises in the service
of language-learning rather than literature
Pre-War Poetry 2. poetry used as vehicle for mere self-expression , personal and
S.P. Lopez, prophet of socially committed literature, influenced as he uncontrolled outpourings.
was by the social protest movement sweeping the USA at about that 3. poetry as vehicle for a dawning nationalistic fervor in the wake of
time in the wake of the great economic collapse and the depression the great S.P. Lopez versus Villa debate and the establishment of
wrote: the Commonwealth in 1935.
The real artist has a deep compassion for the suffering o f the oppressed and anger at Pre-War Fiction
the oppressors. The highest form o f art is that which springs from the wells o f man's Prior to the 20s, Leopoldo Yabes said, the short stories are better
deepest urges and longings ... his love o f his own kind and his longing to be free... of
all the ends to which he (the artist) may dedicate his talents, none is more worthy than classified as tales rather than stories."
the improvement o f the condition o f man and the defense o f freedom. The Philippine Free Press encouraged writers through its short story
contest involving a cash award of one hundred pesos for the winning
(Literature and Society, 1939) piece, aside from the regular twenty-peso publication royalty.
By the end of the 30s, Filipino short stories written in English already
showed more carefully crafted pieces:
Jose Garcia Villa, on the other hand, believed in "art for arts sake : that a. the unified single impression or effect through atmosphere, tone,
in art, craft comes before meaning, that poetry should never be useful and style
and propagandistic, that it must only arouse pleasure in the beautiful, b. plausible characterization
must lead to contemplation, not action. c. a well-defined plot structure
Prior to the 20s, the poems that were written were nothing more d. control of language as medium
than mere versifications, exercises in rhetoric, using specific classical e. interesting situation and a significant theme
moulds or patterns and poetic forms more for discipline than for art.
72 PNU LET Reviewer Prof. Victor Rey Fumar

B. The Post-War Years from the Late 40s to the 70s Modern poets were influenced by modern or western schools: (1)
On July 4, 1946, the US granted the Philippines its political imagism, (2) metaphysical school, (3) impressionistic-symbolistic
independence. Yet many features of colonialism remained. school, and (4) new criticism.
Petronilo Daroy noted that indeed, the national sensibility after World
War II is characterized by indignant perceptions which often manifest Post-War Fiction
themselves in stories which base their claim to realism on the mere Carlos Bulosans Am erica Is in the H eart pursued literatures
fact of their brutal treatment of evil. At any rate, this attention to commitment to social problems in the choice of subject matter, the
the unsmiling aspects of Philippine life liberated our literature from peasants, the laborers, the interface of economic conditions and
maudlin emotionalizing and excessive sentimentalism. politics.
In 1949, the National Teachers College offered a 3-unit course in NVM Gonzales published Seven H ills Aw ay in 1947.
Contemporary Philippine Literature in English to stimulate interest in Francisco Arcellana joined the ranks of the finest writers with his
our own literature. Divide By Two by showing his artistic ingenuity in point of structure,
The Bureau of Civil Service included Philippine Literature as a subject emotional impact, subtle manipulation of symbols, and the powerful
to be covered in the Civil Service Examination for Teachers in 1951. rhythm of his language.
The Carlos Palanca Sr. Memorial Awards for Literature started the most Bienvenido Santos wrote You Lovely People, his first book of short
prestigious annual literary contest sponsored by a liquor manufacturer, stories about Filipino exiles in America.
a magnate, and patron of the arts.
The P hilippine Free Press revived its annual award of P1,000 for the Look, I said it, one o f these days, very soon, I hope, I'll be going home. I could go
best short story. Writers guilds were reorganized among them being to your town.
the Philippine Writers Union (later the Philippine Writers Association) No," he said softly, sounding very much defeated but brave, Thanks a lot. But,
and the Philippine International PEN (poets, essayists, and novelists). you see, nobody would remember me now."
In 1960, the Republic Cultural Heritage Awards for literature was Then he started the car, and as it moved away, he waved his hand.
Goodbye," I sa id , waving back into the darkness. And suddenly the night was
created the purpose of which was "to initiate a movement for greater cold like winter straying early in these northern wood lands.
and more dedicated efforts in cultural advancement, to complement
the countrys program of economic development. 'Scent o f Apples - Bienvenido N. Santos
Post-War Poetry
Modernism in poetry started in the 1950s. The modem poet Nick Joaquin stood above his contemporaries which included Kerima
experimented in techniques of versification, rhythm, music, and Polotan Tuvera, Gilda Cordero Fernando, Aida Rivera Ford, Estrella
imagery.
Alton, Rony Diaz, Lilia Pabloc Amansec, and Gregorio Brilliantes.

The short story achieved a degree of mastery and became preoccupied Travel essay became popular with Cristina Pantoja Hidalgo leading the
with form: (1) emphasis on key moment or moment of illumination pack.
usually at the end of the story, (2) use of consistent point of view, (3) Literary critics wrote reviews and became members of the Manila
use of symbols, the story existing in more than one level, (4) evocative Critics Circle, among them Isagani Cruz, Alfred Yuzon, Alfrado Salanga,
use of language and tone, and (5) overall structural unity, blending of Alice Guillermo, Doreen Fernandez, Rio Alma, and Ophelia Dimalanta.
form and content.
In the novel form, Nick Joaquins The Woman Who Had Two Navels 1shall lose them all again, or perhaps, possibly, yes,
as 1 was w ont,,losing all death will be kinder and ho, yes
showed a new way of presenting the subject matter, employing rich multi
in this final irretrievable allow me at last this
layered meanings, and incorporating a sense of history and tradition. loss of my deathtime. lowing final find.
Francisco Sionil Jose started his Rosales saga with The Pretenders,
an indictment against the modern illustrados and social injustice. Finder Loser - Ophelia Alcantara Dimalanta
Kerima Polotan, writer-tumed-publisher, showcased herartisticsensibility
and social conscience and portrayed the yearnings and frustrations
of a Flaubertian heroine in The Hand o f the Enemy, a novel that is The More Recent Times from the 70s up to the Present
naturalistic in its pessimism, but romantic in its style and presentation. The immediate post-war years were years of conformism. It was
not until the early 1960s that the students began to unite and hold
Its bad enough having poor around us all the time, but not use them their loyalty, mass protests and demonstrations against the evils that gnawed the
to fail to harness them for a man or a cause that can bring the country and themselves
much good - A ll right, we pander to their greed but if you want to ensnare people's
government. Most of these rallies ended in violent dispersals of the
minds, you must dangle a bit o f bait before them. police and the military.
Using the pretext of saving the country from the threat of subversion
The Hand o f the Enemy - Kerima Polotan Tuvera and communist takeover, Ferdinand Marcos declared Martial Law in
September 1972.
During the 1960s some writers exhibited the western trends of
The Essay naturalism and surrealism (the use of stream-of-consciousness to
The political essay became popular and most suited for the discussion depict states of the subconscious). Language had also become more
of ideas and timely issues. Nationalist writers included Renato dense, more elaborate.
Constantino, Petronilo Daroy, Luis Teodoro, Jose Lacaba, Bienvenido Writers' personal commitment was questioned in terms of their choice
Lumbera, Epifanio San Juan, and Dolores Feria. of medium.
Nick Joaquin as Quijano de Manila (his pen name) wrote many essays. Cirilo Bautista completed his triology of poetry books: The Cave, The
Archipelago, and Telex Moon, a project epical in scheme, historical
in perspective, and surrealistic in style.
74 PNU LET Reviewer Prof. Vi. tor Rey Fumar

10 Compute the square o f guilt against an integral B ien ve n id o L u m b e ra an d C y n th ia N o g ra le s L u m b e ra in

11 his age built when he was young P h ilippine Literature: A H isto ry an d A n th o lo g y (!982, revised
12 axiomatic; the sum stands th u s : Along 1 997)) ch ro n ic le d P h ilip p in e literatu re in English into:
13 the curve x (none noticed the leap; what they saw Literature during Pre-colonial Times (_-1564)
14 was the red imprint) by which we know
Literature Under Spanish Colonialism (1565-1898)
15 the nothing particular, the momentum
16 carried him to the point beyond the dictum - Literature Under American Colonialism (1898-1945)
Literature Under the Republic (1946-1985)
A Man Falls to His Death" - Cirilo F. Bautista Literature After EDSA (1986-1995)
III. T h e D e v e lo p m e n t o f P h ilip p in e L iterature in English (S in c e 1 900)

by Richard Croghan, S.J. (1975) divided Philippine literature in
English into three periods.
A. The Early Period (1900-1930)
B. The Middle Period (1930-1960)
C. The Modern Period (1960-1975)
IV. J o s e p h in e S e rra n o a n d T rin id a d A m e s in A S u rv e y o f

L iteratu re in English h a d th e fo llo w in g divisions:
A. The Apprenticeship Period (1910-1935)
B. The Emergence Period (1935-1945)
C. Contemporary Period (1945-present)
V. S ilverio B a lta z a r e t al in L ite ra tu re P a s t a n d P re s e n t (1981)

d e s c rib e d P h ilip p in e L ite ra tu re in E nglish a s
A. Period of Transition and Learning (1900-1935)
B. Period of Emergence and Recognition (1935-1960)
C. Period of Diversity and Re-examination (1960-present)
Pi of. Victor Rcy Fumar PNU LET Reviewer 75

Literatura P A R T l-B - C O N T E N T U P D A T E
ng Pilipinas I. A ng L iteratu ra ng Pilipinas

Sumasaklaw sa pasalita o pasulat na pagpapahayag ng mga damdaming
ukol sa mga gawi at kaugaliang panlipunan, paraan ng pamumuhay,
kaisipang pampulitika at mga kapaniwalaang pangrelihiyon, ang mga
adhikain, ang mga pangarap - mula pa sa bukangliwayway ng kanilang
Inihanda ni kabihasnan hanggang sa kasalukuyan
Prof. Victor Rey Fumar Maaring naisulat o naisalimbibig sa ibat ibang wikain sa Pilipinas o mga
salin sa panitikang banyaga o naisulat ng Filipino sa wikang dayuhan
Competencies: A. Dalawang anyo ng Panitikan

1. Tuluyan - nasa anyo ng karaniwang pagpapahayag - malaya at
madaloy na pagbuo ng mga salita. Halimbawa: maikling katha,
1. Mabalangkas ang kasaysayan ng kathambuhay o nobela, dula, salaysay, talumpati, talambuhay o
bbiography, ulat, sanaysay at iba pa.
literature ng Pilipinas
2. Matukoy ang ibat ibang anyo ng 2. Patula - mga pahayag bna nagtataglay kadalasan ng sukat at tugma
literature na gawa ng mga manunulat sa mga pantig ng taludtod o ang mga salita at paraan ng pagbuo
sa Tagalog at ibat ibang rehiyon ng pahayag ay piling-pili, matayutay, at masining bukod sa pagiging
madamdamin.
3. magpakita ng kakayahan na magbigay
kahulugan at magsuri ng mga teksto Ang sukat ay bilang ng mga pantig sa isang taludtod samantalang
4. Maipaliwanag at madalumat ang ang tugma ay ang pagkakasintunugan ng mga huling pantig sa bawat
taludtod ng saknong.
ibat ibang tema, paksa, estilo at
ang kaugnayan nito sa ibat ibang Mayroon ding mga tula na may sukat at walang tugma (blank verse) at
panahon ng panitikan sa Pilipinas, mayroon pa ring walang sukat at walng tugma (free verse).
76 PNU LET Reviewer Prof. Victor Rev Fumar

1
B. Mga Uri ng Tula TOMIN: Uban, kung ibig mo sana, / dinggin mo kung mabuti na ang itatapat kong kanta
1. Tulang Liriko - mahimig, may musika, at puno ng damdamin /k a y Menanggeng aking sinta.
Kantahin - binubuo ng mga payak na salita at sukat UBAN: Kanta yata sa ambahan / di ko na ibig pakinggan.
TOMING: Marikit na kantang bayan / bago kong pinag-aratan
Oda - may marangat na uri at matinding damdamin, at karaniwang
UBAN: Baya! Kantahin mo agad, / totonohan ko ng lundag
isang apostrophe o patungkol-sabi sa isang kaisipang binigyan ng Mahiwalay man sa kumpas / magagamot na ng tuwad.
personipikasyon, o pagpapahayag ng pangmadlang damdamin sa
isang mahalagang pangyayari. La India Elegante y el Negrito Amante" - Francisco Baltasar
Elehiya - nagpapahayag ng pagninilay sanhi ng isang pangyayari o
guniguni hinggil sa kamatayan. Melodrama - Plaridel" ( J. Sevilla), Katipunan, (G.B. Francisco)
Soneto - may labing-apat na taludtod at may ibat ibang kahatian
C. Ang Tanaga - tulang palasak nabago pa man dumating ang mga KastHa.
2. Tulang Salaysay - pagsasaad ng isang pangyayari na maaaring Binubuo ito ng apat na taludtod na may sariling pantigan.
totoo o guniguni.
Epiko - mahabang salaysay tungkol sa kabayanihan ng bida, kung D. Mga Uri ng Akdang Tuluyan
minsay hango sa mga karaniwang pangyayari ngunit kadalasa'y 1. Ang nobela o kathambuhay - nagtataglay ng maraming likaw ng mga
ukol sa mga di karaniwang tao na may mga pambihirang katangian. tagpo at sumasaklaw sa mahabang kawing ng panahon.
Awit at korido - karaniwang pagsasalaysay ng kagitingan, Nobelang makabanghay- binibigyan diin ang pagkakabalangkas ng
pagkamaginoo at pakikipagsapalaran ng mga prinsepet prinsesa, mga pangyayari
ng mga kabalyerong mandirigma sa layuning pagpapalaganap ng Nobela ng tauhan- mga hangarin at pangangailangan ng mga tauhan
relihiyong Kristiano. ang nangingibabaw
Karaniwang tulang salaysay- tungkol sa mga karaniwang takbo ng Nobela ng romansa- itoy tungkol sa pag-iibigan
buhay at maaaring mga nobelang isinalaysay na patula lamang. Hal. Nobela ng kasaysayan - nasasalig sa kasaysayan ang ibinubuhay
Ang Lumang Simbahan" (Collantes), Ang Pangginggera (Santos) Nobela ng layunin- nagbibigay diin sa mga simulain at mga laytsiing
mahahalaga sa buhay ng tao
3. Tulang Pandulaan - itinatanghal at ang mga tauhang gumaganap ay Nobelang masining - mahusay na pagkakatalakay at pagkakdtanay
may kani-kaniyang bahaging binibigkas nang patula. ng mga pangyayari
Saynete - La India Elegante y El Negrito Amante
2. Maikling Kuwento - maiksi, may sadyang pangunahing tauhan, at
may kaisahang kintal sa isipan ng bumabasa

English - Philip ine Literature General Education
Sala sayo sketch- hindi nagmamalabis bagamat masaklaw, timbang P a rsa - may layuning magpatawa sa pamamagitan ng kawil-kawil na
na tir ibang ang mga bahagi mga pangyayaring nakakatawa at mga bukambibig at pananalitang
Kuw nto ng katutubong kulay - binibtgyang diin ang tagpuan, katawa-tawa.
kapa giran ng isang pook, pamumuhay at kaugalian ng mga tao S aynete- ang paksa ay naglalarawan ng mga karaniwang ugali.
Kuw nto ng madulang pangyayari - pangyayari ay kapansin-pansin
at ne jbubunga ng isang bigla at kakaibang pagbabago sa kapalaran 4. Alamat - kathang ang pinakadiwa ay mga bagay na makasaysayan
ng rr ja tauhan subalit ang ibang pangyayariy likhang isip na lamang ng maykatha.
Kuw 'nto ng pakikipagsapalarang maromansa - ang kawilihan ay
nas baiangkas sa halip na sa mga tauhan 5. Pabula - kuwento na may tauhang mga hayop at may layuning
Kuw, mto ng kababataghan - mga bagay na hindi kapani-paniwala at makapagbigay aral sa mga mambabasa lalo na sa mga kabataan
salui gat sa hustong bait, kaisipan at karanasan
Kuw mto ng katatawanan- kahawig lamang ng isang salaysay kaysa 6. Sanaysay - isang anyo ng paglalahad na kinapapalooban ng
isang tunay na maikling kuwento pangmalas, pananaw, pagkukuro at damdamin ng may-akda
Kuv wtong sikolohiko- ang tauhang nasa harap ng isang pangyayari
o ka agayan ay inilalarawan sa mga pag-iisip ng mga mambabasa 7. Talambuhay -kasaysayan ng buhay ng isang nilikha: (1) talambuhay
Kuv ento ng tauhan - binibigyang diin ang tauhan o mga tauhang na pang-iba, (2) talambuhay na pansarili
gurr igalaw sa kuwento.
Kuv ento ng katatakutan - damdaming makapigil hininga ang 8. Talumpati - salaysaying inihanda upang basahin o bigkasin sa harap
pint )ukaw sa kawilihan ng mambabasa ng mga taong handang makinig.
Ku\i ento ng talino- ang mahusay na pagkakabuo ng baiangkas ang
urn? akit sa kawilihan ng mga mambabasa
II. B a h ag in g S a k la w ng P anitikang Filipino
3. Dul s- ang kaisipan ng sumulat ay inilalagay sa bibig ng mga tauhang
gun aganap sa tanghalan o dulaan. A. Panahon ng Katutubo / Bago Dumating ang Mga Kastila (mula Simula
Tra edya - nagtataglay ng mahigpit na tunggalian, ang mga tauhay hanggang 1565)
ma mapupusok at masisidhing damdamin at humahantong sa 1. Panahon ng Kuwentong-Bayan
pac <apahamak at pagkasawi ng pangunahing tauhan o ng iba pang a. kuwentong bayan (folklore)
mg i tauhan m ito - Simula ng daigdig, ng tao, ng kamatayan, diyos at diyosa
Koi ledya - masaya at nagwawakas ng kasiya-siya sa mga manonood
Me odrama - may malulungkot na sangkap ngunit nagwawakas na
kas ya-siya at masaya para sa mabuting tauhan ng dula
78 PNU Li T Reviewer Prof. Victor Rcy Fumar

alam at- 1} etiological nagpapaliwanag kung paano pinangalanan Bugtong Salawikain

ang mga bagay o pook, 2) non-etiological nauukol sa mga dakilang Ang kalabaw na apat ang paa, nadudulas pa.
Langit sa itaas,
tao at sa pagpaparusa ng malaking kasalanan. Hal. aswang, Langit sa ibaba,
tikbalang, engkanto. Tubig sa gitna. Ang unti-unting patak,
salaysayin (fo lk ta le s )- Juan Tamad, Pilandok Sa bato nakaaagnas.
Bongbong kung liwanag,
Kung gabi ay dagat. Madali maging tao,
Ako'y maharlika," ang sabi ni Somusun sa Alongan kay Pilandok. Ako ang anak
Mahirap ang magpakatao.
ng Solotan sa Agama Niyog. Kung pababayaan mong patunugin ko ang batingaw ay
Itinanim ng gabi
bibigyan kita ng isang sakong ginto. "
Sa umaga inani.
Tatanggapin ko iyan kung pababayaan mo muna akong makaalis bago mo
patunugin ang batingaw."
Sige, sabi n i Somusun sa Alongan. Ibinigay niya kay Pilandok ang sako ng ginto d. bulong - ginagamit na pangkulam o pang-engkanto
at nagtatakbo si Pilandok paalis.
Si Pilandok at ang Batingaw"- Abdullah T. Madale
2. Panahon ng Epiko
a. Microepic - kumpleto at maaring matapos sa isang upuan lang
b. Macroepic - ipinakikita lamang ang particular na batiagi, nag-
pabula (fa b le s )- Ang Pagong at ang Matsing iisang awit
c. Mesopic - maraming masalimuot na insidente
b. kantahing-bayan d. Epiko ng mga Kristiano - Lam-ang, Ibalon, Labaw Donggon
oyayi o holoborin - awit pampatulog ng sanggol e. Epiko ng mga di-Kristiyano - Alim, Tuwaang, Darangan, Agyu,
diona o ihim an - awit pangkasal Sandayo, Bantugan
soliranin o ta lin d a w - awit pamamangka
kundim an - awit ng pag-ibig Lahat sila ay tinungo ang kanilang vinta at nagtayag
tagumpay, kum intang, o tikam - awit-pandigma A t nagmadali patungo sa Bayang-Nakapagitna-Sa-Dalawang-Karagatan.
Samantala, ang pinakamamafial na mga kaibigan ni Prinsipe Bantugan,
Sina Mabaning a t Madali, ay bumuo ng isang mapangahas na balak
c. karunungang-bayan Na sakyan ang kanilang mahiwagang kalasag patungo sa langit
bugtong at palaisipan At hingin sa anghel ng mga patay na ibalik sa kanila
salawikain at kasabihan Ang kinuha nitong kaluluwa ng kanilang mahal na kaibigan.
Bantugen" - Epikong Maranaw, isinapilipino n i Fanny A. Garcia

B. Panahon ng Kastila / Pagpasok ng Kristiyanismo (1565-1872) b. tulang pang-aliw

1. Panahon ng Panitikang Pansimbahan Arte Poetico Tagalo
a. dalit - ibat ibang santot santa ang pinagdadalitan
b. nobena - katipunan ng mga panalangin na kailangang ganapin sa loob c. tuluyang pang-aliw
ng 9 na araw Barlaan at Josaphat
c. buhay ng mga santot santa Mga Buhok na Nangungusap
d. akdang pangmagandang-asal Tandang Basio Macunat
d. dulang pang-aliw
Urbana a t Felisa n i Padre Modesto de Castro duplo - tagisan ng talino ng dalawang pangkat sa pamamagitan ng
pagtula at ang mga kaisipang taglay ng berso ay kadalasang buhat sa
Ang pagsasalita ay sasayahan, ilagay sa ugali, itunton sa guhit, huwag hahaluan mga awit, korido, salawikain, at kasabihan.
ng kahambugan, at baka mapara doon sa isang nagsalitang hambog, na isinagot ng
kausap: Fuu, Fuu, na ang kahulugan ay: habagat, habagat. Huwag magpalampas ng sabi
karagatan - mimetikong laro batay sa alamat ng bisang prinsesang sa
at baka maparis doon sa isang paiato na sinagot ng kaharap: hintay ka muna amigot hangad na makaisang dibdib ang binatang mahirap na kanyang iniibig
kukuha ako ng gunting a t gugupitin ko ang labis. ay ihinulog sa dagat ang kanyang singsing upang sisirin ng lahat ng
kanyang manliligaw.
Urbana a t Feiiza - P. Modesto de Castro pangangaluluwa -
tibag - paghahanap at paghukay sa krus na pinagpakuan kay Kristo
2. Panahon ng Awit at Korido santacruzan - marangyang parade ng mga sagala na kumakatawan
a. awit ay korido sa ibat ibang tauhan sa Bibliya
awit - binubuo ng 12 pantig sa loob ng isang taludtod, apat na taludtod moro-moro o komedya - paglalaban ng mga Kristiyano at mga Muslim
sa isang taludturan. Ang musikay madalang o andante. Ang paksa ay karilyo - binubuo ng mga papet na nilikha buhat sa ginupit na mga
tungkol sa bayani at mandirigma at larawan ng buhay. karton at pinagagalaw sa harap ng puting tabing kung saan makikita
korido - ang sukat ay walong pantig sa loob ng taludtod. Ang musika ang mga anino ng papet bunga ng ilawan sa likod ng talon
ay mabilis o allegro. Ang paksa'y pananalampalataya, aiamat o senakulo - pagsasadula ng buhay at kamatayan ni Hesus
kababalaghan. panunuluyan - ang paghahanap ng matutuluyan nina Maria at Jose
Pasyon - Gaspar Aquino de Belen, Don Luis Guian, Padre Mariano salubong - pagsalubong ni Maria at ng muling nabuhay na si Heus
Pilapil, Padre Aniceto de la Merced sarswela - dulang musical, binubuo ng pagsasalaysay na sinaniban ng
mga sayaw at tugtugin at may paksang mitolohikal at kabayanihan
k M PNU LET Reviewer Prof. Victor Rey Fumar

------------------------------------ 1
C. Panahon ng Pagkamulat / Panahon ng Pagbabagong-isip 2. Emilio Jacinto - Kartilla ng Katipunan, Liwanag at Dilim
(1872-1896) 3. Pio Valenzuela - Catwiran
Mga Manunulat 4. Apolinario Mabini - El Verdadero Decalogo
1. Herminigildo Flores - Hibik ng Pilipinas sa Inang Espanya" 5. Jose Palma - Himno Nacional Filipino
2. Marcek) H. del Pilar - "Dasalan at Tocsohan, Caiingat Cayo,
"Sagot ng Espanya sa Hibik ng Pilipinas: , Ang Cadakilaan ng Diyos E. Panahon ng Amerikano (1900-1942)
Aba Guinoong Baria nakapupuno ka ng alcancia, ang Fraile ang sumasaiyo bukod 1. Panahon ng Paghahangad ng Kalayaan
ka niyang pinagpala'tpinahiguit sa lahat, pinagpala naman ang kaban mong mapasok. o Ginamit ang mga dula upang ipahayag ang paghihimagsik.
Santa Baria Ina ng Deretsos, ipanalangin mo kaming huag anitan ngayon ay cami o ipinatupad ang ilang mga batas upang supilin ang mga mamayan:
ipapatay. Siya naua. Sedition Law, Anti-Flag Law, Brigandage Act, Reconcentration Act.
Ang Aba Guinoong Baria"- Marcelo H. del Pilar
o Ginamit ang wikang Ingles sa mga paaralang pampubliko.
3. Jose Rizal - Sa Aking mga Kababata, Liham sa mga Babaeng o Mabisang kasangkapan ng Amerikano ang pagpapalaganap ng
Taga-Malolos, Juntoal Pasig, Noli MeTangere atEI Filibusterismo romantisismo sa kanilang lahatan at mabilisang pagbabago sa
4. Graciano Lopez Jaena - Fray Botod katutubong kamalayang Filipino.
5. Antonio Luna - Por Madrid, Impressiones, La Tertulia Filipina 2. Panahon ng Aklatang-Bayan (1900-1921)
6. Pedro Paterno - Ninay, Sampaguitas y Poesias Varias a. Maikling Katha
o Pasingaw - kadalasang tungkol sa mga dalagang
D. Panahon ng Himagsikan (1896-1900) hinahangaan, nililigawan, sinasamba nang lihim o
Mga Manunulat pinaparunggitan sa dahilang nais tawagin ang pansin ang
1. Andres Bonifacio - Katapusang Hibik ng Pilipinas, Pag-ibig sa kapintasan sa pag-uugali o sa hitsura
Tinubuang Lupa o Dagli - maikling salaysay na nangangaral, namumuna,
nagpapasaring at nanunuligsa
Kayong mga dukhang walang tanging nais
o Maiikling kasaysayang pampatawa - pinamahalaan ni Patricio
Kundi ang mabuhay sa dalitat hirap
Ampunin ang bayan kung nasa ay lunas Mariano sa Muling Pagsilang
Pagkat ang guinhawa niya ay sa lahat. b. Tula at Mga Makata
o Jose Corazon de Jesus - Huseng Batute, ang Makata ng
Ipahandog-handog ang buong pag-ibig
Hanggang sa may dugo'y ubusing itiguis
Puso, "Isang Punongkahoy
Kung sa pagtatanggol buhay ay kapalit
Ito y kapalaran a t tunay na langit.
Pag-ibig sa Tinubuang Lupa"- Andres Bonifacio
P ro f. Victor Rey Fumar PNU LET Reviewer 81

Kung tumingala ka sa gabing payapa RELIGIOSO 1: Ah, si Capitang Luis. Ito tagaroon sa amin. Masamang tao ito.
at sa tangit namay may ulilang tala, MARCELO: Mason po yata among.
na sinasabugan ikaw sa bintana RELIGIOSO 1: Kun hindi man mason, marahil filibustero, sapagkat kun siya
ng kanyang malungkot na sinag ng tuba, sumulat maraming K, kabayo ka.
lya'yako, Mutya! MARCELO: Hindi po ako kabayo Among.
RELIGIOSO 1: Hindi ko sinasabi kabayo ikaw, hindi kun isulat niya an kabayo may
Kung ikaw'y magising sa dapit-umaga K, an lahat nan C pinalitan nan K. Masama tao iyan, mabuti
isang paruparo ang iyong makita Mamatay siya.
nasa masetas mong didiligin sana RELIGIOSO 2: Marcelo, si Capitan Piton si Capitan Miguel at an Juez de Paz, ay
ang pakpak ay wasak a t nanlalamig na; Daratdagan nan racion.
lya'yako, Sinta! MARCELO: Hindi sila makakain en.
RELIGIOSO 2: Hindi na racion ang sinasabi ko sa iyo na dagdagan ay an pagkain,
Kahit Saan"- Jose Corazon de Jesus Hindi, ano sa akin kundi sila kumain. Mabuti nga mamatay silan
lahat. An racion na sinasabi ko sa inyo ay an palo, maramin palo
o Lope K. Santos - Makata ng Buhay, manunulat, gobemadof, na kailangan.
senador, guro, Mga Hamak na Dakila, Puso at Diwa
"Walang Sugat" - Severino Reyes
o Benigno Ramos - Ang Bahag ng Diyos
o Pedro Gatmaitan - pinaksa ang lipunang feudal, Salamisim
o Inigo Ed Regalado - Ang Pinagbangunan o Hermogenes Itagan - Dalagang Bukid, Hagan Films
o Florentino Collantes - Ang Lumang Simbahan o Pascual H. Poblete - Amor Patria
o Julian Cruz Balmaceda - Kung Mamili ang Dalaga" o Juan K. Abad - Tanikalang Ginto
o Valeriano Hernandez Pena - Luha ng Panulat o Jose Ma. Rivera - Ang Mga Kamag-anak
o Juan Crisostomo Sotto - Ang Kasalanan ng Patay
c. Nobela o Kathambuhay o Juan Matapang Cruz - Hindi Ako Patay
o Banaag at Sikat ni Lope K. Santos o Aurelio Tolentino - Kahapon, Ngayon, at Bukas
o Pinaglahuan ni Faustino Aguilar o Balagtasan
o Pinuno ng Tulisan ni Patricio Mariano o Balagtasan-balitaw - dulang Cebuano, pinaghalong duplo at
o Bulaklak ng Kalumpang ni Roman Reyes balitaw
o Madaling-Araw ni Inigo ed Regalado o Batutian - mimetiko at satirikong pagtatalong patula
o Bukanegan - balagtasan ng mga llokano
d. Dula at Dulaan o Crissotan - balagtasan ng mga Kapampangan
o Severino Reyes - Mga Kuwento ni Lola Basyang, Walang
Sugat, Gran Compana de Zarsuela Tagala
82 , PNU LET Reviewer Prof. Victor Rev Fumar

3. Panahon ng Haw at Panitik (1922-1934) c. Ganap nang nababakas ang tinatawag na katimpian sa larangan
o Nagsimula sa paglitaw ng magasing Liwayway. ng pagtalarawan at sa pagpapahayag ng nadarama.
o Panahon ng pagpapalaganap o popularisasyon. d. Nagsimulang gumamit ng unang panauhan sa mga kuwento.
o Sa pamamagitan ng Parolang Ginto ni Clodualdo del Mundo, e. Pagtalakay at paghahambing sa buhay- lunsod at buhay sa nayon.
pinipili ang pinakamagagaling na katha ng mga buwan at taon. f. Pinagbagong-bihis ni AGA ang tula sa paggamit ng malayang
o Talaang Bughaw" naman ang buwanan at taunang pamimili ni taludturan at modernong tema.
Alejandro G. Abadilla ng pinakamahuhusay na tula at katha. g. Nanlupaypay ang dula dahil nauso ang bodabil sa stage shows at
o Kinilalang Makata ng Manggagawa si Amado V. Hernandez. dumating ang mga pelikulang galing sa Amerika.
h. Mula sa gintong panahon ng nobela sa nakaraang panahon,
Nangagtigil nanlupaypay din ang nobela.
ang gawain
sa bukirin
napahinga F. Panahon ng Hapones (1942-1945)
ang makina a. Itinuturing itong gintong panahon ng maikling kuwento at ng dulang
sa pabrika. Tagalog.
Natiwangwang b. Ipinagbawal ang Ingles kayat nagtamasa ang mga vernacular na trita
angdaunga't c. Nabigyang-sigla ang Pambansang wika dahil sa pagtataguyod ng
pamilihan.
A t sa madia mananakop
ay nagbanta d. Karaniwang damdaming makabayan ang mga naisulat ngunit ang mga
ang dalita. manunulat ay ingat na ingat na hindi ito mahalata
e. Nabigyan ng diin ang katutubong kulay, ang pananalat at kadafman
Ang Aklasan" - Amado V. Hernandez ng pang-araw-araw na buhay.
f. Isinaaklat ang mga itinuturing na pinakamahusay na Kathang RSpino
o Hinangaan ang karikyan ng pananalitang ginagamit at katayugan noong 1943 - 25 Pinakamabubuting kathang Pilipino ng 1943
ng diwang ipinapahayag ni lldefonso Santos. g. Namalasak ang haiku. Binuhay naman ni lldefonso Santos ang tufang
tanaga.
4. Panahon ng Malasariling Pamahaiaan (1935-1942) h. Naisulat ang mahuhusay na kuwentong Lupang Tinubuan ni Narciso
a. Pagsilang ng Panitikan, isang kapisanang itinuturing na siyang Reyes, Uhaw ang Tigang na Lupa ni Liwayway Arceo, at "Dugo at
Sakdakista at aristokrata ng panulaang Filipino. Utak ni Cornelio S. Reyes.
b. Sinunog ng mga kasapi ng Panitikan ang mga akdang itinuring
nilang basura na.

G. Panahon ng Republika (1946-1972) g. Nagkaroon ng mga pandulaang grupo:

a. Lumabas ang datawang uri ng maikling katha - (1) ang komersiyal, at Childrens Museum and Library, Inc. ___
(2) ang pampanitikan Philippine Educational Theater Association (PETA)
b. Sinimulan ang taunang timpalak sa Tagalog at Ingles ng Carlos Palanca U.P. Mobile Theater
Memorial Awards noong 1950. Arena Theater ni Severino Montano
c. Binigyang puwang ng maraming magasing komersiyal ang mga h. Nagkatoon din ng dalawang uri ng dula: (1) ang dulang romantiko, (2)
bagong mamunulat ng maikling kuwento. dulang mapanghimagsik.
d. Nagkaroon ng maraming paksain ang mga manunulat: ang mga G.l. at i. Ang mga mandudula ay gumamit ng ibat ibang pamamaraan
ang mga babaeng hanggang piyer lamang, mga suliraning panlipunan, ng Realismong Panlipunan at Sikolohikal, ng Ekspresyonismo, at
buhay-buhay sa mga barong-barong, sa mga estero, sa Tundo at sa Absurdismo.
Sapang-Palay. Ang Paglilitis kay Mang Serapio ni Paul Dumol
e. Nagkaroon ng tatak ng makabagong panahon ang mga akda: Moses, Moses ni Rogelio Sikat
Kalamnan o paksang-diwa
Pamamaran, porma ar estilo H. Panahon ng Bagong Lipunan / Panahon ng Batas Militar (1972-1986)
Paglalarawang-tauhan Kathang naisulat sa panahong ito.
Pananalita o lenggwahe
f. Ilan sa mga pagbabago sa pamamaraan at porma sa balangkas ng Buti pa sila at nakukuhang ngumisngis. Ako kaya, kangino puwedeng magreklamo?
kuwento: Sulatan ko kaya si Valencia? Baka naman sagutm ako nito ng "Uminom ka na tang ng
kape." Si Marcos kaya ? Santambak ang problema nito sa buhay, biro mong problemahin
o Uring may balangkas o bahagyang balangkas, ngunit ang tunay na
nito pati kapalaran ng Pilipinas, tapos ipasasagot pa ito sa kanya sa kasaysayan baling
dula ay wala sa mga pangyayaring nababasa kundi nasa paglalaro araw, paano ako nito mapapansin? Magreport kaya ako kay Carter, issue rin ito ng mga
ng mga damdamin sinadistang estudyante, pero mahirap naming umingles. Baka interesado lang ito sa
o Uring walang balangkas at tila sinasadyang guHihin ang giyera na naluluma na.
pagsasalaysay
Utos ng Hari - Jun Cruz Reyes
o Uring ginagamitan ng daloy ng kamalayan (stream of consciousness)
o Uring pinuputol ang maikling kuwento pagkatapos na maihatid
ang mga tauhan sa bungad ng pinakasukdol na pangyayari
o Uring ang maikling kuwento ay binubuo ng pansariling ulat ng
bawat tauhan o pangyayari
LET Reviewer Prof. Victor Key Funiar

I. Panahon ng Ikaapat na Republika / Panahon Matapos ang EDSA
(1986 - hanggang sa kasalukuyan) P A R T II - A N A L Y Z IN G T E S T IT E M S
Eksibit Big. 1: Patalim, baril

o kahit na anong sandala, Read the excerpt in the box to answer the item below. Choose the letter of the best
patunay ng pagbabanta. answer.
Eksibit Big. 2: Panty na may mantsa, The old people had ordered that the dancing should stop a t ten o'clock but it was
patunay ng kabirhenan ng dalaga. almost midnight before the carriages came lining up to the front door, the servants
running to and fro with torches to light departing guests, while the girls who were
Eksibit Big. 3: Sertipikasyon ng doctor, staying were promptly herded upstairs in bedroom...
patunay na - May Day Eve" - Nick Joaquin
a: sapilitan
b: lubusan 1. What Philippine literary period is used as context of the story?
ang pagpasok ng ari,
"Gahasa" - Joi Barrios A. American Period C. Spanish Period
B. Japanese Occupation D. Martial Law
Explanation: The correct answer is C, Spanish Period. This answer is hinted by
the use of carriages (instead of cars) and torches (instead of electricity), the end of
dance at 10 o'clock, the presence of servants, and the herding of girls. (A) American
Period had already electricity in the city and party goers would usually have cars.
(B) Japanese Occupation did not give the Filipinos the occasion to hold parties and
dances: (D). Curfews during Martial Law was at 8 oclock and private social dancing
was mostly done in the afternoons.
To say Look what Life has done" is wrong,

People and things are seldom
Done to. They mostly do.
Inside Job - Edith Tiempo
2. Which sentence best expresses the idea of the lines above?

A. Life is what we make it.
B. Life is too short to be wasted.
C. People must be responsible for others.
D. People seldom do things right.
Explanation. The correct answer is A, Life is what we make it. This is expressed by A \ allusion \l p * 7 c. irony
the last two lines. (B) Life is too short to be wasted, (C) People must be responsible foreshadowing D. sarcasm
for others, and (D) People seldom do things right are not mentioned nor implied in Which figure of speech is shownin the line below taken from Irwin Castillos
the given lines. Tomorrow Is a Downhill Place ?
3. The idea expressed in the box below belongs to what school of thought?
The trees along the way were ruffling their wet leathers tensing their green wings
A poem is not a thought but a grace. in anticipation o f the coming flight.
A poem has no meaning but loveliness.
A. personification C. simile
Proem - Jose Garcia Villa B. hyperbole D. metaphor
7. The narrative below is set during the
A. escapist art C. art with social consciousness A trio of planes roared dangerously low. Shakily Lina and I dived into a shelter where a
B. modem art D. art for arts sake Chinese consul and his family crouched and bitterly they reproached us for crowding them
Explanation. The correct answer is D, art for arts sake, the aesthetic idea advocated in the already cramped space. Mother had run into another hole and ran out screaming
and advanced by Jose Garcia Villa. (A) escapist art though may be considered an for there was in it a man with half his face shot off. Outside the shelter we could hear Boni
aspect of art for arts sake is not really an identified school of thought. (B) modem begging Please don't leave me... We were scattered in all directions.
"People in the War" - Gilda Cordero Fernando
art is a general term that covers many aesthetic sensibilities. (C) art with social
consciousness is directly opposed to the idea in the given lines. A. EDSA uprising
4. Which sound device is not used in the last stanza of Carlos Angeles poem B. Vietnam War
Dusk"? ^T ) Japanese Occupation
Far from the precinct o f some fatuous fire D. Philippine Revolution of 1896
Streaking across the avenues like faith What is being developed in the excerpt taken from Morning in Nagrebcan by
Which reaffirms man's genius or desire - Manuel Arguilla?
And calmly smiles, and moves. The hour is late.
Am bo was almost as tall as his older brother and he had a stout, husky legs. He ate
A. alliteration C. anaphora the banana without peeling it.
B. assonance D. rhyme You foolish boy, remove the skin," Baldo said.
5. What literary device is used in the closing paragraph of "Harvest, a short story I will not, "Ambo said. Its not your banana." He took a big bite and swallowed it with
exaggerated relish.
written by Loreto Paras Sulit?
But the skin is tart. It tastes bad."
He was speaking to Tinay jokingly Soon a ll your sampaguitas and camias will be "You are not eating it, "Ambo said. The rest of the banana vanished into his mouth.
gone my dear aunt because I shall be seeing Milia every night... and her father. He
watched Fabian cleansing his face and arms and later wondered why it took his brother A setting C. conflict
that long to wash his arms why he was rubbing them so hard as that... characterization D. dialogue

9. In what part of the pyramid plot structure should the excerpt above belong? A. metonymy and apostrophe
A. exposition C. crisis ^ a llu s io n and assonance . 4 ju J
B. complication D. denouement fif)a n a p h o ra and synecdoche -
10. What point-of-view is employed in the narrative excerpt below? hyperbole and metonymy
Read the passage below to answer items 14 and 15.
Miss Mijares was quite sure she had boarded the right jeepney but the driver, hoping
to beat the traffic, had detoured down a side alley, and then seeing he was low in gas, he But in itself the laughter is a good thing. In the past it m s perhaps the only way our j
took still another shortcut to a filling station. After that, he rode through alien country. people could get back at the foreign ruler. For in the future it should insure us against
submission to a messianic despot.
The Virgin" - Kerima Polotan Tuvera What Are Filipinos Like - Leon Ma. Guerrero
A. first person C. third person omniscient 14. The excerpt belongs to what genre?
B. third person limited D. second person ( $ ) essay B. fiction C. memoir D. sermon
11. The narrative below belongs to what genre? 15. what Filipino value is referred to in the passage?
Juan dropped the axe and the robbers fled leaving their loot and their food. Then Juan A. comic flair C. sobriety
and Pedro climbed down the tree ate the food and went home with the sacks o f goods B. lightheartedness $ p sense of humor
that the robbers left. 16. What is presented in the passage below?
Juan Osong" - Bicol Literature
With confident imagination he sees a vision of Earth whole and entire the globe
A fantastic story C. tall tale revolving on its axis journeying around the sun through October and December and
( jj) folktale D. fable the months of the summertime. Earth: he pronounces the word to himself as if to
12. Which plot element is covered in the excerpt? savor its taste upon his tongue. Third planet from the sun... America Asia and Europe
westward... the cities and the towns and the villages and all the people millions o f them
A. initial incident (S) climax
living now on earth... And all the stars in the sky.
B. rising action 0. failing action
13. What two poetic devices are used in this stanza? The Distance to Andromeda" - Gregorio Brilliantes
Today she mourns in captivity,
Today she ails with tears falling; A. scientific observation
Today her hands are in chains. B. personal experience
And all her children are enslaved. metaphysical theme
Dl heavenly vision
Yesterday, Today, and Tomorrow" -
Aurelio Tolentino (Lourdes Vidal, trans)
IVol. Victor Rey Fumar PNU LET Reviewer 87

17. What tone is established in this story excerpt below? A. anOFWsson C. a photographers daughter
The letter announcing the visitation (a yearly descent upon the school by the B. an orphaned child D. a young housekeeper
superintendent the district supervisors and the division supervisors for purposes of 20. What sound device is employed in the excerpt below?
inspectb n and evaluation') had been delivered in the morning by a sleepy janitor to
the principal. The party was the attached circular revealed at a hurried glance now at so a ding-dong sell
Pagkabuhay would be in Mapili by lunchtime and barring typhoons floods volcanic and a ding-dong buy
eruptions and other acts o f God would be upon Pugad Lawin by afternoon. imported cars and buses
to transport the younger pop
The Visitation o f the Gods" - Gilda Cordero Fernando ulace to point of demonstration
A. ironic (JP humorous C. gloomy D. sarcastic RiotSong - Tita LacambraAyala

FLOR: Please ask her to come and I l l buy all the tickets she wants. I have an official
photographer and he could take my picture with the First Lady. She is such a sweet A. anaphora X . consonance
lady. Tell her I 'II buy ten tickets and sell twenty to my friends if only she 'd attend. B. assonance \T)) onomatopoeia
MATIL: I am sure she 'II be pleased. 21. What rhythmical device is used in this line from The Small Key? .. .even the
FLOR: But only on that condition. Ill buy as many tickets as she wants if she comes to
my house. After all, my heart bleeds for those displaced people in Sapang Patay.
low square nipa house that stood in unashamed relief against the gray green
I shall go there and visit them. I shall bring my photographer so I can send the haze of grass and leaves.
picture to the papers. But I will not reveal my name, I shall wear a black veil alliteration C. consonance
covering my face and bring them tuyo and tapa and dilis. I could buy some stale B. assonance D. anaphora
bread from the bakeries and bring them too. 22. A bamboo flute is heard far away. Once more we hear the turtle crying. What
sense imagery isused in this description of the scene?
Call Me Flory" - Wilfredo Ma. Guerrero
A. visual (ft) auditory C. tactile D. olfactory
18. This play exemplifies the characteristics of a 23. SABINA (Irt monotone)'. Outside love, nothing lives! . . . What does Sabina
A. romance C. tragedy mean by this line?
satire D. farce A. Her love for Mr. George is forever.
1GMwho is the persona in the poem below? B. Her relationship with a married man causes her humiliation and
Orphaned by distances but filial to a photo-
embarrassment.
' Graph postmarked, overseas, thus did I began (fT ) It is better for her to die than to lose Mr. George.
My wellkept boyhood in a tidy house D. She hates Mr. George for lying to her.
a cozy house
Poems for My Father" - Federico Licsi Espino

General Education English - Philippine Literatare
24. Which comic technique is used in Aganas NewYorker in Tondcfi
A. mistaken identity P A R T III - E N H A N C IN G T E S T T A K IN G S K IL L S
B. physical blunder
reversal of fortune
ridiculous situation
DIRECTIONS: Read the excerpt, question, or incomplete statement after each
25. What does Gonzalo mean by a little longer in this excerpt from Guerreros number. Choose your answer to each question or incomplete statement from the
Three Rats? choices that follow. Write the letter of your answer on your answer sheet.
Adrian: (Laughing)-. I expect to live a little longer, Gonzalo.
Gonzalo: A little longer is right. (Adrians face slowly begins to get red. He feels 1. Ano ang inilalarawan sa dalawang linyang ito?
a giddiness in his head - he presses his temples.)
A_ He wants Adrian to apologize for his affair with Nita. Kahit na tanghali ay tila rin gabi,
( B y The cyanide in Adrians coffee is taking effect. ang Usang Haw ay ayaw magsindi.
C. Adrian is getting drunk and incoherent.
Bayang Malaya" - Amado V. Hernandez
D. His wife's infidelity makes him suffer in silence.
A. bayan C. brawnawt
B. bahay 0 bilangguan
2. Alin sa mga sumusunod ang hindilotoo hinggil sa sarswela?
A. isang dulang musikal
B. sinasaniban ng sayaw at tugtugin
(& ) karaniwang paksa ang pag-aalsa
W unang umunlad sa Espanya noong ik a -17 dantaon
3. Ang batutian ay isang mimetiko at satirikong pagtatalong patula na may
kayarian ng isang dula. Ito ay ipinangalan sa makatang si
A. Francisco Baltazar
< i> Jose Corazon de Jesus
C. Jose de la Cruz
D. Crisostomo Sotto

4. Sa anong panahon naisulat ang mga taludtod na ito? 7. Alin ang pinaka-angkop na buod ng halaw?
Wala nangpamana itong Pilipinas Ang pinakamabisang paraan ng paglupig sa isang bansa ay pagbihag sa kaniyang
na layaw sa ina kundi pawing hirap; kaisipan. Ang tagumpay ng military ay hindi nangangahulugan ay pagsakop ng bansa.
tiis ay pasuiong, patentey nagkalat,
rekargo't impuesto'y nagsala-salabat. Ang Mating Edukasyon ng mga Filipino" - Renato Constantino
A. Panahon ng Amerikano A. Mas matindi ang pagkalupig ng isipan kaysa pagsakop sa teritoryo ng bansa.
C. Panahon ng Hapones / ^ ) Ganap ang pagsakop kung nagapi ng mga militar ang mamamayan.
(By Panahon ng Kastila C. Walang saysay ang lakas ng military sa tatag ng kultura ng bansa.
u. Panahon ng Batas ng Militar D. Nararapat labanan ang lahat ng uri ng pananakop ng nga dayuhan.
5. Mula sa anong mga mamamayan ang tulang ito? 8. Anong kaisipan ang ipinapahiwatig ng dalawang linyang ito?
Alam natin ang katotohanan
Sa gitna ng salon, ang boses ng tanso ay tumataginting,
tayo man ay nasaan:
Sinusundan-sundan ng apat na paang salit kung maglambing.
pagsapit ng hapon
iumulubog ang araw. Three O'clock in the Morning" - Cirio H. Panganiban
"Ambahan Tungkol sa Paggawa"
f f ij pagbabalatkayo C. pagtataksil
A. Tagalog C. Ivatan v . pagbabakasakaliD. pagmamahalan
H i) Mangyan D. tlocano 9. Sagutin ang bugtong.
6. Basahin ang mga linyang sumusunod._________ __________
Nang bata pa 'y paruparo
Huwag ninyo akong alukin Nang tumanda ay latigo.
ng mga taludtod
kung ang tula ay isa lamang A. saging C. singkamas
pumpon ng mga salita. B. sinturon D. sitaw
Basahin ang bahagi ng nobela at sagutin ang tanong 10 at 11.
Kung ang Tula Ay Isa Lamang -
Jesus Manuel Santiago Nang mag-aalas singko ay hindi makalakad si Atong kahit walang dala. Hindi niya
maitapak ang kaliwang paa niya nang dala ang buong bigat ng kanyang katawan.
Ang ninyo" sa unang linya ay tumutukoy sa mga ____ Pa'no kaya akong makakauwi nito?
A. manunulat C. manlilimbag ____ lhahatid kita, kung gusto m o, _____ sabi ni Julio.
B. ambibigkas <JT)makata _____Sige na nga, pakisuyo. Sa bahayka na tuloy tsumitsa.
Sa Mga Kuko ng Liwanag - Edgardo M. Reyes
f c t l B pMU LET Reviewer Prof. Victor Rey Fumar

1 0 .M n a n g tumutukoy nang tarna sa mga tauhan at tagpuan? 15. Saan nagmula ang halaw na ito?
//m?\manggagawa sa lungsod __ Nakatagpo ni Baltog ang mga buwayang lumilipad sa Bicol a t mga baboy-ramdng
'e y tambay sa kanto kasintaiaki ng mga eiepante. Pinagpapatay niya ang mga ito.
C. puno sa tanggapan
D. magsasaka sa nayon ( } epiko C. kuwentong-bayan
11. Ano ang ibig sabihin ng huling salitang ginamit? B. koridoD. kuwento ng kababalaghan
A. magpahinga C. matulog 16. Anong uri ng sinaunang porma ng literatura ang nasa ibaba?
P B . kumain D. maghintay
Dagang malaki, dagang maiiit
1 2n\nong kaugalian o paniniwala ang nilalaman ng awiting-bayang ito? Heto ang ngipin kong sira at pangit
Sitsiritsit, alibangbang Bigyan mo ng magandang kapaiit.
Salaginto, salagubang
Ang babae sa lansangan
Kung gumiri parang tandang. A. awiting-bayan C. dalit
bulong D. bugtong
A. Ang mga Filipina ay parang mga paruparo.
B. Ang mabuting babae ay dapat nasa tansangan. Mahigit kang aba sa mapagpunuan
Ng hangat na puno a t masamang asal,
C. Masa loob dapat ng bahay ang kababaihan,
Sapagkat ang haring may hangad sa yaman
Ang nasa labas ng bahay ay haliparot. Ay mariing hampas ng langit sa bayan.
ang halaw upang masagot ang 13 at 14.
Fiorante at Laura - Francisco Battazar
Ang karangalan, sa karaniwan, ay may kalangkap na mabigat na katungkutan,
kaya bago pahikayat ang loob ng tao sa pagnanasa ng karangalan, ay ilingap muna
ang mata sa katungkulan, at pagtimbang-timbangin kung makakayang pasanin.
17. AHn ang tumpak na pagpapakahulugan ng siniping bahagi?
J k. Ang mga gahamang pinuno ay walang pinag-iba sa mga haring gahaman.
Urbana at Felisa - P. Modesto de Castro \B j Maiaking parusa sa bayan ang magkaroon ng punong gahaman at
duhapang sa kayamanan.
13 Ang karangalan na binabanggit ay tumutukoy sa C. Maituturing na sabwatan ang pagkakaroon ng mga hangal na puno at
A. pag-uugali ngitngit ng kalangitan.
B. karunungan D. Mas malubha ang kasalanan ng mga taong pinagkatiwalaang mamuno
14. Aling pelikula ang may katumbas o katulad na tema? ngunit naging gahaman.
A. Batman C. Zsa-Zsa Saturna
B. Superman 0 Spiderman
Ji o I. Vi* t o r K e y 1 u m a r PNU LET Reviewer 91

18. Anong katotohanan hinggil sa kasaysayan ang ipinapakita sa tagpong ito ng 19. Ano ang pinupunto ng sanaysay?
nobela? fflpvAng dyipni ay bahagi ng pangkulturang pagkakakilanlan ng mga Filipino.
B r Ang dyipni ay nagtataglay ng kanluraning estilo kagaya ng baroque art.
Sa liblib na aking kinatataguan ay nagdaan ang dalawang Makabebe na kasama ang C. Ang dyipni ay pilit ginagaya ng ibang mga bansa pero pawang nangabigo
mga Amerikano, a t aking napakinggan sa kanila ang sumusunod na salitaan: sila.
UNANG MAKABEBE: Ito ang nuno ng tapang. Sino ang mag-aakalang makamatay D. Ang dyipni ay may tatak ng parehong katutubo at dayuhang sensibilidad.
pa ng walong Amerikano, ang koronel na itong halos ay naghihingalo na lamang?
Basahin ang halaw at sagutin ang huling tanong.
IKALAWANG MAKABEBE: Sinasabi ng Amerikanong manggagamot na kung sa
mga sugat daw lamang ay maaari pa siyang nabuhay, pagkat ang punglo 'y hindi naman Sa mga epiko nati'y wata ang phenomenon ng himagsikan. Ngunit kung hindi tayo
nakasira sa sangkap na mahahalaga sa loob ng katawan; ngunit, may kahirapan daw tututoi nang maiakas, kung hindi natin itataas an gating mga boses, kung hindi natin
siyang iligtas dahil sa lubhang kakulangan ng dugo, kaya nawawala tuloy ang pag-asa mauunawaan na ang salitang reconciliation ay matagal nang patay at ang salita dapat
dahil sa kahinaan ng katawan." natin ngayon ay registration, baka lumihis ng landas an gating bayan. Baka mawala sa
ating morpobhiya an gating kasaysayan. Sa halip na mapatay natin ang kontrabidang
Ang Singsing ng Dalagang Marmol - Isabelo de los Reyes pamahalaan ay baka tayo ang mapatay ng mga mahihirap. Sa kanila nanggaling an gating
mga epikot maaari rin nilang baguhin ang morpolohiya, balarila, a t gramatika ng mga ito.
C. Ang kabayanihan ng mga reboiusyonaryo. Si Lam-Ang, si Fernando Poe Jr., a t si Aquino: Hang Kuro-kuro
D. Ang karahasan ng mga kasali sa digmaan. Tungkol sa Epikong Filipino - Isagani R. Cruz
E. Ang pagtataksil sa bayan ng ilang mamamayan.
(FN Ang kalupitan ng Amerikanong mananakop. 20. Ano ang implikasyon ng kinatatakutan ng may-akdang kritiko?
Basahrn ang halaw. A. Ang masa ay karaniwang naaakit sa himagsikan.
B. Ang mga epiko ay sandata sa paglaban ng mamamayan.
lulad ng pista, ang dyipni ay bahagi ng buhay Filipino. Katunayan, ang Ford, Toyota,
Volkswagen, a t Chysler ay mga kompanyang multinasyonal na sumakay sa popularidad
C. Ang lipunan ay dapat sunud-sunuran sa mga epiko.
ng dyipni at lumikha ng ganitong sasakyan. Ngunit dahil nilikha nang maramihan, wala Ang mga mahihirap ang mapagpasyang uri sa lipunan.
sa mga ito ang sining o ang disenyong baroque. S a halip, isahang lagyan ng kulay na 21. Wnich story has a circular plot?
lamang. May ilang drayber ng Tamaraw na sumubok na lagyan ng makulay na disenyo Dead Stars C. Magnificence
ang kanilang sasakyan upang makopya ang magic ng dyipni. Masyadong diretso ang B. May Day Eve D. Harvest
linya ng mass produced na dyipni at hindi akma sa sensibilidad ng Pilipino. 22. But, alas, the heart forgets; the heart is distracted; and___________ passes;
summer ends, the storms break over the rot-ripe orchards and the heart grows
Alisin Ka Mo ang Dyipni? Teka Muna" - Valerio L. Notuente
old; . ..
A. May day eve C. May night
B. Mayday midnight D. May-time

23. Alfredo Salazar undergoes epiphany at the end of Marquez-Benitez story.

What does epiphany mean? _
A. regret ( insight C. freedom D. confusion
24. There was nothing to fear, for the man was always so gentle, so kind. What
Werary device is employed in this line from M agnificence
w foreshadowing C. symbolism
B. en medias res D. flashback
25. It was not quite five, and the bread was not yet ready. What does the bread
bolize in Bread o f Saif?
r The boys unreciprocated love for Aida.
The embarrassment of the boy in the presence of Aida.

C. The boys dream of becoming a famous violinist.
D. The differences in the social status between Aida and the boy.
Prof. V k tw Key I'umar PNU LET Reviewer I

English - World Literature General Education
World PART I - C O N TE N T UPDATE
Literature A . S u m e ria n ,E g y p tia n ,a n d H e b re w L ite ra tu re (3 0 0 0 B .C .-1 0 0 B .C .)
1. Gilgamesh. The epic poem Gilgamesh is the first great heroic narrative
of world literature. Its origins date back to the margins of prehistory, and
its evolution spans millenia. Tablets containing portions of Gilgamesh have
Prepared by: been found at sites throughout the Middle East and in all the languages
Dr. Ma. Antoinette C. Montcalegrc written in cuneiform characters, wedge-shaped characters incised in clay
or stone. The epic developed over a period of nearly a thousand years.
The version discovered in the city of Nineveh amid the ruins of the great
Competencies: library of Assurbanipal, the last king of the Assyrian empire - what modern
scholars call the Standard Version - circulated widely throughout the
1. s h o w k n o w le d g e o f th e different genres of ancient Middle East for a millennium or more.
literature a n d th e e le m e n ts a n d conventions
characteristic of e a c h genre The epic narrates the legendary deeds of Gilgamesh, the king of Uruk, but
2 . apply interpretive a n d analytical skills in it begins with a prologue that emphasizes not his adventures but wisdom
reading selec ted w o rk s in w orld literature he acquired and the monuments he constructed at the end of his epic
3 . display k n o w led g e a n d understanding of journey. It also tells us that Gilgamesh was endowed by his divine creators
figures o f s p ee c h a n d figurative language with extraordinary strength, courage, and beauty. He is more god than man
4 . point out th e literary techn iques a n d devices - 2/3 god and 1/3 human.
em p lo y ed by authors
5 . identify th e th e m e /s a n d /o r universal Gilgamesh is the epitome of a bad ruler: arrogant, oppressive, and brutal.
insights c o n v ey e d by different literary w o rk s The people of Uruk complain of his oppression to the Sumerian gods,
in w orld literature and the gods response is to create Enkidu as a foil to Gilgamesh. The
6 . define s o m e literary c o n c e p ts evident goddess Aruru creates Enkidu to contend with Gilgamesh and absorb his
in particular texts (e.g. in m ed ias res, energies. Gilgamesh and Enkidu fight savagely and for a long time, but
no one emerges as the winner for both are strong and a match for each
archetype, tragic flaw, etc.)
other. Later Enkidu becomes a faithful friend of Gilgamesh. Together they
94 PNU LET Reviewer Ur. M.t. Antoinette C. Montealegre
General Education English - World Literature
set off to destroy Hunnbaba, the giant who guards the cedar forest. Both Kingdom (ca. 2575-2130 B.C.). They include narratives, incantations, and
of them also kill the bull Ishtar sends to punish Gilgamesh for rejecting invocations designed to help the pharaohs soul on its journey to the other
her advances. Enkidu is destined to die for helping to kill the bull and world. There were also lyrics and devotional poems that were composed
Humbaba. When he dies, Gilgamesh is so grief stricken that he embarks on during the millennium that includes all the dynasties of the Middle and N * j
a quest not for glory but for everlasting life. The death of Enkidu reveals to kingdoms (ca. 2130-1200 B.C.). j
Gilgamesh the hollowness of mortal fame, and this leads him to undertake
a solitary journey in search of immortality. He travels far and wide in search The flowering of ancient Egyptian culture came between 1570 -1085 B.C,
of the plant of immortality. When he finally gets it, he loses it to a snake the time of the New Kingdom in Egypt. One type of poetry that emerged I
which ate it while Gilgamesh sleeps. in the New Kingdom is the pastoral poem which deals with the pleasure
of simple rural life or that treats the longings and desires of simple people.
From the Prologue The word pastoral comes from the Latin word for shepherd - p a s to r- bat
pastoral poetry is not merely about shepherds.
I will proclaim lo the world the deeds o f Gilgamesh. This was the man whom all
things were known; this was the king who knew the countries of the world. He was wise,
he saw mysteries and knew secret things, he brought us a tale o f the days before the Sample o f Egyptian poetry (excerpt only)
flood. He went on a long journey, was weary, worn out, returning he rested, he engraved
on a stone the whole story. When in splendor you first took your throne
high in the precinct of heaven, 0 living God, life truly began!
When the gods created Gilgamesh they gave him a pertect body. Shamash the Now from eastern horizon risen and streaming,
glorious sun endowed him with beauty, Adad the god of the storm endowed him with you have flooded the world with your beauty.
courage, the great gods made his beauty pedect, surpassing all others, terrifying like a You are majestic, awesome, bedazzling, exalted,
great wild bull. Two-thirds they made him god and one-third man. Overlord over all earth,
yet your rays, they touch lightly, compass the lands
to the limits o f all your creation.
2. Ancient Egyptian Poetry. The literature of ancient Egypt has survived There in the Sun, you reach to the farthest of those
you would gather in for your Son, 'whom you love;
only in scattered fragments, and because of the difficulty of the Egyptian
Though you are far, your light is wide upon the earth;
language and writing system (a complex system of stylized pictographs and you shine in the faces o f all who turn to follow your journeying.
called hieroglyphics), it is far less well known than either the art or the
architecture. *PharoahAkhenaiai
(Translated by John L Fosta)
The ancient Egyptians possessed a poetry that was rich and varied in
tath its subjects and its forms. The largest and earliest group of poems
comes from the pyramids that were constructed in the period of the Old
I>t. M.i. AntiMiuric (!. Montcalcgrc PNU LET Reviewer

The word B ible came from the Greek word biblia, meaning a collection of
What inferences do you make about the speaker? How does the speaker
writings. Despite the diversity of the Bible, it is unified by a few constant
portray God (line 3), the father of Pharaoh Akhenaten? What lines or words
themes. Among these are power, goodness, and mercy of one God; the
would support your answer? What figure of speech is used in you have
covenant, or solemn agreement, into which God enters with the Hebrew
flooded the world with your beauty? What does it mean?
people; the tendency of humans to commit sins; and the forgiveness they
win from God. The Bible has also been of major importance for Muslims
Below is an excerpt from an Egyptian love poem.
and Christians. One famous translation of the Bible was the English version
done by a committee of scholars for King James (1611).
[Love o f you is mixed deep in m y vitals]
Love o f you is mixed deep in my vitals, from Genesis 1

like water stirred into flour for bread,
Like simple compound in a sweet-tasting drug, In the beginning God created the heaven and the earth. And the earth was without
like pastry and honey mixed in perfection. form, and void; and darkness was upon the face o f the deep. And the spirit of God
Oh, hurry to look at your love! moved upon the face of the waters.
Be like horses charging in battle, And God said, Let there be light: and there was light. And God saw the light, that it
Like a gardener up with the sun was good: and God divided the light from the darkness. And God called the light Day,
burning to watch his prize bud open. and the darkness he called Night. And the evening and the morning were the first day.
High heaven causes a girl's lovelonging. And God said let there be a firmament in the midst of the waters, and let it divide the
it is like being too far from the light, waters from the waters. And God made the tirmament, and divided the waters which were
under the firmament from the waters which were above the firmament: and it was so. And
Far from the hearth o f familiar arms. God called the firmament Heaven. And the evening and the morning were the second day....
It is this being so tangled in you.
(from King James Version)
(translated by John L. Foster)
4. The Bible: The New Testament. The collection known to Christians as

Point out the lines that show the use of simile and metaphor. What do they
the New Testament was formed by combining the four gospels of Matthew,
mean? Why are they used by the speaker?
Mark, Luke, and John with another book by Luke, The Acts of the Apostles,
which is an account of Paul's missionary journeys to the cities of Greece
3. The Bible: The Old Testament. The religious attitudes of the Hebrews
and Asia Minor. The Gospel of John draws on different sources and also
appear in the story that they told of the creation of the world and humankind.
has greater theological density than the other three.
The most important example of Hebrew literature is the Jewish Bible (called
by Christians the Old Testament in contrast to the New Testament).
Dr. Ma. Antoinette C. Montealegre

96 PNU LET Reviewer
from Luke 15 from the Koran
Then drew near unto him all the publkans and sinners for to hear him. And the 1) 'God changes not what is in a people,
Pharisees and the scribes murmured, saying, This man receiveth sinners, and eateth until they change what is in themselves.
with them.
And he spoke this parable unto them, saying, What man of you, having a hundred 2) When the help o f God arrives and victory,
sheep, if he lose one o f them, doth not leave the ninety and nine in the wilderness, and And you see human beings entering Gods religion in hordes
go after that which is lost, until he find it? And when he hath found it, he layeth it on Then recite the praises for your Lord and seek forgiveness o f Him.
his shoulders, rejoicing. And when he cometh home, he calleth together his friends and Indeed, He is relenting.
neighbours, saying unto them, Rejoice with me; for I have found my sheep which was
lost. I say unto you that likewise jo y shall be in heaven over one sinner that repenteth,
more than over ninety and nine ju s t persons, which need no repentance. Persian Literature
The form of literature for which Persia is best known is poetry. In the 9th
and 10th centuries, several poets attempted to write epic poems describing
Persian history. The most famous of these poems is The Shah-nama, or " Epic
B. P e rsian a n d A ra b ic L ite ra tu re (c .a. A .D . 6 0 0 - A .D . 1 4 0 0 ) of Kings, by Firdawsi. This epic is still considered a national treasure in Iran.
The Shah-nama is presented as a history of Persia from the beginning of the
Arabic Literature world until the conquest of Iran by the Arabs. The most important hero is the
By the time of Muhammads birth, the Arabs already possessed a large body warrior Rustam.
of poetry. For centuries, poets from ail over Arabia had gathered to recite odes
from Firdawsis The Shah-nama
(qasidas) praising their own tribe or making fun of others. Even after the
rise of Islam, Arabs continued to appreciate poetry. Arabic prose also began From sunrise till the shadows grew they strove
to develop, although the earliest works were religious in nature and dealt, Until Suhrab, that maddened elephant,
directly or indirectly, with the text of the Koran. Islamic Arabs also enjoyed Reached out, upleaping with a lion's sp rin g . . .
listening to fables and folktales. The Thousand and One N ights (also known
as The Arabian Nights) is by far the most famous. This collection of stories puts Another Persian poet is Omar Khayyam, who is also a mathematician and a
together tales into one long narrative. One of the simplest and oldest tales in scientist. He is probably the best known Islamic poet in the West. A collection
The Thousand and one N ights is The Fisherman and the Jinnee." of poetry called 77?e Rubaiyat is attributed to him. His poems are written in a
literary form known as the rvbai. This form takes its name from the Arabic word
for four, because each poem consists of four lines, the first, second, and fourth
of which rtiyme with one another. The poet must use concise and vivid imagery
to convey his message to the reader through the use of elaborate metaphor.
Or. Ma. Antoinette C. Montealegre PNU LET Reviewer 97

English - World l iterature General Education
from The Rubaiyat o f Omar Khayyam XXVIII

With them the seed o f Wisdom did I sow, The M ahabharata is the worlds longest epic. The myths and tales in this
And with mine own hand wrought to make it grow; epic are woven into the fabric of its main story: the account of a fight over the
And this was all the Harvest that I reapd - rights to a kingdom. Two branches of a family, the Pandavas and the Kauravas,
"I came like Water, and like the Wind I go. are involved in this dispute. When the five Pandava brothers are banished or
exiled to the forest, they meet various characters who tell them instructive and
entertaining stories. One such story is Sibi about how righteous behavior is
rewarded.
C . In d ia n L iteratu re (c. 1 4 0 0 B .C . - c . A .D . 50 0)
The Panchatantra (The Five Books or The Five Strategies) attributed to
Ancient Indians had no literary genres like the novel or the short story. Except
Visnusarman, is the best known collection of folktales and animal fables in
tor poetry and drama, most Sanskrit texts imitated the R ig-veda in attempting
Indian literature. It aimed to teach the young princes of India in the ancient
to convey general and timeless truths.
times about political matters and interpersonal relationships in general.
Hinduism, an Indian religion, claims the Vedas as the source of all truth and
Each of the five books of the Panchatantra begins with a frame story, whose
the basis of its religious beliefs. The earliest and most influential of these
characters tell each other stories illustrating the conduct appropriate to diverse
sacred texts is the Rig-veda. Compiled around 1400 B.C., the Rig-veda is
social and political situations. The characters within the illustrative tales tell
a collection of 1,028 hymns composed by different authors at different times.
each other stories as well and so on, until the nested tales eventually lead back
It also contains poems like the Creation Hymn which speculates about the
to the frame story.
origin and nature of the universe.
from the Creation Hymn" o f the Rig-veda. From the Panchatantra - Book V
Ill-Considered Action
'/ There was neither non-existence nor existence then; there was neither the
realm of space nor the sky which is beyond. What stirred? Where? In whose Let the well-advised be done;
protection? Was there water, bottomlessly deep? Ill-advised leave unbegun:
2 There was neither death nor immortality then. There was no distinguishing Else, remorse will be let loose,
sign o f night and day. That one breathed, windless, by its own impulse. Other As with lady and mongoose
than that there was nothing beyond. How was that?" asked Jewel. And they told the story of
98 PNU LET Reviewer Dr. Ma. Antoinette C. Montealegre

The Loyal Mongoose cause the lovers to part. A sages curse and the loss of the kings signet ring
There was once a Brahman named Godly In a certain town. His wife mothered a result in the kings forgetting of his liaison with Bakuntala, and plunge her into
single son and a mongoose. And as she loved little ones, she cared for the mongoose further suffering, far away from her lover. The recovery of the ring jogs the
also like a son, giving him milk from her breast, and salves, and baths, and so on. But Dushyantas memory, and now it is his turn to suffer, not knowing where to
she did not trust him, for she thought: A mongoose is a nasty kind of creature. He might
find Sakuntala. With the intervention of the sages and gods, the two lovers are
hurt my boy. Yes, there is sense in the proverb:
reunited together with their young son.
A son will ever bring delight,
Though bent on folly, passion, spite,
Though shabby, naughty, and a fright. D . C h in ese L iteratu re (1 0 0 0 B .C . - A .D . 1890)
One day she tucked her son in bed, took a water-jar, and said to her husband: Now,
Professor, I am going for water. You must protect the boy from the mongoose." But In contrast to other ancient literary cultures, which begin with epics, prose
when she was gone, the Brahman went o ff somewhere himself to beg food, leaving the legends or hymns to the gods, the Chinese tradition begins with lyric poetry.
house empty. The Classic o f Poetry (also known as the Book o f Song^j is a collection of 305
While he was gone, a black snake issued from his hole and, as fate would have it, songs representing the heritage of the Chou people. The earliest in the collection
crawled toward the baby's cradle. But the mongoose, feeling him to be a natural enemy,
are believed to date from around 1000 B.C. and the latest from around 600 B.C.,
and fearing for the life o f his baby brother, fell upon the vicious serpent halfway, joined
the battle with him, tore him to bits, and tossed the pieces far and wide. Then, delighted at which time it seems to have reached something like its present form.
with his own heroism, he ran, blood trickling from his mouth, to meet the mother; for he
wished to show what he had done. There are temple hymns to the ancestors of the Chou ruling house, narrative
But when the mother saw him coming, saw his bloody mouth and his excitement, she ballads on the foundation and history of the dynasty, royal laments, songs of
feared that the villain must have eaten her baby boy, and without thinking twice, she
angrily dropped the water-jar upon him, which killed him the moment it struck. There
soldiers glorifying war and deploring war, love songs, marriage songs, hunting
she left him without a second thought, and hurried hom e,... songs, songs of women whose husbands had deserted them, banquet songs,
poems of mourning, and others. Many seem to have originated as folk songs,
but these are mixed together with poems from the Chou aristocracy.
Sakuntala by Kalidasa is the most beloved of Indian plays. Rooted in the values
of Indias classical civilization, and at the same time articulating a profoundly However simple the poems of the Book of Songs may appear on the surface,
human vision, the play about lovers parted and reunited transcends cultural they embody the central values (if not the realities) of early Chinese civilization.
particularities. The plot, adapted from an older epic tale, is simplicity itself. Again and again the poems return to a fascination with timely action, to the
need to speak out, to balances and exchanges, and to acts of explanation.
On seeing the lovely maiden Sakuntala in the enchanting setting of the
woodland hermitage presided over by the sage Kanva, Dushyanta inevitably For example, a young woman tosses a man a piece of fruit as a love gift, and
tails in iove with her. The young woman returns his passion. Circumstances the young man answers with an exchange:
I h, M.i. Antoinette C. Montealegre PNU LET Reviewer 99

#64 terse and sometimes apparently innocuous sayings as welt as a few longer
anecdotes. Throughout the Analects the reader is reminded that wisdom comes
She cast a quince to me, She cast a peach to me, in fragments and fractions; the burden of understanding is placed on the reader.
a costly garnet I returned; costly opal I returned; At the heart of the Analects is the hope that the members of society behave
it was no equal return, it was no equal return,
with a natural decency toward one another, respecting age and hierarchy and
but by this love will last. but by this love will last.
adapting to their changing roles.
The exchange is economically unequal, a jewel returned for fruit. But the young from The Analects o f Confucius
man acts at once to restore the exchange to balance, explaining that the jewel
was not given as an object of value, but as a token and message, just as the The Master said, At fifteen I set my heart on learning; at thirty I took my stand; at forty
fruit she threw had been a message. I came to be free from doubts; at fifty I understood the decree o f heaven; at sixty my ear
was atuned; at seventy I followed my heart's desire without overstepping the line. (from
Book II)
from the Book o f Songs The Master said, It is these things that cause me concern: failure to cultivate virtue,
#20 failure to go more deeply into what I have learned, inability, when I am told what is right, to
move to where it is, and inability to reform myself when I have defects." (from Book VII)
Plums are falling, Plums are falling, Plums are falling,
seven are the fruits; three are the fruits; catch them in the basket;
many men want me, many men want me, many men want me, What values or virtues are emphasized in the two teachings from the Analects?
let me have a fine one. let me have a steady one. le t me be bride o f one.
The Tao Te Ching is widely regarded to be the most influential Taoist text.
What do the plum s represent in the poem? What does each of the last line The title means The Classic o f the Way and Its Power o r Virtue. It is a
mean? What does each imply? foundational scripture of central importance in Taoism purportedly written by
Laozi. The earliest text of the Tao Te Ching that has been excavated (written on
Along with poetry, the most highly valued Chinese literary works are philosophical bamboo tablets) dates back to the late 4th century B.C. It has been used as a
texts. Of these books, the most notable are The A nalects of Confucius and ritual text throughout the history of religious Taoism.
the Tao Te C hingo\ Lao Tzu - the principal works of Confucianism and Taoism,
respectively. The Tao Te Ching is not thematically ordered. However, the main themes of the
text are repeatedly expressed using variant formulations, often with only a slight
The A nalects represents the memory of Confuciuss teachings and was difference. The leading themes revolve around the nature of Tao and how to
probably not written down until many centuries after his death. In its present attain it. Tao is said to be unnameable and accomplishing great things through
form the Analects consists of twenty books or chapters. It is a collection of small means.
too PNU LET Reviewer Dr. Ma. Antoinette C. Montealcgre

from the Tao Te Ching IX from the Manyoshu

R ather than fill it to the brim by keeping it upright I Loved Her Like the Leaves
Better to have stopped in time; Kakinomoto Hitomaro
Hammer it to a point
And the sharpness cannot be preserved forever; 'I loved her like the leaves,
There may be gold and jade to fill a hall The lush leaves of spring
But there is none who can keep them. That weighed the branches o f the willows
To be overbearing when one has wealth and position Standing on the jutting bank
Is to bring calamity upon oneself. Where we two walked together
To retire when the task is accomplished While she was of this world.
Is the way of heaven. My life was built on her;
But man cannot flout
The laws of this world.
What virtue or value is emphasized in this Taoist teaching? What metaphor is To the wide fields where the heat haze shimmers,
used in this text? Hidden in a white cloud,
White as white mulberry scarf,
She soared like the morning bird
E. J a p a n e s e L itera tu re (5 0 0 B .C . - A . D. 18 9 0) Hidden from our world like the setting s u n ....
Poetry is one of the oldest and most popular means of expression and
The above poem is an example of a choka, a poem that consists of alternate
communication in the Japanese culture. Poetry has already existed for centuries
lines of five and seven syllables with an additional seven-syllable line at the
as part of the oral tradition of the Japanese. The first anthology of Japanese poetry
end. Unlike other Japanese verse forms, there is no limit to the number of
is the Manyoshu, or the Book o f Ten Thousand Leaves. This anthology,
lines in a choka.
containing four thousand poems, includes the works by poets from a wide
range of social classes, including the peasantry, the clergy, and the ruling class.
Another Japanese poetic form is the tanka which consists of five tines of five,
seven, five, seven, seven syllables. This poetic form shows the Japanese
The poems of The Manyoshu were recorded using Chinese characters in three
preference for simplicity, suggestion, and irregularity. The most common
different ways: for meaning, for sound when read in Chinese, and for sound
subjects of a tanka are love and nature. Tanka poets generally exhibit restraint,
when read in Japanese. The anonymous poems in the collection, nearly two
relying on clear, powerful imagery to evoke an emotional response rather than
thousand, far outnumber those by any of the known poets. The collection
using abstract words to directly express their feelings. The Japanese place
includes poems that tell life in the wilderness, poems by fishermen, farewell
more emphasis on the imagery used and the emotions evoked by a tanka than
poems, even poems by travelers to Korea.
they do on the structure of the poems.
I)r. Ma. Antoinette C. Montealegre PNU LET Reviewer 101
Here is an example of a tanka: from Essays in Idleness by Kenko
A t the great sky 'How delightful it would be to converse intimately with someone o f the same mind,
I gaze all my life: sharing with him the pleasures o f uninhibited conversation on the amusing and foolish
For the rushing wind, things o f this world, but such friends are hard to find.'
Though it howls as it goes,
Can never be seen.'
The No, the classical theater of Japan, is the worlds extant professional theater.
- 0. Mitsune It is also among the worlds gravest and most stylized. The word no may be
translated as talent, skill, or accomplishment. Performed on an austere,
Still another Japanese poetic form is the haiku, which consists of three lines undecorated stage of polished cypress, with no scenery and virtually no props,
of five, seven, and five syllables. Originally it is the opening verse (the hokkdj the ritual-like poetic dance-dramas of the No have been described as a theater
of a renga, a form of collaborative poetry, but later the haiku developed into a free of the artifice of stagecraft. The small cast of actors, all males, wearing
distinct literary form. Reflecting the dominant tastes of the Japanese culture, masks is accompanied by a chorus, and because the stage is bare with no
haiku are characterized by precision, simplicity, and suggestiveness. Almost all trappings of representational theater, the actors own talent or accomplishment
haiku contains a kigo, a seasonal word, such as cherry blossoms, snow, falling (that is, his no) became paramount.
leaves.
Two other forms of drama emerged later: the Jo ru ri (now called BunrakU) and
Here are two examples o f the haiku: Kabuki. Joruri is staged using puppets. Kabuki involves lively, melodramatic
acting and is staged using elaborate and colorful costumes and sets.
'Melting snow: An old pond:
And on the village a frog jumps in
Fall the children.' the sound of water.
- Issa - Basho F. G re e k L iteratu re (c. 8 0 0 B .C . - 3 2 3 B .C .) an d R om an L iteratu re
(c. 3 0 0 B .C . - A .D . 500)
Appearing in the early part of the 8th century, the first works of Japanese prose,
the K ojiki, or Record of Ancient Matters, and Nihon Shoki, or Chronicles of Greek Literature
Japan, focused on Japanese history. Before Lady Murasaki Shikibus Tale o f The stories told in the Homeric poems are set in the age of the Trojan War, which
G enji appeared, there was The Tale o f the Wez/rewriiten by an unknown author archeologists date back to the 12th century B.C. The poems preserve some of the
during the 13th century. Another important work of prose produced during faded memories of the Mycenean Age. This was the time of the final settlement
the age of feudalism is Essays in Idlleness, a loosely organized collection of of the Greek peoples, an age of invasion perhaps and migration which saw the
insights, reflections, and observations, written during the 14th century by a foundation and growth of many small independent cities. The geography of Greece -
Buddhist priest named Kenko. a land of mountain barriers and scattered islands - encouraged this fragmentation.
102 PNU LET Reviewer Dr. Ma. Antoinette C. Montealegrt

General Education
English - World Literature
Greek literature begins with two masterpieces, the Iliad and the Odyssey
which are attributed to the poet Homer, about whom nothing is known except The Odyssey is concerned with the peace that followed the war and in particular
his name. Revered as statements of cultural identity, the Hiad and the Odyssey with the return of the heroes who survived to their own kingdoms. Its subject
center on heroes who embody the values of ancient Greek culture. is the long drawn-out return of Odysseus to Ithaca. He was destined to spend
ten years wandering in unknown seas before he returned to his own kingdom.
The Iliad recounts only part of a long series of events in the Trojan War, which It celebrates return to ordinary life after all the excitement, toil, and danger. The
was fought, according to the legend, because of a quarrel among the gods and Odyssey offers a more positive meditation on the nature of civilization and of
the resulting betrayal among mortals. All the action in the Iliad is, more or less the structure of political daily life as the Greeks experienced it. It does so by
directly, the consequence of Achilles anger at being dishonored. showing what a community has to lose by the absence of those structures and
to. gain by their affirmation.
From the Iliad by Homer
From the Odyssey - Book XXII
.. Achilleus of the swift feet spoke: (Death in the Great Hall)
0 wrapped in shamelessness, with your mind forever in profit,
how shall any one o f the Achaians readily obey you For they imagined as they wished - that it was a wild shot,
either to go on a journey or to fight men strongly in battle? an unintended killing - tools, not to comprehend
I for my part did not come here for the sake of the Trojan they were already in the grip of death,
spearmen to fight against them, since to me they have done nothing. but glaring under his brows Odysseus answered:
Never yet have they driven away my cattle or my horses,
never in Phthia where the soil is rich and men grow great did they "You yellow dogs, you thought I'd never make it
spoil my harvest, since indeed there is much that lies between us, home from the land o f Troy. You took my house to plunder,
the shadowy mountains and the echoing sea ; but tor your sake, twisted my maids to serve your beds. You dared
o great shamelessness, we followed, to do you favor, bid for my wife while I was still alive.
you with the dogs eyes, to win you honor and Menelaos Contempt was all you had for the gods who rule wide heaven,
from the Trojans. You forget all this or else you care nothing. contempt for what men say of you hereafter.
And now my prize you threaten in person to strip from me, Your last hour has come. You die in blood.
for whom I labored much, the gift o f the sons o f the Achaians.
Never, when the Achaians sack some well-founded citadel
o f the Trojans, do I have a prize that is equal to your p rize .. . . Not for the whole treasure o f your fathers,
a ll you enjoy, lands, flocks, or any gold
put up by others, would I hold my hand.
Why does Achilles refer to Agamemnon as shameless? What figure of speech There will be killing till the score is paid.
You forced yourselves upon this house. Fight your way out,
is evident in the line 'you with the dog's eyes'? there is much that lies between
or run for it, if you think youll escape death.
us/the shadowy mountains and the echoing sea? I doubt one o f you skins by.
I>r. Ma. Antoinette C. Aiontealegre

PNU LET Reviewer 103
What does the scene reveal about the character of Odysseus? What lines will from Oedipus Rex by Sophocles
support your answer? What figure of speech is used in Your last hour has
com e.'? Teiresias: Alas, how terrible is wisdom when
it brings no profit to the man that's wise!
The Greeks are also known for their ly ric poetry. One of the poets of the lyric This I knew well, but had forgotten it,
else I would not have come here.
is Sappho - singing or chanting poems to her own accompaniment on the lyre. Oedipus: What is this?
The musical quality of her poems heightens their emotional quality. How sad you are now that you have come!
Teiresias: Let me
go home. It will be easiest for us both
An example o f a lyric poem by Sappho: to bear our several destinies to the end
if you will follow my advice.
A wed by her splendor Oedipus: You 'd rob us
o f this your gift o f prophecy? You talk
Stars near the lovely moon cover their ownbright faces as one who had no care for law nor love
when shels roundest and lights earth with her silver. ' for Thebes who reared you.
Teiresias: Yes, but I see that even your words
miss the mark; therefore I must fear for mine.
Greek dram a reached its peak in the 5th century Athens. During that time, Oedipus: For God's sake if you know anything,
tragedies and comedies were performed in conjunction with the worship of do not turn from us; all o f us kneel to you,
Dionysus and fertility rituals connected with the seasons and the staple crops all o f us here, your suppliants.
of the community. Tragedies dealt with universal issues and indirectly with Teiresias: A ll o f you here know nothing. I will not
contemporary politics, but the plots were taken from the same cycle of legends bring to the light o f day my troubles, mine -
rather than call them yours.
found in the Homeric epics. Themes such as war, incest, and murder were Oedipus: What do you mean?
treated seriously. You know o f something but refuse to speak
Would you betray us and destroy the city?
One of the great Greek tragedians, aside from Aeschylus and Euripides, is Teiresias: I will not bring this pain upon us both,
Sophocles. He wrote the trilogy of Oedipus Rex, Oedipus a t Colonus, and neither on you nor on myself. Why is It
you question me and waste your labor? I
Antigone. will tell you nothing.
What does Teiresias really want to say in lines 1 -4? What is his attitude towards
Oedipus? What line/s will support your answer?

Certain conditions must exist in tragedies. First, the character must be of high What do you infer about the value Virgil places on self-control as opposed to
birth or noble status in society. Second, they must experience a series of events passion? This situation shows the conflict Aeneas undergoes in being a dutiful
that threaten their positions. Finally, tragic character must suffer a tragic fall Roman and a husband.
through his/her own actions. The gods interfere to some extent, but they never
direct the plot or the characters actions. Characters are responsible for their
C onflict is a struggle between opposing forces. Sometimes this struggle
own actions - that is what renders tragedy tragic. Tragic characters choose
their destinies. It is their choices that cause their downfall. is internal, or within a character. At other times the struggle is external, or
between the character and some outside force.
Oedipus Rex is famous for its dramatic irony, which is the contradiction
between what the character thinks and what the audience knows to be true. Another Roman writer is C atullus who is known for his lyric poems. He is a
Sophocles use of dramatic irony brings out the plays knowledge motif. The poet whose polished verses rivaled those of his Greek predecessors, including
knowledge Oedipus relentlessly seeks causes his downfall. Sappho. A key element of Catullus literary expression is his ability to make the
emotions real in his lyric poems.
Roman Literature
Romans as well as Greeks venerated the Homeric epics, the most ancient texts
of Greek literature. To take his place alongside Homer, V irgil situates his story Here is a sample lyric poem o f Catullus:
at the time of the fall of Troy, and adopts conventions such as invoking the
muse, involving Olympian gods in the action, and beginning the story in medias I crossed many lands and a lot o f ocean
to get to this painful ceremony, my brother,
res. The Aeneid recombines and transforms the major works of Greek and
so I can finally give you gifts for the dead,
Roman tradition to make a new, original, and fundamentally Roman work. and waste time talking to some silent ashes
being that you're not here yourself with me.
from The Aeneid by Virgil
Fate did wrong, my brother, to tear us apart.
(This is the p a rt where Aeneas is about to leave Dido.
But I bring you these offerings now anyway,
Aeneas has to fu lfill the duty he is destined to do - to found Romej
after the old custom our parents taught us.
'At this abruptly she broke o ff and ran Take them, soaked with your brother's tears,
In sickness from his sight and the light o f day and forever more, my brother, goodbye.
Leaving him a t a loss, alarmed and mute
With all he meant to say. The maids in waiting
Caught her as she swooned and carried her
What is the overall mood of the passage? What lines or words will support your
To bed in her marble chamber.
Duty-bound, Aeneas, though he struggled with desire answer?
To calm and comfod her mind from grief,
And though he sighed his heart out, shaken still
With love o f her, yet took the course heaven gave him
And went back to the fleet. . . . '
Dr. Ma. Antoinette C. Montealegre PNU LET Reviewer 105

G . T h e M id d le A g e s (A. D. 4 5 0 - 1 3 0 0 ) 2. Francesco Petrarca or Petrarch was the greatest Italian poet of the 14th
century. He was both well-versed in Italian and Latin. He wrote lyric poems,
1. The Song of Roland (Chanson de Roland). This long historical poem especially the sonnet and the canzoni, lyrics with intricate stanzas. Majority
about a medieval knight, Roland who is the nephew of King Charlemagne, of his poems is dedicated to Laura. His poems contain a lot of oxymoron,
is by far the best known and the most studied of all medieval poems. a phrase that joins two logically contradictory terms like pleasant pain or
Central to the medieval epic are the deeds, or gestes, of heroic figures. cruel kindness. He also uses allegory, or extended metaphor; for instance,
The Song o f Roland is an example of a chanson de geste, or song of in one poem he compares his love to a dangerous voyage on a stormy sea,
deeds. This epic treats one of the greatest themes of medieval heroic guided by a blind pilot.
literature: the deeds surrounding Charlemagne and his court.
from a Petrarchan Sonnet
2. The Nibelungenlied is one of the great works of German literature. This She used to let her golden hair fly free
epic of murder and revenge highlights the relationship between Kriemhild and For the wind to toy and tangle and molest;
Siegfried. It is an epic which is a tragedy in two parts: the first describes the life Her eyes were brighter than the radiant west.
(Seldom they shine so now.) I used to see
and death of Siegfried and the secondfeatures thestory of the vengeful Kriemhild. Pity look out o f those deep eyes on me.
(It was false pity, "you would now protest.)
3. The Divine Comedy by Dante. This epic is a poetic journey of a man I had love's tinder heaped within my breast;
struggling to reconcile himself to a bitter political exile through the triumph of What wonder that the flame burned furiously?
love. It takes the reader to a journey that symbolically begins in a despairing 3. The Decameron by Boccaccio has delighted readers and inspired writers
world not yet redeemed by Christs Crucifixion and ends with the poets return for half a millennium. It is a 14th century medieval allegory told as a frame
as a man, renewed in hope, having beheld the beatific vision of divine grace. story encompassing 100 short prose tales or novelle (singular: novella)
by ten young people, three men and seven women, who are fleeing from
H . T h e R e n a is s a n c e (1 3 0 0 - 1 6 5 0 ) plague-ridden Florence to a villa in the countryside for two weeks. The
word decameron means ten days. Rather than telling the stories directly,
t . The Canterbury Tales is a collection of stories written in Middle English by Boccaccio creates a fictional background or frame for the book. One
Geoffrey Chaucer at the end of the 14th century. The tales, mostly in verse, famous story from this book is The Tale of the Falcon.
although some are in prose, are told as part of a story-telling contest by a
group of pilgrims as they travel together on a journey from Southwark to 4. The Adventures of Don Quixote by Miguel de Cervantes Saavedra is
the shrine of St. Thomas Becket at Canterbury Cathedral. The prize is a free one famous work from the Renaissance. Don Quixote and Sancho Panza,
meal at the Tabard Inn at Southwark on their return. Chaucer uses the tales the knight and the squire, ride from one ludicrous adventure to another in
and descriptions of the characters to paint an ironic and critical portrait of pursuit of the knights dreams of glory. The central concern of the novel is
English society at the time, and particularly of the Church. the relationship between reality and fantasy.
1.06 PNU LET Reviewer Dr. Ma. Antoinette C. Montcalegre

General Education English - World Litenmre
5. The most important figure of the Renaissance is William Shakespeare. He I. T h e A g e o f R ationalism (1 6 5 0 -1 8 0 0 )

wrote sonnets, comedies, tragedies, and historical plays. His major work
in the second half of his career included a series of tragedies from Julius The age was a time of progress and betterment in human affairs. Liteature
Caesar to Coriolanus. In the final phase of his career, he produced four profited from rationalism, which left its mark on poets, essayists, playwrights,
plays which are now called romances, works that blend the happy ending and journalists.
of a comedy with elements of tragedy.
1. Francis Bacon was an English essayist, philosopher, and statesm. His
from Hamlet
collections of essays are written in clear English, and contain menoable
William Shakespeare
maxims on such subjects as friendship, studies, truth, and adverse
To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer from Of Studies
The slings and arrows o f outrageous fortune, Francis Bacon
Or to take arms against a sea o f troubles.
And by opposing end them? To die: to sleep; Studies serve for delight, for ornament, and tor ability. Their chief use tor tig h t,
No more; and by a sleep to say we end is in privateness and retiring; for ornament, is in discourse; and for ability, is in im&nent
The head-ache and the thousand natural shocks and disposition of business. ... Some books are to be tasted, others to be svobned,
That flesh is heir to? 'Tis a consummation some few to be chewed and digested;. . . '
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, theres the rub;
2. Gullivers Travels is Jonathan Swifts famous work. Swift was a master
Sonnet XXIX craftsman of irony and satire. His other works are A Modest Proposal, A
When in disgrace with fortune and men's eyes Tale of the Tub, and The Battle of the Books.
I all alone beweep my outcast state,
And trouble deaf Heaven with m y bootless cries, Irony is the general name given to literary techniques that involve suprising,
And look upon m y self, and curse my fate,
interesting, or amusing contradictions. Satire is writing that ridcufes or
Wishing me like to one more rich in hope,
Featur'd like him, like him with friends possest. holds in contempt the faults of individuals or of groups.
Desiring this man's art, and that man's scope
With what I most enjoy contented least;
Yet in these thoughts myself almost despising
Haply I think on thee, - and then my state J. R om anticism , R ealism , a n d N atu ralism (1 8 0 0 - 1 8 9 0 )
(Like to the lark a t break o f day arising
From sullen eadh) sings hymns at heaven's gate; Romanticism was a literary movement that emerged in the late 1700s out
For thy sweet love remembred, such wealth brings, of the revolutionary spirit fueled by the uprisings in America and Frans. The
That then I scorn to change my state with Kings.
Romantics tended to be inspired by their imagination, inner feefcgs and
Dr. Ma. Antoinette C. Montealegre PNU LET Reviewer 1 0 7

emotions. They wished to discard the dominant forms and approaches of the 3. Henrik Ibsen, a Norwegian writer, was the creator of the modem, realistic
18th century writers. They also showed a deep interest in ordinary people and prose drama. He was also one of the first writers to make drama a vehicle
favored the use of simple, common language. for social comment. He wrote the following dramas: A DoHs House,
Ghosts, An Enemy of the People. The last one is about a man who comes
Realism and Naturalism emerged during the middle of the 19th century. into conflict with the people in the village because of a truth he wants to
Realism sought to depict life as faithfully and accurately as possible. The reveal, but he is pressured not to do it for political reasons.
Realists confronted many of the harsh realities of the 19th century world, often
presenting pessimistic visions of the world. 4. Leo Tolstoy was regarded as the greatest 19th century Russian writer. He
is remembered most for his novels War and Peace and Anna Karenina
Naturalism grew out of Realism. The Naturalists frequently depicted and for his short stories like God Sees the Truth but Waits; Where Love
characters whose lives were shaped by forces of nature or society they could is, There God is Also, and How Much Land Does a Man Need? which
not understand and control. The naturalists believed that a persons fate is probed human nature and its strengths and weaknesses.
determined by heredity, chance, and the environment.
5. Edgar Allan Poe is noted not only for being the greatest American short
1. W illiam Blakes poems have a charming simplicity that reveals his story writer, but also for having first standardized the short story as a
childlike imagination. He was a lover of flowers and animals as well as his literary type. His subjects were weird, often supernatural, with no bearing
fellowmen. Many of his poems show an appreciation of nature that marks whatever on life as it is normally lived. The Raven, The Bells, and Annabel
him'as a romanticist. Lee are some of his popular poems. His popular short stories are The
Cask of Amontillado, The Masque of the Red Death, Tell-Tale Heart, The
From Auguries o f Innocence Purloined Letter, and The Pit and the Pendulum.
To see the world in a grain o f sand,

And a heaven in a wild flower; K. T h e M o d e rn W o rld (1890 - 1 9 4 5 )
Hold infinity in the palm of your hand,
And eternity in an hour.
The time that ushered in the coming of modernism saw many changes
and developments: technological revolution (the airplane, the automobile,
2. The short stories of Guy de Maupassant show a realistic depiction of life, the radio and the television, electricity, movies, new medical remedies),
its underlying pessimism, inescapable irony, surprise ending. His more scientific breakthroughs (Mendel's work on heredity, Marie and Pierre Curies
popular works are The Necklace, A Piece o f String, The Jewels, and breakthroughs concerning radioactivity, Einsteins theories), World War I, the
Madame Sauvage. rise of Nazism, attack on Pearl Harbor, the Holocaust.

Many writers turned away from the dominant literary forms and approaches
}. Robert Frost is ranked as one of the best modem American poets. His
of the past and began experimenting with new themes and techniques. The
popular poems are Mending Wall, The Road not Taken, Fire and Ice,
modernist writers tried to capture in their works the essence of modem life in
Birches, and Stopping by Woods on a Snowy Evening. His collection of
both the form and content of their works.
poems includes North o f Boston, A Boy's Will, and A Further Range.
1. Luigi Pirandello was both a dramatist and short story writer. His works
dealt with the difficulties of achieving identity and questioned the distinction Stopping by Woods on a Snowy Evening
between appearance and reality. He is famous for his plays Six Characters Robert Frost
in Search o f an Author and It is So (If You Think So). His short stories Whose woods these are I think I know
include A Breath o f Air, The Jar, and War which particularly reflected his His house is in the village though
views on human nature and the emotional effects of war on people. He will not see me stopping here
To watch his woods fill up with snow.
2. Rabindranath Tagore showed a deep awareness of the poverty and other
My little horse must think it queer
hardships faced by so many of his people. He was also a voca! supporter To stop without a farmhouse near,
of human and personal freedom. He was best known for his collection of Between the woods and frozen lake
poems called the Gitanjali or Song Offerings. The darkest evening o f the year.
He gives his harness bells a shake

from the Gitanjali To ask if there is some mistake.
Rabindranath Tagore The only other sound's the sweep
Of easy wind and downy flake.
Where the mind is without fear and the head is held high;
Where knowledge is free; The woods are lovely, dark and deep,
Where the world has not been broken up But I have promises to keep,
Into fragments by narrow domestic walls; And miles to go before I sleep,
Where words come out from the. depth of truth; And miles to go before I sleep.
Where tireless striving stretches its arms towards pedection;
Where the clear stream o f reason
has not lost its way into the dreary desed sand o f dead habit;
Where the mind is led forward by thee into ever-widening thought and action
Why does the persona stop in the woods? What figure of speech is used in
Into that heaven of freedom, my Father, let my country awake.' lines 5-6? What is the central irony of the poem?
Dr. Ma. Antoinette C. Montcaiegre

4. Ernest Hemingways writings emphasize the disillusionment of American novel A Portrait o f the Artist as a Young Man (1916). Some of his
expatriates among whom he lived in Paris during the postwar period. popular short stories are Eveline, Araby, and Boarding House.
He was part of the so-called 'lost generation of writers who became"
preoccupied with the macabre, suffering, death, and loss of values. He From Eveline
wrote about peoples struggles to maintain a sense of dignity while living in
a seemingly hostile and confusing world. She sat at the window watching the evening invade the avenue. Her head was
leaned against the window curtains and in her nostrils was the odour o f dusty cretonne.
She was tired.
His works include novels such as Farewell to Arms, The Sun Also Rises,
Home! She looked round the room, reviewing all its unfamiliar objects which she
For Whom the Bells Toll, The Old Man and the Sea, and A Moveable had dusted once a week for so many years, wondering where on earth all the dust came
Feast. He also wrote numerous short stories like Hills Like White from. Perhaps she would never see again those familiar objects from which she never
Elephants, The Killers, A Clean, Well Lighted Place, Cat in the Rain, dreamed o f being divided.
and In Another Country. She had consented to go away, to leave her home. Was that wise? She tried to
weigh each side o f the question. In her home anyway she had shelter and food; she had
those whom she had known all her life about her. Of course she had to work hard, both
5. Anton Chekhov is considered one of the greatest writers of the short story. in the house and at business. What would they say o f her in the Stores when they found
He received a medical degree at the University of Moscow in 1884, but he out that she had run away with a feltow?
soon neglected his medical practice in order to write. His numerous stories
and plays gave him a commanding position in literary Russia. He gave What figure of speech is used in 1... the evening invade the avenue? What
a poignant illumination to such human experiences as loneliness, grief, is the mood of the persona? What words/passages point to this?
hunger, and misery.
Among his famous works are the plays The fiearand The Cherry Orchard, L T h e C o n te m p o ra ry W o rld (19 4 6 -to present)
and one of his most famous short stories is The Lady with the Dog which
depicts what at first seems a casual liaison between a married man and a 1. William Faulkner wrote from the background of his native Mississippi
married woman. Neither expects anything lasting from the encounter, but where he lived most of his life. He is generally regarded as the most
they find themselves drawn back to each other, risking the security of their innovative American novelist of his time. He experimented with narrative
family lives. chronology, explored multiple points of view, and delved deeply into the
minds of his characters. His more notable novels are The Sound and the
6. James Joyce was an Irish author of the 20th century. He is best known Fury, As I Lay Dying, and Sanctuary. His short story, A Rose for Emily,
for his novels Ulysses (1922) and Finnegans Wake (1939), as well as is one of his unforgettable works.
the short story collection Dubliners (1914) and the semi-autobiographical
110 PNU LET Reviewer Dr. Ma. Antoinette C. Montealegrc

Genera! Education English - World Literature
2. Gabriel Garcia Marquez, a Colombian writer, is one of the most innovative 4. Wole Soyinka is a Nigerian novelist, poet, and playwright. Some consider
writers of the time. His style combines realistic storytelling with elements him Africas most distinguished playwright, when he won the Nobel Prize
of folklore and fantasy. This style enabled him to depict the realities of for Literature in 1936, the first African to be so honored. He is known for
Colombia. He wrote many novels and short stories. Among his novels, the the following works: Telephone Conversation (a poem), Ake: The Years o f
most famous is One Hundred Years o f Solitude. His short stories include Childhood (a memoir), and The Interpreters (a novel).
The Handsomest Drowned Man in the World, A Very Old Man with
from Telephone Conversation
Enormous Wings, and Big M am as Funeral
Wole Soyinka
3. The Chilean poet Pablo Neruda drew the inspiration for some of his best The price seemed reasonable, location
poems from objects that others hardly notice. Much of Nerudas later work Indifferent. The landlady swore she lived
expresses political sentiments. In 1971 he received the Nobel Prize for Off premises. Nothing remained
But self-confession. Madam," I warned,
Literature. One of his famous poems is The United Fruit Co.
I hate a wasted jo u rn e y -I am African."
Silence. Silenced transmission of
from The United Fruit Co. Pressurized good-breeding. Voice, when it came,
Pablo Neruda Lipstick coated, long gold-rolled
Cigarette-holder piped. Caught I was foully.
When the trumpet sounded, it was HOW DARK?" . . . I had not misheard... ARE YOU LIGHT
all prepared on the earth, OR VERY DARK?" ...
and Jehovah parceled out the earth
to Coca-Cola, Inc., Anaconda,
Ford Motors, and other entities: Why does the persona have to confess over the phone that he is African?
The Fruit Company, Inc. Why is the landlady silent as soon as the persona confessed that he is
reserved for itself the most succulent, African?
the central coast of my own land,
the delicate waist o f America,
it rechristened its territories 5. The Indonesian writer Pramoedya Ananta Toer wrote novels, short stories,
as the "Banana Republics' essays, and histories of his homeland and his people. His works span
the colonial period, Indonesias struggle for independence, the Japanese
occupation during WW II, as well as post-colonial authoritarian regimes
Why does Neruda use a biblical allegory in the first three lines? What tone of Sukarno and Suharto. Two of his best known works are The F u rtive
does he want to achieve in using such allegory? (a novel) about how Indonesians lived and suffered during the Japanese
occupation, and the short story Inem is about the traditions of Indonesia.
Dr. Ma. Antoinette C. Montcaiegre PNU LET Reviewer 111

English - World Literature Genera] Education
from A Question o f Dowry

from Inem
Siew Yue Killingley
Pramoedya Ananta Toer
There was much excitement in Mrs. Ramachandran's household. The daughter cf
Inem was my friend. She was eight, two years older than I was. She was ju st like
the house, Sivasothie, was going to be engaged. The festive air was laden with the spicy
all the other girls, except that she was thought to be rather pretty. People liked her. She
smell o f curries and wades sizzled in the kwaii saucepan. The young lady o f the hous;,
was polite, natural, intelligent and a good worker. Because of this she quickly became
as befitted her present condition, assumed a calm pose amidst the general bustle and
well-known in the village and people began to say: Inem would be a good daughter-in-
noise. Mrs. Ramachandran flew here and there, as fast as her hundred and sixty pouncs
law to have.
would allow her, and helped with her commanding suggestions.
Then one day, as she boiled water in our kitchen, she told me: Muk, I'm getting
Don't pu t too much coconut milk in at once, Ayah! It's got to go in by stages. Ti e
married. "
last bit - the richest part, must be kept to the last! Now, Tamby, go out and play - b i t
Really? I said.
don't dirty your shirt. What will Uncle Thiruchelvam think if youre dirty?'
Yes. Someone asked for me a week ago. My parents and kin have accepted him ."
Imagine being married!" I shouted.
We have to return the necklace.'
It was true. Her mother came one day and talked to my mother. Inem had been
'Return it? Why, what will Thiruchelvam's mother and
entrusted to my parents. She helped with the cooking and looked after me and the
Mr. Ramachandran raised his hand.
others when we played.
'There's something which I've wanted to tell you for some time, but I didn't want to
worry you. We can't pay for the necklace. Do you remember the land we were goinc, to
Mother tried to dissuade her, but Inem's mother had other reasons. Finally she said:
sell to get the dowry and money for the necklace?'
I'm glad someone's asked for her a t last. If we postponed this, perhaps no one would
'Oh, be careful, you old man! Do you want people to think that we have no moi ey
ask for her again. I 'd be ashamed o f her if she was an old maid. Perhaps she can make
for our daughter?' Mrs. Ramachandran hissed in fierce whispers....
things easier for me when I'm old."
How would you characterize Mrs. Ramachandran? What is l/lrs.

How would you characterize Inems mother? What is she really worried
Ramachandrans concern after learning they could not pay for the dow ry?
about?
6. Siew Yue Killingiey was a Malaysian poet, dramatist, teacher, and linguist.
A Q uestion o f D ow ry and E verythings Arranged published in Twenty-
Two M alaysian S tories (1968) brought her immediate recognition and
probably urged her to cultivate a literary career alongside her professional
teaching and research duties.
112 PNU LET Reviewer Dr. Ma. Antoinette C. Monte: legre

Literary T e rm s /C o n c e p ts 16. Connotation - an association that a word calls to mind in addition to the
dictionary meaning of the word.
t . Allegory - a story or a tale with two or more levels of meaning - a literal 17. Consonance - the repetition of consonant sounds at the ends of words or
level and one or more symbolic levels. The events, setting, and characters in accented syllables.
an allegory are symbols for ideas and qualities. 18. Denotation - the objective meaning of a word, independent of other
2. Alliteration - is the repetition of consonant sounds at the beginning of words associations that the word brings to mind.
or accented syllables. 19. Dialogue - a conversation between characters. Writers use dialogue to
3. Allusion - a reference to a well-known person, place, event, literary work, or reveal character, to present events, to add variety to narratives, and to arouse
work of art. their readers interest.
4. Anaphora - a sound device that repeats a word or words at the beginning of 20. Elegy - a solemn and formal lyric poem about death, often one that mourns
two or more successive clauses or verses. the passing of some particular person.
5. Anecdote - a brief story about an interesting, amusing, or strange event. 21. Essay - a short non-fiction work about a particular subject.
6. Antagonist - a character or force in conflict with a main character, or 22. Fiction - prose writing that tells about imaginary characters and events.
protagonist. Not all stories contain antagonists. Short stories and novefs are works of fiction.
7. Aphorism - a general truth or observation about life, usually stated concisely 23. Figurative language - writing or speech not meant to be taken literally.
and pointedly. Often witty and wise, aphorisms appear in many kinds of 24. Figure of Speech - an expression or a word used imaginatively rather
works. than literally. Many writers use figures of speech - apostrophe, hyperbole,
8. Apostrophe - a figure of speech in which a speaker directly addresses an metaphor, simile, metonymy, synecdoche, personification, oxymoron.
absent person, or a personified quality, object, or idea. 25. Flashback - a section of a literary work that interrupts the chronological
9. Aside - in a play, it is a speech delivered by an actor in such a way that other presentation of events to relate an event from an earlier time.
characters on stage are presumed not to hear it. 26. Foil - a character who provides a contrast to another character.
10. Assonance - the repetition of vowel sounds in conjunction with dissimilar 27. Foreshadowing - the use of clues that suggest events that have yet to
consonant sounds. occur.
11. Ballad - a songlike poem that tells a story, often dealing with adventure and 28. Free verse - poetry that lacks a regular rhythmical pattern or meter.
romance. 29. Hyperbole - a deliberate exaggeration or overstatement, (e.g. There is a
12. Blank verse - poetry written in unrhymed iambic pentameter. An iamb is a garden on her face.)
foot consisting of one weak stress followed by one strong stress. 30. Image - a word or phrase that appeals to one or more of the five senses.
13. Caesura - a pause or a break in the middle of a line of poetry. 31. Imagery - the descriptive: or figurative language used in literature to create
14. Climax - the highest point of interest or suspense in a literary work. word pictures for the reader. These pictures are created by details of sight,
15. Conceit - an unusual or surprising comparison between two different things. sound, taste, touch, smell,'or movement.
Dr. Ma. Antoinette C. Montealegre PNU LET Reviewer 113

32. Irony - a contrast between what is stated and what is meant, or between 44. Satire - writing that ridicules or criticizes individuals, ideas, institutions,
what is expected to happen and what actually happens. In verbal irony, a social conventions, or other works of art or literature.
word or a phrase is used to suggest the opposite of its usual meaning. In 45. Simile - a figure of speech that makes a direct comparison between two
dramatic irony, there is a contradiction between what a character thinks and subjects using (ike or as.
what the reader or audience knows to be true. In irony of situation, an event 46. Sonnet - a lyric poem composed of 14 iambic pentameter lines focusing on
occurs that directly contradicts the expectations of the characters, of the a single theme.
reader, or of the audience. 47. Symbol - anything that stands for or represents something else.
33. Litotes - a figure of speech that makes a deliberate understatement to affirm 48. Synecdoche - a figure of speech in which a part of something is used to
by negating its opposite, (e.g. Barbara Streisand is not a bad singer.) stand for the whole thing, (e.g. No roving foot shall crush thee here.)
34. Local color - the use of characters and details unique to a particular place 49. Theme - a central message or insight into life revealed by a literary work.
or geographic area. 50. Tone - the writers attitude toward his or her subject, characters, or audience.
35. Lyric poem - a melodic poem that expresses the observations and feelings
of a single speaker.
36. Metaphor - a figure of speech in which one thing is spoken of as though it
were something else. It expresses an indirect or implied comparison of two
things which are not evidently comparable.
37. Metonymy - a figure of speech that entails using a word that closely relates
to a person or thing, (e.g. The pen is mightier than the sword.)
38. Mixed metaphor - when two metaphors are jumbled together, e.g. the
thorns o f life rained down on me.
39. Onomatopoeia - the use of words that imitate sounds, e.g. buzz, hiss,
murmur, hum.
40. Oxymoron - a figure of speech that combines two opposing or contradictory
ideas, (e.g. freezing fire, cruel kindness)
41. Paradox - a statement that seems to be contradictory but actually presents
a truth. It is surprising or shocking to draw the readers attention to what is
being said, e.g. Because I could not stop for death/He kindly stopped for me.
42. Parody - a humorous imitation of a literary work, one that exaggerates or
distorts the characteristic features of the original.
43. Personification - a figure of speech that gives human traits to inanimate
objects or ideas.

Ismene: My poor sister, if things have come to this,

P A R T II - A N A L Y Z IN G T E S T IT E M S who am 1 to make or mend them, tell me,
what good am 1 to you?
' f i
Antigone: Decide.
Choose the best or correct answer. Will you share the labor, share the work?
Ismene: What work, what's the risk? What do you mean?
Read the passage below and answer the questions that follow. Antigone: [Raising her hands]
Will you lift up his body with these bare hands
and lower it with me?
from Antigone by Sophocles Ismene: What? You'd bury him -
when a law forbids the city?
Ismene: Whats the matter? Trouble, clearly... Antigone: Yes!
You sound so dark, so grim. He is my brother and - deny it as you will -
Antigone: Why not? Our own brothers burial! Your brother too.
Hasn't Creon graced one with all the rites, No one will ever convict me for a traitor.
disgraced the other? Eteocles, they say,
has been given full military honors,
1. What value is given importance by Antigone in wishing to give Poiynices a
rightly so - Creon has laid him in the earth
and he goes with glory down among the dead. proper burial such as the one accorded to Eteocles?
But the body o f Polynices, who died miserably - A. Filial piety C. Obedience
why, a city-wide proclamation, rumor has it, B. Love of country D. Humility
forbids anyone to bury him, even mourn him.
he's to be left unwept, unburied, a lovely treasure The best answ er is A Antigone clearly expresses the need to give her other brother
for birds that scan the field and feast to their hearts content. Poiynices a proper burial inspite o f the order from King Creon not to touch Poiynices'
corpse. She is willing to defy the order o f the king ju s t so she can do right by her brother.
Such, I hear, is the martial law our good Creon
lays down for you and me - yes, me, I tell you - 2. What would best describe the character of Antigone based on the excerpt?
and he's coming here to alert the uninformed A. sensitive and moody
in no uncertain terms,
B. brave and determined
and he won't treat the m atter lightly. Whoever
disobeys in the least will die, his doom is sealed: C. kind and forgiving
stoning to death inside the city walls! D. unfeeling and mean
There you have it. You'll soon show what you are, The best answ er is B. Antigone is ready to defy King Creon's orders even at the pain
Worth your breeding, Ismene, o ra coward- o f death. The punishment is nothing compared to what she will fulfill as a dutiful sister
For all your royal blood. to Poiynices.
Dr. Ma. Antoinette C. Montcalegre PNU LET Reviewer T I E t

3. Antigone seems to value more the idea that the __ _____________ Read the poem below and choose the best answer to the questions that follow.
A. law of the dead must be respected over the law of the living VIII
B. power of the king is limitless over his subjects
C. divine law is superior over human law 1 Whether at Naishapur or Babylon,
D. living help the dead to pass on to the after life 2 Whether the Cup with sweet or bitter run,
3 The Wine o f Life keeps oozing drop by drop,
The b e st answ er is C. Antigone uses the superiority o f the divine law as her justification 4 The Leaves o f Life keep falling one by one.
for her act o f defiance against the will of the king. The last dialogue o f Antigone in the
excerpt evidently supports this. from The Rubaiyat
4. The Greek word for overweening pride is _________________ . 3. The figure of speech used in Lines 3 and 4 is _________________
A. hubris C. mimesis A. personification C. simile
B. hammartia D. peripeteia (fa ) metaphor D. apostrophe
The b e st an sw er is A. This kind o f question asks for your prior knowledge. The correct 4. lin e s 3 and 4 suggest that life is ____________________ .
answer is needed. In an interpretation question, the best answer is needed. <7Rs is short and temporary
N r can be intoxicating and tiring
5. Creon suffers the consequence of his overweening pride. He lost his loved ones. C. can be sweet and beautiful
This reversal of fortune of Creon is termed a s __________________ . D. is cruel and painful
A. ananke B. danke C. mimesis D. peripeteia Read the proverb and then choose the best answer to the questions that follow.
The king who tastes his kingdom like
The b e st an sw er is D. Again this question asks for your prior knowledge. This calls for
Elixir, b it by bit,
the use o f your stock knowledge.
Who does not overtax its life,
Will fully relish it.
from the Panchatantra

General Directions: Write the letter only of your answer.
5. Theproverbimpliesthatakingwhoruleswellisonewho__________________
1. Gilgamesh, Mahabharata, and Aeneid are examples o f_____ A. believes he is a god enjoying his power
J \. a metrical romance C. a metrical tale B. can make his country prosperous
l ( j j \ an epic D. an allegory C-^does not exact high taxes
2. Wnich is not a lyric poem? l\Jtreasures his kingdom not his position
A. ballad B. sonnet elegy D. ode

General Education English - World l iterature
6. The figure of speech used in lin e r" is 8. !n lines 1 -8 Achilles is saying that Agamemnon is________________________ .
A. personification J simile A. such an ugly man inside and out _
B. metaphor i. apostrophe A a drunkard, a greedy man, and a coward
Read the poem and choose the best answer to the questions that follow. u no better than a dog or a deer
Poverty's child D. a worthless and an irresponsible person
He starts to grind the rice 9. In lines 10-14 Achilles, feeling angry, insulted and offended, predicts that
And gazes at the moon. without him _______________________
- Basho A. the Trojans will be defeated by the Achaians
B. Agamemnon will die in the hands of Hektor
( p all of the Achaians will suffer a tragic defeat
D. Agamemnon will not gain fame as a hero
Identify the figure of speech used in these lines. Choose the correct answer.
C. humans are lucky to see the moon on a clear night 10. 'My love is like a red, red rose'
D. poverty makes the child feel hopeless and pitiful A. synecdoche C. metonymy
Read the passage below from The Ilia d and choose the best answer to the B. metaphor 0 simile
questions that follow. 11. 'All eyes were on him
[Achilles, still very angry because Briseis is going to be taken from him, speaks to A. metonymy C. personification
Agamemnon after talking with the Goddess Athene who told him not to fight with synecdoche D. hyperbole
Agamemnon.] 1 2 .T h e setting stars weigh down our heads toward sleep
1 You wine sack, with a dog's eyes, and with a deer's heart. Never A. hyperbole C. oxymoron
2 once have you taken courage in your heart to arm with your people personification D. litotes
3 for battle, go into ambuscade with the best o f the Achaians [the Greeks], Read the poem below and choose the best answer to the questions that follow.
4 No, for in such things you see death. Far better to your mind
5 is it, all along the widespread host o f the Achaians
6 to take away the gifts o f any man who speaks up against you. From Africa by David Diop
7 King who feeds on your people, since you rule nonentities,
8 otherwise, son ofAtreus, this were your last outrage. 1 Africa, tell me, Africa
9 ... And this shall be a great oath before you: 2 Is this you?
10 some day longing for Achiileus will come to the sons o f the Achaians, 3 This back that is bent
11 all o f them. Then stricken at heart though you be, you will be able
12 to do nothing, when in their numbers before man-slaughtering Hektor 4 This back that breaks under the weight of humiliation
13 they drop and die. And then you will eat out the heart within you 5 This back trembling with red sears
14 in sorrow, that you did no honor to the best o f the Achaians." 6 And saying yes to the whip of the midday sun
Dr. M a. A ntoinette C. M ontealegre PNU LET Reviewer 117

13. The tone of the persona is _____________________. 17. The dominant atmosphere in the passage quoted is evidently
- 0 angry and bitter C. envious and spiteful
B. ironic and sarcastic'- f S '' cautious and fearful terrifying and horrifying C. dramatic and suspenseful
14 . _______________________ is the figure of speech used in line 1. Eft sad and tranquil D. tense and exciting
A. Oxymoron / T p Apostrophe he image that helps the most to create the atmosphere is ______________ .
B. Metonymy u. Litotes A. the musicians who stopped performing
15. The word back in lines 3-5 emphasizes and suggests the B. the waltzers who paused from their dancing
/L hard life of the black people in working on their land the sound of the clock which chimed every hour
suffering of Africa under the hands of the colonizers the older people who held their brows in confusion
tragic consequence of being born black and poor 19. The expression the brazen lungs of the clock shows the use of
D. Ignorance of the Africans about their human rights ______________ __ as a figure of speech.
16. The word back in lines 3-5 shows the use of the figure speech called simile C. metaphor
personification 0. metonymy
A. metonymy C. metaphor 20. The passage appeals the most to the sense o f__________________ to create
B. simile (t^ ) synecdoche the dominant atmosphere.
Read the passage below and then choose the best answer to the questions that hearing C. smell
follow. sight D. touch
21. The overriding issue tackled in the epic The Song of Roland is
It was in this apartment also, that there stood against the western wall, a gigantic
clock o f ebony. Its pendulum swung to and fro with a dull, heavy, monotonous clang; and
when the minute-hand made the circuit of the face, and the hour was to be stricken, there A. good vs. evil
came from the brazen lungs o f the clock a sound which was clear and bud and deep B. God is powerful
and exceedingly musical, but o f so peculiar a note and emphasis that, at each lapse of - ft. loyalty to God and king
an hour, the musicians o f the orchestra were constrained to pause, momentarily, in their ^ man's place in this world
performance, to hearken the sound; and thus the waltzers perforce ceased their evolutions;
and there was a brief disconcert of the whole gay company; and while the chimes o f the 22. One of the questions which the epic Divine Comedy seeks for the readers to
clock yet rang, it was observed that the giddiest grew pale, and the more aged and sedate ponder upon is .
passed their hands over their brows as if in confused reverie or meditation. What is the purpose of life?
from The Masque o f the Red Death by Edgar Allan Poe f Is there heaven and hell?
Is there forgiveness?
D. Who is God?
118 PNU LET Reviewer Dr. Ma. Antoinette C. Montcalegre

23. These lines are taken from the poem______________ by
PA R T III - E N H A N C IN G T E S T T A K IN G S K IL L S
To see the world in a grain o t sand,
And a heaven in a wild flower;
Hold infinity in the palm o f your hand,
And eternity in an hour. Read the excerpt below from a poem and then choose the letter of the best answer
to the questions that follow.
A. For Once Then Something - Robert Frost
B. Auguries of Innocence - William Blake "... Palm o f my hand, soles o f my feet
Are peroxide blond. Friction, caused -
O The Wild Honeysuckle - Philip Freneau Foolishly, madam -
U. Psalm of Life - Henry Wadsworth Longfellow By sitting down, has turned
24. These are all written by Leo Tolstoy except___________________ . My bottom raven black - One moment, madam! - sensing
A A Clean, Well Lighted Race Her receiver rearing on the thunderclap
0 How Much Land Does a Man Need? About my ears - Madam, I pleaded, wouldn 't you rather
See for yourself?"
C. God Sees the Truth but Waits
D. Where Love is, There God is Also from Telephone Conversation by Wole Soyinka
25. Gullivers Travels is a kind of satire. A satire is a writing that
1. The tone of the persona in the passage is ______________________ .
A. gives a sermon or a lecture to teach people to behave properly A. angry andarrogant (J p sarcasticand rude
B. aims to entertain and give pleasure B. apologetic andpolite D. respectful and considerate
C. traces the etymology of things 2. The lines thatmost convincingly supportyour answer are____________________
0 ridicules or holds in contempt the faults of individuals or groups A lines 1-2 C. lines 5-6
B. lines 3-4 ( 3 lines 7-8
Read the passage below and choose the best answer to the questions that follow.
Teiresias: 1say thou art the murderer o f the man 1

Whose murderer thou pursuest. 2
Oedipus: Thou shalt rue it 3
Twice to repeat so gross a calumny. 4
Teiresias: Must 1say more to aggravate thy rage? 5
Oedipius: Say all thou wilt; it will be but waste o f breath. 6
Or. Ma. Antoinette C. Montealegre

Teiresias: I say thou livest with thy nearest kin 7 Read the excerpt below and choose the best answer to the questions that follow.
In infamy, unwitting in thy shame. 8 It tastes like licorice," the girl said and put the glass down.
Oedipus: Thinks t thou for aye unscathed to wag thy tongue? 9 "That's the way with everything.
Teiresias: Yea, if the might o f truth can aught prevail. 10 Yes, said the girl. Everything tastes of licorice. Especially all the things youve wanted
Oedipus: With other men, but not with thee, for thou 11 so long for, like absinthe."
In ear, wit, eye, in everything blind. 12 Oh, cut it out."
Teiresias: Poor fool to utter gibes at me which all 13 You started it," the girl said. I was being amused. I was having a fun time."
Here present will cast back on thee ere long. 14 Well, let's try and have a fine time."
Allright. Iwastrying. I said the mountains looked like white elephants. Wasn'tthatbright?"
From Oedipus Rex by Sophocles That was bright."
I wanted to try this new drink. That's all we do, isnt it - look at things and try new
drinks."
I guess so."
3. The exchange of witty, biting dialogue in a drama just like what is in the excerpt
The girl looked across a t the hills.
from Oedipus Rex is an example o f_________________________ . They're lovely hills," she said. They don't really look like white elephants. I ju st meant
A. stichomythia C. hubris the coloring of their skin through the trees."
B. in medias res D. hammartia Should we have another drink?
4. Teiresias reveals in lines 1 and 2 that Oedipus is the man who murdered the A ll right."
The warm wind blew the bead curtain against the table.
former king of Thebes, but Oedipus does not know this. Everybody in the play
The beers nice and cool," the man said.
knows that Oedipus is the murderer except himself. Sophocles, the dramatist, "It's lovely," the girl said.
used to emphasize the sad fate of Oedipus. Its really an awfully simple operation, Jig," the man said. It's not really an operation
A. epiphany C. mimesis at a ll.
B. peripeteia D. irony The girl looked at the ground the table legs rested on.
I know you wouldn't mind it, Jig. It's really not anything. It's ju s t to let the air in.
5. Based on his lines, Oedipus shows h is __ toward
The girl did not say anything.
Teiresias. I'll go with you and I'll stay with you all the time. They just let the 'air in and then it's
arrogance perfectly natural.
B. respect
6. On the other hand, Teiresias looks at Oedipus with in his from Hills Like White Elephants by Ernest Hemingway
heart.
A. guilt 1. The characters in the story are actually confronted with a problem. It seems
B. fear D. hatred that the solution the man is suggesting is ___________________ .
A. to break up to cool off
B. to get an abortion D. to get married
120 PNU LET Reviewer Df. Ma. Antoinette C. Montealcgre

Genera] Education English - World Literature
8. The expression the mountains looked like white elephants shows the use of 12. In the first eight lines, the persona says that he______________________.
_________________ as a figure of speech. @ is poor and envious of people who have more wealth and talent
^ simile C. oxymoron B. feels embarrassed every time he sees the person he loves
B. metaphor D. synecdoche C. has been abandoned by God and he has no one else in this world
9. In the exchange of the dialogue, the female character is evidently_______ _ . D. feels shy when other people look at him with pity in their eyes
@ tired and uneasy . angry and sarcastic 13. In the last six lines of the poem, the persona compares himself to a lark. He
B. sad and disappointed D. irritable and impatient realizes then that h e _____________________ .
10. In the last part of the excerpt, the female character did not say anything to the A. will remain poor all his life C. is luckier than the lark
mans suggestion. Her silence could mean that she __________ ;__________ . ( & ) should be happy withhis life D. can be a king someday.
A. agrees with the suggestion of the man 14. Tne use of 'deaf heaven in line 3 is an example of a
B. wants to drink more and just forget about the problem A. metaphor C. hyperbole '
C. is touched by the mans concern for her B. synecdoche D. metonymy
(Ey realizes the sad state of her relationship with the man 15. Theuseof'menseyes' in line 1 is an example of a ________________________ .
11. The idea that a thing is like a white elephant means that it is ______________ . A. metaphor C. hyperbole
A. precious and rare beautiful but useless synecdoche D. metonymy
8. remarkable but obsolete v . distinct and special Read the excerpt below and choose the best answer to answer the questions that follow.
Read the poem below and then choose the best answer to the questions that follow.
From The Song o f Roland (ft171)
Sonnet XXIX
William Shakespeare Now Roland the Count feels: his sight is gone;
gets on his feet, draws on his final strength,
When, in disgrace with fortune and men's eyes, the color on his face lost now for good.
I all alone beweep my outcast state, Before him stands a rock; and on that dark rock
And trouble deaf heaven with my bootless cries, in rage and bitterness he strikes ten blows:
And look upon myself and curse my fate, the steel blade grates, it will not break, it stands unmarked.
Wishing me like to one more rich in hope, A h!" said the Count, Blessed Mary, your help!
Featured like him, like him with friends possessed, Ah Durendal, good sword, your unlucky day,
Desiring this man's art and that man's scope, for I am lost and cannot keep you in my care.
With what I most enjoy contented least; The battles I have won, fighting with you,
Yet in these thoughts myself almost despising, the mighty lands that holding you I conquered,
Haply I think on thee, - and then my state, that Charles rules now, our King, whose beard is white!
Like to the lark a t break o f day arising Now you faH to another: it must not be
From sullen earth, sings hymns at heaven's gate; a man who'd run before another man!
For thy sweet love remembered such wealth brings For a long while a good vassal held you:
That then I scorn to change my state with kings there'll never be the like in Frances holy land.'
Dr. Ma. Antoinette C. Montealegrc PNU LET Reviewer 121

General Education
English - World Literature
23. One outstanding and distinct feature of Latin American literature is the use of
16. The narrator is perhaps_______ _________'
A. another soldier a monk
A. the stream of consciousness technique
B. Charles, the King D. a vassal
B. local color
17. Given the description in this scene, this is the_______ of the story.
GQ magic realism
< 50 falling action C. rising action
D. flashback and flashforward
Ti. exposition D. climax
24. All are Nobel Prize winners except_________________ .
18. Roland is saying good-bye to his sword in this scene. This shows the use of
A. William Faulkner
B. Rabindranath Tagore
A. hyperbole C. oxymoron
C. Gabriel Garcia Marquez
B. personification 0 apostrophe
(?6y ChinuaAchebe
19. in this scene, Roland is evidently_________________________ .
25.Vne following passage is from _____________________ by Yoshida Kenko.
A. relieved and contented
sad and regretful 'Emptiness accommodates everything. I wonder if thought o f all kinds intrude
C. angry and bitter themselves at will on our minds because what we call our minds are vacant?
D. grateful and happy If our mind were occupied, surely so many things would not enter them.
20. The sword is precious to Roland as shown in this scene. The sword is a
Essays in Idleness C. Rig-veda
metaphor for Rolands _______________________ .
Bhagavad Gita D. The Analects
A. devotion and loyalty to the king
B. supremacy and skill in battle
{ 0 courage and heroic conquests
D. faith and trust in the Lord
21. The characters Kriemhild and Siegfried are found in the epic_____________ .
A. The Aeneid
The Nibelungenlied
C. The Shah-nama
D. ElCid
22. J h e Nymphs Reply to the Shepherd is a parody o f________________ ____.
6\J The Passionate Shepherd to His Love
B. Song to Celia
C. The Indian Serenade
"5 0 - Ode to the West Wind
Dr. Ma. Antoinette C. Montcalcgrc
j j t22
f c l PNU LET Reviewer
Filipino - Komunikasyon sa Akademikong 1 ilipino
Komunikasyon B A H A G I I - B A L IK -A R A L S A N IL A L A M A N :
M G A B A TA YA N G K O N S E P T O S A P A G -A A R A L N G W IK A
sa Akademikong 1. Pagbibigay kahulugan sa wikang Filipino
Filipino Ang wikang Filipino kung ating susuriin ay maaaring pag-usapan at talakayin
bilang:
isang wika
- pambansang lingua franca
- wikang pambansa
Inihanda ni:
- wikang opisyal
Arsenia R. Emperado, Ph.D.
isang midyum
- larangan ng edukasyon
- larangan ng komunikasyon
: Kasanayan: isang disiplina o aralin
- elementarya
- sekundarya
: Nagagamit nang may latong - tersyarya
j mataas na antas ng kasanayan Pambansang lingua franca, kung ginagamit upang magkaunawaan at
makapag-ugnayan ang mga nag uusap na may magkaibang katutubong
j at kahusayan ang Filipino sa wika na nagmula sa ibat ibang probinsya
* akademikong pangangailangan. Wikang pambansa, ayon sa Saligang Batas ng 1987, Artikulo XIV Seksyon
6 na nagsasaad:
Ang wikang pambansa ng Pilipinas ay Filipino. Samantalang nililinang, ito
ay dapat payabungin a t pagyamanin pa salig sa um iiral na wika sa Pilipinas
a t sa iba pang mga wika. Alinsunod sa mga tadhana ng batas a t sang-ayon
sa nararapat na maaaring ipasya ng kongreso, dapat magsagawa ng mga
hakbangin ang pamahalaan upang ibunsod at puspusang itaguyod ang
paggamit ng Filipino bilang midyum na opisyal ng komunikasyon at bilang
ih Ajvciu.* R. Kmpcratio wika ng pagtuturo sa sistemang pang-edukasyon
General Education
Filipino - Komnnikasyon sa Akademikong Filipino
4. Kaugnay ng nabanggit na kaisipan sa Big. 2, ang pag-aaral ng isang wika tulad
> Wikang opisyal, ayon sa Seksyon 7: ng Filipino ay binubuo ng dalawang kakayahan:
Ukol sa mga layunin ng komnnikasyon a t pagtuturo, ang mga wikang kakayahang makabuo ng mga pahayag o pangungusap na may wastong
opisyal ng Pilipinas ay Filipino at, hangga't walang itinatadhana ang batas, kayariang pambalarila; tinatawag itong kakayahang panlinggwistika o
Ingles." linguistic competence
> tsang midyum, sa Seksyon 7, tiniyak ang mga wikang panturo. Bilang kakayahang maunawaan at magamit ang mga pangungusap na may
pagtugon sa batas, naglunsad ang Department of Education, Culture wastong pambalarilang kayarian sa angkop na panlipunang kapaligiran
and Sports (dating Ministri ng Edukasyon, Kultura at Isports) ng palisi sa ayon sa hinihingi ng sitwasyon; tinatawag itong kakayahang komunikatibo
edukasyong bilinggwal na nakasaad sa DECS Order No. 52, s, 1987 (dating o communicative competence
Kautusang Pangkagawaran Big. 25, s, 1974).
> Layunin ng kautusan ang pagtatamo ng kompetens sa Filipino at Ingles 5. Ang isang ispiker ng wika ay nag-aangkin ng kakayahang panlinggw istika
sa lebel pambansa sa pamamagitan ng pagtuturo ng dalawang wika at o linguistic competence dahil nasa kanyang subconscious ang kabuuan ng
paggarnit ng mga ito bilang midyum ng pagtuturo sa lahat ng antas ng pamamaraan ng pagbuo ng salita, pangungusap, at kombinasyon ng mga ito.
edukasyon. Pangarap ng kinauukulan na magkaroon ng kasanayan ang Samakatuwid ang mga patem at mga tuntunin sa pagbuo ng mga pangungusap
buong sambayanang Pilipino sa wikang Filipino at kasanayan sa wikang ang gram m ar ng isang wika.
Ingles upang matugunan ang pangangailangan ng bansa pati na rin ang
pangangailangang global. 6. Kaugnay ng kaisipan sa Big. 5, mahalagang maunawaan na lahat ng wika ay
> Bilang disiplina, hindi lamang wikang panturo, kundi mga tiyak na may grammar at nahahati sa sumusunod: ponolohiya, morpolohiya, sintaks,
sabdyek / aralin mula antas elementarya hanggang kolehiyo semantika
6.1 Ponolohiya - patem o kumbinasyon ng mga tunog sa loob ng isang wika
2. Ginagamit ng tao ang wika sa kanyang pag-iisip, sa kanyang pakikipag- Mga Ponemang Segm ental - ito ang mga tunog na ginagamitan ng
ugnayan at pakikipag-usap sa ibang tao, at maging sa pakikipag-usap sa sarili. mga katumbas na letra o titik upang mabasa at mabigkas
Samakatuwid, wika ang behikulo ng ating ekspresyon at komunikasyon na o Katiniq - ipinakikita ang mga ponemang ito batay sa paraan ng
epektibong magagamit. artikulasyon (pamaraan ng pagpapalabas ng hangin) at punto ng
artikulasyon (bahagi ng bibig na ginagamit para makalusot ang
3. Sa panahong maging ganap na ang pagkatuto ng tao ng kanyang wikang hangin)
kinagisnan, nasa kanya na hindi lamang ang kakayahang bumuo ng anumang o Patiniq - may limang pangunahing patinig ang Filipino (a, e, i,
pangungusap na ibinabagay niya sa kahit ano pa mang sitwasyon kundi o, u); ang mga tunog /e/ at /i/, gayundin ng /o/ at /u / -
pati umunawa ng kahit ano ring pangungusap na maririnig niya sa unang ay mga tunog na maaaring magkapalitan na hindi nababago ang
pagkakataon sa kanyang wika. kahulugan ng salita. Hal. babae - babai; noon - nuon
Dr. Arscnia R. Emperado

124 PNU LET Reviewer
General Education Filipino - Komunikasyon sa Akademikong Filipino
o PiptonQao - pinagsamang tunog ng isang patinig (a, e, i, o, u) d. pagkakaltas bili + han = bilihan = bilhan
at isang malapatinig (w, y). Hal. bahay, reyna, baliw, tutoy e. pagdaragdag paalala + han = paaialahan;
Klaster / kambal katinia - magkasunod na tunog katinig, paalatahan+ an = paatalahanan
karaniwang salitang hiram ang may ganitong tunog. Hal. bruha, f. pag-aangkop hintay + ka = teka
droga, globo Bahagi pa rin ng mga paraan ng pagbuo, pati ng pagpapalawak, ang
Mga Ponemang Suprasegm ental - karaniwang hindi tinutumbasan mga bahagi ng pananalita ng wikang Filipino. Ginagamit sa iba't ibang
ng mga letra sa pagsulat kundi mga simbolo lamang upang matukoy pagpapahayag ang mga sumusunod na saklaw ng pambalarilang
ang paraan ng pagbigkas kayarian (grammatical structures):
o diin Mga Salitang Pangnilalamarr (Content Words)
o tono, intonasyon, punto a. Mga Nominal
o hinto / antala - Pangngalan
A lfabetong F ilipino - may 28 letra; tulad din ng tawag sa Ingles - Panghalip
ang tawag sa bawat letra, maliban sa letrang n na bigkas - Kastila b. Pandiwa
Silabikasyon - paghahati ng mga pantig sa wikang Filipino; mga - Pokus
halimbawang patern ng silabikasyon sa wikang ito: - Aspekto
PKK - eks - tra c. Panuring
KPKK - is - kawt - Pang-uri
KKPK - trak - Pang-abay
KKPKK - mag - drayb > Mga Salitang Pangkayarian (Functional Words)
KPKKK - a - nawns - ment a. Mga Pang-ugnay
6.2 Morpolohiya - may kinalaman sa pagbuo ng salita - Pangatnig
Mga paraan ng pagbuo ng salita - Pang-angkop
a. paggamit ng salitang ugat- sariwa - Pang-ukol
b. paglalapi - napaka-sariwa b. Mga pananda
c. pag-uulit - maganda-ganda - Pantukoy
d. pagtatambal - siHd-aklatan - Pangawing
Mga pagbabagong morpoponemiko 6.3 Sintaks - pagbuo at pagpapahaba ng mga pangungusap
a. asimilasyon pang + bansa = pambansa Batayang pangungusap at mga bahagi nito:
b. pagpapalit ano + ano = anu-ano Panaguri
c. paglilipat y + in + akap = yinakap = niyakap Paksa
1>i. Arsenic R. Emperado PNU LET Reviewer 125

Filipino Komunikasyon sa Akademikong Filipino (cncral liiuiatiim
Sa Filipino, normal o karaniwan ang pagsasabi muna ng panaguri, v ' Pamaraan - Malikot matulog + ang sanggol.
kasunod ang paksa tulad nito: s Pantunan - Sa Baguio nagbakasyon + ang mag-anak.
Kumakanta si Martin Nievera Magagamit na paksa (simuno, topic, pinag-uusapan7sentro, pokus ng
(Panaguri + Paksa) usapan) sa pangungusap ang mga pariralang nominal. Inihuhudyat ng
sa halip na: nauunang pananda o marker ang (para sa pangngalang pambalana),
Si Martin Nievera ay kumakanta si / sina (para sa mga tangi o personal na pangalan) ang paksa ng
(paksa + ay + panaguri) pangungusap sa Filipino.
Magagamit na panaguri ng pangungusap ang iba't ibang bahagi ng
pananalita, kabiiang ang nominal, pang-uri, pandiwa, atpang-abay, Ginagamit ang ang sa anumang bahagi ng pananalita na ginawang
tulad ng mga sumusunod na halimbawa: nominal, maging ito ay pangngalan, pang-uri, pandiwa, o pang-abay.
Pangungusap = Panaguri + Paksa Pangungusap = Panaguri + paksa
> Mga nominal a. Pariralang Pangngalan = Nagwawalis + ang Metro Aide.
f Pangngalan - Doktor + ang kapitbahay ko. b. Pariralang Pang-uri = Nagwagi +ang pinakamataassa lahat.
s Panghalip - Sila + ang barkada ko. c. Pariralanag Pandiwa = Isabay mo + ang mga nahuli.
s Panghalip Pamatlig lyon + ang alaga niyang aso. d. Pariralang Pang-abay = Binati ko + ang nanalo kahapon.
s Pariralang Nomina! - Ang dalagang iyan + ang nililiyag ko. Sa mga pangungusap na verbal (kung saan pandiwa ang panaguri),
Pangungusap = Panaguri + Paksa nagiging pokus ng pangungusap ang paksa pagkat nagkakaroon ng
> Pang-uri semantic na relasyon ang pandiwa sa paksa.
s Payak - Duwag + si Berto. Halimbawa:
s Maylapi - Mataba + si Berto. Batayang Pangungusap (BP)
s Inuulit - Maligayang-maligaya + si Berto. Naglinis (ng mesa) ang nanay (sa kusina).
S Tambalan - Balat-sibuyas + si Berto.
s Pariralang Pang-uri - May makinis na balat + si Berto. Sa BP na ito, nakapokus sa aktor / tagaganap (ang nanay) ang
> Pandiwa pangungusap, at mga komplemento naman ang ng mesa (layon)
s Walang komplernento- Naglalaba + ang nanay. sa kusina (ganapan).
s May komplemento Naglilinis ng mesa sa kusina + ang nanay
(aktor, layon, taga-tanggap, ganapan atbp) Sa pagbabago ng panlapi, pansining maipopokus ang ibat ibang
> Pang-abay komplemento tulad ng sumusunod:
/ Pamanahon - Kamakalawa pa inilibing + ang napatay s Pokus sa layon: Nilinis ng nanay ang mesa sa kusina.
na sundalo. s Pokus sa ganapan: Pinaglilinisan ng nanay ng mesa
ang kusina.
1 2 6 PNU LET Reviewer Dr. Arsenia R. Eniperatio

s Pokus sa sanhi: Ikinapagod ng nanay ang paglilinis Hum ihingi ng alternatibo
ng mesa sa kusina.
Umalis na ba o hindi pa ang mga panauhin?
s Pokus sa instrumento: Ipinanltnis ng nanay ng mesa
Alin ang gusto mo: iyan o ito?
sa kusina ang tubig sa timba. Ano ang uunahin ko: ito ba o iyan?
s Pokus sa direksyon: Puntahan mo ang kusina
o Mga Pangungusap na tiniyak ang panaguri
(na pinaglilinisan ng mesa ng nanay).
Bukod pa sa batayang pangungusap, na binubuo ng kompletong
panaguri at paksa, mayroon pang ibang uri ng pangungusap sa wikang Batayang Pangungusap (BP) Hangong Pangungusap (HP)
Filipino: Bakla ang nakita niya. Ang bakla ang nakita niya.
Pangungusap na Hango sa Batayang Pangungusap (Sino ang nakita niya?) (Tinitiyak kung sino ang nakita.)
o Nasa anyong tanong
BP: Kumain na ang mga panauhin. o Mga konstruksyong binaliktad o inverted
Mga tanong na hango sa BP a. Inverted ay - ito ang tinutukoy na di-karaniwang ayos sa
Masasagot ng Oo o Hindi Filipino na malimit gamitin sa mga nasusulat na literature at
Kumain na ba ang mga panauhin? formal na rehistro.
Kumain na ang mga panauhin di ba? Pangungusap = Paksa + ay fy) + Panaguri
Talaga bang kumain na ang mga panauhin? BP: Nagmeryenda na si Nanang.
Ano, kumain na ang mga panauhin? HP: Si Nanang ay nagmeryenda na.
b. Iba pang konstruksyong binaliktad o inverted
Hum ihingi ng impormasyon BP: Umalis na kahapon ang mga balikbayan.
Sino ang kumain na? HP: Kahapon, umalis na ang mga balikbayan (hindi ngayon).
Kailan kumain ang mga panauhin? o Mga Pangungusap na naghahayag ng negasyon
Paano kumain ang mga panauhin? BP: Umakyat ang mga bata.
Saan pupunta ang mga panauhin? HP: Hindi / Di-dapat umakyat ang mga bata.
Ano ang ginawa ng mga panauhin? Ayaw kong umakyat ang mga bata.
Ilang panauhin ang umalis na? Huwag sanang umakyat ang mga bata.
Mga Pangungusap na Walang Tiyak na Paksa
Masasagot ng mayroon o wala o Penominal - tumutukoy sa kalagayang pangkalikasan
May umalis na bang mga panauhin? (Binubuo ng panaguring pandiwa na
Wala pa bang umaalis na mga panauhin? may kasamang pang-abay)
Umuulan! Lilindol daw.
Dr. Arsenia R. Emperado PNU LET Reviewer 127
Filipino - Komunikasyon sa Akademikong Filipino General Education
o Temporal nagsasaad ng kalagayan o panahong panandalian Paano ang pagbibigay o nairerepresenta sa isipan ng tao ang
(Binubuo ng pang-uri na may kahulugan?
kasamang pang-abay) o denotasyon at konotasyon
Mainit! Kay init ngayon. Halimbawa: PASKO
o Eksistensiyat - nagsasaad ng pagka-mayroon > Denotasyon: ika-25 ng Disyembre para sa mga
May mga mag-aaral na sa awditoryum. kristiyano, araw na kapanganakan ni Kristo
Alas diyes na. > Konotasyon: panahon ng pagbibigay ng mga
Lunes ngayon. regalo, pagpunta ng mga inaanak sa
Tag-araw. ninong at ninang, karoling ng mga bata,
Bagong Taon na naman. pagkain ng bibingka at puto-bumbong
o Ka-pandtwa - nagsasaad ng katatapos na kilos o sinonim, antonim, polisemi athomofon
Kaaalis tang niya. > sinonim - mga salitang magkapareho ng kahulugan
o Pambating Halimbawa: payak - simple
panlipunan - magagalang na pananalita ng magbili - magtinda
' pakikipagkapwa-tao magkatulad - magkapareho
Kumusta ka? > antonim - mga salitang magkasalungat ang kahulugan
Salamat. Halimbawa: mataas - mababa
o Panawag panawag na pangkamag-anak maliwanag - madilim
Hoy! Pssst! Tena! Manang! > polisemi - mga salitang may dalawa o mahigit pang
o Pandamdam - nagpapahayag ng matinding damdamin kahulugan na magka-ugnay
Arayko! Sus! Aru! Ow, talaga! Halimbawa: marka
o Modal nangangahulugan ng "gusto" / nais" / Mataas ang marka ng anak ko sa Ingles.
ibig" Nag-iwan ng marka ang kanyang kagat sa
Gusto kong matulog. braso ng bata.
6.4 Semantika - may kinaiaman sa interpretasyon ng mga kahulugan ng mga > homofon - salitang magkapareho ng tunog o anyo
salita at pangungusap subalit magkaiba ang kahulugan. Nagdudulot
ng pagkalito o di kalinawan ang homofon
Nabanggit na sa Simula na binubuo ang grammar ng wika ng ponolohiya, sa pangungusap.
morpolohiya, sintaks at panghuli, ng semantika. Tumutukoy ang naunang Halimbawa: bangka
tatlo sa pag-aaral ng anyo (form) at patern ng wika, tumutukoy naman ang (1) maliit na sasakyang pandagat na yari sa kahoy
semantika sa pag-aaral ng kahulugan mismo sa wika.
S K t e l PNU LET Reviewer Dr. Arsenia R. Emperado

(2) taong tagabigay ng baraha sa isang klase ng suga! B. Pagbabahagi ng damdamin Pakikiramay, pagpuri, pagsang-ayon,
Pangungusap: Hindi pa dumarating ang bangka. (Sharing feelings) pahayag, paglibak, paninisi,
Mahirap alamin ang konteksto. pagsalungat.
Sino/Ano ang tinutukoy?
K. Pagbibigay o pagkuha ng Pag-uulat, pagpapaliwanag, pagtukoy,
Ang sasakyang pandagat o isang manunugal.
impormasyon (Getting factual pagtatanong, pagsagot
o parapreys - mga magkakaparenong kahulugan
information)
ng mga pangungusap.
- 'Kumanta ang koro ng mga lumang kanta D. Pagpapanatili sa pakikipag- Pagbati, pagpapakilala, pagbibiro,
- Mga lumang kanta ang kinanta ng koro kapuwa at pagkakaroon pagpapasalamat, paghingi ng
- Naglaro ang mga bata ng basketbol ng interaksyon sa kapuwa paumanhin.
- Nagbasketbol ang mga bata (Ritualizing function)
E. Pangangarap at paglikha Pagkukuwento, pagsasadula,
7. Matapos na mataiakay ang mga batayang kaalaman sa ilalim ng una, (Imagining/Creating function) pagsasatao, paghula
kakayahang panlinggwistika, dumako naman tayo sa ikalawa ang
kakayahang pangkomunikatibo sa pag-aaral ng wika. > Paano natin maipakikita na nagagamit natin ang wikang Filipino nang may
lalong mataas na antas ng kasanayan at kahusayan?
8. Hindi lamang naaayon sa kaalamang makagamit ng mga pangungusap na may
wastongbalarilakundimaykayahan paring ipakitaatgamitinangalinmanggawing Naririto ang mga halimbawa ng mga inaasahang kasanayan (Belvez, et
pakikipag-usap ('speec/Jtetawororspeectecfsjnaangkopatnaaayonsahinihingi al., 1990):
ng sitwasyon ang kakayahang komunikatibo (communicative competence)
A. Naisasagawa ang ibat ibang uri ng pagpapahayag o gawi ng
9. Kung kahulugang komunikatibo ang susuriin sa isang pahayag, tiyak na iuugnay pagsasalita kaugnay ng pagtugon sa iba't ibang tungkulin ng
ito sa tungkulin ng komunikasyon at ang kaugnay na gawi ng pagsasalita tulad komunikasyong kinakaharap sa pang-araw-araw na sitwasyon.
ng ipinakikita ng sumusunod na tsart ni Gordon Wells. 1. Nagagamit ang angkop na pahayag sa pagdalo sa isang pagtitipon
2. Nakasasali sa isang makabuluhang gawain ukol sa pagtatanong
Tungkulin ng Komunikasyon Gawi ng Pagsasalita ng direksyon, tao o bagay.
(Functions o f Communication) (Speech or Communication Acts) 3. Malinaw na naipapahayag ang iba't ibang kaisipan ayon sa lugai
o sitwasyong kinaroroonan.
A. Pagkontrol sa kilos o gawi ng Pakikiusap, pag-utos, pagmumungkahi,
4. Nasasabi nang malinaw at may paggalang ang pagpapagawa ny
iba (Controlling function) pagpupunyagi, pagtanggi, pagbibigay
isang bagay o gawain.
babala.

5. Nasasabi nang mabisa ang mga iniisip at niloloob. C. Nakakapakinig at nakasasali sa ibat ibang talakayan kaugnay ng
6. NakapaghahatkJ at nakapaghaharap nang mabisa ng ibat ibang ibang lawak ng pag-aaral sa kurikulum
impormasyon. 1. Naririnig nang may pang-unawa at natatalakay nang mabisa ang
7. Naipapahayag at natutukoy ang mga saloobing moral. mga paksa tungkol sa kasaysayan, pamahalaan at konstitusyon
8. Naisasagawa ang wastong pakikipagkapwa. 2. Nakapagpapahayag ng kaisipan at gawaing kaugnay ng musika,
9. Nakalilikha nang pasalita ng ilang tugma, kuwento at patalastas. sining, kagandahang-asal at gawaing pantahanan
B. Naisasagawa nang mabisa ang ibat ibang gawaing komunikasyon sa 1 0. Sa pagsasalita at pagsulat ang wastong paggamit ng mga salitang karaniwan
pag-aaral. ay lubhang kailangan.Kailangang sumusunod ito sa mga alituntuning
1. Nakakapakinig at nakaialahok sa isang talakayan ng panayam na panggramatika. Nakatutulong sa maayos, malinaw at mabisang pagpapahayag
napakinggan kung wasto ang gamit ng mga salitang Filipino.
2. Nakapagsasagawa at nakasasagot sa isang interbyu
3. Naibubuod ang balitang nabasa o napakinggan
4. Nalalagom ang kuwento, editoryal o patalastas na narinig
5. Nakapagbabalangkas at nakapag-uulat
6. Nakapagbibigay ng isang panuto at paglalarawan
7. Nakakasali nang mabisa sa isahang pagbigkas
8. Nakapag-uusap tungkol sa mga tsart, grap, mapa at larawang-
guhit
9. Natutukoy ang pangunahing paksa ng mga narinig na paglalahad
10. Nakapagbibigay-katwiran, kuru-kuro o opinyon tungkol sa mga
balita o pangyayaring narinig o nabasa
11. Nakapagsasagawa ng isang biglaang pagpapahayag
(extemporaneous speech)
12. Nagsasabi nang makabuluhan sa isang pagpupulong
13. Nakapagbibigay ng isang gawaing padikta (Gagamiting paksa rito
ang ibat ibang lawak ng pag-aaral sa kurikulum.)
K jc fc S pW i LET Reviewer Dr. Arsenia R. Emperado

General Education Filipino - Komunikasyon sa Akatiemikong Filipino
B A H A G I I! -P A G S U S U R I S A M G A A Y T E M mga wika na higit na mahalaga ang tono, tulad ng Mandarin at Thai na

M G A T E K N IK S A P A G S A G O T N G M G A T A N O N G itinuturing na tone language. May mga wika naming higit na mahalaga ang
diin, tulad ng Ingles. At may wika naming higit na mahalaga ang haba tulad
ng Filipino.
Kapag binago ang haba ng pantig na - sa - sa /kasa . ma / companion,

mababago ang kahulugan ng salita.
Wastong Paggamit ng Ponemang Suprasegmental
(Tono, Haba, Diin, Antala) Opsyon A.
Tono, tumutukoy sa taas-baba na iniuukol natin sa pagbigkas ng pantig ng
Item 1. isang salita. Walang magiging pagbabago sa kahulugan kahit na baguhin pa
ang tono.
Alin sa mga sumusunod ang makapagpapabago ng kahulugan ng salitang / kasa.
ma / = companion? (a)
3ma
B a guhinang_____________ng bigkas ng salita. ka
'sa
A. tono (b)
B. diin
C. haba *ka
D. antala 'ma
C ang tamang sagot. Opsyon B.

Diin, tumutukoy sa lakas ng bigkas sa pantig ng salita. Kahrt pagbagu-
Anotasyon baguhin ang lakas ng pagbigkas sa tatlong pantig na ka-, - s a - at - ma
Mga Teknik sa Pagtukoy ng Wastong Gamit ng Ponemang Suprasegmental mananatili pa rin ang kahulugan ng salita.
(Tono, Haba, Diin, Antala)
Opsyon D.
Ang tamang sagot ay C. Antala, ang saglit na pagtigil sa pagsasalita, wala pa rin itong magiging
May ibat ibang halaga sa bawat wika ang ponemang suprasegmental. May epekto sa kahulugan ng salitang / kasa. ma / = 'companion
Dr. Arsenia R. Emperado PNU LET ReviewerliESl

Kawastuan sa Pagbuo ng Pangungusap

Kawastuan sa Pagbuo ng Salita
(Gamit ang mga Uri ng Pandiwa)
(Kayarian ng Pangngalan)
Rem 3.
Item 2.
Sa pamamagitan ng ibat ibang paraan, maaaring makabuo ng mga pangngalan Alin sa mga sumusunod na pangungusap ang di wasto ang pagkabuo o walang
mula sa salitang-ugat na bayan. Aling salita ang di dapat maisama sa pangkat? kabuuan ang diwa?
A. bayan-bayan A. Kumuto ang tubig

B. batikbayan B. Nagpatay si Mang Ousting.
C. kabayanan C. Kumain siya.
D. kabayanihan D. Kumain siya ng pansit luglog sa paiengke.
Ang tam ang sagot ay D. Ang tam ang sagot ay B.
Anotasyon Anotasyon
Mga Tekriik sa Pagtukoy ng Kawastuan sa Pagbuo ng Salita Mga Teknik sa Pagtukoy ng Kawastuan sa Pagbuo ng Pangungusap
(Kayarian ng Pangngalan) (Gamit ang mga Uri ng Pandiwa)
D ang tamang sagot. B ang tamang sagot.

Ang salitang ugat ay bayan. Ang satitang kabayanihan ay mula sa salitang-
ugat na bayani. May tatlong uri ng pandiwa:
a) pandiwang katawanin
Opsyon A. b) pandiwang ganap na palipat
Batay sa kayarian ng pagbuo ng salita ito ay halimbawa ng pangngalang c) pandiwang di-sapilitang palipat
inuulit. (bayan-bayan)
Ganap na palipat yaong pandiwang may kasamang tuwirang layon. Sa ganitong
Opsyon B.
uri ng pandiwa ay hindi maaaring alisin ang tuwirang layon nang hindi masisira
Batikbayan, halimbawa ng pangngalang tambaian. (balik + bayan)
ang kabuuan ng diwa ng pangungusap.
Opsyon C.
Pangngalang maylapi / hinango ang tawag sa kabayanan.
Dr. Arsenia R. Emperado
132 PNU LET R eview er
Kaya't sa pangungusap na Nagpatay s i M ang G usting kulang at di btio ang C. Ang ganda naman ng damit mo! Saan ba ang lakad mo?
kaisipan dahil kulang ng tuwirang layon. Upang maging wasto: D. Ang kyut-kyut mo! Para kang bibinyagan!
Nagpatay ng baboy/m anok s i M ang Gusting. Ang tamang sagot ay C
Opsyon A. Anotasyon
Mga Teknik sa Pagtukoy ng Wastong Pagbabahagi ng Damdamin
Ito ay isang halimbawa ng pandiwang katawanin, yaong pandiwang likas na di (Pagpuri)
pangangailangan o di malalagyan ng tuwirang layon.
Mga Opsyon C at D. Basahin nang mabuti ang tanong.
Mga halimbawa ng mga pandiwang di sapilitang patipat, yaong maaaring 1. Ituon ang pansin sa hinihinging tungkuling pangwika. (Pagbabahagi ng
mayroon tulad ng Opsyon D at walang kasamang tuwirang layon tulad ng Damdamin - Pagpuri)
Opsyon C.
2. Pag-aratang mabuti ang mga pagpipiliang sagot.
3. Ang tamang sagot ay C. Isang magandang gawi ang pagiging matapat kung
Item 4. tayoy pumupuri sa ating kapwa. Karaniwan, pinupuri natin ang kasuotan ng
kausap kung talagang dapat purihin.
Likas na palahanga ang mga mamamayang Filipino. Nagpapahayag tayo ng
paghanga at pagpuri sa ibat ibang pagkakataon at gumagamit tayo ng ibat Ibang Mga Opsyon A at D. Dapat tayong mag-ingat tungkol sa pagbati ng
ekspresyon. Kung magkaminsan, ginagamit natin ang ekspresyon sa paghanga pangangatawan ng kapwa. Mangyari, may mga taong ayaw mababati ang
upang batiin ang taong / kaibigang ating nasasalubong. paglaki ng katawan (pagtaba)o pagpayat kaya.
Alin sa mga sumusunod na pahayag ang angkop at mabuting gamitin sa ganiteK} Opsyon D. Kung hindi rin lang tapat sa ating kalooban ang sasabihin, mas
pagkakataon? mainam na huwag nang kumibo.
A. Napakapayat mo ngayon, a. Naospital ka ba? 4. Iba pang kaisipan:

B. DiyosKo! Bakit nagkaganyan ka? Ang taba taba mo! Gumagamit tayo ng ibat ibang kaantasan ng pang-uri sa pagpapahayag
ng paghanga. Tatlo ang kaantasan ng mga pang-uri:
Dr. Arsenia-R. Kmperaclo PNU LET Reviewer 133

a) Lantay - nasa payak na anyo at walang paghahambing na nagaganap.
Halimbawa: Ang ganda naman ng damit mo! Anotasyon
b) Pahambing - kung nagtutulad sa dalawang tao o bagay; nahahati Mga Teknik sa Pagtukoy ng Wika ayon sa Pormalkiad ng Pagkagamit
sa dalawang uri - magkatulad at di magkatulad; sa tao/bagay na
magkatulad ginagamit ang sing, magsing, kasing, magkasing sa
Upang maisagawa ang mabisang pakikipagkomunikasyon gamit ang wikang
pagpapahayag; sa tao/bagay na di magkatulad ginagamit ang lalo,
Filipino, dapat na makilala ng tagagamit ng wika/ispiker ang katangian ng ibat
higit, kaysa, digaano, dituladng, nitulad, digayang atbp.
ibang istilo/barayti ng wika para maunawaan kung paano ito gagamitin para sa
c) pasukdol - kung naghahambing ng isang tao, bagay, pook o
mabisang interaksyon sa angkop na sitwasyon.
pangyayari sa dalawa o higit pang tao o bagay; ginagamit ang mga
panlaping napaka, pinaka- at ka-an.
Opsyon D ang tamang sagot.
Wika Ayon sa Pormalidad ng Pagkagamit Sa pag-uuri sa istilo ng wika o pahayag batay sa pormalidad ng pagkagamit,
binibigyan ng konsiderasyon ang paksa, papel na ginagampanan at lugar,
kung bakit nagkakaroon ng pagbabago sa istilo ng wika.
Item b.
paksa - Kaisipang pinag-uusapan (bayad sa pasahe)
papel na ginagampanan - Ano ang relasyon ng nag-uusap?
Basahin ang sumusunod na dayalogo/usapan. Kilalanin mo ang salita / pangungusap
(drayber -pasahero)
ayon sa pormalidad ng pagkagamit.
lugar - Nasaan ang pag-uusap?(sa loob ng dyip) Ano ang palatandaan ng
Ang Pasahero a t ang Drayber istilo ng usapang kaswal?
walang ingat sa pagpili ng mga salita
Pasahero: Mama, ito ho ang bayad!
Drayber : Saan ito !
bahagyang mababa ang sosyal na pamantayan
Pasahero: Isa tang ho.
Drayber llan 'to? Opsyon A.
Pasahero: Sa Esparia lang ho.
Iba ang katangian ng istilong pormal:
Uriin ang isblo ng usapan gamit ang batayan: wika ayon sa pormalidad ng pagkagamit.
nakaplano, iskripted
gumagamit ng mga buong pahayag/pangungusap
A. formal oseryoso
mga pangungusap na may kaayusang gramatikal
B. intimeyt o kilalang-kilala
C. konsultatibo o sumasangguni
D. kaswal
134 PNU LET Reviewer Dr. Arsenia R. Emperado

Opsyon B. 11. Lagyan ng kapares ang salita upang makabuo ng pagpaparis na magkasama
kagaya ng sumusunod:
Katangian ng istHong intimeyt: langit at lupa
usapan sa pamilya, mga mahal sa buhay at pinakamalatapit na kaibtgan liwanag at dilim
pagtatapat ng pinakatatagong lihim puno at dulo
sanhi a t ___________
Opsyon C. A. dahilan buti
B. buhay D.) bunga
Katangian ng istitong konsultatibo o sumasangguni: 12. Alin ang salitang may karaniwang kahulugan dala ng diksyunaryo o ginagamit
transaksyong pangnegosyo, usapang doktor-pasyente, usapang p r o - sa pinakakaraniwan at simpleng pahayag?
mag-aaral Makunat ang taong iyan.
'By Ayaw ko ng bola," ang sabi ng bata.
Item C. Berde ang kanyang utak.
6. May mga pagkakataon na maaaring palitan ng ibang ponema / tunog ang D. Ayaw ko ng bola, ang sabi ng dalaga.
isang ponema nang hindi magbabago ang kahulugan ng salita tulad ng 13. Alin sa mga sumusunod na salita ang may klaster?
A. diyes C. daram
A. ewan - iwan C. lataki - lalake B. diyip ( d) drakula
B. diles - riles D. uso - oso 14. Anong pagbabagong morpoponemiko ang matatagpuan sa salitang bakuran?
7. Piliin ang salitang may diptonggo. A. pagpapalit ng ponema C. paglilipat diin
A. Yoyong C. lawa B. asimilasyon D. metatesis
B. kamay D. tihaya 15. Ano ang pormasyon ng pantig sa mga titik na pahilig? prin sesa
8. May iba't ibang posrsyon ang kinalalagyan ng paniapi sa salita. Anong uri n KKPK C. K P K
panlapi ang matatagpuan sa salitang ipagsumigawan? f t KKP D. KP
A. unlapi C. hulapi 16. Ang mga kasamahan mo ay nagsasabing higit na mainam daw magtrabaho
B. gitlapi f).) laguhan sa ibang bansa pagkatapos ng pag-aaral sa Pilipinas. Iba naman ang nasa
9. Alin ang dapat atisin sa pangkat? isipan mo. Paano mo sisimulang ilahad nang magalang ang iyong lubusang
A. kahali-halina kaakit-akit pagsalungat?
B. kabighani-bighani Dt kaliga- ligaya A. A. Parang maling-mali ka ..........
10. Ano ang kasalungat / antonim ng nratatag? B. Sa puntong iyan, tama ka, pero........
A. matibay C. mabuway C. Nirerespeto ko ang opinyon mo, pero___
B. malakas D. mataba D. Sa isip ko tama ka . . . .
Dr. Arsenia R. Eriiperado PNU LET Reviewer 1 3 5

(m ur.il 1'ifiuation
V
Filipino - Komunikasyon sa Akademikong Filipino
Pinag-uusapan ng iyong mga kaibigan ang pornograpiya sa mga sining Para sa Item 22 - 23. Anong tungkulin ng komunikasyon ang ginagampanan ng
(pelikula, babasahin at iba pa). Nais mong magdagdag ng ibang punto sa mga sumusunod na pahayag?
argumento. Paano mo ito sfeimulan? 22. Tungkol saan ang talakayan ninyo?
A. Pahintulutan mong wakasan k o ___ A. pagkuha ng impormasyon
B. "Bilangpaglalahat . . . . B. pagbabahagi ng damdamin
C. Pero kung tutuusin........ " c pagkontrol ng kilos ng iba
D r Bukod pa riyan ............ D. paglikha
18. May mahalagang bagay kayong naiwan sa babay. Nais ninyong tumawag . Tenat mayklasepatayo.
sa telepono. Hihingi kayo ng pahintulot sa kalihim ng inyong dekano upang A. pagpapanatili sa pakikipagkapwa
magamit ang telepono. Ano ang magandang Simula? B. pagbabahagi ng damdamin
A. Sige n a ........ C. pangangarap o paglikha
B. Sa kabuuan........ D. pagkontrol sa kilos ng iba
C Sa maikling sa b i___ . Alin sa mga sumusunod ang di-pormal na pahayag?
D. Maaari po b a n g ........... A. Paalam na po.
19. Sa pangungusap sa ibaba, nilalagyan ng isang bar if) angisang sagiit na B. Hay! Kumustaka?
paghinto at ng dobleng bar (II) angkatapusan ng pahayag. Ano ang ibig C. May maitutulong po ba ako?
sabihin ng pangungusap na ito? Tito / Juan Anton ang pangalan niya. // D. Ipagpatawad mo.
A. Sinasabi ang buong pangalan ng ipinakikilala. . Alin ang di-tahas o mataHnghagang pahayag?
(B? Kinakausap si Tito, o kayay isang tiyo, at ipinakikilala si Juan Anton. A. Mainit ngayon. Buksan mo ang bentilador.
C. Kausap ang isang tiyo na Juan ang pangalan. Ipinakikilala si Anton. B. Tumigil ka na sa iyong pagsasalita.
E. Lahat tama. JC. Nakapapaso ang init ng araw ngayon.
Para sa Item 20 - 22. Anong gawi ng pagsasalita ang ginagampanan ng mga D. Malamig ang panahon. Umuulan.
sumusunod na pahayag?
20. "Kumusta ka na?"
'k . pagbati C. pagpapasalamat
B. pagbibiro D. pagpapakilala
21. Pumunta kat baka dumating din ako.
A. pakikiusap C. pagtanggi
B. pag-uutos D. pagpupunyagi
136 PNU LET Reviewer Dr. Arsenia R. Empcrado

6. Alin ang batayang pangungusap sa sumusunod na pahayag?

- A. Ang mag-aaral na babaing iyon ay iskolar. < ------
B. Ang mag-aaral ay iskolar.
C. Ang mag-aaral na babae ay iskolar.
D. Ang matalinong mag-aaral ay iskolar.
7. Ang batayang pangungusap ay Umalis ang mag-anak. Alin sa mga sumusunod
na pahayag ang may pampalawak na pang-abay?
f A. / Umalis ang mayamang mag-anak.
1. Isang paraan upang maipakita ang pagkokontrast ng mga ponema / tunog ay B. Umalis ang mag-anak na iyon. ,
ang paggamit ng pares minimal. Alin ang di dapat isama sa pangkat? C. Umalis agad ang mag-anak.
A. lasa - tasa C. bibi - bibe D. Ang mag-anak na nagmamadali ay umate
Br' mesa - misa D. tela - tila 8. Aljn sa mga sumusunod na pahayag ang may pw mgtt?
2. May ponema / tunog na malayang nagpapalitan. Alin ang di dapat isama sa A. Kalabaw raw ni Kuya ang nawala.
pangkat? B. Kalabaw ni Kuya sa bukid ang nawala.
A. pinanunuod -pinanunood C. Ang kalabaw na mataba ni Kuya ang nawate
B. karsada -kalsada D. walang tamang sagot.
C. marusing -madusing 9. Alin sa mga sumusunod nasalita ang may cfcfjtonggo?
D. loro - lolo A. salaysay C. sayawaa
3. Alin sa mga sumusunod na salita ang magbabago ang kahulugan kapag inalis B. aliwan D. luya
ang gitling? 10. Ano ang katangian ng mga sumusunod na salta?
i'A, may-ari C. pag-asa Magbasa, umibig, maligaya, paalis.
B. pag-ibig D. tag-ulan Pare-parehong m a y ________________.
4. May sadyang gamit ang gitling sa palabaybayang îlipino. Alin ang di-dapat ' A unlapi C. hulapi
gamitan ng gitling? B. gitlapi D. laguhan,
A. gabi-gabi C. taga-Bulacan 11. Alin sa pangkat ng salita ang ginamitan ng huiapi?
B. paru-paro D. ika-10 A. lupa, bayani. bandila, langit
5. Alin sa mga sumusunod na pangngalan ang inuulit? B. maglaro, umalis, matakot, palayo
A. sarisari C. lapulapu C. sumayaw, lumakad, sinagot, ginawa
B. gamugamo D. sabi-sabi D. ibigin, sulatan, sabihin, sabihan
Dr. Arsenia R. Empcrado PNU LET Reviewer 137

Filipino - Komunikasyon sa Akademikong Filipino (ic iu r.il licttH'iition
12. Alin sa mga sumusunod na satita ang maykattas o nawawaiang poneraa / 18. Panguk) ka ng Kabataang Baranggay sa inyong lugar. Tumawag ka ng isang
tunog? ispesyal na pulong na dinaluhan ng mga kasapi.
A. dalhin C. teka Ano ang angkop na sabihin upang mapasimulan ang pulong?
B. hagkan 0 .; tena A. Puwede bang simulan na natin ang pulong?
Para sa Item 13 - 1 5 Ating pahayag ang tumutukoy sa kalagayan / sitwasyon sa ibaba. B. Mangyaring sumaayos ang kapulungan.
13. Ipinakikilala mo ang iyong kasintahan sa isang Duktor at kay Jenny. C. Bukas na ang hapag.
A. Jenny / ang girlfriend ko / Duktor. D. Mangyaring tumahimik ang lahat.
B. Duktor / Jenny / ang girlfriend ko. 19. Bagong lipat ka sa isang lugar. Hindi mo pa alam kung paano pupunta sa
C. Duktor Jenny / ang girlfriend ko. bayan. Balak mong magtanong sa pulis. Paano mo iio sasabihln?
D. Lahat tama. A. Mamang pulis, saan po kaya ako makasasakay papuntang bayan?
14. Ayaw mong tanggapin na si Roily ang nanalo sa paligsahan. B. Mamang pulis, ituro ninyo nga sa akin ang sakayan papuntang bayan?
A. Hindi si Roily / ang kampeon. C. Mamang pulis, saan ba ako sasakay papuntang bayan?
B. Hindi / si Roily ang kampeon. D. Saan ba ang sakayan papuntang bayan?
C.-, Hindi si Roily ang kampeon.// 20. Alin sa sumusunod na mga salita ang wasto ang pagkabaybay?
D. walang tamang sagot A. panbukid C. pam-bukid
15. Itinuturo sa pulis ang salarin. B. pambukid D. pangbukid
A. Tinyente Magtanggol Luis / siya ang salarin. 2 t. Alin ang di-wasto ang pagkabaybay sa mga sumusunod na salita?
B. Tinyente Magtanggol / Luis / siya ang salarin. A. kasingganda C. hatinggabi
C. Tinyente / Magtanggol Luis / siya ang salarin. B. mangagawa D. alalahanin
D. Lahat tama. 22. Matagal ka nang nakikipag-usap sa telepono. Sinenyasan ka ng iyong pinsan
16. Alin sa mga sumusunod na pahayag ng paghingi ng tawad ang di pormai? na tapusin mo na ang iyong pakikipag-usap. Paano mo ito sasabihin?
A. Pasensiya ka na. A. Ibaba mo na ang telepono. Kailangang tumawag ang pinsan ko.
B. Patawarin mo ako. B. Sigena. Nagagalit na ang pinsan ko.
C. Pagsisikapan kong di na mangyari itong muli. C. Mamaya na uli tayo mag-usap. Gagamitin kasi ng pinsan ko ang telepono.
D. Huwag ka nang magalit Hindi ko na gagawin muli. D. Sige. Tama na ang kuwento.
17. 23. Alin sa mga halimbawa ang di-dapat isama sa pangkat ng pangungusap na
Naglilinis ng bakuran ang mga lalaki samantalang nagluluto ang mga babae. walang paksa.
A. Ang tapang mo pala! C. Umuulan
Ito ay halimbawa ng pangungusap na may kayariang_______________.
B. Arayl D. Ginto ang aiahas.
A. tambalan C. hugnayan
B. payak D. langkapan

24. Alin sa mga pangungusap ang pokus sa aktor / tagaganap?
I D Bumili ng laruan si Gel sa SM para sa kanyang inaanak
B. Biniti ni Gelling laruan sa SM para sa kanyang inaanak.
C. Binilhan ni Gel ng laruan ang SM para sa kanyang inaanak.
D. Ibinili ni Gel ng laruan ang kanyang inaanak sa SM.
25. Alin ang tamang pangungusap na patanong na hango sa batayang pangungusap
na pasalaysay?
BP: Mamamasyal sila sa Biyemes.
A. Saan sila mamamasyal?
B. Kanino sila pupunta?
C. Bakit sila mamamasyal?
D. Kailan sila mamamasyal?

F ilip in o - Paghasa at Pagsulat tun go sa Pananaliksik General Education
Pagbasa at B A H A G II - B A L IK -A R A L S A N 1L A L A M A N
M G A B A TA Y A N G K O N S E P T O
Pagsulat tungo 1. Pagpapakahulugan sa pagbasa

Pagkilala at pagkuha ng mga ideya at kaisipan sa mga simbolong
nakalimbag upang mabigkas nang pasalita ang mga ito. Pag-unawa ito sa
wika ng awtor o manunulat ng mga nakasulat na simbolo (Semorlan, et al.,
sa Pananaliksik 1999).
Sinasabing unang hakbang sa pagtatamo ng kaalaman. Tumutukoy sa
kognitibong proseso ng pag-unawa sa mensahe ng wikang nakasulat.
Isang proseso ng pagkuhang muli at pag-unawa sa mensahe ng ilang anyo
Inihanda ni: ng nakaimbak na mga impormasyon o mga ideya (Alejo, et al., 2005).
Arsenia R. Emperado, Ph.D. Mahalagang salik sa pagbasa ang papel ng dating kaalaman o ang teorya
ng iskema. Inumpisahan ni Barlett (1932) at nilinang nina Anderson (1977)
at Rumelhart (1981) ang teoryang ito na nagsasaad na nakaiimpluwensiya
nang malaki sa pag-unawa kung ano ang mga alam na o hindi- alam ng
jKasanayan: mambabasa.
Mga uri ng iskema:

! Nababasa nang may wastong - content o nilalaman (tumutukoy sa mga sistema ng tunav na
j pag-unawa ang mga teksto sa katotohanan, balyus at kombensiyong kultural)
;* ibat ibang disiptina - formal (tinatawag ding tekstwal na iskema, na may kaugnayan sa
kaalamang retorikal na istruktura ng teksto at mga genre ng panitikan
tulad ng mga nobela, maikling kwento, dula, resipe, patalastas,
! Nagagamit nang mahusay ang talambuhay, liham, jornal, atbp.)
- linggwistika (tinatawag ding iskema ng wika, na tumutukoy sa
i Filipino sa pagbuo ng isang istruktura ng wika, bokabularyo, impleksyong gramatikal at mga gamit
sulating pananaliksik pang-ugnay (cohesive devices).
140 PNU LET R eview er Dr. Arsenia R. Emperado

General Education Filipino - Pagbasa at Pagsulat tango sa Pananaliksik
2. Pagpapakahulugan sa pagsulat Napakahaiaga para sa kasaysayan sa pagbasa at pagsulat ang patuloy na

Paggawa o pagbuo ng mga titik, simbolo, at mga salita. Isang paraan pagpapayaman, pagdaragdag ng bokabularyo/talasalitaan ng mga mag-aaral.
upang ang mga mahahaiagang bagay na hindi matandaan ay muling Haririto ang ilang paraan sa pagpapalawak ng bokabularyo:
mapagbalikan sa isipan (Lorenzo, et al., 2001). kaanyuan/kayarian/pagbuo ng mga salita
Isang mabagal at kompleks na proseso at itinuturing na isang sining na > pagkakabit ng ibat ibang uri ng panlapi sa salitang-ugat upang
nangangailangan ng malalim na pag-unawa at pag-iisip (Badayos, 2000). mabigyan ng ibat ibang kahulugan ang mga ito
Halimbawa:
3. Makatutulong sa lalong pagkakamit ng mabisang pagpapahayag at pagsulat ng pag-uunlapi = umisip
apat na anyo ng pagpapahayag: paggigitlapi = tumulong
a. paglalahad (nagbibigay impormasyon at nagpapaiiwanag) paghuhulapi = linisin
b. paglalarawan ( nagpapalutang ng mga katangian) pag-uunlapi + paggigitlapi = ikinuha
e. pagsasalaysay ( nagkukuwento) pag-uunlapi + paghuhulapi = pagsabihan
d. pangangatuwiran (nanghihikayat na isaalang-alang ang pananaw ng paggigitlapi + paghuhulapi = tinabasan
manunulat) pag-uunlapi,paggigitlapi at paghuhulapi = pinagsumikapan
pag-uulit ng salita
4. Tinatawag din ng ilan ang apat na anyo ng pagpapahayag bilang genre ng parsyal kani-kanila
wika. Samantalang, tinatawag na genre ng nakasulat na teksto ang maikling ganap tuwang-tuwa
kuwento, sanaysay, mga alamat, talumpati, talambuhay, mga tula, atbp. tambalang salita bahay-kubo
salitang balbal oks, tsekot
5. Ang genre ng nakasulat na teksto ay may dalawang anyo sa paggamit ng salita: salitang kolokyal syota, datung
anyong tuluyan panghihiram ng mga salita - axis, xerox
sanaysay talambuhay - editorial - anekdota - ulat paghahambing ng mga magkakatulad at magkakaibang salita
- balita - alamat - dula - pabula - mito Halimbawa:
- salaysayin - talumpati - atbp. malapad at maluwang makipot at maluwag
anyong patula paggamit ng tayutay parang anghel
- tulang pandarndamin/liriko:elehiya, oda, kantahin, soneto paggamit ng idyomatikong pahayag kamay na bakal
tulang pasalaysay: epiko, awit, kurido ugnayan ng mga salita
- tulang pandulaan paggamit ng context clue
paggamit ng diksyunaryo
ih. Arsenia R. Emperado PNU LET Reviewer 141

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik General Education
7. Mga pamamaraan sa pagpapaunlad ng pag-unawa sa pagbasa ng mga s Kahulugan ng opinyon (Silapan at Fabros III, 1999)
tekstong akademiko: a. pagpili, paghiling, o malayang pagpili
pagbasang pahapyaw (skimming) - isang paraang ginagamit ng b. kuru-kuro, pala palagay na batay sa punto de bista ng isang
mambabasa upang makuha ang nilaiaman ng teksto o materyal sa tao; maaaring mali ito sa pamamaraan ng iba, subalit isang
mabilisang paraan. Hindi nito pinagtutuunan ang detalye, kundi ang katotohanan sa nagpapahayag nito
kabuuang paksa o pangunahing kaisipan ng isang artikulo o seleksyon c. isang paniniwala na mas malakas pa sa impresyon
para makabuo ng buod o lagom ng binabasa. Higit na mahaba ang oras d. mas mahina sa positibong kaalaman, na batay sa obserbasyon at
para sa skimming kaysa scanning. eksperimento
pagbasang pasuri (scanning) - ito naman ang palaktaw-laktaw na e. isang panghuhusga
pagbabasa na isinasagawa ng mambabasa upang mabihs na matukoy pagkilala sa hulwaran o istilong ginam it ng aw tor sa pagsulat -
o matagpuan ang isang tiyak na impormasyon tutad ng pangalan, kasanayan ito sa pagsusuri kung anong hulwaran o istilo ang ginamit ng
lugar, bilang o petsa. Hindi rin masinsinan ang pagbabasa ng teksto. Sa awtor upang mabuo at maipahayag ang mga kaalaman o ideya sa mga
sandaling makita ang impormasyong hinahanap, hindi na ipagpapatuloy babasahing teksto; maaari rin namang alamin ang layunin, saloobin at
ang pagbasa. panauhan (point o f view) ng manunulat tungkol sa kanyang isinulat.
pagbuo ng prediksyon o hinuha - bumubuo ng palagay o implikasyon Nagbigay sina Montgomery at Moreau (2003) nasa Alejo, et al., (2005:
ang isang bumabasa batay sa mga pahiwatig o implikasyong ibinibigay 107) ng pitong anyo ng tekstong ekspositori. Tingnan ang talahanayan
ng manunulat at tagapagsalita; hindi tuwirang sinasabi ng may-akda ang sa ibaba.
nais niyang sabthin kayat kailangang matuklasan ng mambabasa ang
nakatagong kahulugan ng mga salita sa teksto. Karaniwang
paglalahat o pagiaiagom - naisasagawang maisaayos ang mga Anyo Paglalarawan
Aplikasyon
impormasyong nakuha sa teksto sa pamamagitan ng pagbubuod,
Saklaw ang lahat ng
pagbabalangkas at pagtatala. Tinipong katibayan sa paksa.
pang-akademikong
pagbuo ng kongkiusyon - nakabubuo ng kongklusyon sa pamamagitan Paglalarawan Paggamit ng pang-uri at pang-
gawain, sining,
ng mahahalagang detalyeng makukuha sa teksto; pagkatapos, gagamitin abay
musika, P.E.
ang mga detalyeng nabanggit upang maiugnay sa mga karanasang bunga
ng obserbasyon o dili kayay nabasa ng mambabasa. Pag-iisa-isa ng mga halimbawa
Pagtatala Agham, Matematika
pagsuri a t pagkiiaia ng mga ideyang katotohanan a t opinyon na may kaugnayan sa paksa
s Kahulugan ng katotohanan (fact) Pagpapahayag ng kaayusan
a. ang nagawang bagay Pagsusunod-sunod ng mga hakbang, proseso o Agham, Matematika
b. kasaiukuyang ginagawa, binubuo, ginagampanan pamamaraan
c. aktwal na umiiral, subhektibo o obhektibo man ang konsiderasyon

General Education Filipino - Pagbasa at Pagsulat tungd sa Pananaliksik
Pagpapaliwanag kung bakit Maaari rin namang ganito ang sulatin:

nangyari ang isang bagay. May 1. pinaikling pagsulat ng katha na tinatawag na presi na ang ibig sabihin
Sanhi/Bunga Kasaysayan ay mahigpit na pinanatili ang mga pangunahing kaisipan, ayos ng
naunang pangyayari at may
sumunod na pangyayari pagkakasulat, pananaw ng sumulat at himig ng oribinal (Silapan at
Fabros III, 1999:117).
Pagbibigay ng problemang
2. hawig o parapreys - isang pagpapaliwanag ng isang akda o babasahin
maaaring malutas nang mahigit
na tangkang ibigay ang kahulugan upang maunawaan sa higit na
sa isang solusyon. Kailangang
Problema/Solusyon Agham madaling paraan; karaniwan itong ginagawa sa mga tula o kasabihan
ipahayag ang problema at
sapagkat hindi lantad ang mensahe.
magmungkahi ng piano kung
analisis at balidasyon ng kaalaman - isang paraang lumilinang sa
paano ito malulutas kasanayan sa pag-unawa ng mga mag-aaral upang analisahin/tayahin/
Pagpapakita ng pagkakatulad o ebalweytin ang mga ebidensya ng pangyayari; mula rito makabubuo ng
pagkakaiba ng dalawa o mahigit pangangatuwirang pasaklaw o pangangatuwirang pabuod
pang sangkap o bahagi. pagtukoy sa damdamin, tono, layunin, a t pananaw ng teksto naririto
Paghahambing at Agham Panlipunan,
Kagalingan at kahinaan, ang dapat landaan sa pagtukoy ng damdamin, tono, layunin at pananaw:
Pagkokontrast Heograpiya
sang-ayon at di-sang-ayon, s ang himig (mood) ng isang teksto, ang damdaming nadarama ng
sinang-ayunan at sinalungat na bumabasa
pananaw. (halimbawa: pagkatakot, pagkainis, pagkalungkot, pagtataka o pag-
aalinlangarli
pagsusulat ng akda o seleksyon sa pamamagitan ng pagbabasa - s tono (tone) ng isang teksto, ang saloobin ng awtor tungkol sa paksang
layunin nito na maisulat ang naging epekto ng binasa sa sariling damdamin, inilalahad
kuru-kuro, kaisipan at ugali ng mambabasa. (halimbawa: mapagbiro, malungkot o nang-uuyarrt)
s layunin o pananaw ng pagkakasulat, karaniwang nasisinag sa tono o
Samakatuwid, lahat ng uri ng paksa ay sinasaklaw nito at lahat ng uri ng dili kayay sa himig
tao ay maaaring tagabasa nito. s uri ng istilo
> pormal o di-pormal
Naririto ang mga halimbawang uri ng sulatin: - > obhetibo o subhetibo
1. personal na uri - impormal na anyo > positibo o negatibo
2. mapanuri o kritikal - pormal na anyo pagbibigay interpretasyon sa mapa, tsart, grap a t talahanayan -
naririto ang mga patnubay upang mabasa ang mga ito nang mabisa:
1 >i . Arsi-nia R. km perado PNU LET Reviewer 143

v ' basahing mabuti ang legend na karaniwang makikita sa mapa * pagkilala ng pamaksang pangungusap
s basahin ang mga impormasyon sa gilid at ibaba ng grap - Ang pamaksang pangungusap ay pangungusap na kumakatawan sa
basahin ang pamagat at subseksyon ng teksto sentral na ideya sa loob ng isang talata.
pag-uuri ng mga ideya/detalye > Pangungusap itong kumokontrol sa diwa ng talata na nakatutulong
ang pangunahing ideya - ito ang pinakamahalagang diwa tungkol sa sa kalinawan at kaisahan ng ideya.
pinag-uusapan sa isang talata maging ito ay nasa anyong paglalahad, > May 2 bahagi ang paksang pangungusap, simuno at panaguri; sa
paglalarawan, pagsasalaysay o pangangatuwiran ibay tinatawag itong topic at comment.
> Nagagawang malinaw ang isang kumplikado o masalimuot
na paksa sa pamamagitan ng mga pangungusap na tiyakang
sumusuporta sa pangunahing ideya. > May dalawang uri ng pamaksang pangungusap: lantad at di-
> Tinatawag na mga pangunahing detalye ang mga pangungusap
lantad
na sumusuporta upang mabuo ang pangunahing diwa ng talata. Matatagpuan ang lantad na pamaksang pangungusap sa -
> Tinatawag namang mga maliliit na kaugnay na detalye ang mga unahan - unat hulihan
pangungusap na nagpapaliwanag sa mga pangunahing detalye.
gitna - hulihan ng talata
lalo na kung ang mga talata ay naglalahad at nangangatuwiran
> Bakit nasa unahang posisyon ang pamaksang pangungusap?
kung ang pangkalahatang ideya ay pinalawak ng mga
argumento o ng mga tiyak na halimbawa o ilustrasyon
> Bakit nasa gitna?
kung naghahambing o nagbibigay impormasyon
> Bakit sa unahan at hulihan?
kung ibig magbigay-diin sa ideyang naipahayag sa una
nagbibigay ito ng impresyon ng kabuuan ng ideya
> Bakit sa hulihan?
kung ang pruweba, ilustrasyon, halimbawa at mga detalye ay
naipakita muna bago ipahayag ang proposisyon
> Ipinahihiwatig lamang ang pamaksang pangungusap sa uring di-
lantad lalo pat ito ay talatang naglalarawan at nagsasalaysay.

General Education Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik
8. Pananaliksik/Reserts - mapanuri at kritikal na pag-aaral tungkol sa isang isyu, 15. Sa kasalukuyang konteksto ng pananaliksik, mahalaga ang interbyu bilang
konsepto at problema. ___ bagong bukal ng impormasyon kayat dapat na batid ng mananaliksik ang mga
hakbang sa mabisang gamit nito.
9. Mga mapaghahanguan ng paksa
- sarili - internet - dyaryo 16. Dalawang bagay naman ang may bigat sa pananaliksik:
- magasin - radio - tv (cable) proseso ng pagbuo ng mga bagong insights o kabatiran
- mga awtoridad - kaibigan - kakilala panghihikayat upang tanggapin ng iba na totoo at wasto ang bagong
kaklase - guro ideyang natuklasan.
10. Magsisilbing proposal ng sulating pananaliksik ang konseptong papel. Binubuo 17. Upang magkaroon ng kabuluhan ang anumang ideya o kinalabasan ng
ito ng apat na bahagi: pananaliksik kailangang maisulat ito sa isang maayos at mabisang paraan na
Rasyunal (rationale) binibigyang pansin ang mga sumusunod:
Layunin iba't ibang prinsipyo sa pagsulat ng burador
Metodolohiya ang wastong dokumentasyon ng pananaliksik
Inaasahang output o resulta presentasyon ng papel sa maayos na estilo at format.
11. May dalawang panimuiang gawain sa pananaliksik

Paghahanap ng materyales
Paggawa ng pansamantatang bibliograpi
13. Mula sa paghahanap ng datos, susunod ang pagdedesisyon sa form at at uri

ng baiangkas na gagawim para mabuo ang pansamantalang baiangkas ng
napili mong paksa.
14. Magiging batayan ng maayos na dokumentasyon ang anyo o klase ng tala tulad
ng:
direktong sipi - buod ng tala - presi
sipi ng sipi - hawig (paraphrase) - salin/sariling salin
Ur. Arsenin R. Em perado PNU LET Reviewer 145

3. Alin sa mga sumusunod ang hindi kaugnay ng maliliit na detalye?

BAHAG1 II - P A G S U S U R I S A M G A A Y T E M C * hindi totoong kailangan ng tao ang salapi
M G A T E K N IK S A P A G S A G O T N G M G A T A N O N G ~B. hindi mabubuhay ang tao nang maayos kung walang salapi
C. ang salapi ang nagiging ugat ng mga kasamaan
D. hindi dapat maging gahaman ang tao sa salapi
Kasanayan sa Pagkuha ng Pangunahin at Kaugnay na Detalye
Ang tamang sagot sa:
1. D
Panuto: Basahin at unawain ang sumusunod na talata.
2. B
3. A
Item 1
Totoong kailangan ng tao ang salapi sa kanyang pang araw araw na Anotasyon
pangangaiiangan. Hindi siya mabubuhay nang maayos sa daigdig na ito kung Mga Teknik sa Pagkuha ng Pangunahin at Kaugnay na Detalye
wala siyang salapi ngunit may pangyayaring ang salapi ang nagiging ugat ng
mga kasamaan. Maraming tao ang nagpapatayan, marami ring nakukulong
dahil sa pagnanakaw at marami ring pamilya ang nawawasak nang dahil sa Sa pagbasa gumagamit tayo ng Organizational Strategies. Ito ay proseso ng
salapi. Hindi dapat maging gahaman sa salapi sapagkat magbubunga ito ng pagpili ng mahahalagang detalye at ang paggamit sa mga ito upang makabuo
kapahamakan at maaaring humantong sa kamatayan. ng ugnayan ng mga ideya.
PAG-UNAWA SA PANGUNAHING IDEYA

1. Ano ang paksa o pangunahing ideya ng talata?
A. Ang Ugat ng mga Kasamaan Ang pag-unawa sa pangunahing ideya ay nakatutulong upang makabuo ng isang
B. Ang Pang-araw-araw na Pangangaiiangan
baiangkas para sa pagsasaayos, pag-unawa, at pagtanda sa mga mahahalagang
. Ang Pagkagahaman ng Tao sa Salapi detalye. Kung wala ito, mawawalan ng pokus ang mambabasa at mawawalan ng
D, Ang Pangangaiiangan ng Tao sa Salapi direksyon kung paano gagamitin ang mga detalye.
2. Ano ang pangunahing detalye?
A. pang-araw-araw na pangangaiiangan Mga hakbang sa pagbuo ng pangunahing ideya:
B. pangangaiiangan sa salapi 1. Gamitin/Suriin ang pamagat o ang unang pangungusap upang makagawa ng
G. kawalan ng salapi hipotesis sa kung ano ang pangunahing ideya ng teksto.
D. pangangaiiangan ng tao Opsyon D ang tamang sagot. Halimbawa: Ang salapi sa buhay ng tao.
146 PNU LET Reviewer Dr. Arsenia R. Empcrado

2. Basahin ang bawat pangungusap at pansinin kung sumusuporta ito sa
hipotesis. Kung hindi, rebisahin ang hipotesis.
3. Kung hindi makagawa ng hipotesis sa kung ano ang partgunahing ideya,
tingnan kung ano ang karaniwan o common sa lahat ng pangungusap.
4. Bumuo ng isang pangungusap na magpapaliwanag ng hipotesis o
nagpapakitang ito ang ibig sabihin ng lahat ng pangungusap sa talata/teksto.
Opsyon B ang tamang sagot. Halimbawa: pangangailangan sa salapi.
5. Sa mga pamilyar na paksa tulad ng Item 1, maaaring himay-himayin
ang teksto. Maaari rin namang magsagawa ng listing o paglilista. Maaari
rin namang gumamit ng graphic organizer tulad ng nasa ibaba kung
kinakailangan.
Item 2.
Tuklasin kung paano naisasalin ng awtor ang kanyang iniisip sa anyong pasulat
Sa item 1 ganito ang paglilistang lalabas. upang ang makababasa nito ay magaganyak na mag-isip, kumilos at matuto.
Kilalanin kung anong istilo o hulwaran ang ginamit ng awtor sa pagsulat ng pang
akademikong babasahing matatagpuan sa ibaba.
f >f. Arsenia R. Emperado PNU LET Reviewer 147

Artikulo: Anotasyon
Tatlong (3) Sangkap ng Memorya
Mga Teknik sa Pagkilala sa Hulwaran o Istilo ng Awtor sa Pagsulat
1 Inilalarawan ng teorya nina Atkinson at Shiffren noong 1968 at nina

Waugh at Norman noong 1965 ang kayarian ng memorya bitang sistema Mahalaga ang pagkilala ng mga hulwaran o istilo sa pagsulat. Nasusuri agad
ng magkakaugnay na sangkap na may kakayahang mag-imbak ng ng mambabasa kung anong impormasyon ang maaaring ilahad ng awtor na
impormasyon. nakatutulong sa kanya (mambabasa) sa pag-unawa at paggunita ng mga
2 Ang unang sangkap ng memorya ay ang sensory register. Ditoy naiimbak sa impormasyon.
maikling panahon ang lahat ng pagpasok ng istimulo. Sapagkat di pa ganap
ang istimulasyong pandama, malamang itong masira agad o madaling Opsyon A ang tamang sagot. Ang modelo ng enumerasyon o paglilista o pag-iisa-
mawaglit sa paglipas ng panahon. Halimbawa, ang istimulong biswal ay isa o pagtatala ay tumutukoy sa talaan o listahan ng mga ideya, katotohanan o
maaaring masira sa loob ng 50 m sec. detalye tungkol sa pangunahing ideya. Maaaring magkapalitan ang kaayusan
3 Ang pangalawang sangkap ay ang panandaliang memorya na nakapag- ng mga ideya o detaiye subalit hindi mababago ang kahulugan.
iingat ng impormasyon nang mga 30 segundo. Naiaayos sa pandinig ang Halimbawa - tatlong sangkap ng memorya
impormasyon sa panandaliang memorya. Ang kakayahan ng panandaliang unang sangkap - sensory register
memorya o shortterm memory{stm) ay hanggang pito lang ang impormasyon. pangalawang sangkap - panandaliang memorya
Kaya nga, kung malaki ang kakayahang magbatid ng impormasyon, lalong pangatlong sangkap - permanenteng memorya
maraming kaalaman ang maiingatan. Opsyon B. Ang hulwarang pagsusunud-sunod ay may tatlong uri:
4 Ang permanenteng memorya o memoryang panghabang panahon o -sekwensyal - sekwens o serye ang mga pangyayari na patungo sa
long term memory (Itm) ay ang pangatlong sangkap. Ang paglilipat ng kongklusyon.
impormasyon (Itm) buhat sa (stm) ay nagaganap sa pamamagitan ng pag- kronolohikal - paglilista ng mga hakbang o pangyayari ayon sa
eensayo sa patuloy na pag uulit sa kahulugan ng istimulo hanggang sa pagkapangyayari sa kwento o kasaysayan.
maging pangmatagalan ang memorya. proseso o paraan - nagpapaliwanag ng hakbang/pamamaraan na
5 Upang matandaan ang anumang bagay, tatlong proseso ang kailangan; ang kailangang sundin upang makakuha ng magandang resulta
pagpapahayag, pag-iimbak at pagbawi. Sa pagpapahayag, inihahanda ang Opsyon C. Isang anyo ng pagsusulat na nagbibigay pakahulugan sa isang paksa
istimulong iimbakan, ttoy tumutukoy sa pagbabago ng istimulo upang mag- nang mahaba at detalyado ang hulwarang depinisyon.
anyong maaaring ingatan sa sistemang kognitibo. Ang pag-iimbak ay ang Opsyon D. Paghahambing at pagkokontrast - sa una, ipinaliliwanag ang
proseso ng pag-iingat ng impormasyon para magamit. pagkakatuiad; sa pagkokontrast, ipinaliliwanag naman ang pagkakaiba.
Mula sa: Pagbasa a t Pagsulat

Item 3.
Anotasyon
t Ang pagkagiliw natin sa nga imported na bagay ay malala nang tulad ng
kanser. Dahil sa ganitonc mentalidad ng mga Pilipino, ang ating industriya
ay hindi umuunlad. Hindi tmang ito, ang mga negosyante at mangangalakal Ang tamang sagot, D. Sanhi at bunga.
sa paggawa - sila a> nag-aalalang maliit ang kanilang kikitain sa May mga bagay na upang maunawaang mabuti, ang kailangang ipaliwanag
kanilang negosyo dahil s ) kakulangan ng kaalaman nila sa teknolohiya at ay kung ano ang pinanggagalingan. Ang pagpapaliwanag na ito ay ang
kasangkapan. tinatawag na paraang pagpapakilala ng pinagmulan, sanhi at bunga. Hindi ito
2 Isa pay naakit na silanj ilagak ang kanilang salapi sa (along madaling magagawa sa pamamagitan ng hula-hula lamang.
mapagkakakitaang prodi (to tulad ng asukal, tabako, abaka at troso.
3 Ang nangyari tuloy ay te y/o ang angkatan ng mga likas na kagamitan ng Maaari kang makabuo ng talata sa pamamagitan ng simpleng pagtatanong:
produksyon. B akit nangyari ito o b a k it nagkaganoon? Ninanais nating malaman ang
4 Tayo rin ang naging a qkatan ng kanilang mga tapos na produktong dahiian ng isang bagay o pangyayari.
ginagamit sa produksyoi. Tayo rin ang bagsakan ng kanilang mga tapos
na produkto. Binibili nth sa atin ang mga pangunahing kagamitan sa Sa Item 3
produksyon nang mura ut pagkatapos ay ipagbibili nila rito ng mahal ang
mga tapos na produkto. Ang sanhi (pinagmulan/dahilan ng isang bagay): Ang pagkagiliw natin sa mga
imported na bagay
Anong hulwaran ng organisasy >n o paano inilahad ng awtor ang mga impormasyon Ang bunga (kinalabasan): ang industriyang Pilipino ay hindi umuunlad.
o ideya sa teksto?
A. pagbibigay depinisyor Opsyon A. Isang karaniwang paraan pa sa pagbuo ng talata ay ang pagbibigay ng
B. enumerasyon o pag-ii ;a-isa depinisyon/katuturan.
C. paghahambing at kon ?ast
D. sanhi at bunga Sapagkat ang wika ay buhay, kaya laging tumatanggap ng mga bagong salita.
Sa talatang binasa, ginamit ang salitang imported. Sa ating pakikisangkot
Aug tamang sagot - D. sa industriyalisadong bansa upang makaagapay tayo sa kanilang kaunlaran,
malawakan ang dating ng mga bago o hiram na salita.
l>r. Arsenia R. Emperado PNU LET Reviewer 149

Subatit hindi gumamit ang manunulat ng pagbibigay depinisyon / katuturan sa Qpsyon B. Enumerasyon o pag-iisa-isa - hindi ito ginamit ng manunuiat.
pagbuo ng teksto. Gayunpaman, dapat tandaan na hindi lamang mga bagong Ang enumerasyon ay simpieng pag-iisa-isa ng mga bagay na inilalahad.
salita, ang dapat bigyang katuturan. Depende ito sa pangangailangan. Halimbawa:
Maaaring karaniwan ang salita pero may teknikal na kahulugang dapat Nais mong ipaalam ang mga bolpen mong ginagamit, isa-isahin mong isulat
manggaling sa diksyunaryo. ang mga brand.
Rotring, Bic, Pilot, Panda, Reynolds
Ipagpalagay nating nais nating makita kung paano gagamitin ng awtor ang Maaari mong ayusin ang pag-iisa-isa ng mga bagay sa paraang paalpabeto.
hulwarang pagbibigay depinisyon sa paglalahad ng impormasyon sa teksto. Bic, Panda, Pilot, Reynolds, Rotring
Gamitin natin ang salitang imported na bagay. Opsyon C. Paghahambing at Kontrast - hindi ito ginamit sa pagbuo ng talata.
Ginagamit ito sa mga paksang di-masyadong kilala o di-nalalaman. Upang
Dalawang paraan ang maaari niyang gamitin sa pagbibigay depinisyon sa makilala, inihahambing at ikinokontrast ito sa mga paksang kilala.
salitang imported. Halimbawa:
Margaret Thatcher - Gloria Macapagal Arroyo
a. Pormal - sa pagbibigay katuturan dapat na maipakita ang sumusunod: (di-masyadong kilala) (kilala)
sa anong uri ito kabilang
ano ang ikinaiba niya sa iba pang kauri nito
Halimbawa: imported na baoav Kasanayan sa Pagbuo ng Hinuha o Palagay
Item A ____________________________________________________________
1 Sitwasyon: Nagkaroon ng suliranin si Nena tungkol sa kalusugan ng anak.
2 Kotustrum ang tawag sa unang labas ng gatas ng ina. Ito ay malapot, manilaw-
nilaw at masustansya. Ito ay may anti-bodies na panlaban sa pagtatae,
pulmunya at iba pang sakit na maaaring dumapo sa bagong silang na sanggol.
Mainam din ang kolustrum pamurga at laksatibo o pampalabas ng taon.
b. Di-pormal - maaaring gamitin ang palasak na pamamaraan: 3 Ganito ang ginawa ni Nena.
pagbibigay halimbawa 4 Kapanganganak pa lamang ni Nena. Napansin niyang manilaw-nilaw ang
imported na sigarilyo - Marlboro gatas na lumalabas sa kanya. Inisip niyang panis ito. Hindi niya ito ipinasuso
imported na tsokolate MM sa kanyang sanggol. Makaraan ang isang buwan, napansin ni Nena na
imported na sapatos - Florscheim malimit magtae ang kanyang sanggol. Hindi naman ito tinutubuan ng ngipin.
imported na bag Gucci Mahina rin ang katawan ng kanyang sanggol.
mmm LET Reviewer Dr. Arsenia R. Emperado

1. Bakit nagkaroon ng suliranin si Nena? Pagbuo ng Hinuha:

A. Hindi piftasuso ang bata Ayon kina Winnie, Graham, at Prock (nabanggit kay Gunning, 1996) may
B. Watang gatas si Nena daiawang uri ng pagbuo ng hinuha: schema-based a t text-based.
C. Panis ang gatas ni Nena Sa schema-based inference, hinahayaan ang mambabasa na magdagdag
D. Mahina ang gatas ni Nena sa nilalaman ng teksto ng mga impormasyon batay sa ipinahihiwatig ng
2. Paano ipinahiwatig (implikasyon) ng may-akda/manunulat na may suliranin may-akda.
sa kalusugan ang bata? Sa text-based inference, nangangailangan ito ng pagbuo ng impormasyon
A. malimit magtae sa pamamagitan ng pagtatagpi ng dalawa o mahigit pang bahagi o
B. tinubuan ng ngipin piraso ng pangyayari/impormasyon mula sa teksto.
C. payat ang katawan
D. manilaw-nilaw Kasanayan sa Pagbuo ng Baiangkas
3. Mula sa pahiwatig, ano sa palagay mo ang kalagayan ng anak ni Nena?
A. malambing C. masayahin Maa Prinsipvo no Paababalanakas
B. masakitin D. matampuhin
Mataki ang naitutulong ng baiangkas sa pagbibigay gabay at direksyon sa
Ang tamang sagot sa: pananaliksik. Basahing mabuti at suriin ang bawat bahagi.
t. - A
2. - A Item 5. Alin sa mga naririto ang sumusunod sa prinsipyo ng pagbabalangkas?
3. - B
5.1 Ukol sa pamaaat na maa bahaai
Anotasyon
Mga Teknik sa Pagbuo ng Hinuha o Palagay A. I. Simula
A.
Inilalarawan ni Kenneth Goodman na ang pagbasa ay isang saykolinggwistikong tarong B.
pahulaan. Samakatuwid, sa larong ito, ang mambabasa ang taya . Mamimili B. II. Naidudulot ng beer sa tao at lipunan
siya ng pinakakaunting pahiwatig na kailangan niya sa pagbibigay ng hinuha. A. Kabutihang naidudulot
Sa Item 4, ipinakita lamang ng manunulat ang mga palatandaan o pahiwatig at B. Kapinsalaang naidudulot
hindi tiyakartg sinabi o ipinahayag ang kalagayan ng bata. Sa pagkakataong ito C. II. Katawan
inferential comprehension ang gagawin ng mambabasa. Itoy kinapapalooban D.lll. Wakas
ng masusing pagbabasa at matalinong panghuhula sa ipinahihiwatig ng may-
akda. B ang tamang sagot.
!)r. Arsenia R. Lmperado PNU LET Reviewer 151
Anotasyon Anotasyon
MgaTeknik sa Pagsunod sa mga Prinsipyo ng Pagbabaiangkas MgaTeknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas
Ang tamang sagot ay B. Item 5.2

Mga ideya ang talagang inilalagay sa bahaging ito. B ang tamang sagot.
Tiyakin na ang mga ideyang ilalagay sa Bahagi I, II, at III ay talagang
Opsyon A, C at D. pangunahin, pangkalahatan o pinakamahalagang ideya at hindi pansuporta o
Hindi gumagamit ng Simula, Katawan, at Wakas bilang pangunahing bahagi di-pangunahing ideya.
o heading ng isang balangkas.
Sa maikling salita, tiyakin ang mga posisyon ng pangunahin at pansuportang
5.2 Ukol sa panaunahin at di- panaunahino ideva ideya.
Opsyon A at C, higit na malawak ang sakiaw ng kalikasan kaysa gamit at

A. I. Gamit ng computer katangian.
A. Kalikasan
B. Katangian 5.3 Ukol sa paralelismo no maa ideva
B. I. Kalikasan ng computer
A. Katangian A. f. Kapinsalaang dulot ng beer sa tao
B. Gamit A. Pangkalusugan
C. I. Katangian ng computer B. Pangkultura
A. Kalikasan B. II. Kapinsalaang dulot ng beer sa tao
B. Gamit A. Pangkalusugan
D. Walang tamang sagot B. Kultura
C. II. Panahon ng Martial Law
III. Ibat ibang panahon
B ang tam ang sagot. D. II. Panahon ng Pananakop
A. Kastila
A ang tamang sagot.

General Education Filipino - Pagbasa at Pagsulat tungo sa Pananali sik
Anotasyon A. II. Kalikasan ng beer

Mga Teknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas A. Mga katangian nito
B. May mga uri ito.
B. II. Kalikasan ng beer
Item 5.3 A. Katangian
Opsyon A ang tamang sagot. B. Uri
Nakatutulong sa ikalilinaw hindi lamang ng baiangkas kundi pati na ng ideya C. II. Mga Uri ng Bawal na Gamot
at ng nilalaman nito kung magagamit ang paralelismo sa pagpapahayag tulad A. Narkotiko
ng sa istruktura ng dalawang salita: pangkalusugan at pangkultura. B. Hallucinogens- kasama rito ang LSD,
mescaline at psilocybin.
Parehong gumamit ng panlaping pang-. Samakatuwid, gurnamit ng paralel D. III. Mga Uri ng Bawal na Gamot
na konstruksyon ng mga ideya / salita. A. Depressants tulad ng bartiturates
at hypnotics
Opsyon B. Walang paralelismo sa istruktura ng mga salitang: pangkalusugan at B. Stimulants
kultural.
Gumamit ng panlapi ang una (pangkalusugan) at hindi naman gumamit ang B ang tamang sagot
ikalawa (kultural).
Opsyon C. May paralelismo rin ayon sa kronolohiya. Di-paralel ang dalawang Anotasyon
pahayag sa Opsyon C. Sa una, binanggit ang tiyak na panahon. Dapat tiyak Mga Teknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas
ang panahon sa III. Halimbawa: Panahon ng Edsa Revolution.
Item 5.4
Opsyon D. Bitin ang ideya sa opsyong ito. Kung may A, dapat may B. Hindi dapat Opsyon B ang tamang sagot.
hayaang bitin ang mga ideya sa bawat bahagi ng baiangkas. Tiyaking may Kailangang maging konsistent ang anyo o ang mga bahagi ng sang
di-bababa sa dalawang ideya sa bawat lebel ng baiangkas. balangkas. Sa B, balangkas papaksa ang uring ginamit, bawat bah gi ay
binubuo ng mga salita kayat konsistent ang uri.
5.4 Ukol sa oaoiQina konsistent no uri no baiangkas
Opsyon A. Di-konsistent ang mga bahagi. Sa una, papaksa; ang ikalawa n may
papangungusap.
Dr. Arsenia R. Empcrado PNU LET Reviewer rm

Opsyon C. Di-konsistent ang mga bahagi. Sa una, papaksa; papangungusap ang Anotasyon
huli. Mga Teknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas
Opsyon D. Di-konsistent sa istruktura. Sa una, papangungusap; papaksa sa

ikalawa. Item 5.5
Opsyon B ang tamang sagot.
5.5 Iba pano baaav na dapat ding maoino konsistent. Hindi lamang sa uri ng baiangkas dapat maging konsistent ang mga bahagi
kundi pati na rin sa bantas at format.
Ang Aming Pamantasan May depekto o mali ang bahaging ito:

IIA at IIB kaysa II a at II b
A. I. Ang iokasyon nito
A. Anglayo Dapat walang tuldok (period) sa pangunahin at sumusuportang ideya.
B. Anglaki
B. II. Ang nakaraan nito. Opsyon A at C ay may wastong pagkakaayos ng ideya pati na sa bantas at format.
A. Pagkakatatag.
B. Pag-unlad. Item 6.
C. HI. Ang kalagayan nito sa kasatukuyan Sa pagpili ng paksa, suriin mong mabuti kung ang saklaw nito ay lubhang
A. Mgagusali napakalawak at hindi mo kayang isakatuparan. Kinakailangan.kung gayon,
B. Mgaguro na ito'y limitahan mo lamang sa aspektong maisasagawa mo sa loob ng
C. Mgamag-aaral itinakdang panahon. Halimbawang nais mong talakayin ang tungkol sa
D. Lahat tama ang sagot. paksang polyusyon sa tubig sa Pilipinas. Malawak ang saklaw ng paksang ito.
Maaaring paliitin ang saklaw ng paksa sa pamamagitan ng pagsasaalang-
aiang lamang sa alinman sa mga sumusunod na subtopic o aspekto. Alin sa
mga sumusunod ang hindi maliit ang saklaw ng paksa?
Aling bahagi ng balangkas ang may mali?
A. Ang kahalagahan ng pagkontrol ng polyusyon sa mga ilog at lawa
B. Ang bahaging ginagampanan ng mga industriya at mga ahensya ng
B ang tamang sagot.
pamahalaan sa pagdurumi ng mga ilog at lawa
C. Ang talaorasan (time table) sa pagkontrol ng polyusyon sa mga ilog at lawa
D? Ang epekto ng polyusyon sa buong Pilipinas
Hr. Arsenia R. Empcrado

(PNU LET Reviewer
tem 7. A. Ead-Eys C. POE-PYT

Halimbawang ang napili mong paksa mula sa talaang ibinigay ng guro ay - B. PAC-PLUM D. Q A F - QUIRK
PAGHAHALAMAN. Pinaliit mo ito at ang tiyak na paksa ay MGA HALAMAN6
GAMOT. Upang malinartg ang pagtalakay sa paksa, kailangang maghanda ng mga Para sa Item 10 11 .Sa pananaliksik, nagsisilbi Ra ring isang proposal ang
katanungang nagsusuri, tumitiyak, nagbibigay sintesis (pagbubuo) tumutunton konseptong papel na nabuo. Binubuo ito ng apat na bahagi: I - rasyunal II -
sa pinagmulan, naghahambing o kayay nagtatatag. Alin sa mga sumusunod layunin III - metodolohiya at IV - inaasahang output o resuita. Ang mga pahayag
na tanong ang hindi nagsaalang-alang sa patnubay na nabanggit sa itaas? sa ibaba ay hindi nakaayos batay sa format na nabanggit sa unahan. Aiin sa
A. Paano nakikilala ang mga halamang gamot? sumusunod ang tama ang pagkakaayos?
B Ibigay ang kahulugan ng halamang gamot.
C. Anu-anong halamang gamot ang magagamit sa iba't ibang sakit? Item 10.
Dy Gaano nakatutulong sa ordinaryong mamamayang Pilipino ang mga
1. Mag-iinterbyu ng mga hematologist, mga doktor na espesyalista sa pagsusuri
halamang gamot?
ng dugo.
2. Sisiyasatin ang mga sanhi ng leukemia.
Stem 8.
Pagkatapos mong mapili ang paksa, ang pagsisiyasat ng mga materyales 3. Batay sa DOH, pantima ang leukemia sa sanhi ng kamatayan ng mga Pilipino.
sa aklatan na mapagkukunan ng mga kinakailangan mong impormasyon 4. Bubuo ng modyul kaugnay ng sakit na ito.
ang isusunod mong hakbang. Suriin mong mabuti ang pagkakasunud-sunod A. 3 - 4 - 1 - 2 C. 3 - 2 - 1 - 4
ng mga kard. Pagkatapos, piliin kung anong kard ang kinapapalooban ng B.^ 2 3 1 4 D. 2 - 3 - 4 - 1
binabanggit na paksa sa ibaba.
Item 11.
Population
1. Pakikipanayam sa mga namumuno sa lokal na pamahalaan kaugnay ng
A. A B I-A U C. PO L-PUT kanilang environmental campaign.
B. PAIN-PLUM D. QUA-QUO 2. Malaking suliranin ang maruruming ilog sa lalawigan ng Bulacan.
3. Tatangkaing sugpuin ang patuloy na karumihan ng mga ilog.
Item 9. 4. Pagpapalabas ng sirkulasyon ng babasahin ukoi sa wastong pangangalaga
Narito naman ang talaan ng pinagsamang Author - Title Cards. Piliin kung sa kapaligiran.
anong drawer ang kinapapalooban ng sumusunod na awtor ng aklat.
Peters, Edward I. A. 2 - 3 - 1 - 4 C. 1 - 4 - 3 - 2
B. 3 - 2 - 4 - 1 D. 4 - 2 - 1 - 2
Arsenia R. Emperado PNU LET Reviewer 155

General Education
Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik
item 12. (Mga Proseso/Daynamik na Development ng Grupo)

Naririto ang mga impormasyong bibiiyograpikal. Pitiir> ang tamang
pormat. Artikulo:
Pamumuno
Simplicio P. Bisa Leadership
Retorika para sa mabisa at masining na pagsulat Ano ang pamumuno?
De La Salle University Press, inc. Kapag iniisip mo ang tungkol sa pamumuno, ano ang pumapasok sa iyong
1999 isipan? Ang walang takot na tagapag-utos na opisyales na pinamumunuan ang
Maynila kanyang tropa patungo sa labanan? Ang presidente ng Amerika na nagtatalumpati
sa kanyang bansa sa pamamagitan ng telebisyong pangnasyonal? Ang pinuno
A. Bisa, Simplicio P. (1999). Retorika na representante ng mga estudyante? Maaari ring iniisip mo ang namumuno ng
para sa mabisa at masining komite o lupon na iyong kinabibilangan. Kadalasan, ang pag-aaral tungkol sa
na pagsulat. Maynila: De pamumuno ay nakasentro sa mga taong naging matagumpay sa pagkakaroon ng
La Salle University Press, Inc.
posisyong namumuno. Ayon sa mga mananaliksik, sa pamamagitan ng pagtingin
B. Bisa, Simplicio P. (1999). Maynila.
sa mga matatagumpay na mga pinuno ay maaari nilang kilalanin at alamin ang
Maynila: De La Salle University Press, Inc.
mga kadahilanan o mga indibidwal na katangian na makapagsasabi ng mga
para sa mabisa at masining na pagsulat
abilidad at kakayahan ng tamang pamumuno. Ang pag-alam sa mga katangiang
C. Bisa, Simplicio P. (1999). De la Salle
University Press, Inc. Retorika para sa
ito ay malaki ang magiging kahalagahan sa larangan ng negosyo, gobyerno, o
mabisa at masining na pagsulat. Maynila sa militar na may responsibilidad sa pagtataguyod o pagbibigay sa ibang tao ng
D. Bisa, Simplicio P. (1999). posisyon ng pagkalider.
Retorika para sa mabisa at Retorika Mula sa: Semorlan, e t al. (1999). Pagbasa a t Pagsulat
Masining na pagsulat. De La Salle sa Ibat Ibang Disiplina.
University Press. d. 119- 120
Para sa Item 1 3 - 1 5 . Basahin at unawain ang artikute.

Item 13.
Halimbawa ito ng artikulo/babasahing may hulwarang_______.
A. pag-iisa-isa C. paghahambing at pagkokontrast
B. depinisyonD. problema at solusyon
mffim LET Reviewer

Dr. Arsenia R.. F.mperado
G enera] E du cation Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik
Item 14.
ng pagpapahintulot imbes na pagbabago mula sa lipunan. Ang kulto ay
Aling salita ang walang kaugnayan sa pangunahing ideya ng artikulo?
maaaring maghanap ng transpormasyon sa komunidad at kaasalang
A. pinuno C. presidente
nagpopokus sa pagbuo ng maganda at nararapat na ekspiryensya ng-grupo.
B. tagapag-utos . d ! mananaliksik
Ang denominasyon ay isang pangunahing relihiyosong grupo na nagnanais
ng paghihiwalay ng simbahan at estado upang ito ay maging impluwensyal
Item 15.
kahit hindi dominante. Ang eklesya ay isang simbahan na nagbibigay-pansin
Gamit ang graphic organizeram-anong salita ang maiuugnay sa pamumund?
sa ispiritwal na ekspresyon ng buong komunidad.
A. tropa, bansa, komite 4 Ang lumalabas na tungkulin ng reiihiyon ay naipapakita sa obhetibong
B. opisyal, presidente, kinatawan pagiapit sa mga tao at paghikayat sa kanila na ipakita o gawin ang mga
C. militar, gobyerno, negosyo gawaing panrelihiyon at suportahan ang simbahan. Ang nakatagong
D. walang tamang sagot tungkulin ay kadalasang hindi nakikita, maaaring ito ay pabor o hindi sa mga
nakikita o obhetibong pinapakita o kinikilala ng simbahan. Binubuo ng mga
natatagong tungkulin ang pagbibigay ng tulong sa mga nangangailangan.
Para sa item 1 6 - 1 8 . Basahin at unawain ang artikulo.
Hango sa:Sem orian,etal.(1999).
Artikulo (Sosyolohiya)
Pagbasa at Pagsulat sa Iba'flbang Disiplina.
Relihiyon
d. 12 6-127
1 Ang sikolohiya ng relihiyon ay ang pag-aaral ng mutwal na interaksyon ng

relihiyoso at ibang sosyal na institusyon. Ang relihiyon ay sinasabirig matatag Item 16.
na kasagutan ng mga tao laban sa supernatural na bagay kahit na ang ilang Kiialanin ang mga istilong ginamit ng awtor sa paglalahad ng teksto. Alin ang
mga gawain ay nagpapakita ng paniniwaia sa ritwai na sistema. dapat pang idagdag? Depinisyon, pag-iisa-isa o enumerasyon,____________
2 Ang relihiyong sibil o cM I religion ay tumutukoy sa sistema nang malawak A. Paghahambing at pagkokontrast
na paniniwalang panreiihiyon, maaaring hindi ipapahayag nang buo ng isang B. Problemaatsolusyon
grupo, at sinasabing may malaking impluwensya sa pulitikal na buhay ng C. Pagsusunud-sunod (paraan o pFoseso)
mgaAmerikano. D. Walang tamang sagot
3 Ang mga klasipikasyon ng simbahan sa kulto, sekta, denominasyons
(denominasyon) at eklesyas (ecclessias) ay nagpapakita ng iba't ibang Item 17.
paraan sa pag-uugnay sa lipunan. Ang sekta ay nagpapataw ng mahigpit Anong uri ng klasipikasyon ang inilalahad dito?
na modelb'ng hulwarang asal sa mga miyembro nito pero naghahanap A .' lipunan " C. simbahan
B. pamahalaan D. paaralan'
O r. A rscn ia R . Eropcrado PNU LET Review er

F ilip in o - Pagbasa at Pagsulat tango sa Pananaliksik G eneral E d u ca tio n
Para sa ltm 1S - 20. Basahin at unawain.

Item 18. .
Kung gagamiti'n ang graphic organizer na nasa ibaba, makatutulong ito upang
maiayos mo ang impormasyong nabasa. Saklaw (Abnormal na Sikolohiya)
IBATIBANG PARAAN NG PAG-UUGNAY SA UPUNAN May dalawang epekto ng pagkakahiyang sa gamot. Ekis na pagkakahiyang
at baligtad na pagkakahiyang. Ang Ekis na pagkakahiyang ay kung saan ang
KLASIPIKASYON KATANGIAN isang tao ay nagpapakita ng pagkakahiyang sa isang gamot at magpapakita din
ng pagkakahiyang sa ibang gamot na pareho lamang ang epekto. Ang Baligtad
1
na pagkakahiyang naman ay nagpapakita ng pagkakahiyang kahit na mababa
2 ang dosage ng gamot.
3 Mula sa: Semorlan, et al.
(1999). Pagbasa at Pagsulat
4
sa Iba't Ibang Disiplina.
d. 107
Alin ang maliwanag na nagpapakita ng pagkakatulad at pagkakaiba ng
impormasyon? Item 19.
A. Kulto, sekta, denominasyon, eklesyas Anong dalawang bagay ang pinaghahambing?
B. Sekta - modelo ng huwarang aral A. uri ng tao C. pagkahiyang sa gamot
Kulto - transpormasyon sa komunidad B. uri ng gamut D. dosageng gamot
Denominasyon - paghihiwalay ng simbahan at estado
Eklesyas - ispiritwal na ekspresyon Item 20.
C. Sekta - nagpapataw Paano nagkakaiba ang dalawang bagay na pinaghahambing sa Item 19?
Kulto - naghahanap A. dosage C. gamot
Denominasyon - nagnanais B. epekto D. tao
Eklesyas - nagbibigay pansin
.
D. Sekta- modelo Item 21.
Kulto ekspiryensya Ano ang pinakaangkop na damdaming napapaloob sa sumusunod na pahayag?
Denominasyon - impluwensiyal
Marahil malapit na akong suwertehin. Sa susunod na buwan, higit na
Eklesyas - ekspresyon _ maraming tiket ang akmg bibilhin.
A. panghihinayang C.. kawalang pag.-asa
B. 'pag-asa D. kasiyahan
/
____________________________________________________ __
E f i i i l PNU LET Reviewer D r. Arsenin R . Em pcrado
G enera! E d u catio n Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik
Item 23. Item 24.

Anong damdamin ang ipinahihiwatig ng sumusunod na pahayag? Pagkatapos mong basahirj ang artikulo, anong kaisipian ang nabuo mo?
Hustisya! Meron pa ba niyan? " A. maaaring magdulot ng pagkabingrang'aksidente
A. pagmamahal C. panghihinayang B. isang pambihirang kaso ang pagkabingi ni Anne
B. pag-asam D. i poot e: ang bingi ay nakababasa ng galaw ng labi
D. maaaring pagsamahin ang. pagkokondisyon at suhestiyon apang
Para'sa Item 24 - 25. Basahin at unawain. gumaiing ang isang bingi
Artikulo: (Abnormal na Sikolohiya) Item 25.

Gamit ang ugnayang sanhi - bunga, piliin ang angkop para sa istorya ni
Ang Istorya ni Anne: Isang kaso ng Pagkabingi Anne.
A. walang reaksyon -> pagkabingi
1 Si Anne ay isang batang babae na naging bingi dahil sa tensyon sa pamilya. B. maiakas na tunog -> pagkabingi
Ang kanyang relasyon sa kanyang ina ay malayo, at ang pagkabingi ay C .. duiot ng aksidente -> pagkabingi
isang pag-iwas sa boses ng kanyang ina. Si Anne ay hindi nagpapakita ng D. tensyon sa pamilya -> pagkabingi
reaksyon sa mga biglang malalakas na tunog. Nagpapakita siya ng tagong
reaksyon sa mga tunog sa unang pagsubok na sinukat sa pamamagrtan ng
eiektro myogram (EMG). Ang unang pagsubok ng EMG ay may reaksyon mula
sa leeg matapos ang malakas na tunog. Matapos ang 60 na segundo, sa
pangalawang pagkakataon ay wala siyang reaksyon.
2 Sa dahilan na kayang bumasa ni Anne ng galaw ng labi, pinagsama ng
therapist ang pagkokondisyon at suhestiyon na nagsasabi kay Anne na
malapit na siyang makarinig.
3 Minsan sa isang aksideiite na muntik nang kumitil sa buhay ni Anne, ang
kanyang pandinig ay nanunumbalik nang nadinig niya ang busina ng trak.
Mula sa : Semorlan, et al. 1999.

Pagbasa at Pagsulat sa iba 't ibang Disiplina.
d 107
PNU LET Review er

Filipino - Pagbasa ac Pagsulac tungo sa PananaLiksik G eneral E dn cation
A. nakabubulag . C. masangsang
B. nagmumulat D. malinamnam
Item 4.
Ang maawain ay sa tao
Item 1. Ang matalas ay sa itak na .bagong hasa
Kilalanin ang mga salita sa pamamagitan ng paghahambing ng mga Ang kislap ay kutitap
magkakatulad na kahulugan. Aliri ang di-dapat maisama sa pangkat? Ang kinang ay s a ____________
A. Maganda at masining ang kaniyang maikling kuwento. A. kalawakan C. bahaghari
B. Makitid at makipot ang iandas patungo sa kalangitan. B. alapaap D. alahas
C. Matalas at matalim ang dila ng babae.
D. Matamis at mapait ang pag-ibig. Item 5.
Nagbibigay ang mga salitang nilalapian, ng kahulugang JUa, earn o halos.
Item 2. Aling salita ang di dapat maisama sa pangkat?
Lahat ng pares ng salita ay magkakatulad ang kahulugan maliban sa isang A .': malapot C. malasutla
pares. Alin ang di-dapat maisama sa pangkat? B.' malarosas D. malakanin
A. Malupit at mabagsik ang pinunong iyon.
B. Ayaw kong pag-usapan ninuman ang saya at lungkot na aming naranasan. Item 6.
C. Matibay at matatag ang asawa ni Francis Magalona. May dalawang paraan ng paglalarawan: ang masining at ang karaniwan.
D. Mapag-imbot at mapaghangad ang kapatid niya sa ama. mga sumusunod na pahayag tukuyin ang halimbawa ng isang karaniwang
paglalarawan.
Para sa Item 3 - 4 . May mga salitang haios magkakasingkahulugan subalit may A. Malalaki at mabibilog ang pakwan.
mga tiyak na disiplinang kinauugnayan. Suriin ang mga salita upang magamit sa B. Amoy pinipig ang simoy ng hangin.
tiyak na larangang kinauugnayan. C. Nadama niya ang matinding sakit na nagpapakirot ng buo niyang
katawan^--------- -----
Item 3. D. Saklot ng matinding takot ang inang nakatingin sa nakahandusay na
Ang saluhan ay sa baakain
" ' ~ M glM w a[[a y sa musika
Ang ningning ay nakaslsilaw Para sa Item 7 - 8 . May mga salitang magkasingkahulugan ngunit bawat isa
Ang lim nag ay ______________ ay may tiyak na gamit at hindi maaaring pagpalitin. So/iJn ang ugnayan ng salita
160 PNU LET Review er D r. A rscn ia R . Em peracio

General Education Filipino - P agb asa at Pagsulat tmigo sa Pananaliksik
Item 7. . . A. .mabata C. binata

Alin sa mga sumusunod na pahayag ang naiiba ang diwa? B. magbata D. pagkabata
. A . . Matavoo ang lipad ng saranggola.
B. Matangkad ang kaniyang bayaw. Item 12.
D. Malaki ang puno ng niyog. pang kaanak na ang iba ay nagdadala sa iba pa sa relasyon na tinutukoy ng
salitang ugat?
Item 8. A. mag-aaral C. magkapitbahay
A. Bansot ang halamang nabili mo sa naglalako. B. magkakasama D. mag-aama
B .; Mababa ang pagtingin niya sa lalaking lasenggero.
'C. Hamak na hamak ang itsura niya. Para sa Item 13 -17.
D. Pandak ang tindera ng isda sa palengke.
item 13.
Item 9. Basahin ang teksto sa ibaba.
Mga halimbawa ito ng mga salitang may nagkakaiba/nagkakasalungat na
kahulugan. Alin sa mga pares na ito ang hindi kabilang sa pangkat? Artikulo: (Malikhaing Sining at Musika)
A. Malinis at marumi ang mga damit sa sampayan.
B. Langit at lupa ang kanilang agwat sa buhay. Sa Kulay (colors)
C. Mabuti at marangal ang hanapbuhay ng kanyang Ninang sa Australia.
D. Katulad nila'y tubig at langis na di-pwedeng pagsamahin. May isang araling tinatalakay sa kursong ito tungkol sa mga kulay na
pwedeng gamitin. Ito ay ang kahalagahan ng mga kulay. Sa pagtuturo tungkol
Item 10. sa kulay, maaaring gamitin itong pagkukuwento para lalong maintindihan ng mga
Sa mga pares ng salita alin ang may magkatulad na kahulugang magagamit bata ang leksyon. Halimbawa ng kwento; minsan daw, nag-away-away ang mga
sa paglalarawan ng isang panauhin sa isang handaan? kulay. Nagsalita ang kulay berde at ang sabi, siya raw ang pinaka-importanteng
matakaw at masiba C. marami at kakaunti kulay dahil ang kalawakan na sinasaka ay kulay berde at ang mga gulay rin ay
B. matangkad at pandak D. malapit at malayo kulay berde. Ngunit hindi sumang-ayon ang kulay asul dahil para sa kanya siya
ang pinaka-importanteng kulay dahil ang kalangitan daw ay kulay asul. Subalit
Item 11. hindi sumang-ayon ang kulay dilaw, siya raw ang pinaka-importanteng kulay dahil
Kung ang salitang ugat na tjata ay gagamitan ng iba't ibang panlapi, ang kulay ng araw ay dilaw. Ngunit sumagot naman ang kulay kahel, sabi niya siya
magbibigay ito ng ibat ibang kahulugan. Alin sa mga sumusunod ang hindi raw ang pinaka-importanteng kulay dahil ang lahat ng kulay kahel ay nagbibigay
' dapat maisama sa pangkat batay sa kaanyuan ng salita?
O r. A rsen ia R . m p cra d o PNU LET Reviewer 161

F ilip in o - Pagbasa at Pagsulat tungo sa Pananaiiksik G eneral E d u ca tio n
ng sustansiya sa kalusugan. Patuloy ang kanilang naging pagtatalo. Hanggang URI NG KULAY . - KATANGIAN
dumating ang kulog at bumuhos ang ulan. Pagkatapos ay may tinig na nagsalita.
16. dilaw A. sustansiya sa kalusugan
magkapit kamay kayo." At ano ang nakita nila? Isang babaghari na tinataglay ang
B. araw
kulay nila. Naging mas malaki at malapad sila at nagkaroon ng pagkakaisa.
C. kalangitan
D. gulay
Mula sa:Pagbasa at Pagsulat
17. asul A. kalawakan ng sinasaka
Sa Iba'tibang Disiplina (1999).
B. pinaka-importante
Semorian eta! d. 213 - 214
C. kalusugan
D. kalangitan
Ibigay ang pangunahing ideya na ipinahihiwatig ng awtor.
A. kahalagahan ng mga kulay Item 18. Basahin at unawain.
B. pagtatalo ng mga kulay
Artikulo: (Produksyong Pantelebisyon at Panradyo)
,C. sama-samang pakikisama at pagkakaisa
D. ang kulay ay bahaghari
Programang Pantelebisyon para sa Kabataan
Television Shows For the Youth
Item 1 4 - 1 7 . Gamit ang graphic organizer na T-chart paghambingin mo ang
mga kulay. Piliin ang titik ng tamang sagot sa mga tanong na makatutulong sa 1 Ating isa-isahin at suriin ang mga programang pantelebisyon para.sa mga
pagbuo nito. kabataan: Nandiyan ang Teen Talk, na tumatalakay ng mga maseselang
suliranin ng mga tinedyer, Kada, at ang Five and Up, na nagpapakita ng
mga iba't ibang balita sa larangan ng isports, showbiz, at iba pa. Ang mga
URI NG KULAY KATANGIAN
programang ito ay tumatalakay sa buhay ng mga kabataan, mga problema
14. kahel A. kalawakan at masasayang karanasan ng isang tinedyer. Sa pamamagitan ng panonood
B. kalangitan ng mga programang ito, mas madaling makahambing ang mga kabataan sa
c : sustansiya sa kalusugan kanilang pinanonood.
D. gulay ' 2 Samantala, kung katatawanan naman ang kanilang hanap, nariyan ang
Tropang Trumpo at Ang TV. Hindi lamang ngkapagbibigay ng aiiw, saya at aral
- ^ A _ kalawakan na sinasaka ang mga programang ito, pati rin ang mga artista sa mga nasabing programa
V.
C. kapayapaan
A. D, bahaghari Mula sa:Pagbasa at Pagsulat
Sa Iba't ibang Disiplina (1999).
Seifiorlan et al d. 145

D r. A rscn ia R . Em perado
Anong katangian ng hulwaran o istilo ng organfsasyon ng teksto ang ginamit. Item 22. Basahin at unawain.
ng awtor?
fy- payiatala-o-pagtiiista_l; aepHsyoo ; ___________ :m m
"B. pagsusunud-sunod .D. sanhiatbunga
T Ngunit Ano Ba ang Demand at Suplay?
Item 19. Basahin ang pangunahing ideya sa kahon:
1 Ang demand ay nagsasaad ng dami ng produkto at serbisyong ninanais
Programang Pantelebisyon para sa Kabataan bilhin ng isang mamimili, sa iba't ibang alternatibong presyo sa isang
takdang panahon. Sa sistema ng bilihan, halos ang lahat ng bagay ay may
Alin sa mga sumusunod ang hindi halimbawa ng pangunahing ideya? demand. May demand sa damit, sa sapatos, pagkain, pabango, bahay,
A. Teen Talk shampoo at lahat pa. Halimbawa, ang demand sa bigas ay nagsasaad ng
dami ng bigas (sa kilo) na bibilhin ng mga mamimili sa presyong (ilang piso
B. Kada
bawat kilo) itinakda ang bilihan sa isang takdang panahon.
C. Five and Up
2 Ang suplay naman ay ang dami ng produkto o serbisyong handang ipagbili
D. Ang programang ito ay tumatalakay sa buhay ng kabataan. ng mga negosyante sa bilihan sa bawat alternatibong presyo sa isang
takdang panahon. Kung may demand sa lahat ng bagay, ito ay tumutugon
Item 20. sa sistema ng bilihan sa pamamagitan ng panghihikayat sa mga
Alin naman sa mga sumusunod ang hindi nagpapaliwanag sa pangunahing ideya? negosyante upang gumawa at isuplay ang mga produkto at serbisyong
A. Tumatalakay sa maseselang suliranin ng mga tinedyer may demand.
B. Nagpapakita ng mga ibat ibang balita
i C. Tropang Trumpo, Ang TV Mula sa:Pagbasa at Pagsulat
d r ' Nagsisilbing modelo sa kabataan natin ngayon Sa Iba't ibang Disiplina (1999).
Semorlan, e ta i, d. 183
Item 21.
Ang mga pangungusap sa ibaba ay magkaugnay MALIBAN sa isa. Alin ang 'Saan nagkakaiba ang depinisyon ng salitang demand at suplay?
pangungusap na ito? A. dami ng produkto C. takdang panahon
A. Pangarap niyang.makarating sa ibang bansa. * B. sistema ng bilihan D. walang tamang sagot
S." Masarap magbakasyon sa ibang bansa.
C. Isang araw, may nabasa siyang.anunsyo na nangangailangan ng mga
manggagawa sa ibang bansa.
Q. Dali-dali niyang kinuha ang adres ng kompanya at sumulat siya upang .
magprisinta.
Dr. A rsen ia R . E m p crad o PNU LET Review er 16a

Filipino - Pagbaâ a t P agsulat tungo sa Panunaliksik g e n e r a l Education
Item 22. Basahin at unawain.

2. Ang kompyutasyon sa pagkuha ng interes, mga diskawnt, buwis,
Sa Makati at Dibisorya, komisyon, at paglaki ng produksyon ay nakabase sa pagkuha ng
Denims ang Hanap Nila persentahe. Ang mga problema ukol sa pagkuha ng persentahe ay
Valerio L. Nofuente nagtataglay ng tatlong elemento: ang beys, kung anong tinutukoy sa
problema; and reyt, ang halaga o digri ng isang bagay katulad ng reyt ng
Hindi mapasubaliang ang may tangan ng korona sa larangan ng moda sa interest; reyt ng paglaki at iba pa, at ang persentahe, dami o bilang ng
damit ay maong o denims. Tila uniporme ng Pinoy ang pantalong maong lalo aytem na isinalalarawan ng reyt.
na sa mga siyudad, at matatagpuang namamayani sa mga kampus, pabrika, 3. Ang pormula sa pagkuha ng persentahe ay ang pagmumultiplay ng beys at
opisina, subdibisyon at pook-iskwater. Ito'y isinusuot ng traysikel boy at reyt (PP = P*R; kung saan P = persentahe B = beys R = reyt). Halimbawa
executive, disc jockey at kanto boy, naka-Mercedes Benz at naka-dyip, babae, ng ganitong aplikasyon ay kung pagkukumparahin ang populasyon noong
bakla, matrona at mukhang tatay, estudyante at drop-out. 1985 at 1986. Gaano karami ang halaga ng paglaki ng populasyon
noong 1986 kung ito'y lumaki ng labintatlong porsyento (13%) mula sa
Mula sa: Likha (1998). populasyong 5 bilyon noong 1985? Ang sagot ay 65,000,000 (P - 5b\13).
Santos, Benilda d. 99 Ang ibig sabihin nito ay noong 1986 ay naragdagan ng 650,000,000 ang
populasyon at naging 5,650,000,000 na ito. Mahalaga ang pagkuha ng
Anong kongklusyon ang mabubuo mo pagkatapos mabasa ang artikulo? persentahe para sa mga rekord at istatistiks.
A. Usong kasuotan ang maong
B. Matatagpuan sa Makati at Dibisorya Mula sa.Pagbasa at Pagsulat
C. Lahat ng uri ng taoy nagsusuot ng maong Sa Iba't Ibang Disiplina (1999).
Semorlan et a.,1 d. 188-189
D'. Inihahambing ito sa uniporme
Item 24. Basahin at unawain.

1. Alin sa mga sumusunod na terminolohiya ang hindi ginamit sa tekstong
Artikulo (Matematikang Pangnegosyo) binasa kaugnay ng matematikang pangnegosyo?
A. persentahe C. produksyon
Pagkuha ng Persentahe * .
B. komisyon D'. kultura '.
2. Alin sa mga sumusunod na salita ang ft/nrf/hiniram sa Ingles?_____________ _
ay kalimitan tayong nagkukumpara ng mga bagay lalo na ng mga numero A. beys- C- istatistiks----------------------------------
at halaga. Maaari, halimbawa, pagkumparahin ang paglaki ng populasyon B. reyt . D. pormula
ngayong taon. Sa mga ganitong pagkakataon ay gumagamit tayo ng
pormula sa pagkuha ng persent&hp o kung gaano kalaki-ang isang bagay
pa dagdag sa kabuuan.
IPNU LET Review er D r. A rsen ia R . Em pcrado

' Q eeral Education
Item 25. Suriin at bigyan ng interpretasyon ang bar graph sa ibaba.
KABUUANG BILANG NG
M A G S islP A G T A P O S
S V 2008-2009
400 -
w Kahulugan:
350 -
jfc
300 - CASS: College of Arts & Social Sciences

250 - CEO: CoRege of Education
o CLLL: College of Languages, Linguistics
200 -
& Literature
150 COS: College of Sciences
S lO O -j
50 -I

3
a CASS CED CLLL COS
PANGALA N NG KOLEHIYO
Gamitin ang bar graph upang matulungan ka sa pagsagot sa mga tanong na

nasa ibaba.
1. Aling kolehiyo ang may pinakamataas na bilang ng magsisipagtapos?

A. CASS C. CLLL
B. CED D. COS
2. Alin namang kolehiyo ang may pinakamababang bilang ng mga
magsisipagtapos?
A. CASS C. CLLL
B. CED D. COS
3. Ilpn ang bilang ng kolehiyo?
. A' 4 B. 2 C. 1 D. 3
4. Anong taong pampaaralan ang datos ng magsisipagtapos?
A. 2008-2009 C. 2007-2008
B. 2009-2010 D. 2006-2007-
D r. A rsen ia R . E m p erad o
Filipino - M asining na Pagpapahayag G eneral E du cation
Masining na BAHAGI I - BALIK-ARAL SA NILALAMAN:

MGA BATAYANG KONSEPTO
Pagpapahayag 1. Sa lahat ng uri ng gawain, kailangan ng tao ang makipagtala'stasan sa

kanyang kapwa. Isinasagawa ito sa dalawang paraan- pagpapahayag na
pasalita at pagpapahayag na pasulat.
2. Ang retorika ay may mahalagang papel sa masining at mabisang

Inihand a n i:
pagpapahayag. (Bisa, 1999:2)
A rsenia R . Eniperado, P h .D .
Anumang may sining ay maganda; maganda kung ang mga salitang
gagamitin ay magsasaalang-alang sa himig o .tono, sa ritmo, sa
talinghaga, sa diksyon.
; Kasanayan: Anumang mabisa ay nagbibigay ng mabuti o magandang resulta o bunga;
mabisa kung magiging paraan ang paggamit ng wika para makapaghatid ng
maliwanag na impormasyon, makapagpahayag ng makabuluhang ideya, at
j Nagagamit ang angkop makapagkintal ng mga impresyon sa isipan ng mambabasa o tagapakinig.
j na repertwa ng wika sa 3. Samakatuwid sa paggamit ng dalawang salitang nabanggit sa kaisipan Big. 2

j pagpapahayag ng kaalaman, kaugnay ng wika, ang masining at mabisang pagpapahayag ay ang maayos,
; karanasan at saloobin. maganda, malinaw, tama at epektibong pagpapahayag ng ano mang naiisip,
nadarama sa paraang maaaring pasalita o pasulat.
4. Dalawang mahahalagang bagay ang hindi maaaring paghiwalayin sa pag-

aarai ng masining-at mabisang pagpapahayag:
- - r e t n r ik a i (Aynp s a k la sikn n q rtepinisynn) (R aria yn s.P n m : 4 )
a.~ agfiamng pagpapahinuhod-(Soerates, 30-BC)

b. kakayahan sa pagwawari o paglilirip sa bawat pagkakataon ng
anumang paraan ng paghimok (Aristotle) . .
c. .a n g sining ng argumentatibong komposisyon .(Richard Whatley)
l I S f i l PNU LET Reviewer D r. A rseaia R . Em perau o

G eneral Education F ilipino - M asining na Pagpapahayag
retorika2 ( Ayon sa kontemporaryong depinisyon) b) Kasabihan - Mga bukambibig na_ hinango mula sa karanasan ng
- ang pinakamabisang pagpili/ paggamit ng mga salita upang buhay na nagsisilbing patnubay s*a -mga dapat na ugaliin ng tao.
makabuo ng isang makabuluhan at epektibong mensahe Naglalaman ng mga kaisipang nagpapahayag ng mga katotohanan
gramroar/balarila - ang wastong gamit/pagkakaayos ng mga salita na sadyang may pagkakaugnayan ang buhay sa kaasalan ng tao.
upang makabuo ng mga pangungusap na gramatikal Halimbawa:
Pili nang pili, nauwi sa bungi.
5. Kung gayon sa mga kaalamangpambalarjla (tulad ng wastong gamit, tamang (Sa kapipili o sobrang pagkapihikan maaaring matapat sa pangit
mga panuring, pandiwa, atbp.) nakasalalay ang kawastuan at kalinawan ng o may kapansanan.)
ating pagsasalita at pagsulat. Kahit na maganda ang pahayag kung hindi Mahahalagang pahayag din na kinuha o hinugot sa mga akda ng
wasto ang mga gamit at ugnayan ng mga salita, hindi lamang makababawas kilalang tao o lider ng bansa. .
iyon sa kalinawan ng pahayag kundi gayundin sa pagiging kaakit-akit nito. Mga halimbawa:
Samakatuwid, kasama ng retorika ang balarila para makamit ang mabisang Ang katapatan ko sa aking partido ay magwawakas sa
pagpapahayag. . pagsisimula ng katapatan ko sa aking bayan. (M.L.Quezon)
Ang kabataan ang pag-asa ng bayan. (Jose P. Rizal)
6. Paano ba ginagamit ang retorika sa proseso ng mabisang pagpapahayag? . c) Kawikaan - Iba ang kawikaan kaysa salawikain. Ang kawikaan ay
Paggamit ng mga alusyon at talinghaga hindi nagtataglay ng talinghaga kaya tiyak ang kahulugan. Karaniwan
Alusyon - mga karunungang bayan na minana pa natiri sa ating mga nang binubuo ito ng taludtod o mga taludtod na maaaring may sukat
ninuno. at tugma at maaari ring wala.
Nagdaragdag ito ng kasiningan sa pagpapahayag tulad ng mga Mga halimbawa:
sumusunod: Nasa Diyos ang awa, nasa tao ang gawa.
a) Salawikain - Matalinghaga ang salawikain at karaniwang kapupulutan Huwag ipagpabukas ang kaya mong gawin ngayon.
ng aral hinggil sa buhay at pamumuhay. Ito ay mga taludtod na Paggamit ng mga salitang ginagamit na idyoma/ sawikain
may sukat at tugma. Itinuturing na hiyas ng ating wika ang mga Mga lipon ng salita na ang dalang kahulugan ay iba kaysa sa kahulugang
salawikain sapagkat tulad ng isang hiyas, ito ay nakapagpapaganda literal ng mga salitang bumubuo nito. Nakatutulong sa mabisa, makulay
jig pagpapahayag. at makahulugang pagpapahayag ang paggamit ng idyoma.
Halimbawa:
Aanhin ko ang bahay' na bato kung ang nakatira ay kwago. Pinakapuso ng lahat ng salita ang idyoma (Santiago, 1994). Kapag inalis
(Ito ay tungkol sa maayos na pakikitungo sa kapwa tao o sa mga ang mga idyoma-ng isang wika, masisira ang komunikasyon ng mga
kapitbahay.) taong gumagamit nito. Yumayaman at yurnavabong ana isano palinyMn
kung ginagamitan ng idyoma na minana pa natirt sa ating mga ninuno.
>r. Arsenia R . Em pcrado PNU LET Reviewer 167

Filipino - M asihing n a Pagpapahayag G eneral Education
Gayunpaman kung susuriin ang kahulugan ng bawat salita, tila mali at kawangis ng, gaya ng, animo'y, atbp.
lihis ito sa mga tuntuning pambalarila. Halimbawa:
Tinik slya sa lalamunan ni Angelo.
Ayon kay David Minsberg (nasa Tanauan, et al., 2003:4) maaaring c) Paahihioav-katauhan (personification) - pagsasalin ng mga
. malaman ang kahulugan ng bawat idyoma sa pamamagitan ng: katangian ng tao sa isang bagay. Naipapahayag ito sa pamamagitan
a) pag-unawa sa kaugnayan nito sa ibang bagay ng paggamit ng pandiwa.
b) pagsuri sa kaugnayan nito sa ibang salita sa loob ng pangungusap Halimbawa:
c) paggamit nito nang malimit hanggang sa itoy maging bahagi na ng Sumasayaw ang mga aion sa karagatan.
sariling bokabularyo d) Paomamalabis (hyperbolej - isang pahayag na eksaherado o labis sa
Mga halimbawa: katotohanan.
naghugas ng kamay Halimbawa:
buhay alamang Nagliliyab ang mga mata ng galit na galit na lalaki.
buwaya sa katihan e) Paotawaa (apostrophe) - isang pabulalas na pagkausap sa isang tao
Paggamit ng tayutay/patalinghagang anyo ng pagpapahayag (karaniwang patay o wala sa isang tiyak na pook) o isang bagay o
Iniuugnay ang kaalamang retorika sa patalinghagang pagpapahayag o sa bahagi ng kalikasan na binibigyan ng katangiang pantao.
ibang salita'y tayutay. Halimbawa:
Tayutay - Isang pahayag na sadyang masining at kaakit-akit. Naghahayag Pag -ibig! Masdan ang ginawa mo.
ito ng makulay at mabisang pagpapakahulugan. f) Paapapalit-tawaQ (metonymy) - paggamit ng isang salitang
panumbas o nagpapahiwatig ng kahulugan ng di-tinukoy na salita;
Pangunahing layunin ng retorika na makapagpahayag nang maganda, ang pagpapalit ng katawagan o ngalan sa bagay na tinutukoy.
masining, at maayos. Halimbawa:
Malalim na pilat ang naiwan sa kanyang puso.
Ang mga sumusunod ay mga uri ng patalinghagang pagpapahayag o g) Paonaoalit-saklaw (synecdoche) - pagbanggit sa bahagi bilang
tayutay: pagtukoy sa kabuuan; maaari rin namang nag-iisang tao ang
a) Paotutulad (simile) - paggamit ng tuwirang pagkukumpara ng kumakatawan sa isang pangkat.
dalawang bagay na magkaiba ng uri. Halimbawa:
Halimbawa: Isang kayumanggi ang pinarangalan sa larangan ng boksing.
Ang tren ay parang alupihan. h) Paohihimio (onomatopoeia) - paggamit ng mga salitang ang tunog
b) Paowawa'nais (metaphor) - paggamit ng mga pahayag na ay gumagagad sa inilalarawan; naipapahiwatig dito ang kahulugan
nagpapahiwatig ng pagkukumpara ng dalawang bagay na magkaiba . sa pamamagitan ng tunog o himig ng mga salita.
ng uri. Hindi na ito ginagamitan ng mga pariralang tulad ng, Halimbawa:
168 PNU LET Review er D r. A rsen ia R . Em penuJo

G eneral E du cation Filipino - M asining na P agpapahayag
Kumalabog sa matigas na lupa ang bumagsak na kargamento . b. ginagamit bilang pang-ukol na ang katumbas ay tamang
mula sa trak. pagkakaugnay ng mga salita sa isang pahayag upang makabuo
i) PaasalunQat/oksimoron/epiaram (oxymoron) - paggamit ng ng malinaw na.kaisipan o diwa.
dalawang salitang magkasalungat o pahayag na nagsasalungatan.. (Pinalo niya ng kahoy ang magnanakaw.)
Mga halimbawa: c. ginagamit bilang pang-ukol na ang katumbas ay sa
tumatawa'y umiiyak (Ang mga iskawt ay nagpunta ng Baguio.)
may lungkot at tuwa d. ginagamit bilang pang-ukol na nagpapakilala ng pangngalang
mabuting kaaway paari
j) Paralelismo (parallelism) - paggamit ng inihahanay na kaisipan sa (Tumanggap ng plake ang kanyang anak.)
magkakahawig na istruktura, tulad ng: e. ginagamit bilang tagatanggap ng kilos
sama-samang nabubuhay (Ayaw siyang layuan ng agam-agam.)
sama-samang namamatay f. ginagamit na pananda sa tuwirang layon ng pandiwang palipat
k) Paolumanav (euphemism)-paggamit ng mga salitang nagpapaganda (Gumagawa siya ng manika.)
ng pangit na pahayag; pagpapahayag na gumagamit ng mga g. ginagamit na pananda ng aktor o tagaganap ng pandiwa sa tinig
malumanay at magagandang pananalita upang tukuyin ang isang na balintiyak
pangyayari na maaaring kung sasabihin nang tiyakan ay masakit o (Tinulungan ng kapatid ang kanyang ina sa pagluluto.)
pangit sa pandinig. h. ginagamit kapag nagsasaad ng pagmamay-ari ng isang bagay o
Halimbawa: katangian
Ang babaeng naglalaro ng apoy (nagtataksil) ay humantong sa (Nabali ang mga paa .ng mesa.)
isang makabagbag damdaming tagpo sa harap ng kapitbahay. nang
a. ginagamit bilang pang-abay
7. Paano naman ginagamit ang balarilasaprosesongmabisang pagpapahayag? (Itinali nang mahigpit ang bihag.)
Saklaw ng balarila o grammar ang mga sumusunod: (1) tamang gamit ng b. ginagamit bilang salitang nangangahulugan din ng para" o
mga salita; (2) tamang pag-aaral ng anyo at uri ng mga salita; (3) tamang upang"
pagkakaugnay ng mga salita sa isang pahayag upang makabuo ng malinaw (Sumulat ka nang sumulat ng mga kuwento nang manalo ka sa
na kaisipan o diwa. . . patimpalak.) .
Paggamit ng mga tamang salita c. ginagamit bilang salitang panggitna sa mga salitang inuulit
A. ang ng at nang (lyak nang iyak ang dalagang malungkot.)
ng d. ginagamit ha pangatnig sa mga hugnayang pangungusap at ito
a. ginagamit bilang pantukoy rin ang panitnula ng katulong na sugnay;
(Maluwang ang looban ng simbahan.) (Maghugas ka ng pinggan nang makakain na kayo.)
D r. A rsenia R . Em perado
PNU LET Review er 169]
Filipino - M asining na Pagpapahayag G eneral Education
B. ang din at tin, daw at raw F. m ayatm ayroon

rin a tra w may - Ginagamit ang may kung ang sumusunod o kasunod na salita ay:
Ginagamit Kung ang sinusundancf salita "ay nagtatapos sa patinig at a. pangngalan' -
sa malapatinig na w at y. (May tao sa tanghalan.)
(siya raw / rin b. pandiwa
ikaw raw / rin (May pumatay sa mga ipis na nasa kabinet.)
tinalakay raw / rin) c. pang-uri
din at daw (May mataas na sapatos ang guro niya.)
Ginagamit kung ang salitang sinusundan ay nagtatapos sa katinig d. pantukoy
maliban sa /w/ at /y/. (May mga panoorin sa patyo ng simbahan.)
(takot din / daw e. pang -ukol na sa
malakas din / daw) (May sa daga ang anak mong iyan.)
C. ang sina at sila mayroon - Ginagamit ang mayroon kung:
a. sina - ginagamit kapag ito ay sinusundan ng mga pangngalan a. sinusundan ng panghalip
na tinutukoy sa pangungusap. (Mayroon kayong libreng gamot sa baranggay.)
(Naglilinis sina Gel at Lisette ng bahay.) b. sinusundan ng isang kataga
b. sila - ginagamit bilahg panghalip na panao. (Mayroon yatang pagsusulit ngayon.)
(Umalis na sila kangina pang umaga.) c. bilang panagot sa tanong
D. pinto, pintuan (May kapatid ka pa ba? Mayroon.)
a. pinto - bahagi ng daanan na isinasara at ibinubukas Pag-aaral ng anyo at uri ng mga salita
(Isinara niya ang pinto upang hindi makapasok ang magnanakaw.) Nabanggit na, na may dalawang uri ng pagpapahayag: pasalita at
b. pintuan - ang kinalalagyan ng pinto pasulat. Bakit tayo nagsusulat? Mahalaga ang katanungang ito sapagkat
(Hindi pa napipinturahan ang pinto sa pintuan.) kasangkot na sa ibat ibang layunin ng pagsulat ang ating mambabasa.
E. pahirin, pahiran Kapag nabanggit ang mambabasa, isinasaalang-alang na rin ang uri ng
a. pahirin - alisin sa pamamagitan ng pamunas o sa pamamagitan wikang gagamitin, pati na ang tono at istilo ng pagpapahayag.
ng kamay.
(Pahirin mo ang sipon sa kanyang ilong.) Ang mga salita ay may kaantasan din. Isinasaalang-alang ng mga aral
b. pahiran - lagyan ng isang bagay sa pamamagitan .ng pamunas sa wika ang kaantasang ito. Sa gayon ang mga salitang bibitiwan o
o sa pamamagitan ng kamay. gagamitin ay bufhabagay sa kanyang katayuan, sa liinihingi ng panahon
(Pahiran mo ng langis ang natutuyo mong balat.) at pook at sa okasyong dinadaluhan.
E l r f l l PNu LET Review er D r. A rsen ia R . Em perado

G eneral E du cation
F ilipino - M asining na Pagpapahayag
Sa ganang kabagayang ito ng mga salita, masasabing may pormal at

Halimbawa:
di-pormal na mga salita. .
PORMAL KOLOKYAL
Salitang porm al - mga salitang istandard dahil ito'y kinikilala,. saan naroon sanaron
tinatanggap at ginagamit ng karamihang nakapag-aral sa wika. naroon.naroroon naron
Nasa ilalaim ng uring ito ang: nasaan nasan
a. Pambansa - mga salitang ginagamit sa mga aklat at babasahing kaniya kanya
may sirkulasyon sa buong kapuluan at lahat ng paaralan. kani-kaniya kanya-kanya
b. Pampanitikan - mga salitang matayog, malalim, mabigat, almirol almidon, almirol
makulay at sadyang mataas ang uri. Ito ang mga salitang aywan ewan
ginagamit ng mga manunulat at dalubwika. piyesta pista
Salitang hindi porm al o impormal - mga salitang karaniwan at

PORMAL Dl-PORM AL
palasak na ginagamit sa mga pang-araw-araw na pakikipag-usap at
pakikipagsulatan sa mga kakilala at kaibigan.. Pambansa Pampanitikan Lalawiganin Balbal
Kasama dito ang: kapatid kapusod tugang ( Bikol) utol
a. Lalawiganin - mga salitang kilala at saklaw lamang ng pook baliw nasisiraang-bait buang ( Bisaya) buwang
na pinaggagamitan nito; tatak ito ng mga maka- rehiyonal na
kaugalian ng tao. - ang tono ng mga salitang gagamitin ay maaaring pauyam, malisyoso,
b. Balbal - tinatawag ding slang sa Ingles.Tinatawag ding salitang- seryoso, nakikiusap o maaaring neutral
kanto, salitang-lansangan, salita ng mga bakla.
c. Kolokyal (colloquial) - mga pang araw-araw na mga salita Tamang pagkakaugnay ng mga salita sa isang pahayag upang makabuo
ngunit may kagaspangan at pagka- bulgar, bagamat may anyorig ng malinaw na kaisipan o diwa.
repinado at malinis ayon sa kung sino ang nagsasalita.
Kailangan ang kaisahan sa pangungusap para maging epektibo ito.
Narito ang ilang patnubay upang magawa ang kaisahan sa pangungusap
(Tumangan, et al., 1997:21 -22):
D r. A rsenia R . Em pcrado
Filipino - M asining na Pagpapahayag General Education
a. Huwag pagsamahin sa pangungusap ang hindi magkakaugnay na . Mga uri ng pagpapahayag / diskurso
kaisipan. '
b. Ang pagtataglay ng maraming kaisipan sa pangungusap ay labag sa Maraming paraan ng pagpapahayag na maisasagawa sa paraang pasalita
kaisahan ng pangungusap dahil lumalabo ang pangunahing isipang o pasulat na makatutulong upang makaakit at maging mabisa ang ating
ipinahahayag. pagpapahayag. . -
c. Gawing malinaw sa pangungusap kung alin ang pangunahing sugnay a. paglaiahad - hangarin nito na magpaliwanag nang obhetibo o walang
at ang panulong na sugnay. pagkampi na may sapat na detalye na pawang pampalawak ng kaaiaman
d. Huwag ilayo ang salitang panuring sa tinuturingan ng salita. sa paksang binibigyang linaw nang iubos na maunawaan ng may interes
e. Ilapit ang panghalip na pamanggit sa pangngalang kinakatawan nito (Arrogante, 1994:117).
f. Sa Filipino, nauuna ang panaguri kaysa sa simuno sa karaniwang b. paglalarawan - hangarin nito na sa pamamagitan ng mga angkop na
ayos ng pangungusap. salita, maipakita ang kaanyuan at kabuuan ng tad, bagay, sitwasyon,
insidente o senaryo.
Sa kabilang banda, nagiging malinaw ang mga pangungusap ng talata c. pagsasalaysay - hangarin nito na mag - ulat ng mga pangyayari sa isang
kapag may wastong paglilipat-diwa. May mga salita at pariralang maayos na pagkakahanay (Tumangan, et al., 1986:3).
ginagamit sa paglilipat-diwa na nakatutulong upang maunawaan ang d. pangangatwiran - hangarin nito na hikayatin ang iba pa na tanggapin ang
tamang pagkakaugnay-ugnay ng mga pangungusap. Sa bawat kaisipang katotohanan o kawastuan ng isang paninindigan o diii kaya'y baguhin
ililipat, naririto ang angkop na salita o pariralang maaaring gamitin: ang kanilang pag-iisip o impluwensyahan ang kanilang pag-uugali at
a. kaisipang idinaragdag - at, saka, pati, gayundin pagkilos sa pamamagitan ng mga makatwirang pahayag (Semorian, et
b. kaisipang sumasalungat - ngunit, subalit, datapwat, bagaman, al., 1999:155).
kahiman, sa kabilang dako
c. kaisipang naghahambing - katulad, kawangis ng, animo'y, anaki'y
d. kaisipang nagbubuod - sa katagang sabi, sa madaling sabi, kaya
nga
e. kaisipang nagsasabi ng bunga o kinalabasan - sa wakas, sa dakong
huli, kung gayon, sa ganoon .
f. paglipas ng panahon - noon, habang, di-naglaon, samantala, sa di-
kawasa, hanggang
Dr. Arsenia R. Empci k! o

172 PNU LET Review er
General E du cation F ilipino - M asin in g na Pagpapahayag
BAHAGIII -PAGSUSURI SA MGA AYTEM Anotasyon

MGA TEKNIK SA PAGSAGOT NG MGA TANONG Mga Teknik sa Pagtukoy ng Wastong Paggamit ng
Alusyon Bilang Pamamaraang Panretorika
Kompetensi: Nagagamit ang angkop na repertwa ng wika sa pagpapahayag ng Basahin nang mabuti ang tanong.
kaalaman, karanasan at saloobin. Ituon ang pansin sa hinihinging kasanayan.
Pag-aralang mabuti ang mga pagpipiliang sagot.
Ang tamang sagot ay C.
Paggamit ng mga Alusyon Gumamit ang pangungusap ng kasangkapan/pamamaraang panretorika.
(Pamamaraang panretorika)
Alusyon - pamamaraang panretorika na gumagamit ng pagtukoy sa isang tao,
Item 1. pook, katotohanan, kaisipan o pangyayari na iniingatan sa pinakatagong sulok
ng alaala ng isang taong may pinag-aralan." (Alejandro, 1970, nasa Bisa, 1999)
Bilang isang sining ng mahusay na pagsulat, ang retorika ay nagsasaalang-
alang sa maingat na pagpili ng pananalita, sa mabisang paghahanay ng Mga uri ng alusyon at mga halimbawa nito (Bisa, 1999):
mga ito at sa paggamit ng iba pang kasangkapang panretorika. Alin sa mga
sumusunod na pangungusap ang gumamit ng alusyon bilang pamamaraang Alusyon sa heograpiya: Ang Bulkang Mayon ang Fujiyama ng Pilipinas.
panretorika?
A. Pinagdarayo ng maraming tao taun-taon ang Antipolo. Alusyon sa Bibliya: Ang hukom ay naging isang Solomon sa paghatol sa kaso ng
B. Ang Antipolo ay isang bayan sa Rizal na pinagdarayo ng maraming tao dalawang babaeng kapwa nagsasabing sila ang ina ng batang babae.
taun-taon.
C. Ang Antipolo, ang Lourdes ng Pilipinas, ay pinagdarayo ng maraming tao Alusyon sa mitolohiya: Si Florante ay binanggit sa Florante at Lauca na isang
taun-taon. Adonis o kaya'y isang Narciso.
D. Lahat tama ang sagot.
Alusyon sa literatura: Isa siyang makabagong Simoun nang bumalik sa sariling
C ang tamang sagot. bayan.. . -
Dr. Arsenia R . Em perad o PNU LET Reviewer 173

Filipino - M asining na Pagpapahayag G eneral Education
Opsyon A. Ito ay isang haHmbawa ng payak na pangungusap subalit hindi

Anotasypn
gumagamit ng alusyon.
Mga Teknik sa Pagtukoy ng Wastong Paggamit ng
Opsyon B. Halimbawa ito ng'isang pangungusap na may kaganapang pansimuno,
Alusyon Bilang Pamamaraang Panretorika
isang bayan sa Rizal.
May isang sugnay na di-makapag-iisa na ginagamit na pang-uri, na
pinagdarayo ng maraming tao taun-taon.
Ang tamang sagot ay B.
Wala ring alusyong ginamit.
Ang pagtatambis o tambisan (antithesis) ay ang paglalahad ng isang bagay
laban sa iba namang bagay na nagkakasalungat upang higit na maging
Paggamit ng mga Tayutay mabisa ang pangingibabaw ng isang kaisipang natatangi.
(Pamamaraan ng Patalinghagang Pagpapahayag) Halimbawa: Mahirap kausap ang taong iyan, ngayon ay oo, mamaya ay hindi.
Item 2. Opsyon A. Gumagamit ang pag-uyam (irony) ng mga salitang nangungutya sa tao
o bagay sa pamamagitan ng mga salitang tila kapuri-puri ngunit ang tunay
Nagkita ang magkaibigan sa mall. Nagkumustahan, nagbalitaan tungkol sa na kahulugan ay mauunawaan ayon sa paraan ng pagsasalita ng isang tao.
kani-kanilang buhay. Kapwa ina, nagpalitan sila ng karanasan tungkol sa Halimbawa: Kay sipag mong mag-aral, palagi kang bagsak sa pagsusuiit.
kanilang mga anak. Sabi ng isa:
Opsyon C. Gumagamit ang pagtanggi (litotes) ng salitang hindi sa pagpapahayag
Ang batang si Angeli ay napakahirap unawain, hinahanap ako ngunit upang maipahiwatig ang lalong makahulugang di-pagsang-ayon sa sinasabi
itinataboy kapag dumating, inaantok daw siya ngunit ayaw matulog, ng salitang sumusunod.
nagugutom siya ngunit ayaw kumain, ayaw ng maingay ngunit ayaw rin ng Halimbawa: Hindi siya bulag para hindi makita ang mga mali mo.
tahimik dahil naluiungkot daw siya.
Opsyon D. Kahawig ng pagtatambis ang pagsalungat (epigram) ngunit higit itong
Anong uri ng tayutay ang ginamit upang maging mabisa ang paglalarawan? maikli kaysa sa pagtatambis. Magkasalungat ang kahulugan ng mga salitang
A. pag-uyam (irony) pinag-uugnay sa uring ito.
B. pagtatambis o tambisan (antithesis) Halimbawa: Itihutulak ng bibig, kinakabig naman ng dibdib.
C. pagtanggi (litotes)
D. pagsasalungat (epigram/oxymoron)
B ang tamang sagot.
174 PNU LET Review er Dr. A rsen ia R . E m perad o

General E du cation F ilipino - M asining na Pagpapahayag
Opsyon A. Karaniwang ginagamit na pangatnig sa mga hugnayang pangungusap

Ang Balarila sa Proseso ng Mabisang Pagpapahayag
af ito ang panimula ng katulong na sugnay. .
(Paggamit ng Tamang Salita)
nang (pangatnig) makapasa kayong magkakapatid (pantulong na sugnay)

Item 3.
Opsyon B. Ginagamit bilang pang-abay. Ito ay nanggaling sa na at inaangkupan
Isinasaalang-alang sa gramatika/balarila ang mga bahagi at tungkulin ng ng ng at inilalagay sa pagitan ng pandiwa at ng panuring nito.
mga salita sa pangungusap. Hadlang sa malinaw na pagpapahayag ang
maling gamit ng salita. May mga salitang magkasing-anyo subalit may iba, Opsyon C. Ginagamit ang nang sa gitna ng dalawang salitang-ugat na inuulit
tiyak at angkop na gamit. May mga pagkakataon na nagkakapalit ang gamit (dasal nang dasal), dalawang pawatas (magdasal nang magdasal) at
ng salita sa pangungusap. dalawang pandiwang inuulit (mag-abuloy nang mag-abuloy).
Sa mga pahayag na sumusunod, alin ang pangungusap na di-angkop ang

gamit ng salitang nancft
Item 4.
A. Mag-aral kayong mabuti nang makapasa kayong magkakapatid.
B. Umalis nang maaga ang dalaga.
Hindi maitatanggi na sa ating pang-araw-araw na karanasan sa pakikipag-
C. Magsikap nang magsikap .upang lalong umunlad.
usap, higit nating ibig kausapin at pakinggan ang isang taong malinaw na
D. Gumagawa ang magkakapatid nang takdang aralin.
nakapagpapahayag ng anumang nais niyang sabihin sapagkat madali natin
siyang mauunawaan.
D ang tamang sa g ot
Alin sa mga sumusunod na pahayag ang maayos at tama ang pagkagamit ng

mga salita?
Anotasyon
A. Nag-aaral magsalita ng bata.
Paggamit ng Tamang Salita
B. Ang Pangujo ay hinahagupit ang mga pinunong nagsasamgntala sa
kanilang tungkulin. * .
Ang tamang sagot ay D. C. Mali ang guro sa kanyang mga eskuwela magdisiplina.
Ng at hindi nana ang dapat gamitin. Ginagamit ang ng bilang pananda sa D. Ang tao ay nabubuhay nang hindi para sa sarili lamang.
tuwirang layon ng pandiwang palipat.
Halimbawa: Nagtanim ng mga gulay sa kanilang bakuran s i Daphne. D ang tamang sagot. .
Dr. Arsenia R . Em pcrado PNU LET Reviewer

Filipino - Masining na Pagpapahayag G eneral Education
Maaari rin namang - ' *

Anotasyon Hinahagupit hg Pangulo ang mga pinunong nagsasamantala sa kanilang
MgaTeknik sa Pagtukoy ng Wastong Pagkagamit ng mga Salita tungkulin.
Ang tamang sagotay D. Dalavya ang tinig ng pandiwa: .

Tungkol sa kailanan ng pandiwa, hindi nagdudulot ng kalabuan sa diwa ng Tahasan - ang simuno ng pangungusap ang gumagawa ng kilos na
mga pangungusap kung ang maramihang simuno ay gamitan ng isahang sinasabi ng pandiwa.
pandiwa tulad ng: Ang mga mag-aaral ay tumungo sa aklatan. Halimbawa: Ang paaralan ay mahigpit na nagpapatupad ng tuntunin sa
pagsusuot ng uniporme.
Ngunit dapat tandaan na ang isahang simuno ay hindi maaaring gamitan
ng maramihang pandiwa. Hindi wastong sabihin: Ang tao ay nangabubuhay Balintiyak - hindi gumagawa ng kilos ang simuno, kung hindi ito ang
nang hindi para sa sarili iamang. tumatanggap hg kilos na isinasaad ng pandiwa.
Halimbawa: Ang tuntunin sa pagsuot ng uniporme ay mahigpit na
Opsyon A. Karaniwan nang nagkakamali sa gamit ng ang at ng. ipinapatupad ng paaralan.
Ginagamit ang panandang ang para tukuyin ang isang pangngalang ginagamit
na simuno/paksa ng pangungusap o kaukulang palagyo. Opsyon C. Kabilang ang mga pang-uri at pang-abay sa mga panuring. Maaaring
Halimbawa: Nag-aaral magsalita ang bata. nasa anyo ng salita, parirala o sugnay.
Kapag maramihan, sinasamahan ang ang ng mga. Sa pagbubuo ng pangungusap, hanggat maaari dapat na malapit ang mga
Halimbawa: Nag-aaral magsalita ang mga bata. panuring sa salitang tinuturingan.
Halimbawa: Mating magdisiplina ang guro sa kanyang eskuwela.
Opsyon B. Upang maging malinaw at tama ang pangungusap, dapat na ang
maging simuno ng pangungusap ay ang mga pinunong nagsasamantala sa Kaysa:
kanilang tungkulin. Mali ang guro sa kanyang mga eskuwela magdisiplina.
Kaya, dapat ganito ang pangungusap:

Ang mga pinunong nagsasamantala sa kanilang tungkulin ay hinahagupit ng
Pangulo.
176 PNU L E T R eview er D r. A rsen ia R . Em pcrado

General Education Filipino - M asining na Pagpapahayag
sugnay at malayang sugnay. Ang isang payak na pangungusap ay _

Batayan ng Mabisang Pagpapahayag
isang sugnay na makapag-iisa. '
(Kasanayan sa Pagbuo ng Tama at Mabisang Pangungusap)
Halimbawa:
Mahina ang produkyson ng langis.
Item 5. Magkakaroon tayo ng pagkakaisa.-
b. Sugnay na di-makapag-iisa - tinatawag din itong sugnay na
Ang mga pangungusap na hindi tama o hindi mabuti ang pagkabuo ay malabo pantulong at sugnay na di-malaya. May ibat iba itong gamit: (Nasa
at hindi mauunawaan. Maaaring ang maling pagbubuo ng mga pangungusap opsyon A, B, C at D).
ay dahilan sa kakulangan ng kaalaman sa mga sugnay. Suriin ang gamit ng Ginagamit itong pantulong sa isang sugnay na makapag-iisa upang
sugnay na di-makapag-iisa sa ibaba. makabuo ng hugnayang pangungusap.
Sila ay dumating nang umuulan nang malakas. Opsyon A.

Ginagamit na simuno ng pangungusap.
A. Ginagamit na simuno ng isang pangungusap. Halimbawa:
B. Ginagamit na tuwirang layon ng isang pangungusap. Mga manggagamotanq magbibigay lunas sa mga maysakit.
C. Ginagamit na pang-uri na nagbibigay turing sa pangngalan o panghalip. Si Prop. Villafuente ang mahusayna puno ng Kagawaran ng Filipino.
D. Ginagamit na pantulong sa isang sugnay na makapag-iisa.
Opsyon B.
D ang tamang sa g ot Ginagamit na tuwirang layon ng isang pangungusap.
Halimbawa:
Napagkasunduan na, na ikaw ang direktor ng seminar.
Anotasyon
Alam ng lahat na wala kang kasalanan.
Kasanayan sa Pagbuo ng Tama at Mabisang Pangungusap
Opsyon C.
Ang tamang sagot ay D. Ginagamit na pang-uri kapag nagbibigay turing sa pangngalan o
Ang sugnay ay kalipunan ng mga salita na maaaring may buong diwa panghalip. Kung ginagamit na pang-uri ang sugnay, ito ay nagsisimula
at maaari rin namang wala subalit nagagamit na bahagi ng isang sa mga panghalip na pamanggit na -g, -ng, o na. '
pangungusap. May dalawang uri ng sugnay. (Rubin, et al., 1987) Halimbawa:
a. Sugnay na makapag-iisa anp tawag sa sugnay na nagbibigay ng Isa sa mga suliranin.ng bayan ang mga pinunong mahilig
buong diwa. Tinatawag' din itong punong sugnay, pangunahing mangurakot'sa kabang bayan.
D r. A rsen ia R . E m p e rad o PNII LET Review er K W

kfk
Filipino - M asining na Pagpapahayag G eneral E du cation
Hem 6. Item 8.
Sa iyong mga kapitbahay, si Beth ang itinuturing mong pinakamalapit sa iyo.

Isa pang nakapagpapaganda at nakapagdaragdag ng kasiningan sa
Alin sa mga sumusunod na pasawikain/idyomatikong pahayag ang di angkop
pagpapahayag ay ang mga karunungang bayan na minana pa natin sa
gamitin kung ipalalarawan sa iyo si Beth?
ating mga ninuno. Nagsisilbi itong tagapagpaalala ng mabuting kaasalan at
A. asal-hudas
kaugalian. Basahin ang halimbawang Kawikaan.
B. kahiramang-suklay
C: kabungguang-balikat
Pagkataas-taas man ng lipad, siyang lagapak kung bumagsak.
D. kaututang-dila
Maaari mong gamltin ang hallmbawang kawikaan upang ipaalala ang ugaling
Item 9.
A. pagpapakumbaba
Pinapayuhan ka ng iyong tiyahin na huwag maging bulanggugo. Hindi bale
B. pagtitiyaga
na raw______________ , upang makaipon ka ng pera at may magamit sa oras ng
C. paglingap sa mahirap
pangangailangan.
D. pagiglng tapat sa kaibigan
A. ahasnatulog
B. may uwang sa puwit
Item 7.
. mahaba ang dila
B puti ang tainga
Galit na galit ang iyong lola. Nalaman kasi niyang nabundol ng motorsiklo ang
iyong kapatid subalit nagwalang-bahala lamang sa nangyari ang iyong ama. Sa
ating kaugalian at kultura anong pasawikaing pagpapahayag ang naglalarawan Item 10.
sa ikinilos ng ama?
Naatasan ang inyong samahan na pumili sa baranggay ng mga taong
A. di-mahapayang gatang
pagkakalooban ng pamaskong regalo. Alin sa mga sumusunod na mga
B. naghalukipkip ng kamay
katangian ang maaaring isama bilang isa sa mga batayan ng pagpili?
C. nagdilat ng mata
A kukulu-kulo ang tiyan
D. nagbuhat ng sariling bangko
B. halang ang bituka
C. mababaw ang luha
D. sanga-sangang dila
178 PNU LET Reviewer D r. A rscn ia R . Em pcrsdo

G eneral Education Filipino - Masining na Pagpapahayag
Basahin ang mga sumusunod na pahayag mula sa mga piling aktia. Suriin ang mga Item 13.
tayutay na ginamit.
Ngunit hindi kumikilos sa pagkakahiga ang batang babae. Nakatitig lamang ito
Item 11. sa maaliwalas na mukha ng langit. Nagtaka ang batang lalaki.
Ang pangalan ni Derang ay isang mabangong bulaklak sa kanyang kanayon, at Mula sa: Bagong Paraiso
ang kanyang kabuhayan ay isang bukas na aklat sa Tulikan. ni.Efren R. Abueg
Mula sa : Nagbibihis na ang Nayon Piliin ang tayutay sa nabanggit na pahayag at tukuyin ang uri.
ni: Brigido C. Batungbakal A. paglumanay
B. paglilipat-wika
Piliin ang uri ng tayutay na ginamit sa akda. ~C. pagpapalit tawag
A. -pagtutulad (simile) D. pagpapalit saklaw
B. pagwawangis (metaphor)
C. pagmamalabis (hyperbole) item 14.
D. pagbibigay katauhan (personification)
Kung minsan sa panahong masamang masama ang iyong loob nasasambit
Item 12. mo ang ganitong pahayag:"Kayo ang puno at dulo ng aking mga kasawian sa
buhay."
Kalupitan ay palasong bumabalik,
Kaapiha'y tila gatong, nagliliyab.
Katipuna'y naging tabak ng himagsik, Ang puno at dulo ay dalawang salitang magkasalungat na itinuturing nating
At ang bayay sumiklab sa Balintawak. halimbawa ng tayutay na:
Mula sa: Bonifacio A. pagsalungat (epigram/oxymoron)
ni: Amado V. Hernandez B. paralelismo
C. pag-uyam
Anong uri ng tayutay ang ginamit sa ikalawang taludtod ng saknong? 0. pagwawangis
A. pagmamalabis
B. pagbibigay katauhan
C. pagwawangis
-D. pagtutulad
D r. A rsen ia R . E m p erad o PNU LET Review er 179

Filipino - M asining na Pagpapahayag G eneral E d u catio n
Item 18. # .
Para saltern 1 5 - 1 7 . .
Narinig mong ipinagmamapuri ng inyong kapitbahay sa iyong ina ang nabili

Item 15.
niyang blusa sa SM. Nang tanungin ang nagmamapuri kung maraming tao,
Ang mga pahayag na sumusunod ay nalikom mula sa kalipunan ng mga ganito ang kanyang naging tugon:
pang-umagang pahayagan. Bilang guro, balak mong gamiting bahagi ng
mga pagsasanay sa wastong gamit ang mga sumusunod. Ganito ang iyong "Ang nagkakagulong grupo ng mga tao sa midnight sale ngSM ay nagpapaalala
panuto: Suriin ang pahayag na may di-wastong gamit ng salita at di-angkop na sa hitsura ng mga langgam na nabulabog sa kanilang taguan.
maisama sa pangkat.
A. Subukin mo ang pabangong ito at napakahusay. Ang pahayag na nabanggit ay isang anyo ng
A.- paglalarawan
B. Susubukin namin kung may talino ka sa.pag-awit.
Subukan mo ang ginagawa ng mga alkalde sa pulong. 8. pagsasalaysay
Aalis sila nang maaga at susubukin nila ang ginagawang pagsasanay ng C. pangangatuwiran
kalaban nilang koponan sa basketbol. D. paglalahad

>
Item 19.
Item 16.
Malapit na ang tag-init. Namimili ang isang samahan ng lugar na

' A. Namatay ang ilaw at naghari ang kadiliman sa buong kapaligiran.
mapupuntahan para sa isang educational trip. Narito ang pahayag ng kanilang
B. Napatay pa\a ng baranggay tanod ang magnanakaw.
pangulo:
t . Ang binata ay napatay sa biglang dalamhating sumapit sa kanyang buhay.
D. Napatay ng pusa ang daga.
Mas sulit na magbakasyon sa Baguio kaysa sa Boracay. Mapatutunayan ito
kung ikukumpara ang pagkain, akomodasyon, tanawin, presyo ng mga bilihin
Item 17.
at serbisyo sa dalawang lugar - mga bagay na dapat timbangin ng sinumang
A. Bumangon ka na at nang makaalis na tayo. mga bakasyunista.
B. Nagbangon siya ng mga punong saging na ibinuwal ng bagyo. .
, SumakayYa na at aalis na ang traysikel. Anong batayang anyo ng pagpapahayag ang ginamit ng pangulo ng samahan
D. ^SasakaysWa ng kabang-kabang bigas sa trak. upang mahikayat ang kasamahan na tanggapin ang kawastuan ng kanyang
paninindigan? .
i E f i l PNU LET Review er Dr. A rsenia R . Em perado

General Education
Filipino - Masining na Pagpapahayag
A. paglalahad _ '
Item 21.
. B. pagsasalaysay
Cr. paglalarawan
Hinampas ng malakas na hangin ang kanilang bangkang sinasakyan, Patuloy
D.' pangangatwiran
pa rin sila sa paglalayag.
Item 20.
A. gayundin
BT. sa kabila nito
Mabigat ang loob ng mga nakatira sa Maynila na lumipat at tumira sa probinsya
C. walang duda
kahit pa may proyekong pabahay ang pamahalaan doon. Para sa marami sa
D. bilang patunay
kanila:
Item 22.
Mas magandang tumira sa lungsod kapag pinansyal at ekonomikong aspekto
ang pag-uusapan. Malaki ang oportunidad dito para sa paghahanapbuhay.
Lalo silang huhusay. Susunod sila sa namumuno.
Anong batayang anyo ng pagpapahayag ang makaiimpluwensiya sa kanilang

A. samantala
pag-iisip na maaaring makapagpabago sa kanilang pag-uugali at pagkilos?
B. walang alinlangan
A. paglalahad
,G. kapag
B. pangangatuwiran
\5. kaya
C. pagsasalaysay
D. paglalarawan
Item 23.
Nagiging malinaw ang mga pangungusap ng talata kapag may wastong

Nagkaroon sila ng pagdiriwang. Ang lahat ay nagalak.
paglilipat-diwa. Sa bawat isipang ililipat, may angkop na salita o pariralang
ginagamit.
A. sa kabilang dako
B. bukod dito
Para sa Item 21 - 24. Gawing isang pangungusap ang mga sumusunod na pares ng
C. hanggang
pangungusap sa pamamagitan ng paggamit ng angkop na pag-ugnay (pangatnig o D. kung gayon
transisyunal na ekspresyon).
D r. A rsen ia R . E m p crad o PNU LET Reviewer 131

Filipino - M asining na Pagpapahayag G en eral Education
Item 24.
BAHAGI Ilf - PAGLINANG NG KASANAYAN
Ang mga masisipag ay nakinabang. Ang'mga tamad ay nawalan. SA PAGKUHA NG PAGSUSULIT
ngunit
B. sa kabuuan
C. sa w'akas
1. Masarap pakinggan ang ating matatanda sa kanilang pangangaral dahil
D. saganangakin
sa ang bawat pangaral na kanilang ibinibigay ay may kasunod na mga
salawikain/kawikaan na nakararagdag sa kasiningan ng pagpapahayag tulad
Item 25.
ng:________________________
Higit na malinaw ang daloy ng kaisipan sa binabasa kapag ang mga pasulat na Kapag may isinuksok, may madudukot.
pangungusap ay gumagamit ng mga tamang bantas.
Maaari mong gamiting panawag pansin sa panimula ng komposisyon ang
salawikain o kawikaan. Ang halimbawang ibinigay ay bagay sa komposisyon
Piliin ang wastong bantas na dapat gamitin kapag hindi pinag-uugnay ng
ukol s a _____________ .
pangatnig ang mga sugnay ng tambalang pangungusap tulad ng sumusunod.
A. katipiran
B. kasipagan
Ang Diyos ang Siyang nagbigay ng buhay__ Siya rin ang may karapatang
C. katapangan
bumawi niyon. D. katamaran
A. . C.)
2. Paano mo ilalarawan ang isang ahente na mahusay kumumbinsi o humikayat
B. , or.- sa pamamagitan ng mga salita?
fit. may tali ang dila
B. matamis ang dila
C. mahaba ang dila
D. may dilang anghel
3. Kapag napagod taytf sa katatanaw sa taong ating hinihintay, sinasabi natin:
A. Nanghahaba na ang akingleegsa katatanaw sa iyo.
B. Itaga mo sa bato.
C. Itanim mo-sa iyong isip.
D. Ilista mo sa'tubig.
182 PRU LET Reviewer

D r. A rs cn ia R . Em perad o
General Education
Filipino - M asining na Pagpapahayag

4. Saawitna: . .
7. Alin sa mga sumusunod na pahayag ang pangit sa pandinig at maaari pang
. 0, ang babae kapag minamahal
mapaganda sa pamamagitan ng paglumanay o (euphemism)?
May kursunada'y aayaw-ayavy A. Hinalay' kagabi sa kanyang pag-uwi ang babaeng nagtatrabaho sa call
Pag panay ang dalaw ay nayayamot
center'
Huwag mong dalawin, dadabog-dabog." 'J j Buntis ka ba?
C. Matabil ang kanyang bibig.-
Anong uri ng tayutay ang matatagpuan?
D. Ang bunso niyang anak ay sumakabilang buhay.
A. pag-uyam
8. Isa pa sa sinasadyang paglayo sa paggamit ng mga karaniwang salita
B. pagtawag
upang maging kaakit-akit at mabisa ang pagpapahayag ay ang pagtawag
C. pagsalungat (apostrophe). Kahawig ito ng pagbibigay-katauhan (personification). Dito,
D. pagtatambis ginagawa ang pakikipag-usap sa karaniwang bagay na tila ba nakikipag-
5. Rung ang pagpapalit-tawag (metonymy) ay nagpapalit ng katawagan o usapsatao..
pangaian sa bagay na tinutukoy, alin sa mga sumusunod na halimbawa ang
di-dapat maisama sa pangkat? ' Alin sa mga sumusunod na pahayag ang di-dapat maisama sa pangkat?
A. Tatlong baso ang nainom ni Gel dahil sa matinding uhaw. A; Hangin, pumarito ka at pawiin ang matinding init.
B. Natanggap ni Lisette ang hampas ng langit sa mabibigat niyang B. Buwan, sumikat ka na at pawiin ang kadilimang lumulukob sa kapaligiran.
kasalanan.
S L. Hinaplos ng hangin ang nagpupuyos niyang damdamin.
_ C. Dapat nating igalang ang pitting buhok. D.. Pag-asa, halika attugunin ang mga tanong kong magbibigay-buhay sa
D. Ang kahabag-habag na payong ay nahulog sa kanal. akin.
6. Isa pang sangkap na nagbibigay buhay at kulay sa pakikipagtalastasan ay ang 9. Kung ikaw ay gagamit ng paghihimig (onomatopoeia) sa pahayag na ito, alin
paggamit ng tanong retorikal. Magagamit ito sa pagsisimula at pagwawakas sa mga sumusunod na tunog o himig ng mga salita ang angkop na piliin mo?
ng isang komposisyon. Kung ang paksa ng iyong komposisyon ay tungkol sa
tao, alin sa mga sumusunod na pahayag ang di-angkop gamitin? _____________________ ang hanging dumating dala ng malakas na bagyo.
,A Ang hayop bay may talinong katulad ng tao? A. Dumadagundong
B. May lalaki kayang makatatagal na makisamasa isangbabaeng B. Kumakalabog
bungangera, tamad, bulagsak sa kabuhayan, at mabagsik sa anak? C. Rumaragasa
C. Ang tao bang hindi marunong lumingon sa pinanggalingan ay inaasahan D. Umuugong
mong magtagumpay?
D. Ang isa kayang matalinong propesyunal ay agad maniniwala sa mga
sabi-sabi?.
JDr. A rsenin Em perad o

PtfU LET Review er t83
i m>)f
Para sa Item 1 0 - 11v 12. A. 'Kurrrakain na ang mga panauhin. .

10. Tayong mga tao ay sadyang mausisa. Habang hindi tayo nasisiyahan sa mga Ep Malakas lumamon ang baboy niya.
sagot sa ating katanungan, mahalaga ang paglalahad. Sa pang-araw-araw C{ Lumalamoh na ang mga panauhin.
na pakikipag-usap ang karaniwang salitang ating ginagamit ay nabibigyan ng D. Lahat tama ang sagot.
napakaraming kahulugan. 13. A. Magandang malasin ang Lawa ng Laguna.
. B. Maluwang ang bibig ng mama. . .
Piliin ang taglay na kahulugan na iba kaysa karaniwang pakahulugan sa mga C. May pilat sa mukhasi Annie.
sumusunod na pahayag. D' May pilat sa pagmumukha si Annie.
Para sa Item 14 - 1 5
Mataas ang kanilang paminggalan. Naisipan ng inyong guro na magpabasa ng mga talata upang pagalawin ang inyong
guniguni nang makita ang isang larawang buhay na buhay sa pamamagitan ng
A. ambisyoso isang masining na paglalarawan. Basahing mabuti.
Br maramot 14.
"C. kuripot
Nilanghap niya ang hangin. Inihatid sa kanya ang bango ng sari-saring bulaklak
D. kumain diii
sa halamanan. Kilalang-kilala niya ang mabagsik na halimuyak ng dama de
11 .____________________________________________________________________
noche. Nalanghap ang matamis na amoy ng sampaguita, at ang mailap at
Malakas ang hangin ni Emi, siya na naman ang bida. mahinhing bango ng mga rosas. Manaka-naka ay sumasalit ang masansang na
amoy ng bulaklak ng sanggumay. Hindi kataka-taka, kahit gabi ay naglalamay
A, matalino
ang mga kulisap sa pagsimsim ng mga bulaklak.
'B. mayabang
cT madaldal
D. matapang Sa halimbawang babasahin binibigyang-pokus ang kabuuang detalye ng mga
Para sa Item 1 2 - 1 3 bagay-bagay na nakatatawag-pansin s a _________ _ ng bumabasa.
Kailangang maging maingat sa pagpili ng mga salitang gagamitin sa A. paningin
pagpapahayag. May mga salita tayo na kung titingnan ay tila wasto sa kahulugan B. pandinig
subalit maituturing na mali kayat hindi matatanggap at lumalabag sa tuntunin ng G panlasa
mabuting pagpapahayag. . D. pang-amoy
Piliin sa mga sumusunod na pahayag ang di-wasto ang pagkapili at di-angkop

ang mga salitang ginamit kayat di-dapat maisama sa pangkat.
IMfSNU LET Reviewer D r. Arsenin R . Em perado *

General Education Filipino - M asining na P a g p a p a h a y a g
" 15. Alin sa mga sumusunod na idyomatikong pahayag ang ang'kop gamitin upang
ilarawan ang tauhan sa kuwento?
Napuno ang silid ng malam'bing na tugtugin. Nauna ang pasakalye sa piyano A; sanga-sangang dila
at sinundan ng nanunuot sa damdaming hilis ng mga biyulin, kasabay ang B. mahaba ang dila
taginting ng klarinete.-trumpeta, at iba pang instrumentong hinihipan. Sa C. di-mahapayang gatang
simulay banayad ang kumpas na para kang dinuduyan. Subalit untt-unting D. makapal ang mukha
bumibilis hanggang sa ang iyong mga paa ay hikayatin sa pagsayaw. 17. Pinagsalaysay ka sa harap ng klase. Isinaalang-alang mo ang wika, nilalaman
at pormat. Ganito mo sinimulan ang iyong salaysay.______________ ___
Sa sumunod na babasahin nakatawag pansin naman s a ____ _____________ng
Ang buhay ay parang gulong, minsan nasa ibabaw ka;
bumabasa ang kabuuang detalye kaugnay ng bagay na inilarawan.
minsan namay nasailalim ka.
A. paningin
B. pandinig Anong uri ng panimula ito?
C. panlasa A. Pagsisimula sa usapan
D. pang-amoy B. Pagsisimula sa tunggalian
16. Gamit na gamit ang masining na paglalarawan sa akdang malikhain tulad _C. Pagsisimula sa isang katotohanan na tinataiiggap ng lahat
ng maikling kuwento.Basahin at suriin kung paano inilalarawan ang isang D. Pagsisimula sa paglalarawan
tauhan sa akda. 18. Nabasa mo ito mula sa akda ng isang batikang manunulat. Inilarawan niya
ang pangunahing tauhan sa kuwento.
Kapag sa isang umpukan ng mga kababaihan sa Sapang Nabao, halimbawa'y
Siya si Uyukan. Isa siyang batang Negrito. Maliit lamang siya. Tatlong
sa isang ponda o sa isang sesyon ng kutuhan ng magkakalapit-bahay, ay
talampakan at walong dali lamang ang taas. Nakabahag. Kulot na kulot ang
nakarinig ka ng isang kaylakas at pandalas ng pagsasalita, tiyak na si Nana
kanyang buhok.
Goring na Bunganga iyon. Kung ibig mong ang isang balita ay kumalat na tila
Mula sa: Labuyo
siga sa kugunan, kay Nana Goring na Bunganga mo iyon sabihin.
ni: Reynaldo A. Duque
Ang Maghangad ng Kagitna,

A.P. Tumangan Anong karaniwang pamaraan ng paglalarawan sa pangunahing tauhan ang
Tagumpay, Setyembre 13,1972 ginamit ng may-akda?
A. Mga bahagi ng katawan ng tauhan
B. Kaisipang naghahari sa kanya'
C. Mga Ikinikilos niya sa harap ng mga pangyayari
D. Damdaming kanyang ginigisingâ mga kasamang tauhan
D r. A rsen ia R . E m p crad o PNU LET Review er jm

19. Dahil sa kahirapang nararanasan ng mga mamamayan lalo sa panig ng mga Sa mabisang pagpapahayag, isa sa saklaw ng gramar'o balarila ay ang
magulang, sumasang-ayon sila sa argumentong ito: tamang pagkakaugnay ng mga salita upang makabuo ng malinaw na
' kaisipang panggramatika.
Dapat makialam ang CHED sa taun-taong pagtaas ng tuition fee.
Para sa Item 22 - 23.
Sa pagsusuri sa pangungusap na ito, anong anyo ng pagpapahayag ang Piliin ang pangungusap na may pinakawastong pagkakaugnayan o pagkakasunud-
dapat isaalang-alang upang makabuo ng isang lohikal at makabuluhang sunod ng mga salita.
kaisipan?
-..A. pangangatuwiran 22. A. Dala siya ng isang pumpon ng bulaklak nang magbalik.
8. paglalarawan B. Nagbalik ang isang pumpon ng bulaklak na dala niya.
C. pagsasalaysay C. Nagbalik siya dala ang isang pumpon ng bulaklak.
D. paglalahad D. Nagbalik na dala siya ng isang pumpon ng bulaklak.
20. Sa maikling kuwento o salaysay karaniwang limitado ang panahon ng 23. A. Naramdaman ang aking matinding pamamanhid sa binti ko.
manunulat di-tulad sa nobela. Kailangang maipakita niya ang patuloy na B. Sa aking binti ko naramdaman ang matinding pamamanhid.
pag-unlad ng mga pangyayari sa akda sa pamamagitan ng pagpapahiwatig C." Matinding pamamanhid ko sa binti ang aking naramdaman.
ng kilos o galaw sa bawat salita, usapan at paglalarawang gagamitin. D. Naramdaman ko sa aking binti ang matinding pamamanhid.
Para sa Item 24 - 25.
Alin sa mga sumusunod na pandiwa ang hindi nagsasaad ng tiyak na kilos? Isa sa mga kailanganin ng isang mabuting pagsulat ay pagbabalangkas. Gabay
A. lumundag- ito sa pagdebelop ng kaisipan. Suriin ang mga hulwarang balangkas sa ibaba.
B. tumalon 24.
C. sumugod I. Ang kabataan ay may malaking maitutulong sa bayan.
J3. lumakad A. Dapat silang sumali sa mga proyekto ng pamahalaan.
21. Alin sa mga sumusunod na pahayag ang gumamit ng literal na kahulugan ng B. Dapat nilang iwasan ang mga bisyo.
mga salita? C. Dapat nilang sundin ang mga payo ng mga nakatatanda.
A. Mabigat ang kanyang bibig, kaya huwag mo siyang asahang bumati sa D. Dapat silang magkaroon ng ambisyon sa buhay.
iyo.
B . ' Nagalit ang ama sa anakna sinungaling. . Ang halimbawang balangkas ay mauuri-na__________ .
C. Tunay na magaan ang kanyang katawan sapagkat buong araw na- siya'y A. paparirala
gumagawa. ^ papangungusap
p. Sumunod siya sa utos, ngunit isang bakol ang mukha. C. patalata '
D. papaksa '
186 PNU LET Reviewer D r. A rsenia R . Em perado

General Education
*25'
Polyusyon
A. Katuturan nito
B. Mga pinagmumulan ng polyusyon -
C. Mga pook na may polyusyon .
D. Polyusyon, kaaway ng tao
Ang hulwarang balangkas na nasa unahan ay makatutulong upang maging

malinaw ang patutunguhan ng komposisyon. Halimbawa naman ito ng
balangkas n a_______________ .
.A. papaksa
B. patalata
C. paparirala
D. papangungusap
D r. A rsen ia R . E m p erad o
M ath em atics - Fundam en tals o f M athem atics__________________ G en eral E d u ca tio n
............ jl
Fundamentals PART I - CONTENT UPDATE
of Mathematics The Number System
Prepared by:
A tty. A nton io V. Ferrer
Counting numbers - numbers that we use in counting; also called natural

numbers. Using the roster method, N = [1 ,2 ,3 ,4 ,5 ..]
Whole numbers - union of the number zero and the set of counting numbers.
Again using the roster method, W ={0,1; 2 ,3 ,4 ,5 ,...}
Integers - the union of the set of counting numbers, their negatives, and zero.
Using the roster method, l = {... -2, - 1 ,0 ,1 ,2 ,3 ,4 ,5 ..}
Operations on integers
I. Addition
Like signs - add the absolute values, and prefix the negative sign if the
addends are negative . ,
IpNU LET Reviewer Acty. A n to n io V. Ferrer

G eneral E d u catio n
M athem atics - Fundam entals o f Mathematics
Unlike signs - get the absolute values of the numbers and subtract the
.
6:. Divisible by 2 and 3. '
smaller absolute value from the other and prefix the negative Sign if the
e.g.-192
negative addend has the largef absolute value
7: Difference obtained after subtracting twice the last digit from the number
eg. -4 + (-6) = -10
formed by the remaining digits is divisible by 7.
-2 + 7 = 7 - 2 = 5
e.g. 364-
3 + (-9) = -T9- 3 ) = -6
8: Last three digits form a number that is divisible by 8,
e.g. 1024
II. Subtraction - If the minuend and subtrahend are both positive and the minuend
9: Sum of the digital root is divisible by 9
is greater than the subtrahend, proceed to subtract forthwith. Otherwise,
e.g. 423
change the sign of the supposed subtrahend and proceed as in addition.
10: Last digit is 0
eg. 8 -3 = 5
e.g. 3540
4 - 5 = 4 + -(5) = -1
11: Difference between the sum of the 1s t , 3rd, 5th,... digits, and the sum of the
of the 2nd, 4th, 6th,... digits is divisible by 11.
III. Multiplication (Division) - to multiply (or divide) two integers with
e.g. 90816
Like signs - get the product (or quotient) of their absolute values
12: Divisible by both 3 and 4.
Unlike signs - get the negative of the product (or quotient) of their absolute
e.g. 4128.
values
13: The sum of four times the last digit and the number formed by the remaining
eg. -5 x -4 = 20
digits is divisible by 13
- 3 x (2) = -6
e.g. 182 is divisible by 13 since 4 times 2 is 8, and 18
12 -r- (-3) = -4
+ 8 = 26 which is divisible by 13.
Note:
Divisibility Rules
Divisibility rules for two or more relatively prime numbers (GCF is 1) may be
combined to serve as a divisibility rule for their product.
2: Number ends with 0 ,2 ,4 ,6 or 8, meaning the number is even
e.g. The rules for 3, 4, and 13 may be combined to
e.g. 512
serve as the rule for their product - 156 since 3,4,
3: Sum of the digits (digital root) is divisible by 3.
and 13 are relatively prime.
e.g. 216
4: Last two digits form a number that is divisible by 4.
Prime and Composite Numbers
e.g.. 1012
5: Last digit is 0 or 5.
Prime - counting number that has exactly two factors
e.g. 340
. e.g. 2 ,3 ,5 ,7 ,1 1 ,1 3 ,1 7 ,1 9 ,...
Act\-. A n co n io V. F erre r
PNU LET Review er i m
M ath em atics - Fun dam entals o f M athem atics G eneral E d u ca tio n
Composite - counting number that has more than two factors Greatest Common Factor (GCF) - largest whole number divisor of the given
e.g. 4 ,6 ,8 ,9 ,1 0 ,1 2 ,1 4 ,1 5 ,... numbers. The GCF of two numbers, say a and b, is denoted by (a,t).
e.g. The GCF of 8 and 28 is 4
'Note that 1 is neither prime nor composite and that 2 is the only even prime.
Methods of finding the GCF
Prime Factorization
- refers to both the process as well as to the result of the process of expressing Intersection of Sets Method - for each of the given numbers, list their factors
a counting number as the product of its prime factors from least to greatest and pick out the greatest factor that is common to all lists,
- if the counting number is already prime, its prime factorization is the number e.g. Find (8,28)
itself
e.g 126: 2 x 3 2 x 7 8: {1 ,2 ,4 ,8 }
28: {1 ,2 ,4 ,7 ,1 4 ,2 8 },
Methods of getting the prime factorization of numbers
The GCF is thus 4.
Repeated division by primes
Prime factorization - write the prime factorization for each of the given numbers
e.g. so that common, and only common, prime factors are in the same column. The
126 GCF is the product of the lowest powers occurring in columns common to all prime
_63_ factorizations
21 e.g. Find (12,15,90)
7
12: 22 x 3
Thus, the prime factorization for 126 is 2 x 32 x 7. 15: 3 x 5
90: 2 x 32 x 5
Factor Tree 126 3 = 3(GCF) -
e.g. Again using 126:. / \ '
2 63 Euclidean Algorithm (may be used if we are looking for the GCF of only two numbers).'
The procedure may be best understood through an illustration,
Thus, again, the prime factorization 9 e.g. For 24 and 28
for 126 is 2x -32x7. / \
|PNU LET Reviewer Aety. A n to n io V. Ferrer

G eneral Education
M athem atics - Fundam entals o f M athem atics
1. Divide the larger number by the other. ' 28 24 = 1, with

e.g. Again, for 12,15 and 30, we have
a remainder of 4.
2. If there is a remainder, divide 24 4 = 6,
12: 22 x 3
the last divisor by this remainder. . with no remainder.
15: 3x5
Repeat this step until no remainder is left.
30: 2 x 3x5
3. The GCF is the last divisor. The GCF is thus 4.
22 x 3 x 5 = 60 (LCM)
Least Common Multiple (LCM) of two or more counting numbers - the smallest
Euclidean Algorithm - the LCM of two numbers may be obtained by dividing their,
non-zero number that is a multiple of the given numbers. The LCM of two number,
product by their GCF. In symbols,
say a and b, is denoted by [a, b].
e.g. The LCM of 5, 6 and 8 is 120 because it is the
t A/ (a* b>
smallest non-zero number that is a multiple of 5,6 ( a bI = fa b )
and 8.
e.g. Find the LCM of 12 and 15.

Methods of finding the LCM
[12,15]=(12x15)/((12,15) )=180/3=60
Intersection of Sets Method - for each of the given numbers, list their multiples
from least to greatest/and pick out the smallest non-zero multiple that is common
Repeated Division - The task is to divide the two numbers by a common prime
to all lists.
factor and dividing the resulting quotients also by a common prime factor. This step
e.g. Find [12,15,30]
is repeated until the resulting quotients are already relatively prime (GCF=1). The
LCM is product of the prime divisors and the relatively prime quotients. This may
12: {0,12, 2 4 ,3 6 ,4 8 ,6 0 ,7 2 ,8 4 ,9 6 ,1 0 8 ,1 2 0 ,...)
better understood through an illustration
15: {0 ,1 5 ,3 0 ,4 5 ,6 0 ,7 5 ,9 0 ,1 0 5 ,1 2 0 ,1 3 5 ,...}
e.g. 12 and'30
30: {0 ,3 0 ,6 0 ,9 0 ,1 2 0 ,1 5 0 ,...]
2 12 30
Prime Factorization - write the prime factorization for each of the given numbers
3 6 15
so that common, and only common, prime factors are in the same column. The
2 5-
LCM is the product of the highest powers occurring in a column of any of the prime
factorizations. *
The LCM is therefore 60.
A tty. A n to n io V. Ferrer
M ath em atics - Fundam entals o f M athem atics G e n eral E d u catio n
Fractions 2. Division - multiply the supposed dividend by the reciprocal of the supposed
divisor.
Meanings eg- 4^ 3 _ 4 7 _ 28
a. part of a whole or group
. 5 ^ 7 ~ 5 X 3 - 15
b. indicated division
c. ratio 3. Addition (Subtraction)
a. Similar Fractions - add (subtract) the numerators and copy the
Kinds of Fractions common denominator
e -9- 3_ 2 _ 5
As to relation between the numerator and the denominator U + IT- n
a. Proper - the numerator is less than the denominator, e.g. 3/4
b. Improper - the numerator is equal to or greater than the denominator/e.g. b. Dissimilar Fractions - use a common denominator (preferably the
5/3 least) to make the addends (minuend and subtrahend) similar and do
As to relation of the denominators of two or more fractions as in the preceding rule.
a. Similar - the denominators are equal, e. g. 2/5 and 4/5 e-g- l 2_ 7 10 _ 17
b. Dissimilar - the denominators are not equal, e.g. 3/7 and 4/9
5 + 7 = 35 + 35 = 35
Other classes
a. Equivalent - fractions having the same value e.g. 3/7 and 9/21 Simplifying Fractions
b. Mixed - composed of a whole number and a proper fraction (e.g. 5 'A )
A fraction is in simplest form if the numerator and the denominator are relatively
Rules involving Zero prime (their GCF is 1). Thus, to simplify fractions, express both the numerator
a. Zero numerator and non-zero denominator - the value is zero and the denominator as products of a number and their GCF. The fraction is then
b. Zero denominator - no value, undefined decomposed into two fractions one of which has the GCF both asits numerator and
c. Zero value - the numerator is zero its denominator. This fraction reduces to 1. The other fractionthusisthedesired
simplest form. -
Operations on Fractions e.g Simplify
1. Multiplication - multiply numerator by numerator and denominator by
denominator to get the numerator and denominator respectively of the product 16 4x 4 4 4 4
e-9- .3 . 28- 4 x 7 _ 4 X 7~7
5 * 4 20 .
192 PNU LET Reviewer Acty. A n to n io V. Ferrer

G eneral E du cation
M athem atics - Fundam entals o f Mathematics
jOrdering Fractions -
Operations on decimals
Two fractions are equivalent if their cross products are equal. Otherwise, that fraction Addition (Subtraction)
the numerator of which was used to. get the greater of the two cross products is
the larger fraction.
Addition of decimals is facilitated by writing them in a column so that their decimal
e.g. = points are aligned. Thus aligned, digits with the same place vgfues would be in the
- : 4 2 same cofumn, and the addends (or the minuend and the subtrahend) are added (or
subtracted) as if they were whole numbers, the decimal point in the sum (difference)
Since the two cross products 3(20) and 4(15) are both 60 and therefore equal, the in the same position as the addends (minuend and subtrahend).
two fractions are equivalent.
Multiplication
On the other hand, for the two fractions below, the left cross product is 7(8) or 56
while the right cross-product is 66. Thus, the fraction on the right is greater, Multiply the numbers as if they were whole and so place the decimal point in the
e.g. result as to have as many decimal places in it as there are in the factors combined.
7 3
22 < H
e.g. To multiply
21.4 x 0.32, we write
21 4x32 = 6848
Decimals
Since there are a total of 3 decimal places in the factors,

The place value chart we place the decimal point between 6 and 8 to have
also 3 decimal places in the result. Thus, 21.4 x 0.32 =
6.848
Division
To divide a,
100000 10000 1000 100 10 1 . 0.1 0.01 0.001 0.0001 0.00001
a. decimal by a whole number, do as intJividing whole numbers but writing the
decimal point directly above that of the dividend
b. number by a decimal, multiply both dividend and divisor by that power of ten
such that the divisor becomes the least whole number, and then proceed as in
(a) above!
Arcy. A n to n io V . Ferrer
M athem atics - Fundam entals o f M athem atics G eneral Education
* Conversion * * * 2. Multiply the number by such power of J 0 as would move trie repeating
. portion next to the decimal point. . . -
1. Fractions to Decimals 10x=1.6~
Divide the numerator by the denominator .3. Subtract the result of step 2 from that of step 1.
e.g. 5/8 = 0.625 90*=15
2. Decimals to Percents . - 4. Simplify - -
Multiply by 100%. The same result may be had by moving the decimal point 15 1
two places to the right and prefixing the % sign. X 90 6
e.g. 0.625 = 0 .6 2 5 x 1 0 0 % Ratio and Proportion
= 62.5%
3. Percents to Decimals Ratio - comparison of two numbers a and b, where b * 0, and expressed as a to
Divide by 100%. The same result may be had by removing the % sign and b, or a:b, or a/b.
moving the decimal point two places to the left.
e.g. 62.5%=62.5%-f 100%=.625 Proportion - a statement of equality between two ratios
4. Decimals to Fractions
a. Terminating Decimals Given two equal ratios, one comparing a to b and another comparing c to d, the
Multiply the decimal by a fraction the numerator and denominator of which proportion may be expressed thus:
are both equal to such power of ten with as many zeroes as there are a : b :: c : d, or alternatively, a/b = c/d.
decimal places in the given decimal, and then simplify,
e.g. In either of the above forms, a and d are referred to as extremes, while b and c
1OO0 625 5 are referred to as the means.
0.625 = 0.625 x - ---- = --------
1000 1000 8
Note: If a/b = c/d, its alternation (a/c = b/d) and inversion (b/a = d/c) are both
b. Repeating Decimals true provided a, b, c, d * 0.
The procedure is outlined below together with an example to illustrate
each step. _ Finding the missing term of a proportion - As ratios may be treated as fractions,-
To convert x=0.16 and proportions as equations relating two equivalent fractions, then a missing term
1. Multiply the number by such power of 10 as would move one repeating of a proportion may be found by equating the cross products and solving for the
portion across the decimal point. unknown. Stated differently, the product of the means equals the product of the
100jc=16.6" extremes. In symbols, given the proportion a : b :: c : d ,'
ad = be.
i b Z f PNU LET Reviewer Aery. A n to n io V. Ferref

G eneral E du cation M athem atics - Fundamentals o f M athem atics
e.g. Find kin 3 ^5 :: k : 30.

Solution; ad = be then the size of the A* partition may be computed as follows:
3(30) = 5k e.g. If 24 hours is to be partitioned into 3 parts so that the parts are in the ratio
k = 18 1 : 2 : 5 , how many hours would the third part be?
Word Problems Involving

p. = - x 24
' 1+2+5
Direct Proportion - the ratios of two quantities being compared is constant.
= x 2 4 = 15
e.g. Five bananas weigh as much as 3 star apples. At this rate, how many star
apples will weigh as much as 30 bananas? Per Cent - literally meaning "per hundred, it is one way of writing fractions in
which the denominator which is required to be 100 is written as %, and read as
The ratio of the weight of bananas b ,: a, - b 2: a2 per cent.
to that of apples is 5 :3 . pn 3 75
5:3=30:a2
We thus have 9 r = 75%
5aj = 3 (30)
as =18
Percentage, Base and Rate - in the statement 15 ic 30% of 50, three
quantities are involved - Percentage (P), Rate (R), and Base (B).
Inverse Proportion - the product of two quantities being compared is constant.
Percentage is that which bear to the base in the same ratio as the rate.
e.g. If 10 of a certain car model a = r*t
running for 3 hours use up 150 liters The statement 15 is 30% of 50, is telling us that 15 (the percentage) bears to
ri x t , = r2 x t2
of gas, how many of the same car 50 (the base) in the same ratio as 30% (the rate). In symbols, 15 = 30% x 50.
1 0 x 33 = r2 x 6
= l2
model running for 6 hours will use up
5 = r,
the same amount of gas? The basic formula P = R x B, has two other useful forms: R = P/B and B =
P/R.
Partitive Proportion
If-a quantity q is to be partitioned into p } , p 2, p , , ..-., p n , so that, the
partitions are in the ratio a x : : a . : . . . : c in ,
Acty. A n to n io V. Ferrer
PNU-LET Reviewer 1 E B
M athem atics - Fundam entals o f M athem atics G eneral E d u catio n
ELEMENTARY ALGEBRA 5. Polynomial - an algebraic expression consisting only of non-negative

integer powers of variables, and with no variable in a denominator. Among
A. Properties of Real Numbers the examples of the algebraic expression above, only the last is not
1. Closure Property - For any real numbers a and b, a -t- b and a x b are also polynomial
real numbers 6. Term of a polynomial - a constant or a constant multiplied by non-negative
2. Commutative Property - For any real numbers a and b, a + b = b + a and integer powers of variables. A polynomial with only 1 item is monomial;
axb = bxa. polynomial with 2 is a binomial and a polynomial with 3 is a trinomial.
3. Associative Property - For any real numbers a, b, and c, e.g. -24x2 f 7* is a monomial
(a + b) + c = a + (b + c) and (a x b) x c = a x (b x c) 2x2 - 3y + xy3 is a trinomial
4. Existence of Identity Elements - For any real number a, thereexist real 7. Numerical Coefficient - that constant that is multiplied by the non-negative
numbers 0 and 1, such that a + 0 = a and a x 1 = a. powers of variables in a term.
5. Existence of Inverses - For any real number a, there exists a - a such that 8. Literal Coefficient - the non-negative powers of variables in a term
a + -a = 0, and a 1/a such that a x 1/a = 1. e.g. In - 2x3y2, the numeral coefficient is -2, while the literal coefficient is
6. Distributive Property - For any real numbers a, b and c,a(b + c)= ab + ac. xy
9.- Similar terms - terms with the same literal coefficient. If the terms as not
B. Properties of Equality similar, they are said to be dissimilar.
1. Reflexive - if a is a real number, a = a. 10. Degree of a term - sum of the exponents of all variable factors of a term
2. Symmetric - if a and b are real numbers and a = b, then b = a. 11. Degree of a polynomial - degree of that term of the polynomial with the
3. Transitive - if a, b and c are real numbers and a = b and b = c, then a = c. highest degree
C. Some Basic Terms D. Evaluating Algebraic Expressions

1. Variable - any symbol that is used to represent an element of a set. e.g. x,
y,Q. Evaluating algebraic expressions refers to the process of finding the value of the
2. Domain - the set of all elements represented by a particular variable expression upon substitution of the'given values for the respective variables,
3. Constant - a symbol with only one element in its variable, e.g. 3, -2, n e.g. Evaluate x2y3- 2y2 + 4 when x = 2 and y = -1 .
4. Algebraic expression - a constant, a variable, or any combination (2)2(-1)3-2(-1)2 + 4
of constants and variables involving indicated operations (addition, 4(-1) 2(1) + 4 .
subtraction, multiplication, division, raising to a power, or extraction of a -2
root) on them.
Equation - statement expressing in symbols the relationship of equality between
e-9- -4 2 5 x 2 -1 ,3x3*- 2xy + y l x ~ -v , J x - -L
4 v two quantities
I f c f c l pNlI LET R ev iew er A tcv. A n to n io V. F e rr e r

General Education
M athem atics - Fundartientals o f M athem atics
Linear Equations in one variable - an equation that can be written in the form
Solving Word Problems Involving Linear Equations
ax + b = 0, where a and b are constants and a * 0.
Some Pointers '
e.g. 3x -4 = 0, 4- 2x = 3x +5
1. .Read the problem carefully.
2. Determine what is to be found.
Addition and Subtraction Property of Eq. (APE, SPE)
3. Choose a variable to represent an unknown, usually that which needs to be fouod.
If a, b and c are real numbers and a = b, then
'4. Translate word phrases to algebraic expressions.
a + c = b + c,
5. Formulate the equation.
a - c = b - c.
6. Solve the equation.
7. Solve the problem.
Multiplication and Division Property of Eq.(MPE, DPE)
Exam ple!
If a, b and c are real numbers and a = b, then
Three times the sum of a number and five is 21. What is the number?
a x c = b x c,
3( x + 5) = 21
a/c = b/c, provided c * o.
3x + 15 = 21
x=2
Solution of an equation - refers to an element of the domain of the variable that
Example no. 2.
makes the equation true
Arman is Iwice as old as Andrea. Two years ago, Arman was three times as old
as Andrea. Find their ages now.
Solving Linear Equations - refers to the process of finding, through the use of
m = 2n
the properties of equality, all the solutions of the equation
m - 2 = 3(n -2)
2n - 2 = 3n - 6
Some Pointers in solving linear equations
4=n
1. Simplify each side of the equation by
a. removing grouping symbols using the distributive law
Inequalities
b. removing fractions by multiplying both sides of the equation by the LCD of all
Inequality - a statement that says one quantity is less than (<) or greater than (>)
fractions
another (strict inequality). In some instances, however, one quantity may be less
3. Use the APE/SPE to have all variables only on one side of the equation and the
than or equal to (s), or greater than or equal to (s) to another.
constants on the other
e^g. 3 < 5 x - 2 , 4 x - 5 s x -h 15
4. Use the MPE/DPE to make the numerical coefficient of the variable equal to 1.
Compound Inequality - a compound statement that says one quantity is less than
(or greater than) another but is greater than (or less' than) a third. , .
e.g. -4 < 2x-3 9 . . .
Arty. A n to n io V. Ferrer
PNU LET Reviewer. E H
M athem atics - Fundam entals o f M athem atics General Education
Properties oflnequality
1. Trichotomy-If a and bare real numbers, then a <b, a = b, o r a > b .
PART II - ANALYZING TEST ITEMS
2. .Transitive - If a < b and b < c, then a < c.
. If a > b and b > c, th en a> c.
3. Addition Property - If a, b and c are real numbers and a < b.'then a + c < b + c
If a, b and c are real numbers and a > b, then a 1. How many 1/16 are there in 2 5/8?
A .''42 C. 46
Solution of a Linear Inequality - an element of the domain of the variable which B. 44 D. 48
makes the inequality true 2. A blue neon light blinks every 4 seconds. A red one blinks every 5 seconds
while a green one blinks every 6 seconds. How many times will they blink
Solving a Linear Inequality - the process of finding, through the use of the together in half an hour?
properties of inequality, all the solutions of the inequality A. 1 C. 10
Note: Solving a linear inequality is similar to solving linear equations except that B. 5 ff. 30
instead of using the properties of equality, we use the properties of inequality, 3. Which of the following is divisible by 3, but not by 9?
e.g. -4 2x - 3 s 9 4 11,070 C. 45,072
-4 + 3 2x 3 + 3 9 + 3 By 40,206 D. 19,386
- 1 s 2x 12 4. the distance between two towns on a given map is 2 % cm . If Yi cm
- 1/2 s x ^ 6 represents 6 km, what is the distance between the two towns?
A_18km . C. 36 km
Word Problems Involving Linear Inequalities - the steps in solving word problems B. 33 km D. 42 km
involving linear inequalities are the same as those in solving word problems involving 5. Margo paid P400 for a blouse. If the blouse was sold at 20% discount, what
linear equations except that, again, instead of using the properties of equality, we was its original price?
use the properties of inequality. A. P80 C. P500
e.g. Anis grades in the last four tests were 8 5 ,8 9 ,9 0 and 93. What must be B. P480 D. P540
her grade in the fifth and last test to get an average of at least 90? 6. In a sequence of starts and stops, an elevator travels from the first floor to the
85+89 + 90+93 + g5 fifth floor and then to the second floor. From there, the elevator travels to the
Solution 905 5 fourth floor and then to the third floor. If the floors are 4 meters apart, how far
has the elevator traveled?
A. 24 m C. 40 m
450 s 357+g5 . B. 36 m D. 60 m .
93 sg 5
t98 P N l LET Reviewer Arty. A nconio V. Ferrer

A lathematics - Fundam entals o f M ath em atics . General Education
24. Which of the following gives the prime factorization of 54? ' '
A. 22x32 C. 2 3 x 3 3 PART III - ENHANCING T EST TAKING SKILLS
B.; 2 x33 D. 2 3 x 3
25. A boat travels 8 kph in still water. If it can tcavel a given distance upstream in
5 hours and the same distance downstream in 3 hours, what is the rate of the .
current?
A. 2 kph C. 6 kph
B! 5 kph D. 9 kph 1. If the sum of a certain number and 8 is divided by 5, the quotient is 5. What
26. What is the value of x - 6 if 2(x - 3) + 5 = 19? is the number?
A. -1- C. 16 A. 5 G 15
B. 4 D. 20 B. 6 D. 17
27. Apo weighs one third as much as her mother Angela. If Apo weighs 43.5 lbs., 2. The product of 0.4 x 0.04 x 0.004 is
how much does Angela weigh? A. 0.64 C. 0.0064
A. 62.5 lbs. C. 130.5 lbs. B. 0.064 D. 0.000064
B. 95.7 lbs. D. 150 lbs. 3. Jeepney fares are computed as follows: P7.50 for the first four kilometers
28. Lucille is 4 times as old as Nicole. Six years from now, she will be twice as old plus P0.50 for every additional kilometer thereafter. How much should Mikey
as Nicole. How old are they now? pay for a ride that covers 11 kilometers?
A, Lucille 12; Nicole 3 C. Lucille 3, Nicole 12 A. P10.00 C. P11.50
B. Lucille 16; Nicole 4 D. Lucille 4 Nicole 16 B. P11.00 D. P12.00
29. The sum of two numbers is 52 and their difference is 20. What is the larger 4. Which of these is greater than 1 ?
number? A. 1 / 3 -1 /4 C. 1/3 x 1/4
A. 16 C. 36 B. 1/3 + 1/4 - /. D. 1/3 4-1/4
B. 26 D. 46 5. Which is a set of equivalent fractions?
30. Two numbers are in the ratio 4:3. What are the numbers if their sum is 84? A? 2/3,4/6,8/12 C. 4/5,3/4,7/10
A, 36 and 48 * C. 24 and 63 B. 2/3,4/6,7/10 D. 3/4,7/10,4/5
B. 36 and 24 D. 12 and 36 6. Robert left 3/4 pan of cake on the table, Karen ate 2/3 of it. How much cake
was left?
A. 1/5 C. 1/3
B. 1/4 ... ' D. 1/2
200 PNU LET Review er Atcy. A ntonio V. Ferrer

General Education M athem atics - Fundam entals of M athem atics
. 7. The distance from C to D is 24 km. The distance from B to C is 2/3 of. the 13. What digit can be inserted in the blank so that the number 59___ J 72 would
distance from C to D. The .distance from A to B is 3/8 of the distance from B be divisible by 3? .
to C. What is the distance from AJo B? A. 1 . ' C. ' 3
A. 4 km / C. 6 km B. 2 D. 7
B. 5 km -f). 8 km 14. Jeff had fewer than 100 blocks. When he laid them out into four equal rows,
he had three blocks left, but when he laid them out into nine equal rows, he
had none left. How many blocks did Jeff have?
A. 54 C. 72
B. 63 D. 91
8. Jason buys a refrigerator for P7 920. She pays 1/3 of the price in cash and 15. One prime factor of 42 is 3. What are its other prime factors?
the balance in 12 equal monthly installments. How jgugJijwll he pay each A. 2 and 3 C: 2 and 7
month? B. 3 and 5 D. 3 and 7
A. P300 C. P400 16. If there are 18 mangoes and 45 bananas in a fruit basket, what is the ratio of
B. P350 .''B*)P440 the number of mangoes to the number of bananas?
9. Mang Pedro delivers 210 kg of vegetables to two distributors. If 2/5 of the A. 2 :5 C. 2 :3
vegetables goes to Manang Jo, how many kilograms of vegetables does the B.4 :7 D. 3 : 7
other distributor receive? 17. A 3 Yz meter ribbon is cut into four pieces in the ratio 1:2:3:4. Find the length
' A. 84 C. 126 of the longest piece.
B. 116 D. 132 A. 35 cm C. 100 cm
10. A 210-cm stick is cut so that one part is 3/4 of the other. How many cm is B. 70 cm D. 140 cm
the shorter part? 18. What number can replace x in the proportion 1 : x = x : 64?
A. 120 C. 80 A. 2 C, 6
B7 90 D. 70 B. 4 D. 8
11. find the GCF of 12,32 and 56. 19. In a certain municipality the real estate tax is P5.00 for every P1,000 of the
A. 2 , C. 6 assessed value of the property. Find the assessed value of a property if a tax
B. 4 . - D. 56 .of P1250 is levied on it. * .
12. Two bells ring at 8 A..M. For the rest of the day, one bell rings every half hour . A. P62.50 C. P250.000
whereas the other rings every 45 minutes. What time will both bells ring at B. P6.250 ; D.~ P500.000
the same time again? 20. A tank of water supplies the needs of 5 children for 6 days. How many days'
a; 9:00 AM C. ' 9:30 AM need for Water will the tank of water supply if there were only 3 children?
B, 9:45 AM. ' D. 10:00 AM ' A. 3,6 . C. -8
B. 5 D. 1(J
A rty. A n to n io V. Ferrer PNU LET Review er
M athem atics - Fundam entals o fM ath em atics
G eneral E d u ca tio n
2 \. A man gives 10% of his monthly earnings to the church. Another 70% is
28. Arman is 5 years older than An. Three years ago, he was twice as old as An.
spent on food, electricity, water and other bills. After-paying all these, he still
How old is An now? :
has P2.000. How much does he earn in a month?
A. 6 . C. 13
A. P5,000 C: P10,000
B. 8 D.' 15
B. P8.000 . ; d : P12,000
29. Andrea can encode a 100-page thesis in 24 hours, while Ani can do the same
22. Raffy deposited PTO,000 at 5% annual interest. How much will it gain in 2
task in 16: hours. How many hours will it take them to finish the job if they
Yi years?
work together?
A. P1.250 C. P1.500
A'. 9 3/5 C. 11
B: PI ,350 D. P1.750
--B. 10 D. 20
23. In a candy jar are 15 lemons, 12 chocolates, and 3 mints. What percent of
30. If Justine can run 3 km in an hour, how far can she run in 45 mins?
the candies are mints?
A. 1.75 km a 2.5 km.
A. 10% C. 12.5%
B. 2.15 km t ) . 2.25 km.
B. 12% D. 15%
24. A particular model of a cell phone sold for P4.000 in 2010. Two years later,
the same model sold for only P2.800. What was the percent decrease in the
price?
A. 15% C. 30%
B. 20% D. 35%
25. Based on the graph, how much of the P25.000 monthly income of the Faria
family goes to food?
A. P6.250 C. P10,050
B. P11,250 D. P12,450
26. When a certain number is subtracted from 176, the result is the same as
when 21 is added to 4 times the number. What is the number?
A. - (/s C. 31 > t - - Jq S
B. 2 2 < j5 H 5* D- 52
27. Which proper^ of real numbers does the statement (a + b) + c = a + (b + c)
illustrate?
A. Associative . C. Commutative
_B. Closure D. Distributive
LET Reviewer
Arty. A n to n io V. F erre r
G eneral Education
M athem atics - C o n te m p o rary M athem atics
C ontemp orar y PART I - CONTENT UPDATE
Mathematics Introduction
This part focuses on the concepts identified in the LET competencies for Gen
Prepared by; ED Mathematics. It provides a review of the definitions, formulas, operations,
Dr. Gladys C . Nivera postulates, and theorems in Geometry and Statistics. However, in an effort to
effectively guide students to a deeper understanding of the concepts involved, it
begins with the foundations and gives a wider, more comprehensive discussion than
Competencies:
those specifically identified by the competencies.
1. Plane Geometry
T.1 Show a working knowledge of basic terms and concepts in
Plane Geometry GEOMETRY
1.1.1 Lines and curves, perpendicular and parallel lines
1.1.2 Angles, angle properties BASIC DEFINITIONS
1.1.3 Special triangles and quadrilaterals
1.1.4 Polygons Undefined terms: the basic geometric concepts f a which no definitions are given.
1.2 Solve problems involving the basic terms and concepts in These are the points, lines and planes.
Plane Geometry. Collinear points: points that lie on the same line.
2. Statistics and Probability Coplanar points: points that lie on the same plane.
2.1 Show mastery and knowledge of basic terms and concepts Space: the set of all points.
in statistics and probability
Line segment: a part of a line consisting of two endpoints and all the points in
2.1.1 Counting techniques between them.
2.1.2 Probability of an event
Ray: a part of a line having one endpoint and extending infinitely in one direction.
2.1.3- Measure of central tendency
Opposite rays: rays with a common endpoint but extending in opposite directions.
2.1.4 Measure of variability
Congruent segments: Two segments having the same measure or length.
2.2 Solve, evaluate, and manipulate symbolic and numerical
Angle: formed by two non-collinear rays with a common endpoint. The two rays are the
problems in elementary algebra by. applying fundamental
sides of the angle. The common endpoint of the two rays is the vertex of the angle.
rules, principles and processes.
D r. G ladys C . N ivera
PNU LET Reviewer 203]
---------- T riw rnn iiT in ii
M athem atics - C o n tem p o rary M athem atics G eneral E ducation
POSTULATES . * ' ' Angle-Sum Theorems for Polygons: The sum (s) of the measures of the interior
angles, of any polygon with n sides is given by s = (n - 2)180.
Space contains at least 4 noncoplanar points. Exterior Angle Theorem for Polygons: The sum of the measures of the exterior
Every plane contains at least three noncollinear points. . angles of a convex polygon (one at each vertex) is 18Q.
Every line contains at least two points.
Two points determine a line. TRIANGLES
Three noncollinear points determine a plane.
If two points are in a plane, then the line containing the points are in the same plane. Classifying Triangles According to Sides
If two lines intersect, then their intersection is a point. a. Scalene: No two of its sides are congruent.
If two planes intersect, then their intersection is a line. b. Isosceles: At least two of its sides are congruent.
The two congruent sides are the legs. The third side is called the base. The
POLYGONS angle opposite the base is the vertex. The angles adjacent to the base are
the base angles.
Polygon: a closed plane figure formed by fitting together segments end to end with c. Equilateral: All of its sides are congruent.
each segment intersecting exactly two others.
Diagonal of a polygon: a line segment that connects two nonconsecutive vertices. Classifying Triangles According to Angles
Convex polygon: no diagonal is in the exterior of the polygon. a. Acute: all of its angles are acute.
Concave polygon: at least one diagonal is in the exterior of the polygon. b. Right has one right angle.
Equilateral polygon: all the sides have equal lengths. The hypotenuse is the longest side. The legs are the other two sides,
Equiangular polygon: all theangles have equal measure. a Obtuse: One of its angles is obtuse.
Regular polygon: it is both equilateral and equiangular. d. Equiangular: all of its angles are congruent.
Interior angles of a polygon: the angles formed by the sides of a polygon.
Exterior angles of a polygon: the angles formed in the exterior of the polygon Secondary Parts of a Triangle
when its sides are extended. Altitude of a triangle: a segment from a vertex perpendicular to the line that
contains the opposite side.
THEOREMS Median of a triangle: a segment from one vertex to the midpoint of the
opposite side.
Angle-Sum Theorems for Triangles: The sum of the measures of the three angles Concurrent lines: Three or more lines that meet at the same point.
of any triangle is 180.
Angle-Sum Theorems for Quadrilaterals: The sum of the measures of the four
angles of any quadrilateral is 360.
204 PNU LET fleview er D r. Gladys C . Nivera

G eneral Education M athem atics - C o n tem p o rary M athem atics

QUADRILATERALS. A trapezoid is isosceles if it satisfies one of the following:
. 1. Its iegs are congruent.
A quadrilateral is a four-sided polygon. 2. Each'pair of base angles is congruent.
3. Diagonals are congruent.
Kinds of Quadrilaterals
CIRCLES
A quadrilateral is a parallelogram if and only if one of the following is satisfied:
1. Both pairs of opposite sides are parallel. Circle: the set of all points in a plane at a given distance (radius) from a given point
2. Both pairs of opposite sides are congruent. (center) in the plane.
3. Both pairs of opposite angles are congruent. Radius: the line segment from the center to any point of the circle.
4. Consecutive angles are supplementary. Chord: a line segment whose endpoints lie on the circle.
5. Diagonals bisect each other. Diameter: a chord containing the center.
6. Each diagonal divides the quadrilateral into two congruent triangles.. Secant a line that intersects the circle in two points.
Tangent a line lying on the same plane as the circle that intersects the circle in
A quadrilateral is a rectangle if and only if it is a parallelogram and one of the exactly one point.
following is satisfied: Point of Tangency:The point where the tangent touches the circle.
1. It has four right angles. Congruent circles: two or more circles having the same radius.
2. Its diagonals are congruent. Concentric circles: two or more coplanar circles sharing the same center.
A quadrilateral is a rhombus if and only if it is a parallelogram and one of the RELATIONS INVOLVING SEGMENTS AND ANGLES
following is satisfied:
1. Its sides are all congruent. Segment-Addition Postulate:
2. Its diagonals are perpendicular. Point Y is between X and Z if and only if X, Y, and Z are collinear and XY+ YZ = XZ.
3. Its diagonals bisect the angles of the quadrilateral. Midpoint of the segment A point that bisects a segment, or divides a segment
into two congruent segments.
K quadrilateral is a square if it is Doth a rhombus and a rectangle. Bisector of the line segment A ray, line or line segment that contains the midpoint.
Angle bisector: A ray that contains the vertex and divides the angle into two
A.quadrilateral is trapezoid if it has a pair of parallel opposite sides. The parallel congruent parts.
sides are the bases and the non-parallel sides are its legs. If the legs are congruent,
the trapezoid is said to be an isosceles trapezoid.
D r. Gladys C . N ivera* PNU LET Reviewer

M athem atics - C o n te m p o ra ry M athem atics G eneral E d u catio n
PERPENDICULAR LINES AND BISECTOR OF A LINE * - Theorems: - -

The measure of an exterior angle of a iriangie is equal to the sum o f the
Perpendicular lines: two lines that intersect at right angles. measures o f the two remote interior angles.
Perpendicular bisector of a segment: the line which is perpendicular to the The sum of the lengths of any two sides of a triangle is greater than the length,
segment at its midpoint. of the third side.
Theorem: The shortest segment from, a point to the lines is the perpendicular In a triangle, if one side is longer than the other side, the angle opposite the
segment. longer side is the larger angle.
In a triangle, if one angle is larger than the other angle, the side opposite the
ANGLE PAIRS larger angle is the tonger side.
Adjacent angles: two angles with a common vertex, a common side, and no PARALLEL LINES AND TRANSVERSALS
common interior points.
Supplementary angles: two angles whose measures have a sum of 180. Intersecting lines: coplanar lines having a point in common
Complementary angles: two angles whose measures have a sum of 90. Perpendicular lines: lines that intersect at right angles
Vertical angles: Two angles are vertical if and only if their sides form two pairs Parallel lines: coplanar lines that do not intersect
of opposite rays and their angles are nonadjacent formed by two intersecting Skew lines: noncoplanar lines that do not intersect
lines. Transversal line: a line intersecting two or more coplanar lines at different points
Linear pair: two angles which are adjacent and supplementary.
Interior angles: 13, I A, / 5, / 6
Exterior angles: /1 ,/ 2, / 7, / 8
Theorems:
Corresponding angles: /1 and / 5, / 2 and / 6
Supplements o f congruent angles are congruent.
/ 3 and / 7, / 4 and / 8
Complements o f congruent angles are congruent.
Alternate interior angles: / 3 and / 6, / 4 and / 5
Vertical angles are congruent.
Alternate exterior angles: /1 and / 8, / 2 and / 7
Same-side interior angles: / 3 and / 5, / 4 and / 6
ANGLES AND SIDES OF A TRIANGLE
Postulates:
Exterior angle of a triangle: an angle which forms a linear pair with one of the If parallel lines are cut by a transversal, then:
triangles interior angles.. 1. The alternate interior angles are congruent.
Remote interior angles: two interior angles of the triangle not adjacent to the 2. The corresponding angles are congruent.
exterior angle. 3. The alternate exterior angles are congruent.
4. The same-side interior angles are supplementary.
206 PNU LET Review er D r. Gladys C . N ivera

G enera! Education
M athem atics - Contem porary M athem atics
COUNTING TECHNIQUES . c. Permutation with Repetitions'

The number of distinct permutations of n things of which p are of one kind,
Experiment: any activity that can be done repeatedly (e.g. tossing a coin, rolling a die). q are of a second kind,... r of a kth kind is
Sample space: the set of all possible outcomes in an experiment.
Example: In rolling a die, the sample space is S = (1 ,2 ,3 , 4 ,5 ,6 }. P = ----: where p + + ...-+ r = n.
!
Sample point: an element of the sample space.

Example: In rolling a die, there are 6 sample points. Example: How many different permutations are there in the word
COMMITTEE if all letters are to be taken?
Counting Sample Points 9!
P = -------
2! 2! 2!
= 45 360
1. Fundamental Principle of Counting (FPC)
3. Combination
If a choice consists of k steps, of which the first can be performed in n, ways,
Combination is the arrangement of objects regardless of order. In other words,
for each of these the second can be performed in n2 ways, for each of these
the order of arranging the objects is not important. If n objects are to be arranged
the third can be performed in n3 ways.... and for each of these the kth can be
r at a time, the number of distinct combinations is given by the formula:
made in rv ways, then the whole choice can be made in n,n2n3. . ,n ways.
Example: In how many ways can two dice fall? A ns.: 6 6 = 36 ways C = 7i > r
2. Permutation r r!(n -r)!; ~
Permutation is an arrangement of objects wherein the order is important,
Example: In how many ways can a committee of 4 be chosen from 6 persons?
a. Unear Permutation
Answer:
If n objects are to be arranged r objects at a time, then the number of
6!
distinct arrangements is given by the formula e C 4 = ----- = 1 5 w a v s
4 !(6 -4 )!
PROBABILITY
Example: In how many can the first, second and third winners may be
Probability: the likelihood of the occurrence of an event. .
chosen in a beauty pageant with 10 contestants?
If E is any event, then .the probability of an event denoted by P(E) has a value
= 10 9 8 = 720 w a y s between 0 and 1 inclusive. In symbol,
0 s P (E) s 1
b. Circular Permutation
If P(E) = 1, then E is sure to happen.
If n objects are to be arranged in a circular manner, then the number of
If P(E) = 0, then E is impossible to happen. ,
distinct arcangements is (n -1)1
Moreover, is the probability that E will not happen is P(E'), then P (E) + P (E') = 1.
_______________ . Answer: (7-1)!<=6!'
D r. G ladys C . Nivera
M athem atics - C o n te m p o rary M athem atics G eneral E d u catio n
1. Theoretical Probability population for the s&mpfe, with the starting point determined at random from
Theoretically, the probability of an event E, denoted by P(E), is defined as the first n elements.
3. Stratified random sampling is a technique of selecting simple random samples
' P (E ) = ^
n(S) .from mutually exclusive groupings or strata of the population.
where n(E) = number of favorable outcomes

Graphical Representations of Data
n(S) = number of possible outcomes
1. Histogram - a graphical picture of a frequency distribution consisting of a
2. Experimental Probability
series of vertical columns or rectangles, each drawn with a base equal to the
The probability of an event may also be obtained experimentally. Suppose we
class interval and a height corresponding to the class frequency. The bars of a
want to find out the probability of obtaining a tail in a toss of coin. We can
histogram are joined together, that is, there are no spaces between bars.
perform an experiment by tossing the coin 50 times and record the number of
2. Bar Chart- uses rectangles or bars to represent discrete classes of data. The
occurrences of tail. Suppose that tail occurred 24 times, then the probability of
length of each bar corresponds to the frequency or percentage of the given
getting a tail based on this experiment is
class or category. The categories are in turn placed in either horizontal
3. Frequency Polygon- a special type of line graph, where each class frequency
P (tail) = is plotted directly above the midpoint or class mark of its class interval and lines
are then drawn to connect the points.
STATISTICS 4. Pie Chart- an effective way of presenting categorized (qualitative) distributions,
where a circle is divided into sectors - pie-shaped pieces - which are
Statistics is the branch of mathematics used to summarize quantities of data and
proportional in size to the corresponding frequencies or percentages.
help investigators draw sound conclusions. Its two main branches are descriptive
5. Pictogram- known as picture graph where picture symbols are used to
statistics and inferential statistics. represent values.
A sample is a specified set of measurements or data, which is drawn from a much

MEASURES OF CENTRAL TENDENCY
larger body of measurements or data called the population. A measure of central tendency is a single, central value that summarizes a set
of numerical data. The measures of central tendency are the mean, median and
Kinds of Sampling mode.
1. Random sampling techniques are used to ensure that every member, of the
population has anequalchanceofbeingincludedin the sample. Arandom sample
MEASURES OF VARIABILITY
is said to be representative of the entire population. The two methods of random
A measure of variation or variability describes how large the differences between
sampling are lottery method and the use of the table of random sampling.
the individuals are on a trait. The common measures of variability are range and
2. Systematic sampling is a technique which selects every nth element of the
standard deviation. .

D r. G lad y s C . N ivcra
G eneral Education M athem atics - C o n te m p o ra ry M athem atics
Measures of
Definition How to find Advantages Disadvantages
Central Tendency
Mean The sum of the data divided by Ungrouped data: A single, unique value that is . Not appropriate for skewed
the number of data 2^x representative of all the scores distribution as it is affected by
X = Y extreme scores or outliers
Grouped Data: Stable from group to group
_ xf
X = May be used in further
N computations
Median The middle number of the set Ungrouped More stable from group to Not necessarily representative of all
The middle to r the
when the data are arranged in uaia. ^n+in , group than the mode scores
numerical order th sco re
Grouped Appropriate for skewed Unstable from group to group
Data: Mdn = L+ distribution
Cannot be used in further analyses
Mode The number that occurs most Ungrouped data: Easy to obtain ' Not necessarily representative of all
frequently in the data The most frequent score scores
Grouped Data:
The class mark of the class interval Cannot be used in further analyses
with the highest frequency
Measures of
Definition How to find Advantages Disadvantages
Variation
Range The difference Ungrouped data: R = HS - LS Easy to compute Unstable
between the highest Grouped Data: . Gives a unique value Not representative of the set of data
score and the lowest R = Upper Limit of the Highest Class Interval - Easy to understand . Not used In. further computations
score Lower Limit of the Lowest Class Interval
Standard deviation The square root of Ungrouped data: Grouped Data: Most stable Affected by extreme scores
the variance of the
set of daita
c _ J z ( x - x) 2 c, _ Jz f ( x - x) 2
Gives a unique value
Most representative More difficult to compute and
Used1in further computations ; understand
D r. Gladys C . Nivera PNU LET Reviewer

M athem atics - C o n tem p orary M athem atics General Education
6 . Which of the following statements are true?

PART II - ANALYZING TEST ITEMS I. A square is a rectangle.
II. square is a rhombus.
III. parallelogram is a rhombus.
' Directions: "Choose the best answer from the choices given. Write the IV. rectangle is a parallelogram.
corresponding letter of your choice.
A. I and II only C. I, II and IV only
1. Which of the following statements is TRUE? B. I and IV only D. I, II, III and IV
A. The endpoint of iw is R.
B. Opposite rays are collinear. For item 7, refer to this figure:
C. A line has length and width.
D. The length of a ray can be measured.
2. Which of these triangles CANNOT be a right triangle?
A. obtuse B. scalene C. isosceles D. equilateral
3. In triangle BED, with right angle at B, what is the hypotenuse?
A. B E B. ED C. BD D. cannot be determined
7. If lines r and s are parallel, which of the following pairs of angles are
4. Refer to the figure. Given: m Z 2 = 62 and m Z 3 = 92. Find mZ 4.
congruent?
A. Z 3 a h d Z 6 C. Z2andZ7
B. Z 5 and Z 6 D. Z 4 and Z 6
8. Find the measure of angle 1 in the figure.
A. 25 B. 45 C. 126 D. 155
9. The complement of the angle is three times the angle. What is the measure
. 5. ARGO is a parallelogram. If m Z A = 77,thenm Z G.= _ of the angle?
A. 77 B. 103 C. 1 1 3 . D. 123 A. 22.5 B. 45 C. 67.5 D. 135
10. What is trie measure of each interior angle of a regular heptagon?
A. 128.6 B. 140.5 _C . 720 D. 900
2T0 PNU LET Review sr D r. Gladys C . N i vcra

General E du cation M athem atics - C o n tem p o rary M athem atics
11. The angles of a triangle are in the ratio 1: 3: 5. What is the largest angle? 16. A card is picked at random from an ordinary deck of cards. Find the probability
A. 20' B. 60 C. 80 - ' D. 100 of picking a black ace? '
12. Which of these figures cannot be the sides of a triangle? A. % B. 1
/< C. 1/13 D. 1/26
A. 1,3,3 B. 1, 1, 1 C. 6,12,8 D. 5, 1 0 , 4 17. A card is picked at random from an ordinary deck of cards. Find the probability
13. The area of a square is 144 cm2. What is its perimeter? of picking a card that is not a heart?
A. 12 cm B. 15 cm C. 48 cm D. 72 cm A. 1/13 B. V* C. Yi D; %
14. What is the area of the largest circle that can be cut out of a square paper 18. Each of the six faces of a certain cube is painted either green or blue. When
whose side is 40 cm? the cube is tossed, the probability of the cube landing with the blue face up
A. 62.8 cm2 B. 84 cm2 C. 524 cm2 D. 1 256 cm2 is 2/3. How many faces are green?
15. The graph shows the number of socks, belts, handkerchiefs, and neckties A. One B. Two C. Three D. Four.
sold by a store in one week. 19. A card is selected at random from 50 cards numbered from 1 to 50. What is
the probability that the number on the card is a prime number?
160
A. 3/10 B. 2/5 C. 8/25. D. 7/25
20 A pair of dice is thrown. What is the probability of throwing a double numb a
(e.g. 3 ,3 )?
A. 1/3 B. 1/6 C. 1/12 D. 1/36
21. In how many ways can the first, second, and third places be chosen from i
group of 9 contestants?
A. 72 B. 504 C. 720 D. 9!
22. In how many ways can 6 people be seated around a circular table?
A. 720 B. .600 C. 540 D. 120
23. How many combinations can be made from the letters A, B, C, and D if the
letters are taken 2 at a time?
A. 3 B, 4 C. 5 D. 6
24. In how many ways can two swimmers be chosen from a group of sin
'item s Sold by Store swimmers?
A. 15 B. '30 C. 45 D. 90
The names of the items are missing from the graph. Socks were the item
25. A coffee shop offers 5 flavors of coffee: mocha, cappuccino, espresso, vanilla,
most often sold, and fewer neckties than any other item were sold. More belts
and latte. Coffee may be served hot or cold and it comes in tall, regular,an<l
tflan handkerchiefs were sold. How many belts were sold?
short sizes. In how many ways can the costumer order his/her coffee?
A. 80 B. 90 . C. 120 D. 140
, > ' 3 ways B. 10 ways C. 24 ways D. 30 ways*
D r. Gladys C . N ivera PMU LET Reviewer 211

M athem atics - C o n te m p o ra ry M athem atics G eneral Education
26. Find the number of distinct permutations of the letters in the word 'CLASS? 33. What is the computed mean value?
A. 60 B. 120 C. 180 0. 360 13.6 B. 14.1 C . ' 12 ' D. 15.4-
27. How many 3-digit, numbers can be formed from the digits 1-8, if the digits 34. Which of the following classes performed best and with the least variability in
can be repeated? the test?
A. 336 B. 436 C. 512 D. 524'
Classes Mean Standard Deviation
28. How many 3-digit numbers can be formed from 1, 2, 3, 4, 5 if the 3-digit
I- Magalang 24.7 2.16
numbers form odd numbers and the digits are repeated?
. A. 75 B. 100 C. 112 D, 125 I - Masunurin 26.4 2.53
29. How many sets of answers are possible for an 6-item true or false test? I - Masipag 25.7 2.87
A. 12 B. 36 C. 64 D. 128
I - Matipid 26.4 2.72
30 Mario had three test scores of 78,76, and 74, while Kristyn had scores of 72,
82, and 74. How did Marios average (mean) score compare with Kristyn's A. I-Magalang C. I-Masipag
average score. B. I-Masunurin D. I-Matipid
A. Mario was 1 point higher. C. Both averages were the same.
B. Mario was 1 point lower. D. Mario was 2 points lower. 35. The table shows the student's grades and the corresponding number of units
For items 31 -33: for each subject.
Mr. Marquez gave a mathematics test to a group of students. The distribution of SUBJECTS UNITS (Weight) GRADE
the scores is as follows:
Filipino 3 88
SCORES FREQUENCY
English 3 90
21-25 2
Math 3 94
16- 20 5
Science 5 91
11 -15 12
Araling Panlipunan 3 87
6-10 4
Computer 2 96
1 -5 1
PE 1 90
31. How many pupils took the test?
What is the mean (average) of the grades?
A. 25 B. 24 C. 22 D. .12
A. 88.9 B. 89 C. -90 D. 90.7
32. What is the size of the interval of the frequency distribution?
A. 2 * B. 3 C. 4. 0. 5
212 PNU LET Reviewer D r. G ladys C . N ivera

G eneral Education M ath em atics - C o n tem p o rary Mathematics
For item 7-8, refer to this figure:
PART III - ENHANCING TEST TAKING S K ILLS
Directions: Choose the best answer from the choices given. Write the
corresponding letter of your choice.
1. An angle is 55.5. What is the measure of its supplement?

If lines r and s are parallel, which of the following pairs of angles an
2A. 4.5 B. 34. 5 C. 114.5 D, 124.5
congruent?
2. Given: RS = 5. RT = 16, and ST = 11. Which of these points is between the
A. Z 1 and Z 4 C. Z 3 and Z 6
other two?
B, Z 5 and Z 7 D. Z 3 a n d Z 8
A. R B. S C. T D. any point
If lines rand s are parallel and m Z 2 = 42, what is the measure of Z 6?
3. What is the altitude of this figure?
A. 42 B. 48 C. 132 D. 138
A B C
9. Two angles are supplementary. One of the angles is four times larger than the
other. What is the measure of the larger angle?
A. 18 B. 36 C. 72 D. 144
10. Find the value of x in the figure at the right.
A. 20
B .: 25
4. Which refers to a pair of noncoplanar lines?
C:' 28 / 2\-+ 15
A. perpendicular C. parallel
D. 30
B. coinciding / 0 : skew
11. Which of the following statements is TRUE?
5. Which of the following is a convex hexagon?
A. Adjacent angles form a linear pair.
B. Supplementary angles form a linear pair.
C.- Angles that form a linear pair are supplementary.
D. Two angles that form a linear pair are adjacent and complementary.
6. Which of the following quadrilaterals best describes a square?
12. If A N Tjs an isosceles triangle with right angle at T, then
A Its diagonals are perpendicular to each other.
A. A Tis the hypotenuse. C. AT = AN
B. It is an equiangular rhombus.
B.- ' m Z A N T = 4 5 ' D. AT = AN
&. Its diagonals are congruent.
D. It has four right angles. _
D r. G ladys C . N ivera
'M athematics - C on tem p orary M athem atics G enera] Education
13. What is the sum of the measures of the interior angles of a regular octagon? 19. What is the probability ofgetting a-prime number when a die is tossed?
A. 1260* B. 1080 C-. 145 D. 135 A. 1/6 B. 'A . C. 1/3 'D. Yi
14. Marco has two sticks of lengths 9 cm and 12 cm. He needs a third stick to 20. In.a candy jar, there are 15 lemons, 12 chocolates and 3 mints. If a candy is
form a right triangle. What could be the length of the-third stick? picked at random, what is the probability of getting a chocolate?
^ 12cm B. 13cm C. 14cm D. )15 A. Yi .B. 2/5 C. 1/6 D., 1/10
15. A man jogs around a circular path whose diameter isBO m\ About how many 2t. When you flip a coift thrice, what is the probability of getting at least 2 heads?
times will he have to go around the circular path to jog a distance of 1 % km? A. a B. Yi C. 3/8 D. V*
A. 5 times B. 10 times C. 12 times D. 15 times 22. How many sets of answers are possible for a true or false test with 10
16. The volume of a cube is 1000 cm3,;What is its surface area? questions?
A. 10 cm2 B. 100 cm2 C . ' 6 0 0 cm2 D. 625 cm2 A. 1024 B. 512 . C. 256 D /2
17. The area of the Great Circle of a sphere is 314 cm2. Find the volume of the 23. The mean score of a set of30 tests is 85. Find the sum of the 30 test scores.
sphere. A. 2 250 B. 2 360 C . . 2 550 D. 3 240
A. 4186.7 cm3 C. 5865.5 cm3 24. A show manufacturer conducted a survey of the average shoe size among
B. 5116 cm3 D. 6212.3 cm3 women to help him decide what shoe size to put on display. What measure of
18. The figure below shows a spinner with 12 sectors. When someone spins the central tendency would be most appropriate for his purpose?
arrow, it is equally likely to stop on any sector. _______________ A. mean B. mode C. median D. any of the three
25. In how many ways can 5 basketball players be chosen from a group of 9
players?
A. - 126 B. 212 C. 15120 D. 362 880
26. How many 4-digit numbers can you write using the digits 8, 4 , 3 and 5 if the
digits may appear more than once in each number?
A.. 22 B. 24 C. 224 D. 256
27. You are to form 3-digit numbers from the digits 1 , 2 , 3 , 4 , and 5. What is the
probability of selecting '152 if repetition of digits is not allowed?
A. 1/30 B. 1/40 C. 1/50 D. 1/60
28. Suppose that a family has 2 children. What is the probability that the family
has at least 1'girl?
1/2 of the sectors are blue, 1/12 are green, V* are orange, and 1/6 are red. A. a B. Yi C. 1/3 D. J4
If a person spins the arrow, on which color sector does the spinner have the 29. In how many ways can 4 people be seated in a row of 4 vacant chairs if they
least probability to stop? can sit anywhere?
A. Blue. B. green C. -orange D. red A. 120 B. 90 C. 64 D. 24 '
m s PNU LET Reviewer" D r. Gladys C . Nivera

-3i '> k .0 -jj
G eneral E d u ca tio n M athem atics - Contem porary M athem atics
30 Find the number of distinct permutations of the letters in the word 'MISSION? 35. The table shows the students grades and the corresponding number of units
A. 270 B. 720 C. 1260 D. 5040 ! for each subject.
3-1. The following polygon shows a shop's monthly sales of umbrellas for the year. SUBJECTS UNITS (Weight) GRADE
50 Filipino 1.2 86
English '1.5 89
Math 1.5 94
Science 1.8 93
Araling Panlipunan 1.2 88
TLE 1.2 87
MSEP 1.2 . 93
EP 0.6 92
What is the mean (average) of the grades?

M onths A. 89.85 B. 90.12 C. 90.38 D. 91.02
How many more umbrellas were sold in June than in November?

A. 45 B. 35 C. 30 D. 20
For items 32-34: The scores of 10 students who took the qualifying exam for a
major mathematics competition are as follows:
Student A B C D E F G H I J .
Score 18 32 10 15 27 18 23 28 29 30
32. What is the median score?
A. 18 * B. 20 C. 23 ' D. 25
33. What is the mode of the scores?
A. 18 B. 20 C. 23 D. 25
34. What is the range of scores? .
A. 18 B._ 22 C. 23 ' D. 25
'D r. G ladys C . N ivcra PNU LET Reviewer 215

\
Natural Science
General E d u catio n
Natural PART I - CONTENT UPDATE
Science INTRODUCTION
Scientific knowledge and skills are essential for socio-economic and cultural
development. While the required knowledge may or may not be generated wholly,
Prepared by: we must have the capacity to make use of it.
Dr. L eticia V. Cacris
Today, the amount of scientific and technological knowledge has transformed
societies. With the advent of information and communication technology, information
Competencies: can be relayed to other parts of the world in just a matter of seconds. The inventions
in telecommunications and transportations have drawn the world smaller and
1. use scientific knowledge to explain natural smaller. Moreover, technology has enabled humans to do things which were thought
phenomena and protect manfe environment to be impossible before like exploring the universe, stem cloning, in-vitro fertilization,
2. use scientific inquiry to investigate materials, etc... The recent breakthroughs in genetic mapping have made it possible to identify
events and phenomena in the natural the useful and bad genes that will result to the breeding of a better species. Life
world (designing experiments, collecting, has been increasingly influenced by science and technology in our pursuit of a more
organizing, analyzing and interpreting data, comfortable lifestyle. BUT the transformations have not been entirely beneficial.
making conclusions, and communicating
results) To better understand the innumerable transformations in science and its applications
3. identify scientific traits and attitudes would require at one extreme, scientists and technologist of high caliber andatthe other, a
exhibited in various situations scientifically and technologically literate population. Science can be a vehicle to inculcate
values on the proper use of technology that bring both advantages and disadvantages.
4. analyze the impact of technology on non
living and living things
The scientifically literate person understands and appreciates the joint enterprises
5. analyze advantages and disadvantages of
of science and technology, their interrelationships, and their impacts .on society
different solutions to particular problems
and the environment. Some of the factors involved in the interrelationships among
science, technology, society,-and the environment are:

Dr. L ccicia C acris
N atural Science
General E du cation
A. Science and-Technology Example: -4s our society continues to increase its demands on energy
There is a distinction between science and technology, although they often
consumption and consumer goods, we are likely to attain a higher standard
overlap and depend on each other. Scienge deate with generating and ordering
of living while allowing further deterioration of the environment to occur
conceptual knowledge. Technology deals with design and development, and the
The different areas of technology represent areas o f technological activity
application of scientific or technological knowledge, often in response to social
in wider world.-
and human needs. Technology does not just provide tools for science, however; it
D. Science, Technology, and the Environment
also may provide motivation and direction for theory and research. For example,
Science and technology can be used to monitor environmental quality. Society
the theory of the conservation of energy was developed technological problem
has the ability and responsibility to educate and to regulate environmental
of increasing the efficiency of commercial steam engines. The mapping of the
quality and the wise usage of natural resources, to ensure quality of life for this
locations of the entire set of genes in human DNA has been motivated by the
and the succeeding generations.
technology of genetic engineering, which both makes such mapping possible
and provides a reason for doing so. The invention of the microscope led to new
Example: Everyone should share in the responsibility of conserving energy.
discoveries about cells.
E. Public Understanding Gap
A considerable gap exists between scientific and technological knowledge,
B. Scientists and Technologists are human
and public understanding of it. Constant effort is required by scientists,
Scientists see patterns in phenomena as making the world understandable;
technologists, and educators to minimize this gap.
technologists see them as making the world manipulate. Scientists seek to
Examples: Some people mistakenly believe that irradiation causes food to
show that theories fit the data; technologists (engineers) seek to demonstrate
become radioactive. Buttermilk is often mistakenly regarded as having a
that designs work. Scientists cannot provide answers to all questions;
engineers cannot design solutions for all problems. Outside of their specialized
high caloric content. Folklore has it that the best time to plant potatoes
fields, scientists and technologists may not exhibit strong development of all
is during the full moon. Many believe that technology is simply applied
science.
or even most of the dimensions of scientific literacy. Vocations in science and
technology are open to most, people.
F. Variable Positions
Example: By researching the biographies of famous scientists, students
Scientific thought and knowledge can be used to support different positions. It
can begin to appreciate the human elements of science and technology.
is normal for scientists and technologists to disagree among themselves, even
though they may invoke the same scientific theories and data.
C. Impact of Science and Technology
Examples: The debate about the possibility o f cold fusion illustrated variable
Scientific and technological developments, have real and direct effects on every
positions among scientists.
persons life. Some effects are desirable; others are not. Some of the desirable
There is a debate about whether or not controlled burning techniques
effects may have undesirable side effects. In essence, there seems to be a
should be used in national parks.
trade-off principle working in which gains are accompanied by losses.
D r. L e ticia V. Cacris
N atural Science
G. Limitations of Science and Technology

J. Science, Technology, and'Other Realms .
Science and technology "cannot guarantee a solution to any specific problem.
Although there are .distinctive characteristics of the knowledge and processes
In fact, the ultimate solution of any problem is usually impossible, and 3 partial
that characterize science and technology, there are many connections to, and
or temporary solution is all that is ever possible. Solutions to problems can not
overlaps with, other realms of human knowledge and understanding.
necessarily be legislated, bought, or guaranteed by the allocation of resources.
Example: The Uncertainty Principle in science, the Hawthorne Effect in
Some things are not amenable to the approaches of science and technology.
social psychology all express similar types o f ideas within the realm of their
Example: The solutions that technology now proposes for nuclear waste
own disciplines.
storage often have significant limitations and are, at best, only short-term
solutions until better ones can be found.
WHAT IS THE NATURE OF SCIENCE AND TECHNOLOGY?

H. Social Influence on Science and Technology
The selection of problems investigated by scientific and technological research
SCIENCE is a systematized body of knowledge based on nature and the facts of
is influenced by the needs, interests, and financial support of society.
life. The contents or facts of this knowledge are gathered through keen observation
Example: The race to put a person on the moon illustrates how priorities
and relentless experimentations. The ideas generated are also products of further
can determine the extent to which the study of particular scientific and
investigations. Science involves the human attempt to generate testable concepts,
technological problems are sanctioned and thus allowed to be investigated.
generalizations and theories which explain natural phenomena and have predictable
capabilities.
I. Technology Controlled by Society
Although science requires freedom to inquire, applications of scientific
Scientists share certain basic beliefs and attitudes about what they do and how they
knowledge and of technological products and practices are ultimately
view their work This is the nature of science and what can be learned about it.
determined by society. Scientists and technologists have a responsibility to
inform the public of the possible consequences of such applications. A need to
The World Is Understandable
search for consequences of scientific and technological innovations exists.
Science presumes that the things and events in the universe occur in regular
Examples: Einstein's famous letter to President Roosevelt, warning about
patterns that are understandable through careful, systematic study. For
the possibility of developing nuclear weapons, and his pacifist views,
instance, the same principles of motion and gravitation that explain the motion
illustrate the responsibility that scientists must have as members, of society.
of falling objects on the surface of the earth also explain the motion of the moon
Governments must make decisions regarding the support and funding of
. and the planets.
important scientific research.
Scientific Knowledge Is Durable

Although scientists reject the notion of attaining absolute truth and accept
some uncertainty as part of nature, most scientific knowledge is durable.
218 PNU LET Review er

D r. L e ticia V. C atris
G eneral Education N atu ral Science
for example, in fprmulating the theory of relativity, Albert Einstein did riot * that compares the information from a temperature sensor to a control setting
discard the Newtonian laws of motion but rather showed that they are only and turns the heating element up or down to keep the temperature within a
approximations of limited application within-a more general concept. Moreover, small range. Moreover, almost all but the simplest household appliances used
the growing ability of scientists to make accurate predictions about natural today include microprocessors to control their performance.
phenomena provides convincing evidence that we really are progressing
our understanding of how the world works. Continuity and stability are as Technologies Always Have Side Effects
characteristic of science as change is. In addition to its intended benefits, every design is likely to have unintended side
effects in its production and application. The effects of ordinary technologies
Science Cannot Provide Complete Answers to Ail Questions may be individually small but collectively significant. Refrigerators, for example,
There are many matters that cannot usefully be examined in a scientific way. have had a predictably favorable impact on diet and on food distribution
There are, for instance, beliefs that by their very nature cannot be proved systems. Because there are so many refrigerators, however, the tiny leakage of
or disproved (such as the existence of supernatural powers and beings, or a gas used in their cooling systems may have substantial adverse effects on the
the true purposes of life). In other cases, a scientific approach that may be earth's atmosphere.
valid is likely to be rejected as irrelevant by people who hold on to certain
beliefs (such as in miracles, fortune-telling, astrology, and superstition). Nor do Humankind has been using the technological enterprise to change our
scientists have the means to settle issues concerning good and evil, although world to accommodate our needs- new metal alloys; devices for agriculture,
they can sometimes contribute to the discussion of such issues by identifying transportation, health, and communication; and technological advances such as
the likely consequences of particular actions, which may be helpful in weighing seedless grapes, powdered milk, biodegradable soap, plastics, and Styrofoam.
alternatives.
The images of science sit easily with the images of modernization - electronic
TECHNOLOGY is the application of-scientific, theories, laws, concepts, and devices, robotics, nuclear energy, in-vitro fertilization, jet planes, space
principles. It is described as the means by which humans control or modify their explorations, genetic engineering - on one end, the recognition of environmental
environment which can be traced to Paleolithic cultures when humans shaped pollution, resource depletion and urbanization - on the other side.
tools out of stone. Technology provides the eyes and ears of science. The electronic
compiler," for example, has led to substantial progress in the study of weather All Technological Systems Can Fail
systems, demographic patterns, gene structure, and other comp[ex systems that Most modem technological systems, from transiStor-radios to airliners, have
woulcTnofhave been possible. ,. been engineered and produced to be remarkably reliable. Failure is rare enough
to be surprising. Yet the larger and more complex a system is, the more ways
All Technologies Involve Control there are in which it can go wrong and the more widespread the possible
All systems, from the simplest lo the most complex, require control to keep effects of failure.
them operating properly. For example, a bakintj oven is a fairly simple system
Dr. Leticia V. Cacris PNU LET Review er H P

Natnral Science G eneral Education
Examples of such fail-safe designs are bombs that cannot explode when the The scientific enterprise comprises at least two factors: processes and products.
fuse malfunctions or automobile windows that shatter into rounded, connected ' The products of science include the facts, .concepts, theories, laws, and applications
chunks rather than into sharp, flying fragments. All of the means of preventing that, occur as a result of doing science-that is, scientific content
or minimizing failure are likely to increase cost. But no matter what precautions
are taken- or resources invested, risk of technological failure can never be Scientific Facts: Below are some notions considered to be facts:
reduced to zero. 1. The'earth rotates on its axis once every 24 hours.
2. Seventy-six percent of all animal species are insects.
3. Green plants contain chlorophyll in the cells of their leaves.
WHAT ARE THE BASIC CONCEPTS AND PRINCIPLES 4. Water molecules are made of hydrogen and oxygen atoms.
OF SCIENCE AND TECHNOLOGY? 5. A freely falling object accelerates toward the earth at the rate of 9.8 m/s2
6. The temperature at which pure water freezes is O Celsius or 32 Fahrenheit.
A scientifically literate person has working knowledge of the basic concepts and
principles of the natural sciences. Scientific knowledge is holistic, i.e., it is gathered Scientific Concepts: These are ideas that combine several facts or observations. A
by various branches of science contributing to an over-all conceptual scheme which concept is an "observed regularity in events or objects (Novak, 1984).
is internally consistent. 1.Green plants need light in order to grow. - relates the two observations of light
to the amount of growth of green plants
Life Science (Biology) - deals with living things and their parts and actions. 2. The human body uses food for energy and growth.
Smaller branches of life science include: 3. Some chemicals fizz when they come into contact with other chemicals.
> Zoology - the study of animals 4. It takes more force to slide a book on sandpaper than on smooth paper.
> Botany - the study of plants > 5. Running water cuts gullies in soft rock.
Earth Science - deals with the study of the Earth and its rocks, dceans, 6. Heavy marble roll farther than light marbles when both are given the same
volcanoes, earthquakes, atmosphere, and other features. This includes push.
astronomy, that explore nature beyond the Earth. This study objects such as
stars, planets and moons. Scientific Theories: Theories are developed to explain concepts or other observed
Physical Science - deals with the.study of matter. This includes: regularities. These are proven hypothesis (tentative answers to questions).
> Chemistry - explore what substances are made of and how they change
and combine. Here are some examples of theories:
> Physics - explore the study of relationship between matter and energy. 1. The Kinetic Molecular Theory: Molecules are in motion, and the rate of motion
varies with temperature.
2. Einstein's General Theory of Relativity: The faster an object goes, the greater its
mass becomes.
220 PNU LET Reviewer D r. L c ticia V. Carris

General E du cation Natural Science
3. Theory of Evolution: Sp.ecies adapt to their environments, and those that are > Kinetic energy is defined as the energy of a moving object. Speeding cars,
most fit survive. * a waterfall, a rock falling from a cliff or the ticking of a clock are examples
4. Theory of Plate Tectonics: The outer shell of the earth consists. of several moving of objects that have kinetic energy. The various forms include electrical
plates on which the oceans and continents lie. energy, mechanical energy, thermal energy, radiant energy.
5. Cellular theory of life: Living things are made of cells. Electrical energy is the movement of electrical charges. All matter is
made of tiny particles called atoms. These are made up of even smaller
Scientific Laws: are statements generally accepted to be' true, universal, and particles: electrons, protons, and neutrons. When a force is applied,
absolute. They can be expressed in terms of a single mathematical equation. They some of the electrons move. Electrical charges moving through a wire
don't really need any complex external proofs; they are accepted at face value is called electricity. Lightning is another example of electrical energy.
based upon the fact that they have always been observed to be true. Mechanical energy is the movement of objects and substances from
one place to another when a force is applied according to Newtons
Some examples of scientific laws: Laws of Motion.
1. Newtons Laws of Motion: Inertia, Acceleration and Interaction Thermal energy is the internal energy in substances the vibration
2. The Law of Universal Gravitation: All objects attract all other objects with a force and movement of the atoms and molecules within substances. This
that depends on their masses and the distance between them. pertains to the kinetic energy of the molecules within an object, it
3. The Law of Conservation of Energy: Energy can neither be created nor destroyed; is technically incorrect to refer to heat as thermal energy. Objects
they can only be transformed from one form to another possess thermal energy; heat is the transfer of energy from one object
4. The Law of Conservation of Matter and Energy: The sum of matter and energy to another. It is an evidence of energy.
in the universe is constant. Radiant energy is electromagnetic energy that travels in transverse
5. The Law of Segregation: During reproduction, the two factors that control waves. Radiant energy includes visible light, x-rays, gamma rays
each trait separate (segregate), with one factor from each pair passed to the and radio waves. Light is one type of radiant energy and is another
offspring. evidence of energy.
> Potential energy is defined as the energy in matter due to its position or
CONCEPTS IN PHYSICAL SCIENCE the arrangement of its parts. The various forms of potential energy include
gravitational potential energy, stored mechanical (elastic potential) energy,,
A. Energy chemical potential energy, and nuclear energy
> Energy has always been defined as the ability to do work. Energy makes Chemical Energy is energy stored inthe bonds of atoms and molecules.
change; it does things for us. In strict scientific terms energy is classified It is the energy that holds these particles together. The energy stored in
into two main forms: kinetic and potential energy. gasoline is released by burning. A jnotorboat uses this released energy
to turn its propeller. There are many examples of chemical potential
Dr. L e ticia V. C arris PNU LET Reviewer 221

I
N atural Science G eneral E d u ca tio n
energy being converted to kinetic energy toilo work. Energy in food is > Converting one form of energy into another form always involves a toss of
used by our bodies to move. A lighted firecracker explodes with a loud usable energy. The total amount of energy available for transformation is
sound when chemical energy is released. almost always decreasing.
Gravitational Energy is the energy of position or place. Arock resting The human body is like a machine, and the fuel is food. Food gives the
at the top of a hill contains gravitational potential energy. Water in a energy to move, breathe, and think. But the body is not very efficient at
reservoir behind a dam, is an example of gravitational potential energy. converting food into useful work. The rest of the energy is lost as heat.
When something is lifted or suspended in air, work is done on the Almost all of the energy stored in the molecules of gasoline used
object against the pull of gravity. This work is converted gravitational during an automobile trip goes, by way of friction and exhaust, into
potential energy. producing a slightly warmer, car, road, and air.
Stored Mechanical Energy is energy in stretched rubber bands, in When energy is transformed into heat energy that diffuses all over,
compressed springs, trampolines, and even our skin. They have the further transformations is less likely to xcur. Energy follows a one
potential to do work or resist being stretched out of shape. way path. It enters the living system in the form electromagnetic waves
Nuclear Energy is energy stored in the nucleus of an atom and can be - light and leaves as heat.
released when the nuclei are combined or split apart. Nuclear power
plants split the nuclei of uranium atoms in a process called fission. The > Energy sources are classified into two groups renewable and
sun combines the nuclei of hydrogen atoms in a process called fusion. nonrenewable. Renewable energy sources include biomass, geothermal
energy, hydropower, solar energy, and wind energy. They can be replenished
> One of the reasons energy is hard to conceptualize is that it is constantly in a short time. Nonrenewable energy supplies are limited. Petroleum, for
changing from one form to another. When this happens it is called an example, was formed millions of years ago from the remains of ancient sea
energy transformation. plants and animals.
The law of conservation of energy says that energy is neither created
nor destroyed. When we use energy, it doesnt disappear. We change > Classification of energy
it from one form of energy into another.
A car engine bums gasoline, converting the chemical energy in
gasoline into mechanical energy. Solar cells change radiant energy
into electrical energy. Energy changes form, but the total amount of
energy in the universe stays the same.
222 PNU LET Reviewer D r. JLecicia Yr. C atris

G eneral E du cation Natural Science
D r. L cticia V. Garris PNU LET Reviewer Tm

Natural Science G eneral E d u catio n
> Sound, motidn, thermal energy, and light are not easily classified as kinetic Elements* are the simplest form of matter since they cannot be
and potential energy. They are evidences of energy. decomposed further even through chemical means. Elements
Light is an electromagnetic radiation and has no mass, hence, it has are further classified into metal, non-metal and metalloid. Some
neither kinetic nor potential energy. characteristics of metal: luster, malleability and ductility,' high tensile
Sound is produced wtren a force causes an object or substance to strength, goodxonductors of heat and electricity. -
vibrate the energy is transferred through the substance in a wave, Nonmetals are characterized as are poor conductors (thus, making
o The human ear can hear only those sounds caused by objects them good insulators) of heat and electricity, neither malleable nor
vibrating between about 20 decibels (vibs/sec) and about 16,000 ductile, brittle, (if in the solid phase)
decibels. Compounds are pure substances that are composed of two or more
o Ultrasonic waves are sound waves that vibrate very fast with elements, which are chemically combined in a definite ratio by mass.
frequencies too high to be detected by the human ear. They have There are two ways of grouping compounds - as organic or inorganic:
greater penetrating power than audible sound waves and can be and as acid, base or neutral. Basically, carbon-containing compounds
used to see in utero fetuses and the functioning of human hearts. are organic. Sugar, acetone, acetic acid, methane, ethylene, alcohol
Heat consists of moving molecules in air or in an object, and mechanical are organic compounds. However, carbides, carbonates, bicarbonates,
energy is the combination of kinetic and potential energy of a moving cyanides, carbon dioxide and carbon monoxide are exemptions.
object. A pendulum has mechanical energy; it continually converts Inorganic compounds are those compounds that do not contain
kinetic energy into gravitational potential energy and back into kinetic -carbon- Salt, lye and water are some examples.
energy as it swings back and forth. Acids are usually distinguished from bases through the use of
indicators. Indicators are either weak organic acids or bases that
B. Structure of Matter change color over a range of pH values. Litmus is a common indicator.
> Matter is anything that occupies space and has mass. They differ greatly in Acid turns the color of blue litmus to red while base turns red to blue.
shape, density, flexibility, texture, toughness, and color; in their abilityto give off, Bases turn red litmus paper to blue. Acids when dissolved in water
absorb, bend, or reflect light; in what form they take at different temperatures; yield hydrogen ions (H+) while bases yield hydroxide ions (OH-).
in their responses to each other; and in hundreds of other ways. Unlike acids and bases, neutral compounds do not change the color of
Homogeneous system is characterized by a one-phase system whose indicators.
characteristics are uniform throughout. These are observed either Solution is the only homogeneous mixture, made up of two or
as a pure substance or in solutions. An example of a homogeneous more pure substances that are physically combined. Alloys are solid
substance would be pure water, which contains only the compound solutions which are combinations of metals. Salt and water forms ...
H20 or pure table salt that contains only the compound NaCI. Two or a Jiquid.sojutlop while air is a mixture of gases. | g ^ n s ^ ! f e i n . a $'
mpre gases will always mix to form just one phase. s61ventJ(the material that does thedSsofvirig of another material): and
224 PNO LET Review er D r. L e ticia V. C .itru

G eneral E d ucation
|a solute (the material.Mt;-is dissolyed). Water is called the "universal

. .solvent" because it dissolves many substances. The warmer the
solvent, the more solute that can be dissolved.
Heterogeneous system is characterized by the presence of two or
more distinct phases, which have different properties.
o ôffords a'nd sus^^sions We êterogepeougj.Of the three types of
mixtures, only colloids exhibit Tyndall effect! Tyndall effect is the
scattering of light,
o rSuspensions.are mixtures ofa solid, liquid and/or gas materials.
Examples of suspensions are soil particles in water, halo-halo, oil
in water.
> The components of mixtures can be separated by ordinary physical

processes. The choice of separation technique is dependent on the type
of mixture and the characteristics of its components.
Filtration is a separation technique that is being used in separating
insoluble material from the liquid by allowing the mixture to pass
through a filter paper. Other methods of separating insoluble solids
from a liquid include: decantation, centrifugation and sedimentation.
Two immiscible liquids can be separated by using a separatory funnel.
Whereas, a; mixture that is composed of a metal and a non-metal can
be easily separated by: using-^magnet;" '
A mixture that is made up of two solids can be separated either by
using a sieve or by dissolution. On the other hand, soluble solids from
a liquid can be separated through evaporation or distillation.
> Classification of matter according to composition:
Dr. L c ticia V. C arris

N atu ral Science G eneral E d u ca tio n
W ttm S LET Reviewer D r. L eticia V. Cacris

General Education N atural Science
> Mixtures of substances in the waters,'land, and air may result to some > Non-contact forces are forces that occur when the fields around objects
major environmental problems: *- _ . interact with another field located around another body. The bodies themselves
Water Pollution - contamination of, water by foreign matter such as are not directly touching each .other, but only their fields interact with one
microorganisms, chemicals, industrial or other wastes or sewage. another.
Euthrophication - a natural or artificial process on which a body of Gravitational force is observed when earth is attracted to the sun, earth
water contains high-concentrations of chemical-elements required also pulls the sun. An-object falling freely in the air is acted upon by a force
. for life making the producers bloom directly nourishing most of gravity that cause it to accelerate, (g = 9.8
bacteria than aquatic organisms like fishes. This results to red o Gravity is the force behind rainfall, the power of rivers, the pulse
tides. of tides; It pulls the planets and stars toward their centers to form
Green House Effect: a process in which sunlight is not capable of spheres, holds planets in orbit, and gathers cosmic dust together to
escaping the earths atmosphere due to suspended particles in air start the process of star formation,
resulting to global warming o Gravitational forces involve a gravitational field that affects space
around any mass. The strength of the field around an object is
Force and Motion proportional to its mass and diminishes with distance from its center.
> Forces are interaction between two bodies. They can either be contact or non- (F = G m,m2 / r2) where G = 6.67 x 10' Nm/kg2
contact force. Electrostatic force is the interaction between the electric field of one
charged body another charged body
> Contact forces result when two bodies directly touch each other as in walking, o On an atomic scale, electric forces between oppositely charged
running, playing, writing and pushing objects where friction is observed. protons and electrons hold atoms and molecules together
Friction is a force that opposes the natural motion of an object. It is often o An electrically insulating material such as glass or rubber does not
described as the resistance an object meets when its surface rubs against - ordinarily allow any passage of charges through it. An electrically
another surface. It acts in a direction opposite the natural motion of the conducting material such as copper will offer very little resistance to
moving object. the motion of charges, so electric forces acting on it readily produce
There are 3 types of frictional forces depending on the type of motion that a current of charges. (Most electrical wires are a combination of
occurs between two surfaces. Static friction - if there is no relative motion extremes: a very good conductor covered by a very good insulator.)
between two surfaces. Kinetic friction is the type of friction that opposes Magnetic force is the interaction between magnetic fields pulling or
sliding motion; is weaker than static friction. The friction force that exists in pushing each oth.er - like poles attract each other, unlike poles, repel each
rolling motion is called rolling friction. This is the weakest frictional force other.
that opposes motion.
D r. L eticia V. C am 's PNU LET Review er 227!

N atural .S cien ce G eneral E d u catio n
o Magnetic forces are very closely related to electric forces hence the Srdnip liaW'pt motion^ - states that for every force there is atn equal afftd
term "electromagnetic force". Both are thought of as acting by means ; oppoSiteôrpe. This is the familiar action: reactibn" system and it governs
of fields: an electric charge has an electric field in the space around it the "movement of rockets and jet airplanes'(Law of Interaction)
that affects other charges, and a magnet has a magnetic field around
it that affects other magnets, > Some complicated motions can be described not in terms of forces directly but
o Moving electric charges produce magnetic fields. For example, electric in terms of the pattern of motion, such as vibrations and waves. Examples are
currents circulating in the earth's core give the earth an extensive sound waves, light waves, earthquakes, or surface waves on water.
magnetic field, which we detect from the orientation of our compass
needles. > Wave behavior can be described in terms, of how fast the disturbance
propagates (speed, v), and in terms of the distance between successive peaks
> The interplay of electric and magnetic forces is also the basis of many of the disturbance (wavelength, a). Wavelength can greatly influence how a
technological design, such as electric motors (in which currents produce wave interacts with matter how well it is transmitted, absorbed, reflected,
motion), generators (in which motion produces currents), and television tubes or diffracted..
(in which a beam of moving electric charges is bent back and forth by a
periodically changing magnetic field). More generally, a changing electric field > Electromagnetic waves include the regions from longest wavelength-radio
induces a magnetic field, and vice versa. waves, microwaves, radiant heat or infrared radiation, visible light (red, orange,
yellow, green, blue, indigo, violet), ultraviolet radiation, x rays/and gamma rays
> When an unbalanced force does act on an object, the objects motion changes. - shortest wavelength.
It may change its speed or its direction of motion or both. The greater the
amount of unbalanced force, the more rapidly a given objects speed or > Atmospheric gas, ozone, absorbs some of the ultraviolet radiation in sunlight
direction of motion changes; the more massive an object is, the less rapidly its the wavelengths that produce burning, tanning, and cancer in the skin of human
speed or direction changes in response to any given force. beings.
> Sir Isaac Newton developed three laws of motion that explains force and > Ultrasonic waves are sound waves that vibrate very fast. Their frequencies are
motipn,.... .......... ' . . \ .v; v too high to be detected by the human ear. Ultrasonic sound waves have greater
y ^ |^ |ib t iin rmiiiii$ atrest and ah object in riiotien penetrating power than audible sound waves andean be used to see in utero
femains n* mqfiOn^T3trafght tye and at constant speed u/iless acted fetuses and the functioning of human hearts.
(Inertia) ex: This is the" reason for
seat belts"and airbags as safety devices in cars. (Law of Inertia) > Doppler effects are evident in the apparent cllange in pitch of an automobile horn
2jg|pvy|)f Mdti0i - force is diijectiy proportional to massandaccelerition as it passes the observer. The change in thg wavelength of light from stars and
(F = ma) (LawTof Acceleration) ' galaxies alsp illustrates Doppler. Because the light emitted from most of them
LET Reviewer D r. Lvricia V. O r r is
General Education Natural Science
shifts toward longeftoavelengths (that is,.toward the red end of the spectrum), > Transfer of fieat energy at the interfaces of the atmosphere with the land
astronomers^conclude that galaxies are all moving away from one another and and pceans produces layers at different temperatures in both the air and the
hence that we are in a generally expanding universe. (Doppler shift) oceans. These layers rise or sink or mix, giving rise to winds and ocean currents
that carry heat energy between warm and cool regions. The earth's rotation
. curves the flow of winds and ocean currents, which are further deflected by the
EARTH AND SPACE SCIENCE shape of the land.
The water cycle plays an important part in determining climatic patterns
> Earth is a fairly small planet. The distance of the earth from the sun ensures that evaporating from the surface, rising and cooling, condensing into clouds
energy reaches the planet at a rate sufficient to sustain life. The earth is mostly and then into snow or rain, and falling again to the surface, where it collects
rock, with three-fourths of its surface covered by a relatively thin layer of water in rivers, lakes, and porous layers of rock. There are also large areas on the
and the entire planet enveloped by a thin blanket of air. Bulges in the water layer earth's surface covered by thick ice (such as Antarctica), which interacts
are raised on both sides of the planet by the gravitational pull of the moon and with the atmosphere and oceans in affecting worldwide variations in
sun, producing high tides about twice a day along ocean shores. Similar bulges climate.
are produced in the blanket of air as well.
> Fresh water is an essential resource for daily life and industrial processes,
> The earth is approximately 1.28 x 104 km in diameter at the equator. The obtained from rivers and lakes and from water that moves below the earth's
diameter at the poles is approximately 70 km less than at the equator because surface (groundwater). Many sources of fresh water cannot be used because
of its rapid rotation on its axis (equatorial bulge). they have been polluted. It can be very expensive to clean up polluted air and
water, restore destroyed forests and fishing grounds, or restore or preserve
> The motion of the earth and its position with regard to the sun and the moon eroded soils of poorly managed agricultural areas.
has noticeable effects. The earths one-year revolution around the sun, because
of the tilt of the earth's axis, changes how directly sunlight falls on one part or > Although the oceans and atmosphere are very large and have a great capacity
another of the earth. to absorb and recycle materials naturally, they do have their limits. They have
only a finite capacity to withstand change without generating major ecological
> This difference in heating different parts of the earths surface produces alterations that may also have adverse effects on human activities. Wind, tides,
seasonal variations in climate. The rotation of the planet on its axis every and solar radiation can also tie harnessed to provide sources of energy.
24 hours produces the planet's night-and-day cycle. The combination of the
earths motion and the moon's own orbit around the earth., once in about > Forces within the earth'cause continual changes on its surface. The solid crust
271/3, results in the phases of the moon (new moon, 1st quarter, full moon, of the earth including both the continents and ocean basins consists of
last quarter. "separate sections that overlie a hot, almost molten layer.

N atu ral Science G eneral Education
> The theory of plate tectonics is a unifying theory of the continental drift and >' Our sun is a medium-sized star orbiting near the edge of the arm of an
seafloor spreading theories. The current position of continents on the globe ordinary disk-shaped galaxy of stars, the Milky Way. Our galaxy contains many
is thought to be the result of the break-up and subsequent movement of the billion stars, and the universe contains many billion such galaxies.
plates making up the super continent, Pangea, about 250 million years ago.
Pangea is formed from the collision of continents that formed from the original > The entire contents of the known universe expanded explosively into existence
crust of the earth and started moving around 2 >4 billion years ago. from a single hot, dense, chaotic mass more than ten billion years ago. Stars
coalesced out of clouds of the lightest elements (hydrogen and helium), heated
> The surface of the earth undergoes continuous cycles of building structures up from the energy of falling together, and began releasing nuclear energy
and tearing them down. Weathering is process of wearing structures down from the fusion of light elements into heavier ones in their extremely hot, dense
while erosion refers to moving the weathered materials. Canyons, gullies, and cores.
valleys are the result of weathering and erosion by rivers and streams.
> There are also a great many smaller bodies of rock and ice orbiting the sun.
> Human activities have changed the earth's land surface, oceans, and Some of those that the earth encounters in its yearly orbit around the sun
atmosphere. For instance,, reducing the amount of forest cover on the earths glow and disintegrate from friction as they plunge into the atmosphere and
surface has led to a dramatic increase in atmospheric carbon dioxide, which sometimes impact the ground.
in turn may be leading to increased average temperature of the earths
atmosphere and surface. > Other chunks of rock mixed with ice have such long and off-center orbits that
they periodically come very close to the sun, where some of their surface
> Smoke and other substances from human activity interact chemically with the material is boiled off by the sun's radiation and pushed into a long illuminated
atmosphere and produce undesirable effects such as smog, acid rain, and an tail that we see as a comet.
increase in the damaging ultraviolet radiation that penetrates the atmosphere.
> In studying the universe, a variety of tools are used. These tools include radio
> Intensive farming has stripped land of vegetation and topsoil, creating virtual and x-ray telescopes that are sensitive to a broad spectrum of information
deserts in some parts of the-world. coming to us from space. Computers can undertake increasingly complicated
calculations of gravitational systems or nuclear reactions, finding patterns
The Universe in data and deducing the implications of theories. Space probes send back
> The earth has existed for only about a third of the history of the universe and is detailed pictures and other data from distant planets in our own solar system;
in comparison a mere speck in space. and huge atom smashers that simulate conditions in the early universe and
probe the inner workings of atoms.
230 PNU LET Reviewer D r. Leticia V. Catris

G eneral Education Natural Science
CONCEPTS IN BIOLOGICAL SCIENCE The cytoplasm in the cell includes all the material outside the nucleus.
Living organisms are made of the same components as all other matter, ihvolve the > In plants cells, the plasma membrane is surrounded by a cell wall made of
same kind of transformations of energy, and move using the same basic kinds of cellulose to provide rigidity for the cells because plants do not have a skeletal
forces. structure.
Plant cells also contain plastids, tiny colored bodies'that provide color and
The Cellular Theory of Life are used for storage or as chemical factories. Chloroplasts are plastids
> Living things are made of cells. Some organisms such as bacterium, an amoeba that contain chlorophyll, which is used in making food. When the green
and a paramecium, are made of single cells (unicellular organisms); others are leaves die in autumn, the chlorophyll fades and other plastids can be seen,
multicellular. resulting in the brightly colored fall foliage.
> Complex organisms are made of different kinds of cells specialized to carry out > Cells have basic living functions, some of which are: (1) to manufacture proteins
specific functions, all working together to accomplish the total needs of life (Ex: and other materials to help build the cell; (2) to manufacture energy; and (3) to
cells specialized for growing hair, secreting digestive juices, making bones and reproduce.
muscles, and carrying oxygen) Green plants have the unique capability of manufacturing their own food in
A group of similar cells performing similar functions form tissues (ex. are the presence of light from water, minerals, and carbon dioxide in a process
human tissues are muscle tissue, blood tissue and bone tissue). called photosynthesis. The products of this reaction are glucose (energy),
A group of tissues working together forms an organ. Examples of human H20, and 02. (Photosynthesis)
organs are stomach, the biceps muscle, and the heart. Both oxygen and glucose are used in energy production. All cells; including
Several organs working together form a system. All the systems make up animal and plant cells, use oxygen for manufacturing energy and release
the organism. Examples of human systems include the circulatory system, carbon dioxide as a waste product. Thus, oxygen is used by both plants
the digestive system, and the muscular system. Plant systems include the and animal cells, and carbon dioxide is given off by both plants and animal
root system, leaf system and the stem system. cells.
> The cell is the fundamental unit of life, made up of a protoplasm, enclosed by a > Cells reproduce either by mitosis (somatic cells) or meiosis (sex cells)
plasma membrane, and containing organelles. Mitosis produce two new cells whose chromosomes are the same in
The plasma membrane provides form and structure for the celf, and number as the parent cell (diploid)
permits inward passage of waste products. Meiosis produce two new cells with half the number of chromosomes as
The nucleus is the control center of the cell and contains the chromosomeis, the parent cell (haploid)
which are made of genes, which, in turn, are made of DNA. Most directions
for cellular activity are given by the DNA in the nucleus.
D r. L e ticia V. Cacris PNU LET Reviewer 231

N atural Science G eneral E du cation
Structure and Function of Plants The respiratory system is adapted for extracting the required oxygen either
> Plants contain organs called roots, stems, leaves, and flowers. from the air or from water and removing carbon dioxide.
The roots provide anchorage for ihe plant and, through tiny root hairs, Excretion is accomplished .through kidneys and other .excretory organs that
enable plats to absorb water and nutritional elements from the soil. extract liquid waste from body fluids and eliminate it from the organism.
The stems transport the nutrients to the leaves through specialized cells A complex circulatory system ensures that nutrients, gases, and regulatory
The leaves are the food- manufacturing sites of the plants. hormones are transported from the specialized systems to each individual
cell and that wastes can be removed from each cell and delivered to the
> Flowers are the sexual reproductive organs of the plants. excretory and respiratory organs.
The petals attract insects and birds to help disperse pollen for cross Regulatory glands secrete hormones to keep all cells working harmoniously.
fertilization. An intricate network of nerves and often a central brain structure
The male reproductive organ is the stamen, which manufactures the pollen. coordinate all systems and permit movement, thought, and interaction with
The female reproductive organ is the pistil, which' has a sticky top called a the environment.
stigma to capture the pollen; a style to transport the pollen nucleus to the The muscular system allows the organism to move.
ovary; and the ovary, which manufactures the ovules. A skeletal system provides rigidity in animals that do not otherwise have
When the pollen nuclei join the ovule nuclei, fertilized seeds result. the required structure. Skeletons may be made of bone, cartilage, or water
(such as hydroskeletons in certain worms). Some animals, such as crayfish
> Plants move in response to gravity, light, touch, water, temperature and some and lobsters, have exoskeletons (external skeletons) that are made of
chemicals chitin.
Roots pointing downward shows plants respond to gravity (geotropism). Reproduction is accomplished either sexually or asexually through
Plants also tend to grow toward areas with the most light, causing them specialized organs and specialized systems that ensure perpetuation of the
to bend; houseplants bend toward the light and forest plants grow tall, species.
reaching for the sun. (phototropism)
Some plants, (makahiya) have leaves that quickly close when touched E. Reproduction, Life Cycles, and Heredity
(thigmotropism). > Reproduction occurs in 'two ways: asexually and sexually.
In asexual reproduction, organisms are derived from only one parent
Structure and Function of Animals (bacteria, algae, molds, fungi, many lower plants, protozoans, sponges,
> The basic functions of all animals include nutrition, respiration, excretion, and coelenterates as well as in a few higher order animals).
circulation, response, movement, regulation, and reproduction. . Sexual reproduction requires the union of a male gamete (reproductive
The digestivesystem takes food in, processes it for use by cells, and cfell) and a female gamete.
eliminates indigestible materials. Chromosomes are made of genes with strands of QNA (deoxyribonucleic
acid). DNA carries the code of fife, which is the code for protein
232 PNU LET Review er D r. Lcticia V. Carris

Natural Science
production. .
Chromo.somes come in pairs, with a gene for each trait on each The basic unit of ecological study is the ecosystem, a community of
member of the pair; thus each trait is determined by two genes that living organisms and their nonliving environment, interacting with each
may be dominant or recessive.' other. It is the environment through which energy flows arid minerals
Dominant traits in humans include unattached earlobes, brown eyes, recycle.
curly hair, polydactyly (more than 10 fingers or toes), and the ability to A balanced ecosystem has three fundamental characteristics: (i) there
curl ones tongue. is a relatively constant source of energy (the sun); (2) The suns energy
* Recessive traits include attached earlobes, blue or hazel eyes, straight is converted to glucose, which is needed by the living organisms; (3)
hair, the normal number of fingers and toes, and the inability to curl Organic matter and nutrients are successfully recycled.
ones tongue.
> Energy is transmitted through an ecosystem primarily, by means of the
> Living organisms move through definite lifecycles: they come into being, they food chain. Plants are the sources of all food in any ecosystem since they
grow, they may metamorphose, they mature, they reproduce, and they die. manufacture their own food. Some animals are herbivores, some are
omnivores while others are carnivores, (energy follows a one-way path)
Genetics and Evolution
> When gametes are formed, abnormal (or mutant genes can be formed by > Recycling of organic matter and nutrients within an ecosystem occurs as
erroneous duplication of the DNA, by physical transformation of the positions of plants and animals excrete waste materials back into their environment
molecules making up the DNA strands, or by external causes such as radiation, and die. Microorganisms recycle all this material back to the environment,
X-rays, or gamma rays. (biogeochemical cycles)
> The basic principle of evolution is survival of the fittest". This means that the > Humans may upset the balance in ecosystems. Air and water pollution
individuals best adapted to the environment generally produce the greatest result to the death of some organisms. Increased levels of carbon dioxide
number of offspring. may cause localized or global warming, upsetting the balance of energy.
The theory of evolution offers an explanation for the immense diversity of Increased CFC levels reduce the thickness of the ozone layer, causing
life found on earth, through the process of natural selection; organisms increased levels of ultraviolet radiation.
adapt better to their environments.
G. Ecology
> Ecology is the study of the interactions of organisms with their environment
and with each other. The environment in which living organisms exist is
called the biosphere, and includes land, water, and air.
Dr. Lcticia V. C.atris

PNU LET Review er f e f e M
N atural Science G en eral E d u catio n
WHAT ARE THEPROCESSES OF * consistency'in the experiment and to relate the manipulated variable to the
SCIENCE AND TECHNOLOGY? . responding variable.
A scientifically literate person has acquired and regularly practices the basic and There are three types of variable, namely
integrated science process skills. There simply is no fixed set of steps that scientists i. Manipulated variable the factor that is purposely changed in an experiment .
always follow, no one path that leads them unerringly to scientific knowledge. ii. Responding variable - the factor that changes with the manipulated variable
Scientists use the scientific method to search for cause and effect relationships iii. Fixed variables the factors that are kept constant throughout an experiment
in nature. In other words, they design an experiment so that changes to one item This is to ensure that other factors do not affect the results of the experiment.
' cause something else to vary in a predictable way.
One can control conditions deliberately and precisely to obtain evidence. For
Steps in the Scientific Method example, controlling the temperature, changing the concentration of chemicals, or
choosing which organisms mate with which others. By varying just one condition at
ASKING QUESTION- Identifying the problem a time, one can hope to identify its exclusive effects on what happens.
Asking question based on the inference made to identify the problem related to the
observation; an investigation usually begins with an observation of a phenomenon. Often, however, control of conditions may be impractical (as in studying stars), or
unethical (as in studying people), or likely to distort the natural phenomena (as in
To make their observations, scientists use their own senses, instruments (such as studying wild animals in captivity). In such cases, observations have to be made
microscopes) that enhance those senses, and instruments that tap characteristics over a wide range of naturally occurring conditions to infer what the influence of
quite different from what humans can sense (such as magnetic fields). Scientists various factors might be.
observe passively (earthquakes, bird migrations), make collections (rocks, shells),
and actively probe the world (as by boring into the earth's crust or administering DESIGNING AND CONDUCTING THE EXPERIMENT
experimental medicines). Always keep in mind that the main purpose of the experiment is to test the hypothesis
FORMULATING A HYPOTHESIS Decide how to carry out the experiment, including determine the material, apparatus,
A hypothesis is a proposed explanation for a phenomenon. Normally, it is a experiment set ups and the procedures to take. The experiment tests whether your
general statement about the relationship between the manipulated variable and a hypothesis is true or false. It. is important for the experiment to be a fair test.
responding variable in order to explain the.questions ask. .
Conduct a fair test by making sure that you change only one factor at a time while
IDENTIFYING AND CONTROLLING VARIABLES keeping all other conditions the same. Repeat the experiments several times to
A variable is a factor that affects other factors in an experiment. In a scientific make sure that the first results werent just an accident
investigation, we need to identify all-related variables. This step is to test the
234 (PNU LET Reviewer. D r. JLecicia V. Garris

General Education N atural Science
AN/U.YZINGAND'INTERPRETING DATA WHAT APE DIFFERENT TECHNOLOGICAL SYSTEMS?

After collecting the cfata, you will need to analyze the results of the experiment. The
results can be presented in various forms, such as a table, graph or chart. > Materials Technology - this involves the use and development of materials to
achieve a desired result..; construction, preservation and recycling of materials.
MAKING A CONCLUSION - The characteristics of natural materials could be changed by processing, -
Draw -conclusions based on the observations and results. State whether the such as the tanning of leather and the firing of clay. Plastics are synthesized
hypothesis is true or false. ' and designed to make automobile and space vehicle parts, food packaging
and fabrics, artificial hip joints and dissolving stitches.
The disposal of used materials has become a problem. Some used
WHAT ARE THE ATTITUDES AND materials, such as organic wastes, can be returned safely to the
VALUES EXHIBITED BY A SCIENTIST? environment. But some materials, such as plastics, are not easily recycled
nor do they decompose quickly when returned to the environment.
Science is in many respects the systematic application of some highly regarded Radioactive waste so hazardous for such a long time that how best to
human values integrity, diligence, fairness, curiosity, openness to new ideas, dispose of them is not clear.
skepticism, and imagination. Science particularly strongly fosters three of these
attitudes and values curiosity, openness to new ideas (the joy of discovery and the > Biotechnology - involves agriculture, tissue culture, food production, health
satisfaction of intellectual growth throughout life) and informed skepticism (borne and the environment, industrial processes, genetic engineering
out by the evidence, is logically consistent with other principles that are not in The success of genetic engineering has helped to increase the natural
question, explains more than its rival theories, and has the potential to lead to new variability within plant species by using radiation to induce mutations, so
knowledge). that there are more choices for selective breeding. For example, plants
can be given the genetic program for synthesizing substances that give
As a social activity, science inevitably reflects social values and viewpoints The them resistance to insect predators.
strongly held traditions of accurate recordkeeping, openness, and replication, The widespread use of insecticides, herbicides, and fungicides has greatly
blended by the critical review of one's work by peers, serve to keep the vast majority increased useful farm output. However, their effectiveness may diminish
of scientists well within the bounds of ethical professional behavior. as organisms develop genetically determined resistance to them, thereby
a requiring increased,amounts of pesticides or the development of new ones.
An alternative to the chemical control of pests is introducing organisms
from other ecosystems in an effort to reduce the number of pests in the
agricultural ecosystem (such as by using foreign insects that feed on local
weeds).
Dr. L cticia V. Garris PNU LET R eview er 235

N atural Science G eneral E du cation
> Process Technology - this include chemical and industrial processes, more rapidly than a human operator could. However, there are also risks
mechanical systems, manufacturing, and transportation. Increasing automation that the information entered may contain errors and its speed of response
requires, less direct labor and fewer skilled crafts, but more engineering, may exceed human ability to monitor or judge the output.
computer programming, quality control, supervision,' and maintenance. Information storage also involves issues of privacy and security. Computer-
Automation reduces the workers control and may eliminate some workers managed information systems require means for ensuring that information
jobs even while it creates others. Flexibility and skill in learning a succession of cannot be changed or lost accidentally.
new job roles have become increasingly important as the pace of technological
change quickens. > Health Technology - is concerned with reducing the exposure of humans to
conditions that threaten health, as well as with increasing the body's
> Electronic/Control technology - this involves the design and production of resistance to such conditions and minimizing the harmful effects that do
simple circuits, robotics, and control systems, electronic devices. occur.
With the invention of devices to generate and control electric current Sanitation measures include containment and disposal of garbage,
information could be encoded and conveyed over long distances by wires. construction of sewers and sewage processing plants, purification of water
With radio waves, the same information could be encoded as changes and milk supplies, quarantine of infectious patients, chemical reduction
in wave pattern and distributed in all directions through the atmosphere of insect and microorganism populations (insecticides and antiseptics),
without the rjeed of connecting wires. The efficient control of light waves in and suppression of the population of rats, flies, and mosquitoes that carry
lasers has made possible the encoding and transmitting of information as microorganisms.
pulses in light intensity over optical fibers. Vaccination has been the most effective means of preventing early death
. Robots are used to perform the tasks of mass production. Instructions for from disease. It is used to enhance the human body's natural defenses
processing are used to control the processes electronically, rather than against disease. - weakened or killed disease microorganisms injected
. , having to be interpreted and carried out by people. into the blood may arouse the body's immune system to create antibodies
that subsequently will incapacitate live microorganisms if they try to invade.
> Information and" Communication Technology- this deals with locating and The detection, diagnosis, and monitoring of disease are improved by
acquiring ..storing? sorting, receiviilg communication information in variety of . different kinds of technology. A look inside the body has been provided
forms, data collection techniques, storage and data search programs, and . by imaging devices that use slender probes to supply visible light or (from
generation models. outside the body) magnetic fields, infrared radiation; sound waves, x rays,
. -Computers can provide control that is as good as, or more precise and. or nuclear radiation.
rapid than, human control. The operation of automobile engines, the flight Techniques for mapping the location of genes on chromosomes make
control of aircraft and spacecraft, and the aiming and firing of weapons can it possible to detect disease-related genes in children or In prospective
. be computerized to take account of more information and to respond much _ parents '
236 PNU LET jlevfew er D r. Lecicia V. C atris

The modern treatment of many, diseases also is improved by science-

based technologies. Knowledge of chemistry, for example, has improved
our understanding of how drugs and naturally occurring body chemicals
work, how to synthesize them in large quantities, and how to supply the
body with the proper dosage.
Substances have been identified that are most damaging to certain kinds
of cancer cells. Knowledge of the biological effects of finely controlled
beams of light, ultrasound, x rays, and nuclear radiation (all at much greater
intensities than are used for imaging) has led to technological alternatives
to scalpels and cauterization.
Tissue/ organ transplants make it possible to replace some body parts
and to implant devices for electrically pacing the heart, sensing internal
conditions, or slowly dispensing drugs at optimal times.
Improved medical technologies raise ethical and economic issues. The
combined results of improved technology in public health, medicine, and
agriculture have increased human longevity and population size thus
increasing the challenge of providing all humans with adequate food,
shelter, health care, and employment, and it places ever more strain on the
environment.
The developing technology of diagnosing, monitoring, and treating
diseases and malfunctions increases societys ability to keep people
living when they otherwise would have been unable to sustain their lives
themselves.
D r. L c tic ia V. C a tris
N atural Science
D. develop method, have a question, formulate hypothesis, draw conclusion,

PART II - ANALYZING TEST ITEMS gather data
A n sw er: C The scientific method is a step-by-step process of arriving at
solutions to problems.'A problem is given a tentative solution with a hypothesis
MULTIPLE CHOICE: Choose the letter of the answer that best completes each which has to be tested through experimentation and data gathering before a
statement: conclusion is drawn.
4. Which of the following statements in not true of energy in the biosphere?
1. Which of the following is an important factor in explaining why seasons occur A. Energy flows a one-way path
on Earth? B. Energy is conserved in the biosphere
A'' Earth rotates on itsaxis d Earth's axis, is tilted s. C. Energy follows a cycle through ithe web of life ,,,
B. The sun rotates on itsaxis D. The sun's axis is tilted. D. Energy leaves the living system) in the form of heat
A. this causes day and night A. true - energy enters the biosphere in the form of light and leaves the
B. the sun does not rotate biosphere in the form of heat
^ the tilted axis causes the uneven distribution of heat from the sun . B. true - all energy in the biosphere is conserved; energy can neither be
D. the sun is not tilted created nor destroyed, it can only be transformed from one form to another
2. Which of the following is an orderly, systematic approach to problem solving? C. Not true - since energy follows a one-way path
A. conclusion C. experiment D. true - heat is released as energy is transferred in the biosphere
B. hypothesis 0.. scientific method -J 5. A set of chimes made from pipes of different lengths hang as shown: Which of
the pipes will give the lowest pitch when struck by a hammer?
A. Conclusion is the answer to the problem
B. Hypothesis is an educated guess solve A. Pipe X
C. Experiment is performing an activity to analyze the problem B. Pipe Y
D. Scfqntiffc method is an approach fea problem step-by-step - C. All pipes will give the same note
3. What is the correct order for steps in the scientific method? D. You cannot tell without trying
A. gather data, formulate hypothesis, have a question, develop method, draw
conclusion
B. formulate hypothesis, have a question, draw conclusion, gather data, pipes that produce low pitches are very long '
develop method . pipes that produce highfpitches are short
C. 'have a question, formulate/hypothesis, develop method, gather data, draw pipes of different lengths-give different pitch
conclusion''' 1 The length of the pipes determine the pitch
D r. L e tic ia V'. Carris

G enera! E d u cation N atural Science
6. Which of the following technologies serve as alternatives to scalpels and 13. Ultrasound is often used by medical workers to obtain features of internal body
cauterisation? ' parts. Infrasound on the ofher hand is commonly used in_________________ :___.
i.Lasers ii. Inoculation iii. Ultrasound" iv. Radiation A. monitoring conditions in pregnant women
6. detecting harmful living tissues inside the body
A. i, and iii _B. 'i,3ii, iy * C. ii, iii, iv D. ii, and iv C.
7. Which of the following is an example of a physical change? D. providing instant moving pictures of tidal waves and earthquakes
. A Fomihg metal . 14. How is the conservation of mechanical energy described in a falling object?.
"B. changing of iodine crystals into a violet gas A. A falling object loses kinetic energy and gains potential energy.
C. formation of two gases during electrolysis of water B. A falling object loses kinetic energy and loses potential energy.
D. formation of a black solid from heated iron and sulfur C. A falling object gains kinetic energy and gains potential energy.
8. Good weather usually prevails in a high-pressure area.This is because the D ^ A falling object gains kinetic energy and loses potential energy, 'r
descending air which characterizes a high-pressure area ' _________________ . 15. When we say that chemical reactions in the cell waste energy, we mean that:
A. Cools and increases its capacity to hold water vapor. -A. energy is being destroyed.
B: iM/arms ;and increasesjts capacity to hold watervapor. B. pieces of chemicals are being broken.
C. Warms and reduces its capacity to hold water vapor. C. chemical energy is being converted to heat energy which is lost.
D. Cools and reduces its capacity to hold water vapor. D. cells use only the chemicals they need and get rid of all excess chemicals.
9. Which phenomenon is associated with a change in direction of the equatorial 16. Which law of force and motion explains this occurrence, when a rocket is
currents? propelled upward by the powerful downward discharge of exhaust gases?
A . tsunami C. unusually high tide ; A>, Universal Gravitation
B. eutrophication 0. El Nino Action and Reaction
10. What type of solar radiation is effectively absorbed by the ozone layer of the C. Applied Force
earths atmosphere? D. Inertia
A. infrared C. gamma 17. Which of the following forms olf energy is demonstrated by a tightly coiled spring?
. ^tfaviolet D. x-ray A. Steam energy
11 .'Which of the following devices best applies the concept that magnetism exerts. B. Kinetic energy
a force on electric current? . Potential energy-
A. magnet k electnc motor . D .' Chemical energy
B. transformer D. electric generator 18. Which of the following process takes place when ice cubes form vapor without
12. In which layer of the atmosphere do all the weather changes happen? passing through the liquid state?
A. mesosphere C. thermosphere A ., Transpiration (Q j Sublimation
. B. stratosphere D. .troposphere;. B. Condensation of Evaporation
Dr. Lericia V. C a m s PNU LET Review er 239

N atural Science
19. Which of the following processes is better associated with the technology than
with Science?
A. Constructing concepts and laws
B. Discovering forms of matter
Designing a workable system
Observing natural phenomena Questions 1 -2 refer to the data below:
20. What nuclear process occurs in the explosion of an atomic bomb?
K . Fission C. Disintegration Four groups of children were used in a dentists experiment on whether fluoride
B. Fusion D. Integration aide helps fight tooth decay. All children in group A had their teeth painted with
21. Which of the following is true of all planets in the solar system? fluoride aide. Group B children had their teeth painted with ordinary clear
A. They have the same surface temperature varnish. Groups C and D were not painted at all. All children from the four groups
B. They can support human life had their teeth inspected at 6 monthly intervals after painting.
C. The are exactly of the same size
D. They revolve around the sun 1. Which group of children serves as the control group?
22. Tn which of the following mediums will sound travel slowest? A.' Groups A and B C. Groups C and D
& Air B.' Brick C. Oil D. Water B. Groups A, B and C D. Groups B, C and D
23. Which of the following factors does sound in air depend on? 2. Which of the following hypothesis will best indicate on which groups of
A. Frequency of sound () Air temperature
children would show the least and most numbers of decaying teeth?
a " Wavelength of sound D. Period of the wave
A. Group A less than B less than C and 0
24. Which of the following disposal system can food scraps and food peelings be
IB. Group A less than B greater than C and D
converted to humus?
C. Groups A and B less than Groups C and D
A. Open dump
D. Groups A and B greater than Groups C and D
Ei. Sanitary landfill
3. Which of the following environmental conditions has been blamed for the
C. Recycling
usual occurrence of fish kills"?
^T) Composting
A. Acid rain _ C. Atmospheric pollution
25. Today scientists' report about the formation of holes in the ozone layer of the
atmosphere. This dangerous trend is being blamed on one of the following B. Eutfophication D.. Silting of lakes
4 What is the escape mechanism by which the mud fish and the catfish change
wrong practices:
the excessive use of aerosols from a darker color to a lighter one depending on the color of the water called?
B. the use of soil fertilizers AT protective mimicry C. habitat protection
Ci the use of ozone itself on the surface of the earth B. adaptive coloration . -0. aggressive coloration
'removal of protective cover like green plants
D r. Lericia V. C atris
G eneral E d u cation N atural Scien ce
5. The diagrams beiow show the sun, a boat and an observer's eye. Which of the 9. Shown below is a simple food.web in a grassy community. The arrow symbol
following diagrams best represent how you might see the boat? means eaten by. What would happen if all snakes are Killed? .
A.i---------------:------------ -=---------------------------------
1 * A. Grass population would increase.
Grasshopper population would increase. '
C. Bird and frog populations would increase.
' ,/ _
D. Grasshopper and bird populations would increase.
Frog .
:Or 1
:0 ;
* 1
-<T\ Grass Grasshopper Snake
tK
o
10. In an experiment, a vacuum is created when all air is removed from a tube.
A coin and bits of confetti are released in the vacuum at the same time. They
Sunlight all around
fall at the same rate and reach the bottom at the same time. Which of the
-o;
i ' following is proven in this experiment?

;Or -*
t
i. In a vacuum, the rate of fall is the same for all objects regardless of
\
I
weight
6. Which law of motion explains what happens every time we walk?- rsoc- '.r .r II. Outside a vacuum, air resistance is what makes different objects fall at
A. Inertia ^ Interaction. -P m r different rates
B. Acceleration D. Universal gravitation III. Gravity has no effect ai all on objects that fall in a vacuum.
7. Which property of light accounts for the phenomenon of color?
A. amplitude C. velocity ' C I and II C. II and III
B. frequency wavelength. B. I and III D. I, II and III
8. Ana formulated a hypothesis that cotton will grow larger bolls (pods) if 11. Large quantities of calcium carbonate are dumped into polluted lakes to fight
magnesium is added to the soil. She has two experimental fields of cotton, . the effect of acid rain. It is inferred from this action that calcium carbonate is
one with magnesium and one without. Which data should be collected to a/an_______________ .
support this hypothesis? A. acid C' neutral substance
A. color of the cotton bolls in both fields B. base D. powdered substance
B. height of the cotton plants in both fields 12. Today, a computerized machine could send regular electrical impulses to the
<d?'diameter of the cotton bolls in both fields heart muscles in order for it to beat rhythmically. What is this machine is called?
D. length of the growing season in both fields A. homeostatic machine C. pacemaker
' B. laser- 0. pressure maker

N atural Science General Education

13. Which of the following statements is definitely true about the nature science? 18. Consider the problem: Which toothpaste brand is more effective in killing
A. ' Science can always uncover the truth in the realm of nature. mouth bacteria? Which of the following variables is manipalable?
B. Science will help meike the world a better place to live in. A. brands of toothpaste
C. fheofies in science dan be disproved-by"testing; a well established J3. brands of toothbrush
^theory can bedemojished with asingle observation. . .< number ,pf time:to brush'teeth
D. Scientific work requires a dedication that excludes' the lives of people in 6 . number of persons to* brush teeth
other fields of work. 19. The wise use of resources for the permanent good of all is referred to as:
14. A grasshopper was put inside a covered bottle. After sometime, the A. restoration
grasshopper died. The statement: The grasshopper died because the oxygen preservation
in the bottle was exhausted is ____________ (C V conservation ' j
A. a fact C. an inference D. reforestation
B. a hypothesis (01 I cohclusfen 20. The following statements given the underlying principles of technology except:
15. Chemical Heat Energy Mechanical Energy (with wasted heat) A. All technological system could fail.
The sequence of energy changes shown explains which event? B. All technologies involve control
A. a flashlight is on CA Technologies always have side effects.
B a candle bums D,' Technology often provides tools for science iS irfS iliiil#
C. ' gasoline burhs to power a car t 21. The statements below refer to the interraction of forces in nature. Which of
DC electric current runs a refrigerator these are true?
16. Whichofthefollowingisthetechnologicalconceptratherthanscienceconcept? 1. A change in motion is always due to the effects of unbalanced forces.
A. Tungsten has a high melting piont. 2. Every objectin the universeexerts a gravitational force on every other object.
B. Melts conduct electricity, some better than the others. 3. Frictional forces can never be used to increase velocity
C.- When electricity passes through metals, heat is generated. 4. Magnetic and electrical forces are unrelaed to one another.
D:'| Lightibulbs are perfected through methods of manufacturing.,,
17. A paint tefchnolbgist use^ different kinds d f white paint onto concrete wall. He A- 1,2 & 3 C. 2,3 & 4 ,
came back every two months amd observed the painted areas with a hand lens. B. 1,3 & 4 ' d Tj 2 & 4 1 ; !
Which of the following questions could be a possible problem for this experiment? 22. Which of the following is the technological comcept rather han science
A .' Which paint color is best for concrete walls'? concept?
B. Do walls need to be painted with different colors? A. Tungsten has a high melting piont.
C. Which kintf of white paint faded fastest under the sun? B. Melts conduct electricity, some better than the others.
D. Which part of the concrete wall needs to be painted? C. When electricity passes through metals, heat is generated.
. D. L*ight'bulb$ are perfected through methods of manufactufing;.;f
PNU LET Reviewer Dr. iLecicia V. C a m s

General Education
23. Of the thousands of meteor that enter the Earth's atmosphere each year, only
a few is actually observed to hit the earth. Why?
4 .Meteors fall only at night when most people are asleep.
B. Tfie earth's atmosphere cause many small meteors to burn up.
C. The brightness of the sun's light niake it impossible' f
D. PeoplejustdontFecognizethembecausetheylooksimilartotheeathsrocks.
24. If the following radioactive emissions are arranged in the order of increasing
penetrating power, with the least penetrating radiation first, the order is:
(g j fphaVbeta,;garhma '
B. beta, gamma, alpha
C gamma, alpha, beta
D. beta, alpha, gamma
25. The processes below are steps in scientific research that may lead to theory
development or theory replacement. How will you arrange logically to bring
about conceptual development or modification?
1. hypotheses
2. evaluate results
3. observe new phenomenon
4. measure dependent variables
A. 1,2,3,4 B ./ 3 ,1,4,2 < C. 2,4,1,3 D. 4,3,2,1

Scia! Science - Politic.': ant! Governance ivith the Philippine C onstitu tion G eneral E d u catio n
Politics an PART J-A - CONTENT UPDATE
Governance with I. WHAT IS POLITICAL SCIENCE?
Political Science is the study of the phenomena of the state and government;
the Philippine it is derived from two Greek words polis" or city" which today would mean a
sovereign state and scire" meaning science
Constitution Rodee (1980). defined political science As a branch of social science, it deals
with the theory, organization^govemment, and practice of the state;
Prepared by: Political Science also deals with those relations among men and groups, which
D r. B enjam in M . D om ingciL Jr. are subject to control by state, with relations of state to other states.
Montesquieu (1689-1775) expounded the concept. He posited that all the

Competencies: functions of the government could be encompassed within the categories of
legislation, execution, and the adjudication of law. He assumed that liberty could
be best assured by the distribution of these functions, referring to legislation,
1. Familiarize with the various forms of
execution adjudication, by their distribution among separate branches of the
government from the barangay to the government namefy the legislative, the executive department, and the judiciary
present system. of the courts of law.
Aristotle (324-332 B.C.) a Greek philosopher was credited with the observation
2. Explain the nature and provision of the that, man is by nature a political animal." By this statement, Aristotle meant
present .constitution to advantages that the basic underlying substance of human existence is politics, that is, that
and disadvantages over the other in man is predisposed to be involved.in politics. He added that the only way to
optimize the potentials and capabilities of an individual and to achieve the
the past in its function as fundamental.
highest form of social existence was through interaction with others in a state
law of the state.. (cited in Rodee, etal, 1983).
%PNU LET Reviewer . ) i . i k n in m in M . fr.

S ocial Science - ?iitics an<i Governance witi. the PiiiSiopine ' onitiii'tion
II. W H A T IS P O L IT IC S ?
1. History - It is a written record of the past including the present. It desQfbes
social events in time and place. It records the events Chronologically. Or the
Black's Law Dictionary (1990) defined politics as the-science of government
other hand, the function of political science is to analyze political institutions, to
and the art on practice of administering public affairs.
describe their workings and organization and to some extent to forecast tieir
development; while that of history is to trace the origin and development olthe
----- Accordingly, politics is the process of making government policies. By nature,
state and its political institution._______________________________________
_ _ politics everywhere involves conflict-that is, some from struggle among people
2. Economics - is the scientific study of man's activity in providing for such human
trying to achieve different goals and satisfy opposing interest. A conflict arises
from the very nature of human life itself. j
to earn a living, with mans activities in connection with the consumpbn,
production, distribution and exchange processes of wealth including taxation. It
In its broadest sense, politics includes the decision enforcing processes in any
is the science of wealth getting~and wealthTTsing activifiesôf rnan.
group that makes and enforces rules on its members. Politics' is unavoidable.
3. Sociology - The study of sociology provides a way of understanding hunan
Man is involved or will be involved in some kind of politics (Dahl, 1991). Every
behavior. It is the social science that deals with the study of man in his social
Filipino comes upon face to face with politics in almost every aspect of his life.
interaction with other human beings in groups. It is also to obtain facUal
He encounters politics in the governance of his country and the political unit he
information about our society and different aspects of social life.
resides in -the barangay or municipality. A citizen encounters politics in school,
4. Law - It is defined as an ordinance of reason promulgated by a competnt
in the church, in the business establishments he works, the employees union
authority for the common good. It includes any edict, decree, prescript, Oder,
in which he is a member, or in sxio-civic organization he joins, and in a host of
ordinance, statute, resolution, rule, judicial, decision, usage, etc. which is mde
other organizations and a myriad of situations. He may choose to ignore politics,
or recognized and enforced by the controlling authority. Political Science, onhe
but definitely can never escape from its influence. *"
other hand, is a studytif the state with all institutions, of which law forms clos ly
linked together.
POLITICAL SCIENCE DEFINED
5. Psychology - This science deals mainlywith- the- individual without ny
particular reference to his social life. It studies its soul and faculties - fee
Political science is the systematic study of the State and Government. The word
will and understanding and the individual conduct which is the outcome ofsur
political is derived from the Greek word 'polis' meaning a city or what today is
mental activity and human habits.
equivalent to a sovereign state; the word 'science' comes from the Latin word
6. Philosophy and Ethics - while the relation of political science to philosony
'scire' meaning to know. .
is somewhat remote, the two studies touch up on each other in some pats,
especially in the realm of political theory and political philosophy.
CORRELATES OF POLITICAL SCIENCE
7. Geography and Statistics - the study of geography to a certain extent is
related to that of political science. The distinctive functions of geography isto
Political Science shares common interest with other social disciplines namely:
describe and explain the relations between man and his natural environmat;
Dr. Ben jam in M. Dommgcil, Jr.

PMU 1ST Reviewer B S -
Sue:::! ic te n c t - P oi.'tic. au c ^javiriuince wirn rn> >}nilippine Constitution G eneral E d u catio n
to examine and interpret the adjustments which groups of people have made 2. Ministrant those undertaken only by way of society and are, therefore,
to the combinations of natural environment conditions which exist in the options of such as public works, publication, public charity, health and safety
regions where they live. regulations and regulation of trade and commerce.
CONCEPT OF A STATE CONCEPT OF NATION
A state is a community of persons more or less numerous, permanently occupying A nation is a group of persons occupying a portion of the territory sharing the same
a definite portion'of the territory, independent from outside or external control and language, culture, tradition, and history.
possessing a government wherein a great body of inhabitants render habitual
STATE DISTINGUISHED FROM NATION _______ __
ORIGIN OF THE STATE v . . A state is more oj,a judicial or legal concept, while a nation is more of a racial or
ethnic concept. A nation may or may not be independent of external control A state
1. Divine Theory - it holds that the state of divine creation and the ruler is may consist of one or more nations while a nation may consist of one or more states.
obtained by 60D to govern the people. Reference has been made by advocates
of this theory to the laws which Moses received at Mt. Sinai. INHERENT POWERS OF THE STATE
2. Necessity or Force Theory.- it maintains that states must have been created
through force by some great warriors who imposed their will upon the week. 1. Police Power - it is the power of the state to regulate individual's rights and
3. Paternalistic Theory - it attributes the origin of states to the enlargement of property for the general welfare.
the family, which remained under the authority of the father or the mother. By 2. Eminent .Domain or Power of Expropriation - it is the power of the state to
natural stages, the family grew into a clan , then developed into a tribe which take possession of private property for public purpose and after payment of just
broadened into a nation that becomes a state. compensation. ^ ,
4. Social Contract Theory - it asserts that the early states must have been formed 3. Power ofTaxation - the power of the state to enforce proportionate contributions
bv deliberate and voluntary compact among the people to form a society and from the people for support of all government programs and services.
organize government for their common good. This theory justifies the right of
" the people to revolt against a Dad ruieT ELEMENTS OF THE STATE .......... ' ---- --------------
The state has four essential elements, namely:
FUNCTIONS OF THE STATE 1. People.
2. Territory
i Cdhstituent - those which constitute the bond of society and are, therefore 3. Government .
*
compulsory in nature. 4. Sovereignty * _
\ ) t. t>eni.un:n X . Jr
G en eral fcducacion
MODES OF ACQUIRING TERRITORY 6. Federal - a form of government where the power of the state is divided into '
two namely: national for national affairs and local for local affairs. Each organ is
1.________ Discovery - a discovery of a particular portion of the earths surface coupled ' independent in its own sphere.
with occupation. A discovery without occupation will not make the discover the 7. Military - a form of government established and controlled by military
_________ owner thereof.------ ------- authorities over a beleaguered state:---------------------------- -
; 2. Prescription-the continued and interrupted occupation of a territory fora long 8. Revolutiona'ry-aformofgovernmentwheretattieStat&isobtaiaedbyffl'eansoffBroe....
period of time by one state. 9. DeJure-aformofgovernmentthatisfoundedonexistinglegalorconstitutionalbqsis
3. Accretion - it is the process where the land arâ of a state caused by the 10. De Facto - a form of government that is not founded on constitutional law. !t
pperatjpn_qf either the forces of nature, or artificially through human labor, is exists in fact but not in law. ------------------------------
increased. 11. CivH - a form of government that is run by elected civilian officials
4. Cessation - is a bilateral agreement whereby one state transfers to another
state a definite portion of its territory. THE HISTORICAL DEVELOPMENT OF PHILIPPINE GOVERNMENT
5. Conquest - the acquisition of territory by means of force.
The Philippines as nation has passed through several stages and has been under
FORMS OF GOVERNMENT different colonial rule in the course of its history. Discussed hereunder is th e
evolution of the Philippines together with the different forms of government thathad
1. Democracy - comes from the Latin terms 'demos and kratos. It is a form of been implemented by the different colonizers.
government wherein the power or sovereignty is exercised and or resides in the
people. It may be classified as pure or representative democracy. THE PRE-SPANISH GOVERNMENT
2. Aristocracy - a form of government wherein the power is exercised by a limited
ZIZ Tew orthe so-called elite. It is always regarded as the privileged class. Before the Spaniards came to Philippines, there were settlementsTomposedof
3. Monarchy - a form of government wherein the power or sovereignty is villages called Barangay consisting of 100 families. Every barangay was virtual/ a
exercised by one person only, usually a king or a queen. It could either be State for it possessed the fourth basic elements of the state. Each barangay was ruled
absolute or limited monarchy. by a Datu. He is the chief executives, law - giver, chief judge and military head. Hewas
4. Parliamentary - a form of government wherein the President serves as nominal assisted by the Council of Elders called Maginoos which serve as advisers. In (am.
or titular head. It is-the Prime Minister that runs the affairs of the State. He is the government irra barangay is monarchia! in nature with the datu as the monarch.
directly accountable to the people. Under this system the ministry is legally
responsible to legislature and consequently to the electorate. Social classes in the barangay are divided into four: the nobiiity or the maharla;
5. Presidential - a form of government wherein the President is the chief executive the-freeman or the timawa; the serfs or the aliping namamahay; and the slaves or
of the state and independent of the legislature with respect to his tenure acts, the aliping sa guiguilid.
and policies..
D r. B e n ja m in M . D om iflgcil, Jr.
G en era! E d u cation
Social Science - Politics and Governance with the Philippine Constitution
To strengthen the judicial system, Spain established the Royal Audiencia in'1583
The early laws were both written ant* unwritten. The written were promulgated by'
in Cebu and in Vigan, which exercised appellate jurisdiction over criminal cases
the datus. The two known written laws are the Maragtas Code written by Datu
coming from the surrounding areas. In 1886, the Courts of First Instance were
Sumankwel in 1250 AD and the Code of Kalantiaw written by Datu Kalantiaw in
established in each province and the Justice of the Peace Courts wre established in
1433 AD both in Panay. The unwritten laws can be seen in the Filipino culture.
the town level. Special courts were also organized.
THE SPANISH GOVERNMENT

.THE REVOLUTIONARY GOVERNMENT
Spains title Philippines was based on the discovery of the Philippines by Ferdinand
During the Spanish Period, several forms of de facto government were established.
Magellan in March-1521 and consummated by the conquest of Miguel Lopez de
Legaspi forty - five years later. Spain kept the Philippines for almost four centuries
' Among them were: ...... ........................................... ~
-until-l 898 when the Philippines was ceded by Spain to the United States by virtue
of the Ireaty ofParis.
The Katipunan - the Katipunan was a secret society that participated the Philippine
revolution against the Spanish in August 26,1896. The Katipunan was organized
The Philippics was governed by the King" of Spain through Mexico from 15(?5 to
by Andres Bonifacio. The Central government of the Katipunan was vested in
1821. When Mexico gained independence, the Philippines were ruled directly by
the Supreme Council (Kataas - taasang Sanggunian). A provincial Council was
Spain through the Council of Indies from 1821 to 1837. In 1837, legislation for the
established in each province. A popular council was establishing in the town
Philippines was temporarily performed by the Council of Ministers. From 1863, the
level. The judicial power was exercised by a Judicial Council or the Sangguniang
Ministry of Ultramar exercised general powers of supervision over Philippines affairs.
Hukuman. When Bonifacio died, another government was established by Gen. Emilio
F. Aguinaldo who acted as the first president of the Philippines of the Philippines
The Spanish government in the Philippines was centralized in structure and national
republic by virtue of the election in the Tejeros Convention on March 22,1897.
in scope. The barangays were consolidated into pueblos (towns) and headed by a
Governador who represents the Governor - general in the province. Cities governed
The Biak'- na - bato Republic - on NovemberTr1897, witlra republicwas
under special Charters were created. Each of the cities had an Ayuntamiento or
establish by Gen Emil# Aguinaldo in Biak - na - bato (now San Miguel de Mayumo,
Cabildo (city council). Cebu was the first city to be established in 1565 in the
Bulacan). It had a Constitution which was to take tor years only. The republic
Philippines. The second was manila in 1571.
declared the separation of the Philippines from Spain, i he republic lasted up to
December t 5 , 1897, with the conclusion-of the pact-of-Biak na Bate--------------
Ihe_powers-oLthe-government was exercised by the Government - General and
ably assisted by the Board of Authorities and the Council of Administration. The first
The Dictatorial Government - the following outbreak of the Spainsh r American
Spanish governor - general was Miguel Lopez de Legaspi and the last was Gen.
War ojn April 25, 1898, Gen. Aguinaldo established the Dictatorial Government
'Diego delos Rios.
on May 24,1898. The most important achievements of the government were the
oa.'J ScKn-cc * itirivi .uu >ixh .:nc Constitution
proclamation of the Philippines Independence at Kawit Cavite on June 12,1398 The Civil Government- the Spooner Amendment ended the military regime in
an'd the reorganization of the local go\fernments. the Philippines. On July 4, 1901 a civil government was inaugurated headed by
a Civil Governor, in February 6; 1905, the title was changed to Governor-General,
The revolutionary Government - On June 23,1898, Gen. Aguinaldo established who exercised legislative powers. He remained as President of the Philippine
the Revolutionary Government replacing the dictatorial government. The aim of the Commission, the sole lawmaking body of the government from 1901.to -'H)H5rthe-
rrew-govemmeril was lu sliuyyle'for the independence of the Philippines, until all Philippine Commission acted as the upper house of the legislative branch with the,
natinnsJneli idinq .Spain will pyprgly rarcogniiis-it-ann to prepare the country for the Philippine Assembly serving as a lower house. With the passage of the Jones Law in
establishment of a real republic. - 1916, these two bodies gave way to the Philippine legislature. The Philippines w as
f represented in the United States by two President Commissioners who were elected
The First Philippine Republic - On September 15,1898, a revolutionary congress by the Philippine Legislature. These Commissioners had seats in the United States
of Filipino representatives met in Malolos, Bulacan and Framed the so called House of Representatives, receiving the same emoluments and other privileges as
Malolos Constitution. The Constitution established a free and independent Philippine the American members of the body, but without the right to vote.
Republic which was inaugurated on January 23, 1899 with Gen. Aguinaldo
as President. .The Republic was not recognized by the family of nations. It was The first Civil Governor was Judge William H. Taft (1901 -1903). He was succeeded
nevertheless an organized government because it actually existed from January 23, by Luke F. Wright (1904-1906) who was the first American to enjoy the title of
1901. In February, 1899 the United States annexed the Philippines as a result of the Governor-General of the Philippines. The last Governor-General was Frank Murphy
Spanish-American War and in April, 1901, Gen. Aguinaldo was captured. (1933 - 1935) who was also the first High Commissioner of the Philippinesupon
the inauguration of the Commonwealth government of the Philippines. A
THE AMERICAN GOVERNMENT The Commonwealth Government - the next stage in the political development
of the Filipinos was the establishment of the Commonwealth government of th e
There were three-kinds of government implemented by the Americans .during their Philippines pursuant to an act of the United States Congress on March 24,1934-,
period: commonly known as the Tydings -McDuffie law. The law provided for a transSo n
period of ten years during the Philippine Commonwealth would operate anti I
The Military Government- The American military rule in the Philippines started July 4,1946, wherein the independence of the Philippines would be proclaned
on April 14,1898, the day after the capture of Manila. The existence of war gave and established. The new government of the-Philippines was the inaugurated o n
the President of the United States the power to establish a Military government. November 15,1935, following the first national election under 1935 constitutor!
His authority was delegated to the military governor who exercised, as long as the held on September 12, 1935 with Manuel L. Quezon and Sergio Osmefiaas
war lasted, all powers of government executive, legislative and judicial. The three President andVice - President respectively. The commonwealth government ofthe
American Military Governors were: Gen. Wesley Meritt, Gen. Elwell Otis and the last Philippines,was-republican in form under the presidential type. The legislative poer
was Gen. Arthur McArthur. . was vested in a unicameral Congress composed of the Senate and the House oftie
D r. 3 c n u m u n M . D o m tn g c ii PNU LET Reviewer

Social S dcn ce - Politics and G overnance with the Philippine Constitution G eneral Education
Representatives. The Judicial power was vested in the Supreme Court and inferior THE THIRD PHILIPPINE REPUBLIC
courts provided by law. The government of the Commonwealth was autonomous
ii nature. The Filipinos had almost complete control over the domestic affairs, the When the Philippines was finally liberated from the hands of the Japanese, the
United States retaining control only over matters involving foreign affairs. Third Philippine Republic was inaugurated on July 4,1946 with Manuel A. Roxas
as president and Elpidio Qurino as Vice President. Roxas died on April 1,1948,
During World War II, the Commonwealth government functioned in exile in paving the way. for the Qurino presidency which lasted until 1953. Qurino was
Washington from May 13,1942 to October 3,1944. It was reestablished iri Manila followed by Ramon Magsaysay, who was not able to finish his term when he
n February 27, 1945 when gen. Douglas MacArthur turned over to President died in a plane crash on March 17,1957. Carlos Garcia succeeded Magsaysay.
Osmena.this full powers and responsibilities of the Commonwealth government Garcia was followed by Diosdado Macapagal who served the country for only one-
under the 1935 Constitution. term. Macapagal was defeated by Ferdinand-Marcos in the presidential election
of 1965. ;
THE JAPANESE GOVERNMENT
The Marcos Years. Marcos took his oath of office on December 30,1965. He was
Hie Japanese Military Administrator was established in Manila on January 3,1942, reelected in 1969, due to his outstanding performance as chief executive. However,
one day after its occupation. The Japanese High Command immediately terminated before the end of his second term (1969-1973), Marcos made serious efforts to
tie sovereignty of the United States over the Philippines. amend the 1935 Constitution which was in effect at that time. A Constitutional
Convention was created which drafted the 1973 Constitution. But even before the
Acivil government known as the Philippine Executive Commission was established framing of this charter was finished, Marcos issued Proclamation No. 1081 which
with Jorge B. Vargas as its chairman. The Commission exercised both the executive placed the entire archipelago under Martial Law. By virtue of this declaration, the
and the legislative powers. However, laws enacted were subjected to the approval of Congress was abolished, the opposition leaders and those who were critical of
the Commander - in - Chief of the Japanese forces. The Judiciary continued in the the Marcos administration were either imprisoned or they disappeared. Marcos
same manner as it was independence which it had traditionally enjoyed." assumed executive; legislative and even-judicial powers of the government. He
virtually controlled all tSe aspects of Philippine politics through his Presidential
OnOctober 14,1943, the so - called Japanese sponsored Republic of the Philippines Decrees and through the Batasang Pambansa.
was inaugurated with Jose P. Laurel as President. Like the Commission, the Ultimate
source of its authority was the Japanese military authority and government. On
August 17,1945, President Laurel dissolved the republic. . election, which marked by rampant cheating presumably on both the administration
candidates led by Marcos for President and Arturo Tolentino for Vice President and
the opposition candidates led by Corazon Aquino, (the wife of slain opposition leader
Benigno Aquino Jr.) for Bresident and Salvador Laurel for Vice President.
FflifojpH U LET Reviewer Dr. B en iam in M . D o n iin jjcii. jr.

G ener:;i Education S ocial Science - Politics and Governance -i*h Hie Philippine C onstitution
This event led to the so-called EDSA People- Power Revolution from February reform program, however, unemployment remained a serious problem because
22-25, 1986, that paved the way for the downfall, of the 20 years of Marcos population growth continued to outpace the Creation of new jobs.
Presidency.
In the early 1990'S, meanwhile, secessionist Muslim groups renewed their
guerilla war in Mindanao. Negotiations between Ramos government and the
President of the Philippines on February 2 5 ,1986-in Club Filipino, San Juan. Metro MNLF formally began in 1993 and resulted in a lasting peace agreement, signed
Manila. Aquino issued' Proclamation No. 3 on March 25, 1.986 promulgating the in September 1996. Other rebel groups, including the Moro Islamic Liberation
Freedom Constitution. Thereafter, on June 2 , 198, she appointed a Constitutional Front (MILF) and Abu Sayyaf, continued guerilla activities.
Commission composed pf fifty members whichjrafted theJ98Z.Constitution.
The Joseph E. Estrada Presidency. In 1998 elections, Ramos and the ruling
On February 2,1987, the Filipino people voted to ratify the charter, thereby legalizing coalition lakas-NUCD, gave their support to Jose de Venecia. Joseph Estrada,
the restoration of democratic government and institutions in the country. This was vice president under Ramos and a populist politician, entered the race as a
followed by the election of the members of the bicameral legislative body in May candidate of his own party, the Partido ng Masang Pilipino (Party of the Fil ipino
1987 and the election of local executives. Masses) which entered a coalition with two leading opposition parties. Estrada
campaigned on promises to work toward improving the lives of poor Filipinos. He
On May 11,1992 the first Marcos presidential election was held and Fidel Ramos, won the election with the widest margin ever in Philippine politics.
the former Chief of Staff of the Armed Forces and the anointed successor of Corazon
Aquino was elected president. A major focus of the Estrada administration was food security'1which invo Ived
agricultural modernization and major infrastructure development, projects.
The Fidel Ramos Presidency. Ramos was the former military officer to become Despite its rhetoric, however, the government did not make much progress in
the president of the Philippinesrtfe usedJiisJ<nowieage or tne Kmiippine Military implementing its pro-poor platform. The opposition became more outspoke n in
to reestablish a tradition of civilian control over the armed forces. He also built on its criticism of Estrada, and his administration became embroiled in allegation s of
the process of restoring democracy to the Philippines by addressing the nation's cronyism and corruption. The corruption allegations led to Estrada's impeachm ent
most difficult economic reform program based on privatization and deregulation, by the House of Representatives November 2000. His trial in the Senate w as
opening banking to foreign investment and transferring government assets to suspended in mid-January 2001, however, after the prosecution team, resigned
private ownership. He moved quickly to resolve the country's serious electric- to protest the suppression of evidence. Thousands of Filipinos then took to "the
power shortage, which had been a detriment to economic growth, by investing streets of Manila to demand Estrada's resignation, however, Estrada retained
in the domestic power-generating infrastructure. His government improved tax- strong support among the urban poor.
collection policies and practices and this combined with the growing economy
to generate higher tax revenues for the government. In 1994-1995 the country
had its first consecutive government budget surpluses. Despite.of economic
Dr. B e n ja m in M . D o m in u cil, Jr. PNU LET Reviewer "WSk

Social Scien ce - P olitics ana G overnance w ita tilt P hilip p in e C o n s titu to r : vienerai Education
. The Gloria M. Arroyo Presidency. Vice President Macapagal- Arroyo formed On January 21, 1899 President Aguinaldo finally proclaimed the Malolos
a strong opposftion alliance, the United Oppostion, within the government. The Constitution as the fundamental law of the land.
massive demonstratidns, resignation of the most of the president's cabinet and
loss of support among top military officials led to Estrada's ouster on January 20, 2. 1935 Constitution
after the Supreme Court declared the presidency vacant. Macapagal-Arroyo was The drafting of the Constitution lasted six months from July 30, 1934 to
immediately sworn as president. February. 8, 1935. Some delegates, however, had signed the document
beginning February 9. Altogether, there were 200 signers.
Early in her presidency, Macapagal-Arroyo declared a suspension of offensive
military operations against the MILF and pursued a policy of reconciliation The Tydings-Mcduffie Law required that the Constitution, after its approval by
with the group. In August 2001, the two sides signed a cease-fire agreement the President of the United States, be submitted to the Filipino people for their
and peace negotiations continued with Malaysia acting as intermediary. The ratificatioaouejection. May 14,1935, the Plebiscite on the Constitution was held
government meanwhile continued its military crackdown on the secessionist'Abu-
Sayyaf, which was linked to terrorist activities such as bombings and Kidnapping. The electorate overwhelming ratified the Constitution. The ballots cast in favor
' In 2001 legislative elections, Macapagal-Arroyo won a popular mandate to govern of it totaled 1,213,046 and those against only 44,963. *
the country when candidates she hadendorsed won control of the Senate. The
previous Republic of the Philippines can be summarized as follows: 3. 1973 Constitution
1. The First Republic-established on January 23,1899 under the Malolos Constitution The 1973 Constitution shortly after the start of martial law, the delegates to the
2. The Second Republic- established on October 14,1943 under the Japanese- Constitutional Convention reassemble and resume work. They worked more
Sponsored Constitution quickly and finished the new constitution on November 29,1972, signing it on
3. The Third Republic- established on July 4,1946 under the Constitution the following day.
4. The Fourth Republic- proclaimed on July 30, 1981, though the inaugural
speech of the late Constitution, amended on April 7,1981, through a plebiscite On December 1,1972 copies of the signed Constitution were given to President
5. The Fifth Republic- February 2,1987 under the 1987 Constitution __________ ----- Marcos, who-inturned submitted it to the people for ratification. In the plebiscite
of January 10-15^1973, the hastily arranged citizen assemblies, composed of
BRIEF HISTORY OF PHILIPPINE CONSTITUTION voters were reported to have ratified the constitution by a 95%positive majority,
----- in on open and group-voting- by raising their hands. At noon of Januaryl 7.
1. Malolos Constitution _______________ 1973. President Marcos signed the Constitution and put into immediate effect.
On November 29,1898, the Malolos Constitution was approved by the members
of the Congress and then forwarded to President Aguinaldo for his approval. On 4. The 1987 Constitution
January. 3; 1899. President Aguinaldo's message was to the congress. April 23,1986 President Corazon C. Aquino issued Proclamation No. 9, the
law governing the Constitutional Commission of 1986. The law provided for
icncfai
the organizatioa of a Constitutional Commission and detailed of its operation

PURPOSE OR FUNCTION OF CONSTITUTION
and established procedure of the submission of the proposed constitution and
electorate-in plebiscite.
1.__ To prescribe the permanent framework of the system of government assigned
_________to the different departments their respective powers and duties, and established
October 12,1986. The Constitutional Commission approved the proposed new
certain fixed first principles on which the government is founded and
constitution after 133 days of work with 44 voting-tfHavonwtille Ttob vofecf
against it.
2.__ To promote public welfare, this involves the safety, prosperity, health, and
{
_______ happiness of the people.
On October 15,1986. The Constitutional Commission held its finaFsessiorTto
sign 109-page draft Constitution. On the same day, the draft in its original form
' KINDS OF CONSTITUTION
in English and Filipino was presented to the President
1. Written or rigid - is one, the provisions of which have been reduced to writing
February 2,1987. The electorate in a plebiscite held for the purpose ratified the
and embodied in one or more instruments at a particular time. Example:
draft of constitution.
Philippine and U.S Constitutions
2. Unwritten or flexible - is one which has not been committed to writing a t
STATE DISTINGUISHED FROM GOVERNMENT
any specific time but is the collective product and accumulation of customary
rules, judicial decisions, dicta of statements and legislative enactmenlT o f
Many political science writers widely regard these two termas identical. It is the
fundamental character written but scattered in various records without haring
* considered view that the acts of the government (within the prescribed limits of the
any compact form in writing.
delegation of powers) are the acts of the state. Legally, however,-undor the contract:
of agency, the government is the agent through which the will of the'statelscarried
REQUISITES OF A GOOD WRITTEN CONSTITUTION
out. The state cannot exist without the government but it is possible to have a
government without a state.
1. Broad - because it must outline an organization of the government for he
whole State.
CONCEPT OF CONSTITUTION
. 2. Brief - because it? nature requires that only its great outlines should be
marked. Its important objects designated and the ingredients which compose
Meaning of Constitution
those objects be reduced.
According to Judge Cooley, a constitution is a body of rules and maxims in
accordance with which the power of sovereignty is habitually exercised.
Dr. Benia'nm Vf. !>>mingciL Jr.

v i c i il Scien ce - P o litics ant? G overnan ce twtfc the P h ilip p in e C o n stitu tio n General Education
TWO STEPS AMENDING OR REVISING A CONSTITUTION 3. Contiguous Zone - beyond the territorial sea, may extend to not more than 24
nautical miles from the archipelagic baselines. The state may exercise, in the
1. Proposal - may be made by contiguous zone, the control necessary to prevent and punish 'infringements
a. Congress of its customs, fiscal, immigration or sanitary laws and.regulations within the
b. Constitutional Convention territory or territorial sea.
c. People's initiative * 4. Exclusive Economic Zone - which beyond and adjacent to the territorial sea,
2. Ratification - This means the submission of the draft constitution to the may not extend more than 200 nautical miles from the archipelagic baselines.
electorate. A proposal made by the people's initiative requires at least 12% of The archipelagic State has sovereign rights in the EEZ to explore, manage and
the entire electorate and 3% must come from every legislative district. exploit all the natural resources living and non-living in the waters, the sea bed
and subsoil.
PREAMBLE ---------------------------- 5. Continental Shelf - is the seabed and subsoil of the submarine areas that
Meaning extend beyond its territorial sea throughout the natural prolongation of its
The term preamble conies from the Latin word 'preambulare' which means 'to walk territory to the outer.
before'. Strictly speaking, preamble is not an integral part of the Constitution. Its v Seabed - is the land holding the sea beyond the seashore. *
true office is to expound on the scope and nature, the extent and application of the ' Subsoil - is the soil below the surface soil including mineral and natural
powers actually conferred by the constitution. (Watson, Const.Vol I p.92) resources.
Insular shelves - are relatively shallow beds of sea bottom bordering the land
The Philippine Territorial Jurisdiction comprises: Mass, the outer edges of which sink considerably until the great ocean Depths
1. Terrestrial - jurisdiction over bodies of land are reached.
2. Fluvial - jurisdiction over maritime and interior waters
3. Aerial - jurisdiction over atmosphere THE NEW LAW ON THE SEA
The United Nations International Convention in Gerfeva-defined" the~five~kinds of The Convention on the Law of the Sea ( under the sponsorship of the United Nations)
water in relation to the territorial jurisdiction of an archipelago state: signed in Jamaica onfOecember 10,1982 fixes a 12 mile territorial sea limit and
1. Internal Water - the water around connecting and those that are in between establishes an economic zone from the baselines. It adopts and recognizes the
the islands regardless of their breadth and dimensions. archipelagic principle but set forth limitations thereon consisting of respect for right
2. Territorial Sea - is a tseirof water outside of the archipelagic baoolinoo and -ot4be-ships of other states to pass though the territorial sea as well as archipelagic
adjacent to the archipelagic waters. The archipelagic state has a right to waters and respect for rights of innocent passage and passage through archipelagic
establish the breadth of its territorial sea, not exceeding 12 nautical miles sea lanes subject to the promulgation by local authorities by pertinent rules and
measured from the baselines. The archipelagic state has 'sovereignty over the regulations.
territorial sea. the air soace above it. and the bed and subsoil of Such sea.
Dr. Ikrn ium in M . D o m in u c il. fr.

G eneral Ed u catio n S o c ia l S c ie n c e - P<tiiciJ> a n a i sov erriaiice v.irh m e Phiiinpijp..- C o r.''t:c -ja i 'i
ARTICLE II Section 6. The separation of the State shall be inviolable.

Declaration of Principles and Policies
The principle 'of the separation of the Church and the State being inviolable is
Section 1, The Philippines is a democratic and republican state. Sovereignty resides implied from the constitutional prohibitions that 'no law shall be made respecting
in the people and all government authority emanates from them. ................... an fistahlishmant nf religion' anrl that nn public money or .property shall be
appropriated, applied, paid or employed, directly or indirectly, for use, benefit, or
A republican government is a democratic government by representatives chosen" support of any sect, church domination, sectarian institution or system of religion.
by the people at large". The essence therefore, of a republican state is indirect rule.
The people have established the government to govern them. Its officers from the ARTICLE II - BILL OF RIGHT S __________ -
high"est to the lowest servants of the people and not their masters. They can only
exercise powers delegated to them by the people who remain as the ultimate source Bill of Rights - defined as a declaration and enumeration of a persons rights and
of political power and authority. privileges, which the Constitution designed to protect against violations by the
government or by an individual or group of individuals.
Section 2. The Philippines renounces war as the instrument of national policy, adopts
the generally accepted principles of international law of the land and adheres to the CLASSES OF RIGHTS
policy of peace, equality, justice, freedom, cooperation, and amity with all nations.
1.. Natural Right - possessed by every citizen conferred upon him by God as a
Renunciation of war as an instrument of national policy is the first aspect of the human being.
declaration. Its accordance with thtfprinciple in the United Nations Charter binding Example: right to life, right to live
all members to refrain in the international relations or use of force against territorial 2. Constitutional Right - rights conferred and protected by the Constitution part
integrity or political independence of any state. The declaration refers only to the " 7 'Of tnefur'cJaTnentaI law cannot be modified or taken away by the law making
declaration of the Philippines of aggressive war, not in defense of her national honor body.
and integrity. 3. Statutory Right - it is provided by laws promulgated by the law making body. 11
can be abolished by the same body.
Section 3. Civil authority is, at all times, supreme over the military. The Armed Force
of the Philippines is the protector of the people and the State. Its goal is to secure C U S S E S OF CONSTITUTIONAL RIGHTS
the sovereignty of the State and in the integrity of the national territory.
1. Civil Right - right which the law enforces to private individual for the purposes
The idea of the supremacy of the civilian authority, the highest of such authority of security, happiness and enjoyment
being the president, over the military has always been recognized in our jurisdiction 2. Political Right - right of the citizen to participate directly or indirectly in the
by implication from express provision of the 1935 Constitution and by practice. establishment of administration of the government
Dr. Benjam in M. Domingcii, Jr.

G e n e r a ! E d u c a tio n
3. Social and Economic Right - it is intended to insure the well being and Warrant of Arrest - is an order in writing, issued in the name of the people of the
economic security of the individual. Philippines, signed by a judge, directed to the police officer, commanding him to
Right of the Accused - intended to protect persons accused of any crime. They of arrest a person, that he may be bound o answer for the offense committed.
law nor shall any person be denied the equal protection of the law.
REQUISITES FOR A VALID SEARCH WARRANT OF ARREST
DUE PROCESS
1. Probable cause
Concept of due process of law which hears before it condemns and proceeds upon 2. To be determined personally by a judge
inquiry before rendering judgment. Under the constitution, a person may be deprived 3. After examination tinder oath or affirmation of the complaint and his witness
by the state of his life, liberty-or-property provided-dLie procfiss_ofJaw is observed. 4. Particularly describing the place to be searched and the persons or things to be
seized
KINDS OF DUE PROCESS OF LAW
RULES IN THE COURT OF ARREST
1. Procedural due process of law
2. Substantive due processes of law are the (civil) rights intended for the protection 1. When in the presence of an arresting officer, the person to be arrested has
of a person accused of any crime. Example: right against self-incrimination, committed, is actually committing or is about to commit an offense.
right to have a legal counsel,. _ 2. When an offense has in fact jut been committed and he has personal knowledge
3. Section 1. No person shall be deprived of life, liberty or property without due of facts including that the person tote arrested has committed it and
process 3. When the person to be arrested is a prisoner who has escaped from a penal
establishment or place where he is serving final judgment or temporarily
Section 2. The right of the people to be secure in their persons, houses, papers and confined while his case is pending or has escaped while being transferred from
effects against unreasonable searches and seizures of whatever nature and for any one confinement to another.
purposes shall be issued exceptupon probable cause to be determined personally t
by the judge after e xamination under nath or affirmation of the complaint and the Section 3
witness he may produced, and particularly describing the place to be searched and 1. Right to privacy of the communication
the persons or things to be seized. : ' 2. Any evidence obtained in violation of this or the preceding section shall be
inadmissible for any purpose in any proceeding. ,
Search Warrant - is an order in writing in the name of the people of the Philippines,
signed by a judge, directed to the police officer, commanding him to search for Right to privacy is concisely defined as the right to be left alone. It has also been
personal property and to bring it before the court. defined, as theright of a person to be free from unwarranted interference by the
public in matters which the public is not necessarily concerned.
G eneral Ed u catio n
S o c i a l S c i e n c e - P o l i t i c s an ti G o v e r n a n c e w i t h t h e P h i l i p p i n e C o n s t i t u t i o n
Section 9. Private propejty shall not be taken for public use without just
ARITICLEIV -CITIZENSHIP
compensation.
Section 1. The following are the citizens of the Philippines

Eminent domain - is power of the state to take private property for public purpose
1. Those who are citizens of the Philippines at the time of the adoption of this
upon payment of just compensation to its'owner.
Constitution.
2. Those whose'fathers and mothers are citizens of the Philippines.
_________ Just compensation - is the fair marked value of the property at the time of the
3. Those bom before-danuary-17, I873 uf FilipinoiTl'OtnefS, wTio'elecfPttippine
taking'.
citizenship upon reaching the age of maturity, and
I 4. Those who are naturalized in accordance with the law.
RIGHTS OF THE ACCUSED IN CRIMINAL CASES
Meaning of citizenship
1. The adequate legal assistance
1. Citizenship is a term denoting membership of a citizen in political society,
2. To be informed of his right to remain silent
which membership implies, reciprocally, a duty of allegiance on the partof the
3. Right against the use of torture, violence or any other means which violates the
member and duty of protection on the part of the state.
free will.
4. To be heard himself and counsel
General Ways of Acquiring Citizenship
5. To bail and against the excessive bail
1. Involuntary method - by birth because of blood relationship or place olbirth,
6. To be informed of the nature and cause of the accusation against him
and
7. To have speedy, impartial and public trial
- 2. Voluntary method - by*naturalization, except in case of collective naturatation
8. To meet the witness face to face
of the inhabitants of a territory which takes place when it is ceded by me to
9. Right against self-incrimination
another as a result otconquest or treaty:--------------------------
- 10. Right against double jeopardy
Citizenship by Birth
Section 21. No expost facto law or bill of attainder shall be enacted.
There are two principles or rules that govern citizenship by birth, namely:
An expost facto law is one which operating retrospectively makes an act done before
1. Jus Sanguinis - relationship by blood is the basis of the acquisition of citizash ip
the passage of the law and punish such act as aggravates a crime or makes it greater
under this rule. The child follows the citizenship of both of the parents or ae of -
than it was committed, changes the punishment and inflicts greater punishment
them. This is the predominating principle in the Philippines.
and alters the legal rules of evidence and receives less testimony than the law
2. Jus Soli or Jus Loci - place of birth as the basis for acquiring citizenship d e r
required at the time of commission of the offenses, in order to convict the offender.
this rule.
A bill of attainder is a legislative act, which inflicts punishment without a judicial trial.
Dr. B e n ja m i n M . D o m i n g c i I , J r
G eisera) E d u c a t io n
Social S c ie n c e - P o litic s a n d G o v e r n a n c e w c h the P h ilip p in e C o n s titu tio n
Scope of Suffrage
Ways of Acquiring Citizenship through Naturalization
1. Election - it is a means by which the people choose their officials for definite and
1. By the judgement of the Court - the foreigner who wants to become a Rlipino
fixed periods and to whom, they entrust, for the time as their representatives,
citizen must first apply for naturalization with the proper Regional Trial Court. He
the exercise of powers of government.
must have all the qualifications as provided by law and must comply with all the
2: Plebiscite - it is the name given to a vote of the people expressing their choice
procedures and conditions prescribed.
for or against a proposed law or enactment submitted to them.
2. By direct act of Congress - in this case, our law making body simply enacts an
3. Referendum - it is the submission of a law or part thereof passed by the
act directly conferring citizenship on a foreigner.
national or local legislative body to the voting citizens of a Country for their
ratification or rejection.
ARTICLE V SUFFRAGE_________________
4. Initiative - it is the process whereby the people directly propose and.enact laws.
5. Recall - it is the method by which a public officer may be removed from office-----
Section 1. Suffrage may be exercised by all citizens of the Philippines not otherwise
during his tenure or before the expiration of his term by a vote of the people
disqualified by law who are at least eighteen years of age, and who shall have
after registration of a petition signed by a required percentage of the qualified
resided in the Philippines for at least, one year and in the place wherein they
voters.
proposed to vote for at least six months immediately preceeding the election. No
literacy, property or other substantive requirement shall be imposed on the exercise
Qualifications of Voters
of suffrage.
He must be
1. A citizen (male or female) of the Philippines
Meaning of Suffrage
2. Not otherwise disqualified by law
Suffrage is the right and obligation to vote of qualified citizens in the election of
3. At least eighteen(18) years of age; and
certain national and local officers of the government and in the decision of public
4. Have resided in the Philippines for at least six(6)months preceeding the election
questions submitted.taJhe. people._____
Section - The Congress shall provide a system for securing the secretary and
Nature .of Suffrage
sanctity of the batlot as well as a system for absentee voting by qualified Filipinos
1 A rnara priiiggp - sirffragp fc nnt a natural right of the citizens, but merely
abroad. - ' ---------- ----------
. privilege given or withheld by the law making power subject to constitutional
limitations.
The Congress shall also design a procedure for the disabled and the illiterate's to
2. A political right - in the sense of the right conferred by the constitution, suffrage
vote without the assistance of other persons. Until then, they shall be allowed to
is classified as a political right, enabling every citizen to participate in the
vote under the existing laws and such rules as the Commission on'Elections may
^process of government to assure that it derives it? powers from the consent of
promulgate to protect the secrecy of the ballot.
the governed. The principle is that of.one man, one vote (supra).
258 PNU LET R svisw ar

ft cn ra m in M . D o n u n g d h j r .
c-.iiicuciou S o c i a l S c i e n c e - P o l i t i c ; ; iiii/d G o v e r n a n c e '.vith t h e P h i l i p p i n e C o n s t i t u t i o n
ARTICLE V.- LEGISLATIVFDEPARTMENT Term of Office - six (6) years

w
Legislative Power - the authority under the Constitution to make laws and to alter Qualifications of a Senator
laws _ ' 1. A natural born citizen of the Philippines________________' ----------- ----------
2. at last 35 years of age on the date.of the election d a y ___________ '
_________ Law; rnfnr tn MiitPT which are the written enactments of the legislative 3. Able to read and write ------------ .
governing the relations of the people among themselves and between them and 4. A registered voter
the government and its agencies. 5. A resident of the Philippines for not less than two_(2)_years^ immediately--
proceeding the election day
Classification jof Powers of Congress
1. General Legislative Power - power to enact laws intended as rules of conduct Maximum terms - a senator is disqualified to serve for more than two consecutive
to govern the relations among individuals and the state. terms but can still run for reelection after a break or interval
2. Specific Power - power which the Constitution expressly directs or authorizes Registered Voter - one who has all the qualifications for a voter and none of .the
Congress to exercise like the power to choose who shall become the President disqualifications provided by law and who has registered himself in the listof voters.
in case two or more candidates have an equal and highest number of votes, Residence - the place where one has his true permanent home and to which
to confirm certain appointments by the President to promote social justice, to whenever absent, he has the intention of returning.
declare the existence of a state of war, to impose taxes, to impeach, to act as"
constituent assembly. THE HOUSE OF REPRESENTATIVES
3. Implied Power - that which is essential or necessary to the effective exercise K
of the powers expressly granted like the power to conduct inquiry and Composition and election/selection - composeeh t f jiut muie Uijjn~7Srrm iT ih S :s~
investigation in aid of legislation, to punish for contempt, to determine the rules popularly known as Congressmen elected from legislative or congressional fetricts
- r^PtsproceedTngs. and through party-list system
4. Inherent Power - power which is possessed and can be exercised by every
government because it exists as an attribute of sovereignty. Term of Office - three (3) years '" '' '
THE SENATE Qualifications of a Representative

1. A natural born citizen of the Philippines
Composition and Election - it is composed of 24 senators who are elected at large 2. At least 25 years of age on the election day
by qualified voters as may be provided by law. 3. Able to read and write
4. Except for party-list representative, a registered voter
5. A resident thereof, for a periochDf not less tha one (1) year preceding the e le ctio n /
Dr. Benjamin M. Doiiiingdi, ji\ PNU LET Reviewer

S o c i a l S c i e n c e - P o l i t i c s and G o v e r n a n c e w ith the P h ilip p in e C o n s titu tio n G e n era l E d u catio n
COMPOSITIONS/ELECTION/SELECTIONAND CLASSIFICATION OF MEMBERS ARTICLE VII - EXECUTIVE DEPARTMENT
1. The Constitution limits to 250 the maximum numbers the Hose of Section 1. The executive power shall be vested in the President of the Philippines
Representatives may have Executive Power - defined as the power to administer
2. The house of Representatives shall be elected from legislative districts and Section 2. No person may be elected as President unless he is natural born citizen
through party - list system of registered national and sectoral parties or of the Philippines
organizations. The party - list representative shall constitute 20% of the
number of representatives in the Lower House including those under the party Qualifications of the President and Vice President
list 1. Natural bom citizen of the Philippines
3. The members of the House of Representatives may be classified into district, 2. Registered voter -----------------------
party-Jifit and sectoral representatives 3. Able to read and write '
4. At least 40 years of age
Kinds of Ejection for members of Congress < -* 5. Resident of the Philippines for at least 10 years v
1. Regular Election
2. Special Election Section 3. There shall be Vice-president who shall have the same qualifications and
term of office arid be elected with and in the same manner as the President
Compensation - PhPI 60,000.00 to PhP180,000.00 annually. Any increase in their
salary takes effect only after the expiration of full term of the members approving Reasons for Prohibition against RE-election of President
such increase 1. A President seeking a second term is vulnerable to constant political pressure
from those whose support he must preserve and has to devote his time and
STEPS IN THE PASSAGE OF THE BILL energy to consolidate this political support.
2. A President who seeks a second term is-under terrific handicap in the
T First'reading performance oîis function.
2. Referral to appropriate committee 3. A President seeking re-election will even use public funds for the purpose even
3. Second reading . . . to the extent of making the govemmenttjantfrupr I
4\ Debates . ____ 4. The prohibition also widens-the-basic-leaderette----------------------:--- ^ -------
-5 Frinfflpmrdisfribution 5.,. The ban-will put an end or at least hamper the establishment of political
dynasties.
6. Third reading '
7. Referral to the other House 6. The six year term will give the President a reasonable time within which to
8. Submission to join bicameral committee implement his plans and programs of government.
9. Submission to the President . 7. AJerm, no matter how longjs short for a good Presidept.
260 PNU LET Reviewer Dr.'Benjam in M. Domingcil, Jr.

General E d u catio n
S o c i a l S c i e n c e - P o litics and G o v e r n a n c e 'w it h the P h ilip p in e C onstitution
. POWERS OF THE PRESIDENT .

3. To render binding judgment
1. Appointing power * .
4. Incidental powers - it likewise includes the incidental powers necessary to the
2. Power to revoke any appointments
effective discharge of the judicial functions
3. Powec of control over all executive departments, etc
4. Military power
Section 4. The SUPREME COURT shall be composed of the Chief Justice and 14
5. Power to grant reprieve, commutations' and pardons
Associate Justices. It may sit en .banc orJruts discretion, in divisions-eHhree, fiver
.seven members. Any vacancy shall be filled within 90 days fromjlisjccurrence-
7. Power to enter into treaties nr international agreement
thereof..
8. Budgetary power
9. Power to address the Congress }
Qualifications for members of the Supreme Court and any lower collegiate court
1. He must be a natural born citizen of the Philippines, a naturalized citizen may
ARTICLE VIII - JUDICIAL DEPARTMENT
not be appointed.
2. He must be at least forty (40) years of age
Section 1. The judicial power shall be vested in one Supreme Court and in such
3. He must have, for fifteen (15) years or more, been a judge of a lower court or
lower courts as may be established by law.
engaged in the practice of law in the Philippines
4. He must be a person of proven competence, integrity, probity, and independence
Meaning of Judicial Power - is the power to apply the law to contests and disputes
concerning legally recognized rights or duties between the state and private person
ARTICLE IX CONSTITUTIONAL COMMISSION
or between individual litigants in case properly brought before the judicial tribunal.
Independent Constitutional Bodies

Scope of Judicial Power
The Three Constitutional Commissions are:
1. Adjucatory power - it includes the duties:
1. Commission on Civil Service . -
a. to-settle actuai controversies involving rights which are legally demandable
2. Commission on Audit
and enforceable
3. Commission on Election
b. to determine whether there has been a grave abuse of discretion amounting
to lack or recess jurisdiction on the part of any branch or instrumentality of
Common Features:
the government.
1. They are multi - headed bodies.
2. Power of Judicial Review
2. They are categorized as independent by the constitution.
a. to pass upon the validity or constitutionality of the laws of the state and acts
3. Their powers and functions are defined in the constitution.
upon the other departments of the government
4. The commissioners are required to be natural - born citizens of the Philippines.
b. to interpret them
Dr. Be n jam in M . D o m i n g c i l , Jr.

PNU LT Reviewer T m
G en era! E d u catio n
S o c ia l-S c ie n c e - P o litic s and G o v e r n a n c e w ith a ic P h ilip p in e C o n s t i t u t i o n
5. Their term of office is staggered with two years interval. COMPOSITION OF COMMISSION ON ELECTIONS
6. The Commissioner appointed is intelligible for appointment for a period beyond
the maximum tenure of seven (7) years. It is composed of a Chairman and six (6) Commissioners. The 1973 Constitution
7. Appointment of any vacancy is only for the unexpired portion of the term of the increased in the membership from three in the 1973 Charter to nine on the theory
that it would make it more difficult for the Commission to become the captive of any
predecessor.
8. The commissioners cannot be appointed or designated in the temporary or group or any person who might be interested in the commission deciding or taking
action one way or another.
acting predecessor.
9. The commissioners are removable only by impeachment.
Qualification of the Members
THE CIVIL SERVICE COMMISSION 1. They must be natural bom citizens of the Philippines.
2.They must be at least thirty five (35) years of age at the time of their appointment.
Composition of Civil Service Commission 3. They must be at least holders of college degree.
It is composed of a Chairman and two, (2) Commissioners. It is envisioned to 4. They must not have been candidates for any elective position immediately
enhance its independence on the theory that it will be more resistant to political preceding elections.
pressure or influence than a body headed by a single individual. Their terms of office
are for seven (7) years only without re appointment. THE COMMISSION ON AUDIT
Composition on Commission on Audit

Qualifications of Members
1. They must be natural born citizens of the Philippines. It is composed of a Chairman and two (2) Commissioners. It is designed to make
2. They must be at least thirty five (35) years of age at the time of appointment. it more resistant to pressures from legislative and executive branches and other
3. They must be persons with proven capacity for public administration. offices of the government.
4. They must not have been candidates for any elective position in the elections
immediately preceding their appointment. Qualification of the Members------------ ------------ ------
1. They must be natiirai born citizens of the Philippines.
The term civil service means that professionalized body of men and women who 2. They must be at least thirty five (35) years of age at the time of election.
have made of the government service of a lifetime career. The scope of this are 3. They must oe certiTiea-publiC accouilianis wlltmot1ess-than~ten(lO) years .of
experience------- --------------------- ------ . __________ __________
every branch, agency, subdivisions and instrumentality df the government including
every government -owned or controlled corporation with original charter 4. They must not have been candidates for. any elective position in the elections
preceding their appointment.
E M PNU LET Reviewer

G eneral Ed ucatio n
S o c i a l S c i e n c e - P o l i t i c s a n d G o v e r n a n c e w i th rhe P h i l i p p i n e C o n s t i t u t i o n
ARTICLE X LOCAL GOVERNMENT . ,

3. To use a corporate seal
4. To acquire and convey real or personal properties
General Provisions
5.To enter into a contract, and
Section 1. The territorial and political subdivisions of the Republic'of the Philippines
6. To exercise such other powers as granted to corporations subject to limitations
are the provinces, cities, municipalities and baranoavs. There shall he antnnnm n ns
- -......provided by laws -------
regions in Mindanao and the Cordilleras as hereinafter provided.
ARTICLE XI ACCOUNTABILITY OF PUBLIC OFFICERS

LOCAL GOVERNMENT
Section 1. Public officer is a public trust.

Concept
Local government refers to a political subdivision of a nation or state, is constituted
Public office - is defined as the right authority, and duty created andconferred
by law and has substantial control of local affairs which officials elected or otherwise
by law in a given period either fixed by law or enduringat the pleasure of the
locally selected.
supporting power.
LOCAL GOVERNMENT UNITS

Public officer - is the individual invested with some portion of the sovereign
functions of the government for the benefit of.the public.
The local government units are the following:
1. Province
Nature of Public Office *
2. City ' '
1. it is a public trust because it renders service to the public.
3. Municipality
2.It is not a property for the holder of the office may not claiminvested right.
4. B a r a n g a y ------------ ------------------------- --------
3. it is not a contract because one has no right to suethegovernment for the
5. Autonomous regions
recovery of damages.
These units are also called the political subdivisions of the country.
The principle of the public accountability is emphasized in this section. All public
officers and servants must consider their positions as sacred trusts and not as a
POWERS OF LOCAL GOVERNMENTS
means for achieving of power and wealth.
The powers of the local government are:

Section 2. Nature of Impeachment
1. To have continuous succession in its corporate name
Impeachment has been defined as a method of national inquest into the conduct of
2. To sue and be sued
public men. It aims to protect from official delinquencies or malfeasance.
Or. Benjam in M. Domingcil, Jr.

S o c i a l S c i e n c e - P o l i t i c s an<i G o v e r n a n c e w i th t h e P h i l i p p i n e C o n s t i t u t i o n G en eral E d u catio n
Officials Removable by Impeachment The power of the President to grant reprieves, commutations, and pardons does not
1. The president and vice-president extend to cases of impeachment.
2. Members of the Supreme Court
3. Members of the Constitutional Commissions Section 4. Anti -graft known as Sandiganbayan
4. The Ombudsman The Sandiganbayan was a special court created by the Batasang Pambansa under
the 1973 Constitution.
Grounds for Impeachment
1. Culpable violation of the constitution Section 5. Office of the Ombudsman to be known as Tanodbayan
2. Treason: example a Filipino imposes war in the Philippines Tanodbayan is a coined term in Filipino, which literally means ' guardians of the
3. Bribery. either direct or indirect bribery nations. It is categorized like the three Constitutional Commissions as independent.
4. Graft and corruption Prosecutor
5. Betrayal of public trust - new ground for impeachment
Section 8. Qualification of Ombudsman Deputies
Section 3. Initiating and Trial for Impeachment They must be:
The House of Representatives has the sole power to initiate all cases of impeachment. 1. The natural bom citizens of the Philippines
The Senate has the sole power to try all cases of impeachment. 2. At least forty(40) years old at the time of the appointment
3. Persons with recognized probity and independence
Procedure in Impeachment cases 4. Members of the Philippine Bar
1. Filing of verified complaint in the House of Representatives 5. Not have been a candidate for any elective office in the preceding election
2. Trial by the Senate
The members are required to be under oath or affirmation. ARTICLE XII NATIONAL ECONOMY AND PATRIMONY
3. Requirement for conviction
To convict an officer, at least 2/3 of all members of the Senate agreeing are ..... Landsof thepDb'lic domain are classified into agricultural, forest or timber, mineral
necessary. lands, and national parks. Agricultural lands of the public domain may be further
~classified by law according to the use to which they may be devoted. Alienable
The only penalty to impose in an officer is limited 'to removal from office and lands of the public domain shall be limited to agricultural lands. Private corporations
disqualification to hold any office under the Republic of the Philippines . If a criminal- orassociationrmay-not hold-saeh-alienable lands, of the public domain except by
offense has been committed, the party convicted is still liable to prosecution, trial, and lease, for a period not exceeding twenty-five years, renewable for not more than
punishment. twenty-five years, and not exceed one thousand hectares in area. Citizens of the
Philippines may lease not more than five hundred hectares or acquire not more than
twelve hectares thereof by purchase, homestead, or grant.
64 PNU LET Reviewer Dr. Benjam in M . Domingcil. )t>

Social Science - Politics anti Governance with the Philippine Constitution
ARTICLE XIII SOCIAL JUSTICE AND HUMAN BIGHTS

the êmbers qf the Commission shall be provided by law. Until this Commission is
constituted, the existing Presidential Committee on Human Rights shall continue to
The congress shall give highest priority to the enactment of measures that protect
exercise its present functions and power.
and enhance the right of all people to human dignity, reduce social, economic and
political inequities and remove cultural inequalities by equitable diffusing wealth and
ARTICLE XIV EDUCATION. SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND.
political power for the common good. --------------------
SPORTS
To this end, the state shall regulate the acquisition, ownership, use, and disposition
All educational institutions shall include the study of the Constitution as part of the
of property and its increments. }
curricula^They shall inculcate patriotism and nationalism, foster love of humanity,
....respect for human rights, appreciation of the role of national heroes in the historical
The promotion of social justice shall include the commitment to create economic
development of the country, teach the rights and duties of citizenship, strengthen
opportunities based on freedom of initiative and self-reliance.
ethical and spiritual values, develop moral character and personal discipline ,
encourage critical arid creative thinking, broaden scientific and technological
LABOR
knowledge, and promote vocational efficiency.
The state shall afford full protection to labor, local and overseas, organized and
ARTICLE XV THE FAMILY
unorganized, and promote full employment and equality of employment opportunities
for all.
The State recognizes the Filipino family as the foundation of the nation. Accordingly,
it shall strengthen its solidarity and actively promote its total development.
It shallûarantee the rights of all workers to self-organization, collective bargaining
and negotiations, and peaceful concerted activities, including the righLto-stnke-in-
Requisites of a Valid Marriage
accordance with law. They shall be entitled to security of tenure, humane conditions
Legal capacity of the contracting parties
of work, and a living wage. They shall also participate in policy and decision-making
o Age
processes affecting their rights and benefits as may be provided by law.
o Status
Consent freely given
HUMAN RIGHTS
Authority of the solemnizing officer
Marriage License
There is hereby created an independent office called the Commission of Human
Public ceremony
Rights. The Commission shall be composed of chairman and four members who
must be natural - born citizens of the Philippines and a majority of whom shall be
Marriage, as an inviolable social institution, is the foundation of the family and shall
Members of the Bar. The term of office and other gualifications and disabilities of
be protected by the State.
Dr. Benjamin M. pom ingcil, Jr. PNU LET Revisvver

Social Science P!i>':s ai'rf G a v e r r .a n a w itc the Philippine C onstitu tion G enera! Education
Answer: D .
Option A is eliminated because there is nothing, in the situation to show that the order
was intended to violate the constitutional right io travel and abode. The same observation
holds true to Option B and C although the situation does not explicitly mention about the
arbitrariness of the order. Option D is the logical choice because the issuance of arrest,
Directions: Read the questions properly. Indicate your answer by encircling the detention and even deportation orders is the exclusive prerogative of the Courts and
letter of your choice. does not rest within the competence of the City Mayor.
1. It is that definite or portion of the earth's surface which is the subject of

3. Despite strong protestations from Mang Jose, the government took away from
sovereignty rights and interests. From the political standpoint, it is referred to as
his private property for public use upon payment to him or just compensation.
A. State C. Sovereignty
What power of the State was involved in the particular case?
B. Government D. Territory
_ . .A. Police Power
Answer: D
' B- Power of Eminent Domain
Analyze the statement. What is the focus of the basic information? It is concerned with C. Power of Taxation
*one of the essentials attributes of a state. Definitely, option A is not a specific description D.v Absolute Power of the State- "* -*
of a state because operationally defined, a state necessarily possesses all the attributes
like persons, territory, sovereignty and government while the statement refers only to Answer: B
an element of a State. On the other hand, option B has for its object the institution or The question is factual. You will recall that the state possesses inherent powers upon
aggregate of institutions which rule a society. It is concerned with the operation and its domain. Option A is related to the question since it refers to the advancement of
organization of government. Option C is synonymous to independence or the power the general welfare of the people but the taking away of the private property is the
to impose obedience upon the citizenry and therefore not acceptable as a choice to main issue. Option C is a State inherent power also but has nothing to do with property
describe the statement. Option D provides the accurate definition as it relates to the rights. Option D is an inexistent power and is not in any way related to the question.
portion of the earth's surface where sovereign n'ghts and interests are recognized. Option B is the most logical choice since the power of Eminent Domain contemplates
the exercise of a power to take away private property for public use upon payment of
just compensation.
2. The city Mayor ordered the arrest and deportation ofaHthe prostitutes to their
respective provinces for promoting live shows and immoral sexual activities in
4. The United Satesfls the only known country in the world that follows the Jus
the city. The order was assailed to be illegal because: _ Soli doctrine which means Place of Birth, while the rest of the countries follow
' A. The City Mayor has infringed on the constitutional rights of the prostitutes
tfte-^s-Sanguinie" principle which means blood relationship. What then is the
to travel and abode. citizenship of a child bom to Filipino parents in the United States?
"B.- The City Mayor violatecTflTe due pTocess ot law since there was no notice A. Natural Born Citizen
and hearing before, judgment was rendered.
B. Naturalized Citizen
C. The Mayor's order was arbitrary, and capricious. - C. Stateless Citizen .
D. Only the Courts are empowered to issue the order of arrest and deportation. D. Dual Citizen
L E I-R ev iew er
Genera! ed u cation
Social' jo c t i c e - v; k : . . rd Oov?rr.aji>: <.
Answer: D *
The question is wanting of a legal basis. You have to recall what you have learned.
7. Its advantage is that it serves as the tuning ground for the national leaders
Optien A refers to a citizen born in the Philippines without having to perform any act to A. Bicameralism r C. Primary jurisdiction
perfect his citizenship while option B refers to a foreign citizen who is conferred Filipino B. Constitutionalism D. Parents patriae
citizenship through judicial or legal processes. Both options are not responsive to the 8. It- is prerogative inherent in the state where it is called upon to protect thoSe
Question. Option C implies citizenship minus State recognition. Option D is the correct
with less than full capacity to iake-adequate care of their own interests
choice because the child enjoys the rights to an American Citizenship (,JusSoULancL .
Filipino citizenship (Jus Sanguiniel since he is born to Filipirio parents. A. Eminent Domain ________ C. Police .
B. Patents Patriae D. Taxation
5. Every time Jose's parents leave the house, th^y chain him to a post of their I he [erm or orfiCt) Of IIItl yunatui--------
A. One year * C. Six years
house padlock the door of his room without food, water and sunlight. He was
untidy and emaciated. What rights were violated? B. Three years D. Twelve years
10. The power to declare The'existence of a state of war belongs to
1. The natural and primary right of parents to rear their children in the manner
A. Congress C. Sandigang Bayan
convenient to both parents and children.
B. President D. Supreme Court
2. The rights to healthful well being and ecology
11. Amendment or revision of the Constitution may be proposed through any of the
3. The right to travel and abode
4. The right of the child to protection, care and support of his parents. following except
A. 1,2 C. 2,3 A. Constitutional Convention C. People's Initiative
B .1 ,3 "D. 2,4 B. Constitutional Assembly D. People's Power
12. The regular election of the Members of Congress shall be held on the second
Answer: D ^ ^
Monday of
Option A is devoid o f any reference. It is the primordial duty of parents to care, protect
A. April B. May C. June D. July
and support their child in a humane and ju st manner. Option B may be an incomplete
answer because the issue is child rearing, support and protection of his rights. Optiorr 13. How many members does the Commission on Appointment have?
C suffers from inadequacy of basis. Option D explicitly provides the nght to mobility, ----- A 24----------- 8 - 26 C. 25D.27
support, care and protection o f the child against parental abuse. 14. All appropriation, revenue or tariff bills etc. shall originate exclusively in the
A. House of Representatives
B. Sanggunian Panlalawigan
6. It is the department which has the authority to make laws and to alter or
repeal them C. Senate
D. Supreme Court
A. Administrative department
B. Executive department 15. An enrolled bill may become a law after a lapse of
C. Judicial department A. 30 days C. 40 days
D. Legislative department B. 60days D /9 0 d a y s.
Dr. Be n ja m in M. Doming cii, jr .

P M U L E T fi i v i e w e r
Social Science - Politics and G overnance with die Philippine C onstitu tion
23. The government under President Aquino w a s .

16. The canvassing of the votes of the President shall be done by congress and
A. De facto C. Both a and b
presided by:
Ek De jure D. None of the above
A. Chief Justice
24. Amendments in the 1987 Constitution can be made through a constitutional
B. Secretary of National Defense
commission.
C. Ombudsman
A. Yes C. Maybe
D. Vice President
B. No D. None of the above
17. The Constitution empowers the President to declare Martial Law for
25. The president declared martial law on the ground or rebellion. What, if any, is
A. 30 days C. 45 days
the effect of such act?
B. 60 days D. 90 days
A. The declaration of martial law will not automatically suspend the privilege
18. It refers to the act of the President of staying the execution of a convict.
of the writ of habeas corpus.
A. Amnesty _____________ ..C.. ..Commutation_____________
B. The operation of the constitution is not in any manner suspended.
B. Pardon D. Reprieve
C. A State of Martial Law does not supplant the functioning of the civil courts.
19. It is the only constitutional court in the Philippines.
D.- All of the above ** -*
A. Court of Appeals C. Shariah Court
B. Family Court D. Supreme Court
20. The change of venue or place of trial ca be ordered for this reason
A. Lack of jurisdiction
B. Humanitarian reason
C. Convenience ...
D. Avoid miscarriage of justice
21. It is designed to prevent any person or class from being singled out as special
subject of hostile or discriminating legislation.
A. Due p ro ce ss______________.C Right-Speech
B. Equal protection D. Writ of Habeas Corpus f
22. The 1987 Constitution was framed by
A. Peoples initiative.........................................;...........................................
B. Constitutional assembly _____________________ s............................ ......
C. Constitutional commission
. D. Constitutional convention
Dr. Bcnjiimin M. Domingcil. Jr.

PNU lE T Reviewer.
General E du cation Social Science - Politics and Governance -.vith the Philippine Constitution
7. A division of the Supreme- Court failed to decide a given case. How shall the
PART III - ENHANCING T ES T TAKING SKILLS case be resolved? *
A. Raffle the case to anther division -____________ _
B. Decide the case en banc
1. Which of the following sector cannot participate under the party-list system
of representation D. Decide the case in absentia
A. Elderly C. Overseas workers 8. Can the Supreme Court justice be removed byfilling a criminal case against him?
B. Handicapped D. Religious A. Yes ................. . C T Both a and b
2. Which of the following positions does need the confirmation of the Commission B. No D. None of the above
on Appointments? 9. Police officers arrested the accused based on the information supplied by the
A. BIR Commissioner C. Consul rape victim herself who pointed at him. Is the arrest without warrant valid?
B. Navy captains D. Ambassador A. No C. None of the above
3. The president cannot validly declare martial law in the following instance: B. Yes D. All of the above
A. Eminent danger . C. Rebellion 10. When may stoppage and search of vehicles without warrant be valid?
B. Invasion D. All of the above A. There is a report supplied by undercover agent.
4. The following are the members of the judicial and bar council except: B. Where accused is carrying bulging bags and was suspiciously quiet and
A. Professor of law C. Retired justice of the Supreme Court nervous when asked about its content.
B. Ombudsman D. Secretary of Justice C. Where the physical appearance of the accused fitted the description
5. The budget of fiscal year 2012 was submitted to the President for action. He given in-the-eonfidentiaffepoit------- -----
called a press conference saying that he will exercise his pocket veto on certain D. All of the above
items of the said budget. Is the President clothed with the pocket veto power? 11.. The following searches are valid even without a warrant of arrest except
A. Yes C. None of the above A. There is a waiver.
B. No . D. Both of the above B. Made during the saturation drive
6. The General Appropriation Act for the year 2012 allocated P 10 million each C. Open to eyes and band
to the members of the House of the Representatives P150 million to the D. Stop and frisk principle
senators for countryside development notwithstanding that the President 12. The ombudsman must be at feast__________ years of age at the time of his
recommended its abolition. What remedy can the president employ to refuse appointment.
release of the funds? A. 35 B. 40 C. 25 D. 21
A. Abolish congress C. Exercise the power of impoundment 13. Who has the sole power to try and decide an impeachment case?
B. Exercise his pocket veto D. All of the above A. Supreme Court C. Senate
B. People D. House of Representatives
Dr. Benjamin M. Domingcii, Jr. PNU LET Review er jfcfck ]

Social .Science - Politics and Governance with' the Philippine Constitution
14. The following maybe Removed by impeachment except 23. The party list system shall constitute_______ of the total number of the The
A. Chairman of COMELEC C. Senator House Representatives
B. Commissioner of BIR D. Chief Justice A. .10% B. 20% C. 21% D. 40% '
15. Who has the power to decide on a person's right to vote? 24. Members of the Congress shall in all offenses punishable by not more______
A. Congress C. Court years are privileged from arrest.
B. Comelec D. President A. One B. Five C. Six D. Twelve
16. All persons except those changed with offenses punishable with ________ 25. A bill can become a law even if not signed by the President after the lapse of
when evidence of guilt is strong shall be bailable. A. 20 days C. 40 days
A. Arresto mayor C. Reclusion temporal B. 30 days D. 50 days
B. Reclusion pertpetua ____ Q. _Arresto mayor
17. The following^re4he-requisttes-of-triaHn-absentia except
A. Case is dismissed with the consent of the accused
B. Competent court .... v
C. Valid arraignment
D. Valid lea
18. It is a law that punishes without judicial trial.
A. Certiorari C. Bill of attainder
B. Mandamus D. Ex post facto law
19. All institution shall include the study of the . as part of the curricula.
A. English C. Science
B. History D. Constitution
20. Upon_what age must judges retire?
AT70 B. "65 C. 56 D. 55
21. It is a miticjation of a penalty.
A. P a r d o n ____________________ C. Commutation
B. Reprieve D. -Amnesty
""22. it is'tne power or tne people to propose amendments to tiie. Constitution.
A. Plebiscite C. Initiative
B. Referendum D. Recall
mm PNl! LET Reviewer Dr. Be nja min M . D oi n in g ct l, Jr.

Social Science * Philippine History
PARTI - CONTENT UPDATE
Introduction
A Filipino is a mixture of different cultures. His contact with different Asian and
Western countries had contributed much to what he is now. Physically, hejnay-fae,
blending of Asian and western features or characteristics but his ideas are more in
Prepared by : its outlook. Presently, the Filipinos is still searching for his identity.
Irot. Rem edios C . O n g
I. P re-C o lon ial
Competencies: A. THEORIES ON THE EARLY PEOPLE

ife
1
r *
Jocano Theorizes that the proof of early human existence in the Philippines
1. Trace the history of the Philippines
dated as early as 21,000 to 22,000 years with the discovery in Tabon cave in
from pre-colonial to contemporary I
%
1962 of a skull cap and a portion of javO)resumecuo_Dje_mose-or numan being'.
periods^ This discovery shows conclusively that human came earlier to the Philippines
than the migrant people of the Malay Peninsula.
2. Draw the implications o f the historical

evolution of the Philippines to the B. THEORY OF MIGRATION
4
'A
}?
present socio-political conditions.
> Pygmies
n
Came from Borneo and other parts of South Asia and walked through land
bridges. They have vertical body length that reaches only up to 1.5 meters
hence they .are referred to as pygmies. They appear to be dark-skinned,
PNU LET R ev; a w ar

Social Science - Philippine H istory G eneral E d u catio n
kinky haired, have thick lips, have wide noses and have short limbs. They from the natives of the Visayas and Mindanao. The Arabs are believed
used tools made from sharp rocks and pieces of wood in hunting, fishing, to be the ones who bring the products of their country and other nearby
and finding plants and crops sustainable for consumption. countries in Europe and China, India and some Southeast Asian countries.
> Indonesians The Philippines have had a purely trading relationships with the Arabs until
They used boats for travelling the sea in order to reach the Philippines. when they started to preach the theories and principles of Islam in the 12th
They knew how to plant crops, to hunt and to fish. Their tools were made century A.D.
up of rocks and metals that enabled them to build houses and to create India
tools that make their everyday activities less strenuous. The people that we know today are shrewd and very business-minded.
> Malays Today, the most common business relationship the Filipinos have-with them
--------- They are brown-skinned, have average height, flat nose and straight, black is borrowing money known as 5-6. Ourcontacr witn tnem started wajT"
hair. They have had the most sophisticated and highly developed civilization back in 700 A.D., the time when the Madjapahit Empire was at its peak.
among the varieties of people that came to the Philippines. They are divided India, during that time, was under a powerful and sturdy domain. This made
into three groups. The first group of Malay had traveled to the North of them capable of conquering countries nearby, the Southeast Asian region
Luzon and became known for their practice of beheading people. The inclusive. They had first landed in Sulu and used it as their gateway to a rich
second group started to use alphabets and archeologist believed that they and favorable Filipino trade. They brought tin products, gold and exquisite
are ancestors of the Muslims in Mindanao. Hindu cloths, so famous for their high quality, grandeur and awe-striking
features. The Philippines was not colonized by the Madjapahit Empire
Generally, the Malays started to put up government systems and created although this rich commercial relationship flourished and continued for
laws to promote harmony in their respective communities. The knowledge centuries and has influenced Filipino lifestyle in may ways.
of the arts, music and literature also has become an indelible trademark of China
their way of life. This group of people is best known in their manufacture of The early relationship between China and the Philippines started before the
-------- pottery'and clothing products. 10th century.A.D. between the Tang Chao or Tang Dynasty (618-906 A.D.)
and the Sung Dynasty (1127-1180 A.D.) as evidenced by artifacts and
Chinese porcelains found in some-parta-of Luzon ancHriindanao. 8aswJ~on
T]r~roÂCTW AS]AN COUNTRIES AND ITS IMPACT the Sung Shi, the book of the history of S'ung the people nf Hantnn (ftnang___
Dong) came to the Philippines regularly to trade their merchandise. This
> Arabs information was supported by an article written by Chau Ju Kua in his book
It is widely believed that the Arabs had first set foot on the country in the Chu Fan Chi. He reaveled that the Chioese, and the early Filipinos have had
1st century A.D. The relationship was purely about trade and they bought fruitful and prolific trading ties, both parties trusting each other.
products such as metals and cloths jn exchange of pearls, gold, and shells
PNU LET Reviewer Prof. R em ed ies- C . O n g .

S o c ia i S c ie n c e - i^ iiiip p ine H istory
> Japan '

bravery. These are very important traits that a datu must possess in order
Prior to the Japanese occupation in-the twentieth century, the Filipinos
to carry out the duties of a tribal chief successfully.
and 'the Japanese have had a good and beneficial relationship that
> The social hierarchy is divided intoihree: - ---------;
continued on for centuries. This relationship started in the 13th century
Nobles or the elite consisting*of the chiefs and theidarailies-
AvOr-Aeeeitttriy lu lliy ancient Japanese newspaper Nihongi, Filipinos had
Freemen or the Maharlika
set fpnt nn KmThn tn trnrlr wittr thrrrlafpanpRe They became interested
- Slaves or the dependentsacquired their lowstatus insociety by inheritance.
in trading with the early Filipinos after haying seen the gigantic pearls,
> Judicial process had trials which were held publicly and decisions were'
cloths, tropical plant products and never before-seen jewelry and
rendered promptly thereby avoiding what is known as justice delayed.
accessories^ This fostered a peaceful, amiable and a friendly relationship
Trial by ordeal was adopted to determine the innocence or guilt of party.
not only to the two involved parties but also had an affirmative implication
Among the ancient Filipinos the legitimate children automatically inherited
to the whole of Southeast Asia.
the property of their parents even without a written will. In matter of
succession, the first son of the barangay chieftain succeeded his father.
> Economic Life
EARLY HISTORY AND CULTURE OF THE PHILIPPINES
The main industry and the main source of income of the early Filipinos is
> The Barangay, which was derived from the Malayan word balangay meaning
agriculture. The early Filipinos have started to practice kaingin in order to
a boat, was the ancient unit of government of the Philippines. Barangays
make a land suitable for farming out of bushy and grassy land area^Kaingin
are small states that have definite territories, population, government, and
is the early practice of setting a fire to burn unwanted grass and plants that
sovereignty. The barangay was the unit of government and consisted of
grow over a piece of land ideal for farming. __________
forty to one hundred families. These barangays lived independently and
> Religious Beliefs and Education
was self-supporting underJhe. leadership of a Datu.
The ancient Filipino people were mostly pagans and believed in their
T . A Datu is-the-Chief executive, legislative, and judicial administrator of each
supreme creator, Bathala. Pagan is someone who does not believed in
tribe of barangay, He executes the law with the help of his own dependents
Christianity, Islam, or Hinduism. The early Filipinos believed not only in
and a number of people from the freeman class. He does his judicial and
Bathala but also several other gods. These gods are of lesser degree since
legislative duties with the help of the members of the Council of the Elders.
Bathala is considered the god of all gods.
As suggested by the term itself, the council is made up of the oldest and
the most affluent members of the community.
Parents normally educate their children at home. The father is responsible
> The position of being a datu is passed on from the father to his eldest
for teaching his son. He starts his child's education at about 8 years
son. In the absence of an eldest son, the eldest daughter assumed the
old. The father teaches his son manly activities such as hunting, fishing,
post. If a Datu bears no child, a person is chosen from the tribe based
gathering and chopping of woods, farming, etc. The son learns together
on a certain criteria. The criteria include intelligence, wealth, strength and
with other children 1n the tribe who are of his same age.
PNU LET Reviewer M l

G en eral E d u catio n
a. Taxation: started as a tribute of 8 reales (abojjt one peso). This was

abolished in 1884 and a personal cedula (graduated poll tax based on
O' .v w w ...y income) was instituted for residents 18 years of age and above. Taxes
... At night, before sleeping, were excessive and most of which went into the pockets of officials.
..,i daughters about sensitive topics b. Forced Labor: males from 16 to 60 were required to render services
By educating her daughter with the to the government for 40 day supposedly with daily allowance and
mother slowly prepares her daughter for
meager food ration. Falla is a fee paid by Filipinos to be exempted from
..u motherhood. forced labor.
c. Encomienda: became the source of corruption of officials particularly in
the sharing of produce between encomienda workers and landowners.
E. HISPANIZAT10N OF THE PHILIPPINES d. Galleon trade or Manila Acapulco Trade: doctrine of mercantilism
or (monopoly of goods fronrcoloniesTwas imposed by Spain. The
Magellan held an expedition for Spain to Moluccas by sailing west. Such Philippines traded only with China and Mexico in the 16th century and
expedition brought him to a group of islands, which they called Archipelago goods were shipped by the Spanish galleons, for_two centuries the.
of St. Lazarus (later renamed Philippines after King Philip II of Spain). They chief source of official and individual income in the Philippines.
anchored on Homonhon and later sailedlo an islet stiuth of Leyte where they e. Tobacco Monopoly for 100 years the government designated Nueva
celebrated the first mass on March 31,1521. While Magellan was killed in a Ecija, Cagayan Valley, and Marinduque as tobacco planting districts.
battle with the Mactan chief Lapu-Lapu, nevertheless his expedition paved way Later northern Luzon provinces were included.
for the eventual colonization of the Philippines by Spain.
I. Political Changes
In 1565, Miguel Lopez de Legazpi arrived to establish a permanent settlement in a. Government was centralized. For 250 years, the country was
the Philippine Islands. He concluded a blood compact with Sikatuna, a chieftain administered through the Council of Indies that transmitted to the
of Bohol, then signed a treaty of friendship with Rajah Tupas of Cebu where Governor-General in the Philippines the royal decrees that served as
the first Spanish settlement San Miguel was established. It was later named guide in the administration of theTdlony.'The governors' overwhelming
Santissimo Nombre de Jesus. Further colonization was made in the Visayas and authority is indicated by his unrestricted use of the cumplase power
up north. De Goite fortified Manila, which was under Rajah Sulayman, a Muslim to suspend the implementation of any royal order if in his opinion, the
chieftain. In 1571, Legaspi established Manila as capital of the Philippines. coixlition in the colony did not warrant its implementation.
1. Economic P o lic ie s ______ - . given to Spaniards who helped in the pacification of the country.
They mostly characterized by monopoly that favored/ benefited the Encomienderos were empowered to collect taxes, protect and convert
Spaniards.
Prof*. Rcincdios C. Ong

W S L PNU LET Reviewer
native to Catholicism. Due to abuses perpetrated by encomienderos, GROWTH OF FILIPINO NATIONALISM
encomiendas were abolished and replaced by the system of provincial
governments: alcadia for pacified, areas and corregimientos for It was ip the 1'9th century when national consciousness developed the sporadic
unspecified areas. Baranggays were retained and assimilated into the uprisings started as early as 1574tsy Lakandula and Sulayman followed by Magalat
bigger unit of government. Later 'Phln<: ftnwnsUwig-iretahik'hpri (1506). Tamblot, Bangkaw, Palaris, Dagohoy, Diego Silang and many others. It
grew in intensity about 200 years later. Nationalism (devotion to or advocacy
3. Rfiliqihus influence---------------" of national unity and independence) developed due to the following factors:
Christian religion was introduced replacing the paganistic anito worship. a. Opening of Philippines to World Trade
Friar responsible for spreading the Christian reliqioo; Auqustinians (1565): b. * Rise of middle class
Franciscans (1577): Jesuitsr(1"581)": Dominicans (1587): and the Recollects c. Racial prejudice
(1606). Early Missionaries learned the dialects of the people and introduced d. Secularization controversy
a highly church oriented literature. Pagan superstitions were utilized to hold e. European liberalism of Carlos- Marie dela Torre
natives to practice the new religion such that folk Catholicism resulted. f. Cavite mutiny
g. Execution of Gomez, Burgos and Zamora (GOMBURZA)
Education was controlled by friars. Religious orders founded the first
school? and colleges. University of Sto. Tomas was the university founded Campaigns for reforms started with the formation by the middle class of a
in 1611. The chief feature of the curriculum was religion. Education was Propaganda Movement 'jailing for tlje assimilation of the Philippines to Spain,
secularized by the civil government at about 1860. the transformation of the Philippines to a province of Spain, and making
the Filipino fellow Spaniards. As Spanish Citizens the Filipinos would be
4. Social Transformation represented in the Spanish Cortes and thereby their representative in that
a. Manner of dressina-altered-eensiderablv TfTorder to accumulate body, could propose and participate in the approval of laws beneficial to the
Spanish customs as welTasthe new morality resulting from conversion country. Foremost among them were. Lopez Jaena, M.H. Del Pilar and Rizal.
to Catholicism. The movement failed to attain the reforms they demanded. However, their
b. The Filipinos accepted the practice of burial in public cemeteries and writings inspired and opened the minds of Filipinos. Andres Bonifacio founded
embraced the idea of marriages performed in the Catholic Church. the Katipunan (Kataastaasan, Kagafanggalangan na Katipunan ng Bayan) in
c. 1849 Gorvemor Narciso Claveria .issued a decree which contained July 7,1892 on a radical platform to secure Independence and Freedom of the
thousands of Spanish family names from which the natives could Philippines by force. Katipunans Objectives were:
choose their own surnames. a: Political separation of the Philippines from Spain.
d. Adoption of Fiesta is a socio-religious event celebrating the feast day b. Moral - revolved around the teaching of gopd manners, hygiene, good
of the patron saint of a Catholic town. morals, religious fanaticism and weakness of character.
c. Civic- principle of self-help and the defense of the poor and the oppressed.
tfror*. R c m e d io s C . O n g
PMU 1S T R e v i e w e r
S o d a ! Science"- P h ilip p in e H is to r y General' E ducation
The society remained secret until Patinio exposed the society to Fr. Mariano Gil Aguinaldo on March 23, 1901 that the hostilities ended, although pocket
on August 19,1895. By August 23,1896 at Pugad Lawin, the Katipuneros tore resistance continued in some areas.
up their cedulas shouting, "Long Live the.Philippines".
AMERICAN COLONIAL POLICY .
Aguinaldo returned to the Philippines from Hongkong with a plan to form a
Filipino government to show the capacity of the Filipinos for self-government. General Wesley Merit established the military government and exercised the
Aguinaldo established the Dictatorial Government in May and a month later, the powers of government until July 4,1901 when the President of the Philippine
revolutionary government upon the advice of Apolinario Mabini, the brain of the Commission became civil governor in area already pacified by American military.
revolution. In June 12,1898, Aguinaldo proclaimed the independence of. the___
Philippines at Kawit, Cavite. ' " -------Philippine-Bill of 1902 the first organized act of the Philippines and it provided
for the administration of civil government in the Philippines.
V
F. AMERICAN COLONIZATION William Howard Taft chairman of second the Philippine Commission recogitlzed
the independence of the Philippines.
The Spanish American War erupted in Cuba, another Spanish colony. This
event led to the coming of the Americans to the Philippines. The defeat of Jacob Schurman became chairman of the Fist Philippine Commission.
the-Spaniards led to the negotiation, which was concluded by the Treaty of
Paris on December 10,1898. As provided for in the Treaty, the Philippines was U.S. Pres. William McKinley proclaimed the policy "Benevolent Assimilation. He
ceded by Spain to the United States: Aguinaldo, the leader of the Philippine emphasized that the Filipinos would be trained for self-government.
Revolution who was in exile in Hongkong learned about the American coming
to the Philippines. He thought that the US came to liberate-us,-so-on June ____ The Filipinization Policy expressed American intention of training Filipinos for
12, 1898, he declared the Philippine Independence and changed our form self-government. As early as 1900, Filipinos were allowed to take over positions
of government from dictatorial to revolutionary. After the promulgation of the in municipal, provincial, and national government. By 1901, Cayetano Arellano
Malolos Constitution in January 21,1899 AgulriSKlcnilauyuidtoU the Philippine ------ was-appoioted-Chief Justice of the Supreme Court. Partial free trade was
Republic in January 23,1899 . ----------------------------- 1__________ established when the United States .Congress approved in August 1909 the
Payne-Aldrich Act. By this law, the American goods of all kinds and in unlimited
Due to the cession of the Philippines to US and the continued presence of quantities could enter the Philippines free of duty.
Americans, hostilities erupted between the Filipinos and.Americans. The
unfortunate incident at San Juan Bridge where Filipinos werejired on February' . The promise of independence was contained in Jones Law of 19T6. With the
4, 1899 led to the Filipinos-Afherican Wat It was only after the capture of passage of the Hare-Hawes Cutting Law, a ten-year transition period was
provided. This independence law was later amended by the Tydings-McDuffie law.
JVut. Rcnuuiio' C. C'nt:

Positive results of the American occupation:
( jf cn e r; :i E d u c a t i o n
a. Universal education was stressed. The return of the Commonwealth government was established with President
b. Public health and welfare was carried to the remote barrio. Sergio Osmena who died in Mew Yorkjn 194-4. In 1946, election for republican
c. Commerce, industry and trade were requested. government was held and ManueJ_Roxas won as president.
d. Basic individual freedom were respected ---------
e. Transportation and communication were qreatly improved. _________ Given "these historical experiences of contact with the Asian neighbors and the
f. Political consciousness was developed through introduction of American western colonizers, the present Filipino has imbibed both cultures of the east
political institution and practices. and the west. Her oriental characteristics are very much manifested in her
-------- strong link to family and the respect accorded to them.
Negative Results:
a. The general economic dependence on the United States Despite her being liberal-minded because of American democratic influence, yet
b. Partial loss of the racial heritage her Christian orientation instilled in her by the Spaniards and the influence of
c. The continuance of colonial mentality other religion enables her to confront the present social, political, and economic
d. Distorted sense of values problems that comes her way. The Filipino emerges strong in times of crises for
religion has taught herto have hope and to have concern for others who are in need.
The inauguration of the Commonwealth government on November 15, 1935
marked the beginning of the ten-year transition period. Manuel L. Quezon, as a
President launched the Social Justice to the common tao. H. POSTWAR ADMINISTRATION r
________ 1_, Pres. Manuel Roxas - July 4,1946 - April 15,1948

G. JAPANESE OCCUPATION ____________________________ - T Z I . ------- Roxas declared amnesty for those arrested for collaborating with the
Japanese during World War II. When the Philippines gained independence
On December 7,1941, Japan bombed Pearl Harbor, the US naval base in Hawaii. from the United States on July 4,1946, he became first president of the
This marked the start of World War II in the Pacific. As early as September 1, New Republic. He worked for the reconstruction and rehabilitation on the
1939, war started in Europe when Germany invaded Poland. war damaged country. His problem was compounded by the subversive
activities of the.Huk (formerly a guerilla gevernment HUKBALAHAP). He
Japan successfully occupied the Philippines after the fall of Bataan April 9 and died without finishing his term.
fall of Corregidor May 6 from 1942 to 1944. The Filipino experienced the extreme 2. Pres. Elpidio Quirino - April 18,1948 - December 30,1953
brutality of the Japanese. Liberation of the Filipinos came with the return of Gen. Minimized the Huk problems with the help of Defense Secretary Ramon
Douglas McArthur. Japan finally surrendered after Hiroshima (August 6,1945) Magsaysay.-Established Law Settlement and Development Corporation
and Nagasaki (August 9; 1945) were destroyed by atomic bombs. (LASEDECO) for landless farmers and.HJk surrenderees.
Prof. Rcmcdios C. O n j j^Si LJET Reviewer

G eneral E d u ca tio n
3. Pres. Ramon Magsaysay - December 30,1953 - March 17,1957 b. Framed and ratified the Constitution of 1987,
"Man of the Masses. He promised to give the common taojustice. Established c. Restored freedom of press and speech.

the NARRA (National Rehabilitation and Resettlement Administrations) to d. Released political prisoners.
continue the resettlement program of previous administrations. e. Worked for economic recovery.
4. Pres. Carlos Garcia - December 30,1957 -December 30,1961 ' 8. Pres. Fidel V. Ramos - June 30,1992 - June 30,1998
Famous for his Filipino First policy and Austerity program. This policy Known for his Philippines 2000, which is meant to make the Philippines
favored Filipino businessmen over foreign investors. He was also responsible an economically developed country and make it globally competitive.
for changes in retail trade which greatly affected the Chinese businessmen Five Point Progress:
in the country. He also made a program focused on thriftiness. a. Peace and stability
b. Economic growth and sustainable development
5. Pres. Diosdado Macapagal-December 30,1961 - December 30,1965
The most radical Agrarian Reform Law. Agricultural rand, RfitormTnrie," c. Energy and power generation
d. Environmental protection
was signed by him. This provided for the abolition of tenancy, Changed the
date of celebration of Philippine independence from July 4 to June 12. Hi$. e. Streamedlined Bureaucracy - .*
administration was also known for Harry Stonehill Scandal. 9. Pres. Joseph Estrada - June 30,1998 - January 20,2001
6. Pres. Ferdinand Marcos - December 30,1965 - February 25,1986 Known for his Erap para sa Mahirap" program, which focuses on
Promised to make his country great again. Ruled for about 20 years alleviating the socio-economic conditions of the poor. His flagship js Jeep
during this time: ni Erap". He was impeached on November but in January People Power II
a. Worked for the changing of the 1934 Constitution and the result was took place when to the senators voted not to open an envelope containing
the Constitution of 1973 providing for a parliamentary government. the evidences against him.
b. Declared Martial Law 1972 because of deteriorating peace and order 10. Pres. Gloria Macapagal Arroyo - January 20,2001
situation in our country. She was former Vice-President and concurrent Secretary of Social Welfare
_c. Abolished Congress upon declaration of Martial Law. The later part of and Development. She assumed presidency by virtue of People Power
his regime was popularly known"îoriafregimT II Revolution.or EDSA II. Her vision for the country as ''building a strong
d. ' Benigno Aquino was assassinated in 1983 which generated protest republic throughout her tenure. Her agenda consists of building up a strong
and demonstration that culminated in the EDSA Revolution where bureaucracy, lowering crime rates, increasing tax collection, improving
People's-Power was manifested. This put to an end the 20 year rule economic growth and intensifying counter terrorism efforts.'Her tenure is
of Marcos. CorazorrAqainu, widow uf Benigno Aquino assumed the marked by charges of corruption scandals.
presidency in February 25,1986. 11. Pres. Benigno Simeon C.Aquino III - at Present
7. Pres. Corazon Aquino - February 25,1986 - June 30,1992 Son of the two Filipino icons of democracy. Vowed to.fight corruption
First woman president in the Philippines. Restored democracy: and establish transparency in governance. Won in, the first ever
a. Holding election for Congress and Local government. automated election.
Pro:'. H -m ed io - C . .'ng .
General L Ju cu tto n
Option A. Dr. Jose Rizal wrote Noli & ErFilibusterismo. He used Dimasalang and
PART II - ANALYZING TEST ITEMS
Laon-Lasn as his pen name.
Option B. Marcelo H. Del Pilar second editor of La Solidadridad. He used Plaridei as his
-peomme^-------------- ------ I
1. During pre-colonial period the socio-political unit was the barangay, from the Option D. Sraciano Looez Jaena I
Malay term balangay, meaning a boat. During colonial period, several forms of
government were established in the Philippines. Which among the following 3. Which of the following is a negative result of American colonization?
was not a form of government during colonial pefiod? A..Progresa.in_Educatio n---------------
A. Puppet C. Military B. Continuance of Colonial Mentality
B. "Democratic RepublicD. Centralized colonial government C. Improvement of Public Health & Welfare
D. Development of Transportation & Community -
Answer: 8
Democratic Republic is our the present form of government. The correct answer is B.
Option A, C & D were forms of government during colonial period. Colonial mentality belongs to the negative results of American colonization.
Option A. Jose P. Laurel was the President of the Philippines under puppet Option A, C . &D are the positive results of American Colonization.
type of government. Option A. Universal Education was stressed under American period
Option C. The military government was the first government during American period Option C. Doctor of Medicine was carried out into the remote barrios.
Option D. Centralized colonial government was established by the Spaniards Option D. Modern transportation communities like car, telephone lines & telegraph were
introduced in the country.
r
2. The reformist who formed the Propaganda Movement used the pen to expose
the abuses of the Spaniards. The following are reformists except? 4, 'WHatTsThe major-program of the President Carlos P. Garcia which is similar to
A. Dr. Jose Rizal C. Emilio Aguinaldo the present administration program?
B. Marcelo H. Del Pilar D. Graciano Lopez Jaena ^ A. Land to the landless.
^ B. Filipino first policy
The correct answer is option C. "C. Reconstruction and Reconciliation
Emilio Aguinaldo was the first Pres, of the Republic of the Philippines and had notjoined D. Philippines 2000
the Propaganda movement, which was based in Spain. He was more identified with the
separatist group Katipunan, which was formed after the Propaganda Movement failed The correct answer is B.
to get the reform they wanted. The Filipino people have always been avowed the priority o f the government in term of
Option A, B, & D were members of the Propaganda Movement. We Newspaper of the political, economic and social well being.
Propaganda Movement was La Solidaridad which exposed the abuses of the Spaniards. Option A, C, & D. There are actually pertain to one aspect of the Philippine Development.
They also wrote novels, poems and features. They were peaceful reformist who used Option A. This program was President Ramon'Magsaysay's Program to give land to. the
pen names. '
landless, specifically the tenants. . .
LET Reviewer
G e n e ra l Ed u catio n
Sociat Science - P h ilip p in e H is to r y
8. Examine/Evaluate the two sentences of every number.

Option C. President Elpidio Quirino inherited the problem regarding the insurgency of the
A. If trie first sentence is wrong and the second sentence is wrong
Huks therefore he offered this program.
Option D. President Fidel Ramos during his administration wanted to uplift the standard
B. If the first sentence is wrong and the second is right
o f living of the people to improve Philippine economy. C. If both sentences are'correct
D. If both sentences are wrong
9. The religious schism which occurred in our country during the 1896- Revolution
5. The emergence of Filipino nationalism came as a response to the long period of resulted in the formation a religious sect popularly known today as:
Spanish misrule that hampered political and economic development. Which of the A. Iglesia ni Kristo
following is not a contributing factor to the development of Filipino nationalism? B. Philippine IndependentChurch
A. Personal Grievances C. Racial Prejudice C. Anglican Church
B: Secularization Controversy D. Rise of the Middle Class D. Evangelist Church
Answer: A 10. The president who ordered the immediate deportation of Harry Stonehill, an
Personal Grievances is one o f the causes of uprising against Spain. American arrested by National Bureau of Investigation.
Option B . C & D are the contributory factors of Filipino nationalism. A. Carlos P. Garcia ^ C. Elpidio Quirino
Option B, is about Secularization Controversy which is a iconflict involving Spanish
B. Diosdado Macapagal D. Manuel Roxas
regular and secular priests.
Option C. Racial Prejudice because the Spaniards regarded the Filipinos as 11. The American promise of granting independence to the Filipinos after a
belonging to the "inferior races". transition period was contained in the following legislation except
Option D. Rise of the Middle Class or the Filipinos who participated in agricultural production A. Jones law C. Philippine Bill of 1902
and commerce following the opening of the Philippines to world commerce acquired not B. Hare-Hawes Cutting Law "D. Tydings McDuffie Law
only wealth and property but also improved their social status.
12. A law passed on May 1939 which punished Filipinos who allowed themselves
to be used as fronts by alien businessmen and investors.
6. The ancient custom of arranging marriages of children by the parents came A. Immigration law C. Indigenous Protection Law
from the influence of B. Economic Protection law D., Anti-Dummy Law
A. Japanese-------------------- -Chinese - 13. Which law prohibited the display of all flags, banners, symbol and other
B. Borneans D. Indians
paraphernalia used by the resistance against the US.
7. Different methods were used by the Filipinos to fight against the Japanese. A. Jones Law C. Maura Law
13. Flag Law D. Tydings McDuffie Law
14. The law providing greater protection for tenants by granting them freedomlo"
A. The arts is part of culture that is developed by events in its environment choose the system of tenancy under.which they would want to work.
B. The Filipinos love the arts A. Land Tenancy Act C. Agricultural Tenancy Act
C. The Filipinos fought for their freedom
B. 'Land Grant Act J3. Tenants Freedom Act
D. The Filipinos ate free to express their feelings
ms PNli LET Reviewer Prof. Rctticdio- C X ) n g

15. Agreement between the U.S. and the Philippines "/herein the former would 21. Veneration of spirits was common arqongrancient Filipinos. Memories:
withdraw and surrender-all rights and possessions, supervision, jurisdictions, dead relatives were kept alive through carved idols. This practice is cal
control or sovereignty over the Philippines A . Cult of the dead C. Nature of Worship
A. Treaty of General Relaiions C.' Treaty of Withdrawal of Authority B. Mass of the dead____________Q. D i v i n a t i o n ------------------
------BrTreaty- of Sovereignty D. Treaty of Surrender 22. He promised to make this country-great again and ruled for about twenty \
ifi. American Governor-General in whose administration saw the resignation of all A. Diosdado Macapagal C. Hamon Magsaysay _
Filipino cabinet members, thus precipitating the cabinet crisis" 8 . Ferdinand Marcos D. Canos Garcia
A. Cameron Forbes C. Elwell Otis ; 23. In the Death March" prisoners were forced to march from Bataaatoihis pla
B. Benjamin Harrison D.'. Leonard Wood. A. Sta. Maria, Bulacan CL Lipa, Batangas
-17. The Propaganda Movement was'example of the Filipino's expression of B. Imus, Cavite D. San Fernando, Pampanga
Nationalism. However, most people of today doubt the nationalistic intention of 24. Who among the following became the chairman of the first Philippine
the propaganda due to its non-advocacy of Commission? ........
A. Assimilation A. William H. Taft C.^Jacob Shurman
B. Reform in the administration B. Dean Worcester D. Luke Wright
C. Generation of the Philippines from Spain 25. After the Filipino-American War, the Americans imposed restriction on Filipinos.
D. Annexation of the Philippines The 10 year period was referred to as period of suppressed nationalism and
18. Which of the following was the greatest naval battle in history during Japanese one policy during this time was reconcentration. Which of the following refers
occupation of the Philippines? -r *. 'to reconcentration? '
A; Battle for Leyte Gulf C. Battle of Samar k. Formulation of Federal Party
' B. Battle of Surigao Gulf D. Battle of Cape Engano B. Capture of rebel leaders- .
19. This law provided that American good of all kinds and in unlimited quantities C. Restriction in membership in armed band
could enter the Philippines free duty D. Settlement of Filipinos on one area .
',A. Payne-Aldrich Act C. Hare Hawes Cutting Act
B. Tydings McDuffie Law D. Jones Law
20. The conflict among the. most powerful countries gave way to the start of
Japanese period which caused damages to the Philippines. In your own opinion,
how can you prevent conflicts-with other people?
A. Respect Individual differences
B! Believe that you are superior than others
C. Impose your principles in life to others
D. Avoid sensitive topics ;
Prof. Rc- Mcdio.s C . Ong P8U LET

G eneral Education
Social Science - P hilipp ine H istory
8 . The oldest University in the Philippines founded by Dominicans in 1611 is

A. Ateneo de Manila C. San Ignacio
PART III - ENHANCING TEST TAKING SKILLS
B. San Juan de Letran . D. Santo Tomas
9. In 1565 Legaspi concluded a blood compact with the chief of Bohol named
A. RajaTupas C. Sikatuna
1. The public announcer of the barangay who announces the promulgation of
B. Rajah Sulayman D. Lakandula
the new rules and regulations..
10. Sporadic uprisings started as early 1574 by Lakandula and Sulayman were
A. Trial by Ordeal V C, Umalohokan
followed by Magalat, Tamblot, Bankaw, Dagohoy and Diego Silang. These
B. Judicial '~tf. Succession
revolts were merely failure. In your own opinion how can you prevent sporadic
2. The practice-olhaving surnames was started during Spanish regime through
revolts to become failure. -----------------
Ih e order ot
A. Initiative C. Respect for others
A. Governor Gen. Claveria C. Governor Gen. Dela Torre .
-* B. Notional Unity D. Hospitality .
B. Governor Gen. Polavieja- D. Governor Gen. Juadrones
11. If a freemen married a dependent their only child would become
3. Which of the following sporadic uprising is considered as the longest revolt?
A. a freemen C. noble
A. Bankaw C. Tamblot
B. dependent _ D. half free and half dependent
B. Dagohoy D. Magalat
12. He is known for his Philippine 2000" which is meant to make ttie Philippines
4: The form of government established by Aguinaldo was changed from dictatorial to
as an economically developed country.
A.democratic- C. republic
A. Ferdinand Marcos C. Diosdado Macapagal
B. socialist D. revolutionary
B. Fidel Ramos D. Joseph Estrada
5. The first Filipino who effectively'fepelied Spanish aggressor was
13. Which of the following example shows the heroism of the Filipinos during
A. Humabon- C. Lapu-Lapu
Japanese period in the Philippines. ____________________
............... B;Sulayman---------- ------ D. Lakandula
A. Support for KALIBAPI C. Defending Bataan
6 . Which of the following does not belong to the social transformation that took
B. Being a Makapili D. Cooperation with the kempetai
- place as a result of Spanish colonization.
14. "The Man of the Masses", he promised to give the common tao justice
--------; A: "Adoption of fiesta-to-honorpatron saints
A. Manuel Roxas C. RamOn Magsaysay
_____ __________ R Giving S p a n is h su rn a m e tn F ilipinns
B. Elpidio Quirino D, Cooperation with the kenpetais
C. Introduction of Gregorian Calendar
15. For two centuries the chief source of official and individual income in the
D. Introduction of crops and fruit trees- that came from Mexico
Philippine was the
7. The Filipino is a product of a mixture of .races and blending of Eastern and
A. Gbias Pias C. Royal Company of the Philippines
Western culture but he is basically a
B. Tobacco monopoly . D. Galieon trade
A. Mestizo C. -Indonesian
B. Chinese D. Malay
P & M f NU t s : R e v ie w er ' '

General Education. Social - Philip p ine H iston
16. First woman President who restored democracy in the Philippines as an 23. What have been the negative effects of the Christian orientation of the
economically developed country. Filipinos by the Spaniards in terms of their attitude towards life?
A. Melchora AquinoC. Imelda Marcos A. The Filipinos tend to be resigned to fate that befall them.
B. Corazon Aquino - D. Gregoria de J e su s . B. The Filipinos became spiritual.'
17. The Spanish official who was empowered to remove, suspend- or impose G. ' The Filipinos became charitable: ---------------- ; ' ~"
penalties-upon erring officials D. The Filipinos became conscious of. theiLmoraLxesponsibilities,-----------
------ -A tVisitedor general----------------------------------- : C.Gobernadorcillo 24. Barangay was the unit of government during pre-colonial period. Which of the
8: Governor-generalD. Corregidor following does not describe to the form of government in the colonial period?
18. In order to show that God always took the side of the innocent the early A. Centralized government .................................. ........
- Filipinos'resorted'to trial B. Civil government
A. by number of witness C. by verbal ability C. Puppet government
B. by ordeal D. by jury D'. Democratic Republic government
19.'Who was instructed to prepare the groundwork for the gradual Filipirrization 25. The president famous for the Filipino First Policy and Austerity Program is
of the government? A. Ramon Magsaysay
A. Hare-Hawes C. Taft _B, Diosdado Macapagal
B. Schurman 0. Tydings McDuffie C. Carlos Garcia
20. The Cabinet member of the Quezon administration who was told by the D. Manuel Roxas
President to stay and meet the Japanese while the latter would flee to
Corregidor -
A. Benigno Aquino Sr. C. ' Jose P. Laurel
______ ELJoseAbad-Santos D. Jorge Vargas
_ 2T:The meaning of "Kempetai"
A. Military Police C. Japanese soldiers
B.^ Military Agent D. Guerillas
22. The American introduction of the democratic ideas made Filipinos aware of
their rights as citizen of the Philippines. Which of the following rights shows
abused of freedom?
A. Right to vote during elections
B. Right to be elected to office
C. Right to express grievances through demonstrations even if traffic is disrupted
D. Right to own properties anywhere in the Philippines
Pror. R^metlios C. O n ^ . P f t U LE T R e v i e w e r
Soda.' Science - Basic Econom ics with A.gtariaD Reform General Education
Basic Economics
PART 1- C O N TE N T U PDA TE .
i. ECONOMICS
with Agrarian > Olkonomia: Greek word meaning management of the household"
> is a Social Science concerned with how individuals and society choose to
use its scarce resources to achieve maximum satisfaction, of human material
Reform wants.
> Economics is the social science that studies the^rodurtlonr distribution,
and consumption of goods and sendees
Prepared in : Why study economics? '*

> P rof. J e r i c t C . Ferrer arTd Dr. Benjam in M , D o m in g d J, J r *
1. To team a new way ef thinking: Cost and benefit thinking
1. Scarcity is the natural limitation of resources that nature and previous
Competencies: generations have provided.
2. Opportunity cost the cost or value of the next best alternative or choice
That which we 'forgo or give up, when we make a choice or a decision
: .1. Familiarized the Philippine economic No such thing as free lunch
3. M arg inaiism : in .weighting the cost and benefit of a decision, it is
conditions with respect to taxation, important to weigh only the cost -and~t>enefitth at arises'from the decision
; land reform and cooperative as well as 2. To understand society
; to the growth of gross national product. 3. To understand global affairs
4. To become an informed voters ~ ~
_ 2 , Apply the fundamental economic ..Tools in Economics: Theories and Models

principles to current economic
conditions of the Philippines. Assumption: principle that economists use to simplify reality and -make the
world easier to understand One important assumption used in economics is
S o 'aii .>.;icria; - iiuok i^ o jr im ic s . K g r s ir iu ft Reform
ceteris paribus or all-other things being equal or constant it helps us simplify Economic Systems
reality in order to focus on-the relationship that we are interested in..
1. Market System: This is also Known as laissez-faire economy or free market
Variable: a measure that can change from time to time and from observation economy. In this type of economy individuals and firms pursue tfieir own self-
to observation, e.g. price, income, inflation, GDP, GNP ____ . interest without any central direction or re la tio n . ~~
2. Command Economy: The basic economic questions are answered -by-a-
Theoqs-a-statement orset-of-relateil sldlmiiailb atm traose and effect, action central government or planning agency. Through a combination of government
and reaction . ' ownership of enterprises and central planning the government dictates the
directions of the economy.
Model: a formal statement'of a theory. Usually a mathematical statement of a 3. Mixed Economy: A regulated market economy. The government plays a vital role
presumed relationship between two or more variables in the economy while allowing the market mechanism to govern the economy.
DIVISION OF ECONOMICS Production; the process of making goods and services to satisfy human material
wants and maximize profits
> Microeconomics - The branch of economics that examines the functioning of
individual industries and the behavior of individual decision-making units, that Factors of Production
is, business forms and households. 1. Land includes all resources found on land, and in the sea.
> Macroeconomics - The branch of economics that examines the economic 2. Labor can be (Mined as any kind of work, either mental or manual in nature,
behavior at aggregates - income, employment, output, and so,on - in a national which has the soie purpose of receiving rewards. According to Alfred Marshall,
scale. labor can be defined as any exertion that the mind or body undergoes, either _
partly or totally, with the view of earning some other good other, than the
BASIC ECONOMIC QUESTIONS pleasure derived from work itself.
3. Capital refers to the stock of goods made by the people to help them in the
J,). What to produce - The economic system must decide what goods and production of goals and services.
services to produce with its land labor and capital. 4. Entrepreneurship coordinates all the factors of production to produce goods
2) How to produce - The economic system must decide how to produce each and services.
good or service - determining what mix of land, labor, and capital to use in
productton methods to employ. How the Market Works
3) For whom to produce - The economic system must decide which members
of society will receive how much of the goods and services pfoduced - the M arket is a mechanism by which the buyers and sellers interact to determine both
prxess of allocating income. price and quantity of goods and services .
~ 1 ....T h u L E T R e v ie w e r
Social Science - Basic Economics with Agrarian Reform G enerd Educatior
Demand and Supply and Price Determination > Law of Demand: Ceteris paribus, when price increases, quantity demandei
increases, when price decreases, quantity demanded decreases. Relattonshii
Demand is a market expression of the cumulative willingness and ability of household is inversely proportional or negative
to buy different amount of product at different prices over a given period of time. - >. Demand Function is a mathematical expression of the law of demand.
Q d = a -b P
> Demand schedule is a table showing the different amount of a product that
households will buy at all possible prices. Exemptions tojthe Law of Demand
a. Giffen goods: a theoretical goods, when price increases demand also increases
Price of Choc-nut Quantities of Choc-nut Demanded b. Snob goods: when a lot of people buy the good, its demand dies down.
0 12
Factors of Demand - 7 _____
0.2Q 10 1. Changes in income
' 0.40 " 8 2. Tastes and Preferences:
3. Price of substitute goods
0.60 6
4. Price of complimentary goods
0.80 4 5. Expectation of future income, wealth and prices
1.00 2 6. Population
7. Seasonality
Demand curve: a graphical representation of the demand schedule. It is a
downward sloping curve. Determinants of Demand
1. Price leads to a change in quantity demanded, causes a movement along the
demand curve. ______
2. Non-price leads to a change in demand; causes a change in the whole demand
schedule and.demand curve.
Supply is a market expression of the cumulative willingness and ability of all firms
to sell different amount ot a proouct ardifferentprices over a given period of time.
> Supply schedule: a table showing the different amount of a product that firm
will sell at alf possible prices over a given period of time.
P M ti L E T R e v l e w f e t P r o f. J c r i c k C . F e r r e r a n il D r . B e n ia m i n M . D o m i n g e i l . J r .
General Education .
Price of Choc-nut Quantity Supplied of Choc-nut Factors of Supply

1. Cost of production
0 ' 0
- 2. Price of related goods _
0.20 2 3. No. of firms in'the industry ____
0 .4 0 ---------- -------------- ; 4-------- Seasonality (weather condition)
-----------------------8------------------; 5. "Expectation of future price
0.60 -
0.80 8 Determinants of Supply
1.00 ................... 10................ '-------- 1. Price - leads to a-change in quantity supplied, causes a movement along the
supply curve. .
> Supply curve is a graphical representation of the demand schedule. .It is an 2. Non-price - leads to a change in supply, causes a shift in the supply curve.
upward sloping curve.
Market Equilibrium
The objective of the market is to reach a state in which the quantity of goods
that producers are willing and able to supply and the quantity of goods that
buyers are willing and able to buy are equal at the same price.
Equilibrium refers to a state in which at the one and only price quantity supplied
is equal to quantity demanded. ^ *
Price of Choc-nut Quantity Demanded Quantity Supplied

0 12 0
0.20 10 ' 2
0.40 8 4
0.60 6 6
0.80 . 4 8
> Law of Supply: ceteris paribus, when price increases, quantity supply 1.00 . 2 10
increases, when price decreases, quantity supply decreases.
> Supply function Is mathematical expression ofthe law of supply. Q s=a+bP
Prof. jcrick C. Ferrer and Dr. Benjamin M. Domingcif, jr. PNU LET R eview er M S
Social Science - Basic fceonem ki'vkh Agrarian Reform * General Education
PRICE | * E = % change in Qd
% change in P .
% change in QcT= Qd2 - Qd1

Qdl + Qd
2
% change in P = P2 PI
PI + P2
2
Value Type of Elasticity Interpretation

1 Unitary % change in Qd = % change in P
Disequilibrium Condition > 1 (greater than 1) Elastic % change in Qd > % change in P
1. Excess Demand : Qd > Qs = shortage
< 1 (less than 1) Inelastic % change in Qd < % change in P
When quantity demanded exceeds quantity supplied, price tends to rise.
When price rises, quantity demanded increases and- quantity supplied
Determinants of Price Elasticity of Demand
decreases until equilbrium is reached.
2. Excess Supply : Q d< Qs = surplus / glut
When quantity supplied exceeds quanity demanded price tends to fall. 1. nature of the good: If the good is luxury, more elastic; if the good is
When price falls, quantity supplied will likely decrease and quantity " ' necessity,inelastic or less elastic
demanded will likely .increase until equilibrium .is reached. 2. availability of substitutes: More substitute, more elastic, less substitute, less
elastic
Price Elasticity . a. snare in the consumer's income: If the share is small, inelastic or less
Measures the responsiveness of demand and supply, whenever nrice changes." ---------elastic; if the-shafe-is-bkHnore elastic - . -
Price Elasticity of Demand; The ratio of the percentage change in quantity 4. adjustment time available:-If the adjustment time is short, inelastic or less
elastic: if the adjustment time is long, more elastic
demanded to the percentage change in price.
IE? R aview sr
General Education
M a rk e t Regulation: Price Control Measuring Growth: National Income Account

Gross National Product (GNP)
A Reasons for Price Control The total market value of all the goods and services produced by a natior
1 . The usual reason for the government to r.nntrnl the prir.a nf gnnris_and. w-a-giverrpriod .
services is fairness". * ' Gross Dnrnfistir-Emcfimt /GDP1
2. Emergency situations, o . Measures the total market value of all the goods and services produced in
the country
B. Types of Price control _____________
1. Price Ceiling: people think that the market determined price is very high Approaches to Measuring GOP
and the sellers are greedily amassing huge profit at their expense, thus, 1. Expenditures approach - adding up all the value of all the final goods and
price is it always set bekrn tie market determined (equilibrivm) price. services spent during a given period.
2. Price Floor: sellers think that the prevailing market determined price is Private consumption (C)
too low for them to recover their production cost or earn a profit. Price is Government consumption (G)
usually set at any price above the mari<et price (equilibrium price). Gross Private Investment (I)
Net Export (x-m)
Different Market Structures C+l+G+(x-m)
1 . Perfect Competition: there are many small sellers in the market, thus, nobody 2. Income approach - measures the total income earned by th^"factors of
r control^ the price.-Sellers are said to be price takers. ' production.
2. Monopoly: there is orriy one seller in the market; price is determined by the 3. Production approach/ Value Added approach - adding up the contribution of
seller. -- : the 3 major sectors of the economy; agriculture, industry, service
3. Oligopoly is a market where there are few big sellers colluding with each other.
4. Monopolistic competition: involves a few sellers supplying the market with Macroeconomic Concerns
different types of brands of the same product and capturing a specific group of Business Cycle: The cycle of short-term ups and downs of in the economy
-buyers for a particular brand erf product. Recession: a period during which aggregate output declines for two
5. Monopsony is the reverse of a monopoly. There is only one buyer for a consecutive quarter
particular good or service. Depression: a prolonged and deep recession *
0 *
Inflation is a sustained and general increase in prices in all or nearly all the
Macroeconomic Studies markets in the economy
Deflation: a sustained and general decrease in prices in all of neariy all the
Circular Flow Diagram of Economic Activities: a visual model of how the markets in the economy .
economy works as a \tfiole '
Prof. Jcrick G. Ferrer and Dr. Benjamin M. Domingci], Jr. P W LET R eview er
....................... ' ......
General Education
S o c ia l S ciSn cc B a s ic Econo u \ ! i Re/orm
II. ' t a x a t io n
Types of Inflation *
1. Demand-pull inflation - state of excess aggregate demand
Meaning
2. Cost push inflation - caused by a significant and continued increase in some
' It is an inherent power of the state to impose and collect revenues to defray the
. cost of production (labor, raw materials, profit)
necessary expenses of the government.
It is compulsory contribute imposed by a public authority irrespective of the
Effects of Inflation -
amount of services rendered to the.payer in return.
1. Decrease in the value of money (Purchasing Power of the Peso)
It is compulsory level on private individuals and organization by the government
2. inflation loser
to raise revenue to finance expenditure on public goods and services.
Fixed salary worker and retirees living on pension
Creditors and savers
PURPOSES OF TAXATION
3. Inflation gainers
Speculators ' -----------------, collect revenue for the government
People with flexible income redistribute income
correct an adverse balance of payments
Debtors
v * check consumptions of goods which are considered undesirable
protect local/infant industries
Government Role in Combating Inflation
influence population trends of trade
> Fiscal Policy - is the manipulation of government spending and imposition of
reallocate resources
taxes.
create a sense of identity
a. Expansionary fiscal p o licy - this is commonly known as pump priming
the economy characterized by a decrease in tax rate and increase in
Sources and Origin of Taxation
government spending to spur growth and employment.
The Constitution
b. Contractionary fiscal policy causes an increase in taxes and decrease in
Statutes or Presidential Decrees
government spending to combat inflationary pressures in the economy.
Bureau of Internal Revenue regulations
Judicial Decisions
> Monetary Policy - manipulation of savings and investment of the financial
sector to achieve the twin objectives of the macroecenomy Provincial, Municipal and Barrio Ordinances
Observance of Intematignal Agreement . .
a. Easy money policy- increase in the supply of money-(MS) in-tlie economy
'to spur growth and increase economic activity_______ _______________1 i Administrative Ruling and Opinions
b. Tight, money policy - decrease in the supply of money (MS) in the economy
to fight inflationary pressure
TT
E E M p NU LET H eêw er
S o d a * .j c i d v - v - i 3 a .? ; c i:c - .> n o m i c s w i x t i :a r ir ilc t o r m
.
Object of Taxation _ * . Characteristic of a Sound Tax System
, Persons: whether"natural or juridical Efficiency - must generate revenue greater than the amount of money the
' Property pf any kind government must spend to collect taxes.
Transactions, interests and privileges Equity - individual and groups belongingto the same income bracket must be taxed
equally while those belonging to different income groups must be taxed differently.
Classification of Tax System . meaSUres and procedures that (will make it
Progressive Income Tax - the Higher the income the higher tfie tax rate...____ __ more coweoient for taxpayers to pay--------
.* proportional Tax - The tax rate is constant and unaffected by the level of Stability - tax system must not be too often or it will encourage tax payers to
income. withhold tax payment until a more preferred system is put in place.
Regressive Tax -T h e higher the income the lower the tax rate.
Classification of Taxes III. AGRARIAN REFORM

As to who bears the burden
Direct Taxes Republic Act No. 6657-T h e Comprehensive Agrarian Reform Law of 1988 which
Indirect Taxes was signed into law by Pres. Corazon Aquino
Types of Taxes AGRARIAN REFORM DEFINED

Direct Taxes
The burden cannot be shifted to the third party. ^ The redistribution of lands, regardless of crops or fruits produced to farmers and regular
Direct taxes areljased on income and wealth. farm workers who are landless, irrespective of tenurial arrangement to include the totality
In most cases, direct taxes are progressive in nature. of factors and support services desjaned to lift their economic status of tfie beneficiaries
Direct taxes are compulsory in nature. and all-other-arrangements alternative to physical redistribution of lands, such as
Examples: income tax, residence tax, real state, immigration tax, estate/gifl/ production, profit sharing, labor administration and the distribution of shares of stocks,
inheritance tax. which will allow beneficiaries to receive a just share of the fruits of the land they work.
Indirect Taxes
The tax burden can be shifted to the third party. PRINCIPLES OF AGRARIAN REFORM
Indirect taxes are based on expenditure and consumption. The policy of the state to pursue a comprehensive Agrarian Reform Program (CARP) to:
Ail indirect taxes are regressive in nature. To promote social justice
Indirect taxes are optional in the sense that they can be avoided. To move the nation toward sound rural development and industrialization
Examples: sales tax, import tax, VAT/EVAT To establish owner-cultivatorship of economic sized farms as basis of'
Philippine agriculture
- ...................................... -as.-ap tssssgisr
P ro t.Je ric k C . Ferrer and Dr. Benjam in M. D om ingcil, Jr. PfJli LHT R ev iew er W E
Social Science - Basic Economics with. Agrarian Retortt; General Educacioi
COVERAGE OF CARP IV. COOPERATIVES

All alienable afid disposable lands of the public domain devoted to or suitable A free association of persons voluntarily joined together
for agriculture With common bond of interest
All lands of the public domain in excess of the specific limits as determined by . Legally constituted
the Congress Purpose of conducting an economic enterprise
All other lands owned by the governments devoted to or suitable for agriculture Owned, controlled and administered democratically
. All public lands, devoted to or suitable for agriculture regardless of the Making equitable contributions to the capital required
agricultural products raised or can be raised Accepting a fair share of the risks and benefits
Organized in accordance with generally accepted principles
RETENTION LIMITS
Five hectares for land owners NEW COOPERATIVE LAWS
Three hectares to be awarded to each child of the landowner subject to the Cooperative Code of the Philippines (RA 6938)
following qualification: .... .r , _ Z ----- Cooperative Development Authority (RA 6939)
o At least 15 years old Executive Order 95 and 96 issued by President Fidel Valdez Ramos.
o Actually tilling the soil or directly managing the farm
UNIVERSAL PRINCIPLES OF COOPERATIVES
BENEFICIARIES Open and Voluntary Membership
Agricultural lessees and share tenants Democratic Control
Regular farm workers Limited Interest on Capital
Seasonal farm workers Education/Training Funds
Other farm workers Continuing Membership
Actual tillers or occupants of public lands Cooperation. Among Cooperatives
Collectives or cooperatives
Other directly working on the land Typologies of Cooperatives -
According to Level of Cooperatives
Republic Act 9700: CARP Extension with Reform Law or otherwise known as Primary - members of which are natural
CARPER Law was signed on August 7, 2009 to extend the implementation of the Secondary-members of which are primaries
CARP, which ended upon the expiration of R.A. 6657 or the CARL on 2008. Tertiary - members of which are secondary upward to one or more apex,
organization *
LPT R eview ef Prof.Jcriek C. Ferrer and .Dr. Benjamin Ml>ommgciLJr.

General Education
According to Services Rendered * .

Credits
Consumer
Producers
Marketing. Cooperative- - 1. What does the maxim There is.no such thing as fresJwcklniBatil------------
_j Service-- . - A.' You havelO pay every tiuie you have lunch. ~ ___ _
Multipurpose . * B. All goods and serviees-have a p/fCS" : " "
According to Scope of Membership C. Nobody can have a free lunch'anywhere.
Institutional - Members are employees of a specific institution or corporation. 0. Every action and decision has a price that we need to pay^,.___
. Associations! - Members are those who have their own enterprise and belong
Option A , B, C are very literal interpretations. Option D is the correct answer as in
to specific sector, or organization. economics because of scarcity every decisions, choices and actions we make all entails
. Community-Level - Members are based on a defined geographical area. either a price that we need to pay or giving something in return.
2. Suppose while walking you found a P1 00.'If you choose to use the P100 to
watch a movie, what is your opportunity cost for watching the movie?
A. Nothing, you just found the money anyway.
B. P100, because you could have used the P100 to buy other things.
C. P100 plus the value of the time you spent watching the movie.
. D. Nothing if you really like the movie that you watched.
Option A B and D, assumes thaLthe-monoy ic flic value which is a

common thinking of many. Option C, is th eiw ect answer as /( recognizes a generally
accepted principle in economics that the real cost of everything includes what we have
given up to get it or its opportunity cost. The P I 00 is not the only thing that has value
the time you spent in watching the movie could have been spent on another alternative
productive activity. ________
3. What is the foremost effect of scarcity on how people live?

A. tt makes people very prudent in their spending.
B. Greed and selfishness are values that some people adhere to.
C. People face tradeoffs in everything they do and decide.
D. Environmental protection, has become one of the leading issues today.
Prof. Jerick C. Ferrer ;fn<i Dr. Benjamin M. Domingcil. Jr. = = Tr ~PMU LET R eview er
Social Scieoci: - B asic Economics whi; Agrariais Reform je n c r a l E d u c a r io r .
Option A, is very limited as it assumes money is the only thing that is scarce. Option B, 8. Which of the following statements is TRUE?
the values that people adhere to is not oniy influenced by Economics but by other things
A. Price is variable while qty. demanded and qty. supplied are constant.
like religion, culture, politics and so on. Option D, may be very timely but is only one
aspect of the concept of scarcity. Option C, is the answer as scarcity created a condition B. Price is constant while qty. demanded and qty' supplied are variables.
in which people will have to face tradeoff- that is give up something in order to gain C. Price in a dependent variable and qty. demand and supply are independent
another- every time they decide or make choices in life. Environment issues, greed and variables.
selfishness are all merely aspects or dimensions of this economic fact. D. Price' is an independent variable and qty. demand and supply are dependent
4. Economics is a science because variables;
A. It studies material objects only; 9. What best describes the demand curve?
B. Its a discipline under the Social Sciences. A. is downward sloping indicating a positive relationship between price and
qty. demanded. < __ __ ___ _
ft B. is downward sloping indicating a negative relationship between price and
5. What does the assumption ceteris paribus mean? qty. demanded.
A. All other variables are kept constant except the one being measured "* C. is upward sloping indicating a positive relationship between price and qty.
B. Some variables.are not included in the study. demaided.
C. We assume a perfectly competitive market. D. is upward sloping indicating a negative relationship between price and qty.
D. Ali variables are kept constant. demanded.
6. What is a market? 10. Which of the following are complementary goods?
A. a place where people buy and sell A. Coffee and tea C. Pencil and ballpen
B. a group of buyers and sellers of a particular good or service B. cellphone and sim card D. jeepneys and buses
C. a mechanism by which exchanges takes place 11. What is the relationship between price and quantity supplied?
0. both b and c A. Proportional . C, Parallel
j._j/vhatjldem and?................... B. negative D. Positive :
A. It is a market expression of the cumulative willingness of all household to 12. A new tax on imported milk was imposed by the government which resulted in
. buy different amount of goods and service at different prices. the decrease-of the supply of this product. What factor of supply is described in
B It ic the marliat avprnrrinn nf A p-m mnlatiup ability of all household tO buy thjs situation? .
different amount of ooods and services-at different prices. A. cost of production . C.-seasonality -------------- ---------------
C. It is the market expression of the cumulative wiliingness and ability of all B: expectation of future, price 0. price of related product
household to buy different amount of goods and services at different prices. 13. If the government succumbs to the pressure of militant groups to lower the
D. It is the market 'expression of the cumulative willingness and ability of all price of oil by setting a ceiling price what would likely happen?
household to buy different amount poods and services at different prices A. There will be a surplus of-oii in the country. *
on a given point in time. B. Therewfl!tasa shortage ofoil infinecountry and peoplewill have to fall in fineto buy.
"H U S & PHtf 1ST R eview er _ Prof. Jerick (. . ferrcr Her, jam in M . Donvinuo'ii. Jr.
C. The people will beuefit more frorQ the lowering of the price of oil. 18. What is the name of the global financial services firm that went bankrupt on
D. TJjerewill be no effect at all in the market for oil as the supply of oil is price September 15,2008 afld i.s'considered the biggest bankruptcy in U.S. histon/?
inelastic. . A. LehmanBrothers C. J.P. Morgan and Chase
14. A change in quantity demanded implies that B. American Investment Group D. Bank of America________ __________;
' A. There is a shift in the demand curve.' - ' . 19. Which is NOT a function of money?" T
B. . There is a changejg the slope of the demand curve. A. unit of account' ... .G.coeteêf-ewAange ;"
. There is,a movement along the existing demand curve. . B. store of value 0. tool against inflation .
" U I w i l l OfcTaiTupward sloping demand cun/e. 20. A period of general economic decline typically defined as a decline jn GDP for .
15. What would likely happen if the minimum wage is increased without any two or more consecutive quarters is called _ ......
corresponding rise in the level of productivity? . A. Depression C. Inflation '
A ~ It Increase the welfare of the workers as they will have more' money to take B. Recession D. Stagnation
home to their family. 21. A process or means by which the sovereign, through the law-making body,
B. It will increase unemployment as many companies will resort to lay-offs or raise revenue to defray the necessary expenses of the government.
even shut down theif operations. A, Tax C. Assessment
C. The government will have to increase also the wage of government 8. Penalty D. License
employees. _ 22. The term is used to describe duties payable on goods, whether imported or
D. Many OFW will return to the country to work. * exported.
16. What is the likely effect of the government's policy on illegal drugs to jail the A. Subsidy _ .C. Tariff * -
pusher and save the user? . - B. Revenue D. Assessment
A. The supply of drugs will decrease as the pushers (suppliers) are in jail. 23. The use by tie taxpayer of illegal or fra.udulent-roean4e-defeat-orlessgirth5~
B. The demand for drugs will decrease as the shortage of illegal drug will payment of a tax. . '
-------makeitveryexpensive. A .' Tax evasion C. Tax avoidance
"C". The policemen will have a hard time identifying whether someone is only a B. Tax deduction D. Tax credit
user or a pusher. 24. The exploitation by the tax payer of legally permissible alternative tax or
0. The demand for illegal drugs will remain the same as it is price inelastic . methods of assessing taxable property or income.
and will likely increase drug related crime like robbery, theft, and others. A. Tat evasion - C, tax avoidance
17. This happens when the government spends more than it earns from revenue B. Tax deduction D. tax credit
generating activities. 25. A kind of tax on the right of the deceased person to transmit his estate to his.
A. There is a budget cut.C. There is a budget surplus. lawful heirs of beneficiaries.
B. There is a budget deficit.D. none of the above A. EsfateTax C. Privilege Tax
B. Inheritance Tax D. Transfer Tax
? ( ) LET f t m i m w e r
Soda] Scicncc- - B a sk Economics with Agrarian Reform General Educatior
3. Some Congressmen want to reduce cigarette smoking by increasing the so

P A R T III - E N H A N C IN G T E S T T A K IN G S K ILLS called "sin tax. It will probably take a large increase in the. tax .to make <
difference because
A. demand for cigarettes is inelastic.
1. The policy of the state to pursue a Comprehensive Agrarian Reform Program B. demand for cigarettes is elastic.
is clearly stated in its policy to C. supply of cigarettes is inelastic.
A. promote human rights. D. supply of cigarettes is elastic.
B. establish owner-cultivatorship of economic size farms.
Sin taxes are tax levied on goods and services that are Seenas vices like cigarettes
C. move the nation toward sound urban development and industrialization. and alcoholic beverages. Since most ofproducts have an addicting effect it is generally >
D. Free the tenant farmers from the bondage of the soil. accepted that even If the price of this product increases peoptejytoslready started
the habit of consuming this product will stilLconsume-almost-tho same omomtc tftr
Option A forms part of the Universal Declaration of Human Rights embodied in the U.N. Thus, demand for this product is said to be less elastic or inelastic. Option C, is the
charter optinn.c is a process related to Industrialization of urban centers as a vehicle correct answer. Options C and 0 pertain to supply and given the above situation It wilL,
towards development and progress and completely a departure from agrarian reform not affect much the suppliers. -
which usually deals with rural development. Option D is an incomplete answer sfnce it
desctibefonly land reform and not agrarian reform. Option 8 is the most logical choice 4. Jhe retortion limit to be awarded to each child of the landowner is
as it embraces the state policy on agrarian reform. A. three hectares C. five hectares
- B. four hectares D. six hectares
2. What does this principle of equity in taxation provide? 5. The type of cooperative which promotes thrift among members and creates
A. Taxpayers should be taxed according to their professions and status in life. funds in OFder to grant loans for productive and provident purposes is called.
B. Taxpayers regardless of income should pay the same amount of tax: A: Credit cooperative C. Service cooperative
C. Taxpayers that are similarly situated in life should be taxed similarly. B. Producer cooperative D. Consumers cooperative
D. Taxpayers who do not have permanent jobs should pay less tax. 6. Which of the following describes marketing cooperatives?________ . . . -
A. They distribute products of members to both members and non
Option B, is m t equitable as high income people will pay the same amount as those members.
with low income. Options C and D, gives unclear and not definitive criteria for taxation B. They coordinate with other cooperatives in mark in g fho pmr^^c-oL.
situation in life and can mean many things which might not be applicable to taxati'on
which clearly involves monetary aspects. The status of employment on the other hand members. '
Wes noUetiect the levql of income of the taxpayers; some non-permanent workers C. They undertake joint production of goods whether agricultural or
_ ânLWOtS-than-permanent omsrQptionA is the clear answer as the kind ofprofession industrial.
and status in life determines the level of income of the taxpayers that should be the 0. They engage in the supply of production inputs to members-and market
subject of taxation. their products. .
IPNU LET R eview er Prof. Jerick C. Ferrer and Dr. Benjamin M. Domingcil. Jr.
General Education
Social Science - Basic Economics with Agrarian Retor.
7. The Comprehensive Agrarian Reform Law of 1988 stipulates that the 14. The "market basket" on which the consumer price index is based is composed of
. retention limits of landowner is . .
A. raw materials purchased by firms. . ...... : :------------
A. 5 hectares C: 8 hectares .
B. total current production. . ' ____________
W m ta m ------- 1 i_cr~ ( hectares ~
C. products commonly purchased by typical consumers. '
a. The Comprehensive Aprnrinn Rftftirm I aw -oH 988 is also known as
Q, none of the above
A. Republic Act No. 6 6 6 2- C. Republic Act No. 6657
15. What is the likely reason why the Philippine GNP is always bigger that its GDP? .
B. Republic Act No. 6673 D. Republic Act No. 6654
A. Foreigners are producing more in the Philippines, than Filipino OFWs are
g, Taxable incomeis derived from- -- -
producing abroad.
A. Net income less additional exemption
B. Filipino OFW are producing more abroad than foreigners are producing in
B. Gross compensation income less withholding tax
the Philippines.
C. Gross income less total exemptions
C .' Salaries of workers abroad are bigger than in the Philippines.
,_D . Gross income less personal exemptions
D. The government is not doing enough to achieved growth in the country.
10. It is an economic union of nations that constitute a single market and uses a.
16. Because of the substitution effect' on demand, when the price of coffee increases
single currency called Euro;
A. People will use less cream and sugar.
A. ASEAN C. European Union
B. People will be able to afford less coffee because their buying power has
B. WTO D. OPEC
. . decreased. _
11. These .cooperatives provide vital service to the general public such as
C. People will drink tea instead.
' transportation, health, and housing service.
D. People will use less costly coffee beans and other ingredients; ' _ ..........
A. consumers cooperatives___ CL. credit cooperatives
17. When price rises at an extraordinary high rate, it is called
^ a. service-cooperatives ~~ - D. Production cooperatives
A. Inflation C Hyperinflation
12. Of the following, the factor that would cause an increase (shift to the right) in
B. Deflation D. disinflation
supply is -'
18. Monopofy results because of
A. Improved technology
A. Barriers to entry into the industry
B. Lower labor productivity
B. Greed by the seller
C. Increased price of substitutes
C. Lack of interest by potential competitors
D. Increase demand
D. All of the above
13. The main reason why OPEC has been unable to keep oil prices high is that
19. What government agency is to e d to manage the monetary policy of the country?
A. Demand tends to become more elastic in the long run.
A. Department of Finance
B. Supply tends to be more elastic in the long run.
B. Department of Budget and Management
C. Government regulations have prevented it.
C. National Economic and Development Authority
0. Consumer boycott has driven the price down.
D. Bangko Sentrai ng Pilipinas
Prof. Jerick C. Ferrer and Dr. Benjamin M. DomingciJ,Jr.
PMl) LET R eview er W B
Social Science Basic Economics with Agrarian Reform
20. Economics deals with the utilization of resources. How do we describe these
resources?
A. Abundant C. Human
B. Natural D. Scarce
21. The power of taxation is primarily and exclusively exercised by
A. Congress C. Bureau of Customs
B , President D. Senate
22. It is a uniform tax imposed on sale of goods or service as they pass along the
production and distribution chain.
A. Exercise tax C. Inheritance tax
B. Value-added tax D. Tariff tax
23. A public market for the trading of company shares and other derivatives is
called
A. Money market ^ C. Stock market
B.'Portfolio market "* ~ D. foreign exchange market
24. Which law extended the implementation of the CARP for five more years?
A. RA6662 C. RA9700
B. RA6654 0. RA9850
25. Which law created the Cooperative Development Authority?
A. R.A.6993 C. R.A.6939
B. R.A.6938 D. R.A. 6983
2 9 8 PMD LET R eview er

General Education Sotfai Science - Society a n d TJtiimre witlj F a m ily Planning
P A R T ( - C O N TE N T UPDATE
I. Sociological Perspective and-Methods
A. Definition of Sociology 64
Family Planning Sociology is the systematic study of human societies, particularly modem,
industrialized systems. (Macionis, .2004). At the heart of sociology is
a distinctive point of view known as the sociological perspective. The
P repared by:
perspective incorporates the use of scientific principles and procedures
Prof. M in d a J. C a b ilao Valencia an d Dr. D ion y V. Varela in the study of patterns of social behavior and on how groups influence
individuals and vice versa.
The sociological pierspective also invrtves the use of what C. Wright Mills
Competencies: (1959) called the sociological imagination. For Mills, the sociological
imagination is a "quality of mind - a perspective that enables us to see
ourselves and the society around us from a distinct sociological point of
1. Comprehend the basrcr concepts, view. By this Mills meant that the sociological imagination allows people
theories, and perspectives which to comprehend the relation between Biography and history. It is an
relate to. society, culture, and family awareness of how events In personal life are often shaped by social forces.
planning. Benefits of the sociological perspective
- It challenges familiarity and common sense beliefs.
I."
2. Recognize cultural elements that are - It broadens, personal views and helps people appreciate their
opportunities and limitations.
distinctly Filipino. - It empowers people and encourages active participation in society.
. - It recognizes social diversity.
\ Miiuta l. Cabiiao Valencia .md Dr. Dionv V. Varcia

S i i c i j i S c i c i i e t - 13 _.id Culture with Family Planning General Education
tfin 2. Social Conflict - a macro-oriented paradigm that views society as

an arena of inequality and conflict. The society is shaped J>y the
Sociology's origin can be situated in the context of changes that created" . interest of the powerful and dominant groups and the antagonism of
the modem world. The scientific, economic, and political transformations opposing classes and groups struggling over the distribution of scarce
during Die eighteenth and nineteenth centuries focused peoples attention resources. Its main precursors are W.E.B. du Bois and Karl Marx.
on how society and institution operate. 3. Symbolic-lnteractionism - a micro-oriented paradigm that views
society as the product of eveiyday social interactions. It emphasizes
C. Early Sociologists that human behavior is influenced by definition and meanings that are
created and maintained through symbolic interaction to each other.
Auguste Comte (1798-1857) This framework has roots in the works of Max Weber.
- father of sociology; coined the term sociology: socius" (partner),
. logos (study); positivism E. Sociological Investigation
Kail Mane (1818-1883) ......... ......
- class conflict/ struggle A sociologist investigates society by asking distinct' questions and
Herbert Spencer (1820-1903) attempting to fiQd the answers by. systematic research. *
- - sociaMarwinism/evolution
Emile Durkheim (1858-1917) 1. Types of Research
- group forces; social integration a. Basic research - deals with the development of empirically-based
Max Weber (1864-1920) theory.
- bureaucracy b. Applied research - deals with evaluation and action.
2. Methods of Research
D. Theoretical Paradigms a. Participant-observation or fieldwork - researcher both observes
and participates in the activities of the community or peopie being
1. Structural-functionalism - a macro-oriented paradigm that views studied! The researcher also spends lengthy periods of time in the
society as a complex system whose parts work together to promote ' setting1.While fieldwork generates more in-depth information than
integration and social stability. It emphasizes the elements of cohesion, other methods, it can only be used to study relatively small groups
shared values, and equilibrium as bases of social order. The proponents' or community.
of this paradigm are Auguste Comte, Herbert Spencer tmne uurkheim, b. Survey research - researcher sends or-gives questionnaires in.
and Robert Merton: . - -------------------- ------ ----------------MervieW31oa group of people or samples of a larger population. .
It allows the collection of data on large numbers of respondents.
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f e i t ' J t i PWU LET Reviewer-' Prof. Minia 1 C abiiao Valencia and Dr. D iony V. Varela
General Education * Socialîriencc - Socierv anti Cuinire with Family Piannflig
The data may, however, be superficial. .3) Laws are formalized social 'norms enacted by people who are
c. Documentary research - the method is applicable for acqu vested with political and legal-authority,
historical data. The researcher is dependent, nonetheless, or b. Values include a person's ideas about worth and desirability.
availability of s o u r c e s .------------------------ ------------ ; g7 "Beliefs are a persons conception or ideas about the surrounding
d. Experiments - researcher attempts to test a hypnthesis_u -------------------: world.
highly controlled conditions. While this method is easy to repl'ti
there are aspects of social life which cannot be studied C. Characteristics
laboratory.- -.1 . ...... ....... ................
1. Culture is learned.
2. Culture is shared.
II. C ultu re 3. Culture is dynamic.
4. Culture is adaptive.
. A. Definition 5. Culture is integrated.
The classic definition of culture is provided by Edward Tylor who descri D. Issues in Understanding Culture
it as tfiat.complex whole which includes knowledge, belief, art, ntor
law, custom, and any ottier capabilities andjiabits acquired by man a 1. Language is a system of symbols that allows people to communicate
member of society* (Kottak, 2011). Encuituration is the process of learr with one another and ensures the continuity of culture.
aculture. _____2. Cultural Diversity (Macionis, 2004)
: . a. High Culture - cultural patterns that distinguish a societys elite
B. Components b. Popular Culture - cultural patterns that that are widespread among
a societys population
1. Material Culture - refers to the material objects Jiat people ere c. Subculture - cultural patterns that set apart some segments of a
and use. . society's population
2. Non-Material Culture - refers to the intangible world of ideas t d. Multiculturalism - a program which recognizes the cultural
people create. diversity and the equality of all cultural traditions
a. Social Norms - rules and expectations that define what e. Counterculture - cultural patterns that strongly oppose those-
acceptable in a social situation. widely accepted within a society
1) Folkways are customary rules of conduct.
2) Mores refer to special folkways which involve moral or ethii
values.
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3. Cultural Change (({. Society and Social Structure

a. Cultural Lag - time lag between a change or innovation and
accomplishment of the social and cultural adjustments A.- Society - refers to interacting individuals sharing a common culture.-
b. Culture changes by invention, innovation, and diffusion. An
invention is the development of something totally new, while an Types of Society
innovation is an improvement on something that already exists. a. Non-industrial: hunting and gathering, horticultural, pastoral, and
Diffusion is the spread of cultural traits, from one to another. agricultural societies
4. Cultural Relativism, Ethnocentrism, and Xenocentrism (Kottak, 2011) b. Industrial and post-industrial societies
a. Cultural Relativism - evaluates a culture by Its own standards.
b. Ethnocentrism - evaluates another culture by the standards of B. Social Structure - refers to patterns of interaction and networks of
one's own culture. --------- relationship in a society. Its elements are as follows:
c. Xenocentrism - refers to preference for foreign things.
1. Status - social position of an individual:
E. Filipino Society and Culture v Ascribed status - social position assigned to the individual -* ,
Achieved status-social position which an individual assumes and
1. Develppment of Filipino culture reflects personal ability and effort
a. Asian - Master status - shows a person's social identity and shapes a
b. Western persons life
2. Basic Element of Filipino Society and Culture 2. Role - behavior expected of someone who occupies a particular status
Kinship group is a system of social relations based on blood, and - Role conflict - conflict between the roles associated with two'or
marriage a affinity. more statuses
3; Filipino View-of the World (Panopio and Rolda, 1992)__ __ - Role strain - tension tjetween roles associated with a single status
- Filipinos believe that the universe consists of the upper world ......3. Institution - cluster of norms which perform certain social functions
(dwelling place of gods and angels) and lower world (dwelling 4. Group is composed of two or more persons who share a common
place of humans and environmental spirits). _______ pattern of social interaction. Generally, a social group regardless of-its
4.. Other Characteristics of Filipino Culture_________' . nature has the following characteristics:
. Smooth interpersonal relations (SIR), Tiiya (shame;, uiang na lootr ^ p e r m a n e n c e beyond meetings '
(reciprocity), bahala na, respect for elders, hospitality, personalistic- - means for identifying and controlling members
cyclic time orientation, close famiiy ties, amor propio - mechanism for recruiting new members.
- goals or purposes
- statuses and roles for members
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Types of group _D. Resocialization and Total Institution . "

1) in-group vs Out-group . r
2) Formal vs. Informal group Resocialization - refers to radically changing an individuals personality b;
. 3) Primary vs Secondary groups controlling the environment. (Macionis, 2004) 1 .
4) Gemeinsctiaft vs Gesellschaft
------------ -Tntai institution - a sfittinp in which oeoole are isolated from the rest o
society and manipulated by an administrative staff. (Ibid)
IV, S o c ia liza tio n
Socialization is a process by which individuals develop their potential and V. Deviance and Social Control
acquire culture. /
. A. Deviance - norm violations which range from simple breaches of etiquette
A. Understanding Socialization to serious violence
1. Nature vs Nurture debate B. Social Control - attempts by society to regulate or direct people's attitudes
2. Sigmund Freud's Model of Personality: id, ego and super ego and behavior
B. Socialization Agents C. Explanation of Deviance

* *
- Family 1. Caesare Lombrosos biological research
- School 2. Structural functional paradigm
- Peer groups . -------- a 1-miltg^nrirkhRhn-- -dsviannfi performs certain functions in the
- Mass media society.
b.. Robert Mertons Anomie Theory-the extent and kind ofdeviance
C. Socialization and the Life Course depend on whether a society provides the means to achieve
cultural goals.
1. Childhood c. Richard Clowards and Lloyd Ohlins Deviant Subcultures
2. Adolescence the greater motivation to violate norms will result in differen-
3. Adulthood. patterns of deviance depending on the availability of illegitimate
4. OldAge opportunities in the neighborhood.
P r o f . M i n d a i. C a b i i a o v a ie n c *;! anti. D r . D io n y V. V arela P ~ N u T sffie v ie w e r M l B

Social Science - Society am! Culture with Family Pisuur.og General Education
3. Symbolic interactionism . B. Class conflict

a. Labeling Theory - deviance depends on peoples reaction to a C. Social mobility
person's behavior, not in the behavior itself. D. Social distance
b. Edwin Sutherland's Differential Association Theory - deviance 3. Theories of Social Stratification
depends on the individual's frequency and intensity of interaction a. Davis-Moore thesis - social stratification Is universal and important for
with others.. the operation of a society.
4. Social conflict b. Karl Marx - social stratification causes social conflict.
Based on Karl Marx ideas, deviance reflects social inequality. Laws c. Max Weber-social stratification takes the form of a'multidimensional
and social norms reflect the interests of powerful members of society. hierarchy rather than distinct classes.
Social injury caused by the latter is less likely to be branded as
criminals or deviants-....................-------- -
VII. Institutions
VI, Social Stratification v Institution - pattern of norms associated with major societal goal, value, or need'
Social Stratification - hierarchical system that the society uses to divide 1. Family is considered the basic unit of society.
people into levels based on wealth, power, and prestige. It exists in all societies 2. Economic institution is associated with the organization, distribution and
and persists across generations although it may differ in form or system of utilization of resources in the society.
operation. 3. Political institution deals with allocating and rationalizing the use of power
for the common good.
1. Types of Stratification System 4. Religious institution involves beliefs and practices relative to sacred things.
a. Caste system is based on ascription or birth and allows little (or no) 5. Educational institution is tasked to provide members of society with
social mobility__Ex^ -lndian-system-of castes is composed of four important knowledge, including job skills and norms and values.
categories: Brahmin, Kshatriya, Vaishya, and Shudra. Below these
castes are the Harijans-or outcasts.
b. Class system ia baaed on the systom^hrieritoefacrand~allows social VIH.Contemporary Issues
mnhility hasflri nn~ individual anhiavfimfint F x : industrial anrl post
industrial societies A. Population
2. Factors that"determine- interaction in a stratification sysiem
A. Class conspioushess..... .1. Demography - study of human population
---- - - - T ----- ------- .................. ' ~|-1 "i" i r ii '

k 1 e f FNU~LET Review er Prof. M inda I. C abiiao Valencia and Ur. D ion y V. Varela
General Education
2. Population growth is affected by three processes (Macionis, 2004) improve their potential to be more productive, and to realize their
- Fertility-incidence-of childbearing ip a countrys population.
--------- - Mortality.-incidence of death in a countrys population. spouse/husband__________' __________. ....
- Migration - movement of people into and out of a specified d. Informed cnoice upholds and ensures the rights of couples to
territory. determine the number and spacing of their children according
to their life's aspirations and reminds couQles..tbat planning the
. B. Family Planning size of their families has a direct bearing on the quality of their
children's and their own lives.
1. Definition
Family planning is a national mandated priority public health program 3. Intended Audience
to attain the countrys national hearth development. It is a health Men and women of reproductive age (15-49) years old), including
intervention program and an important tool for the improvement of adolescents
the health and welfare of mothers, children, and other members of
the family. The program also provides information and services for 4. Methods of Family Planning
couples of reproductive age to plan their family according to their a. Natural Family Planning (NFP) - refers to methods used to plan or
beliefs and circumstances through legally and medically acceptable prevent pre^hancy, based on identifying the womans fertile days.
family planning methods. For all natural methods, avoiding unprotected intercourse during
the fertile-ciaysis whatpreveritspreonancv. NaiuTaTmethods are
2. Basic Principles also known as fertility awareness-based methods.
a. Responsible Parenthood: each family has the right and duty to 1) Two-day method - relies on a simple algorithm to help women
determine the desired number of children they might have and identify when they are fertile, based on the presence or
when they might have them. Beyond responsible parenthood is absence of cervical secretions.
responsible parenting which is the proper upbringing and education 2) Symptoms-based - the three primary signs of a womans
of children so that they grow up to be upright, productive, and fertility are her basal body temperature, her cervical mucus,
civic-minded citizens. and her cervical position. Computerized fertility monitors may
b. Respect for Life: the 1987 Constitution states that the government track basal body temperatures, hormonal levels in urine, or
protects the sanctity of life. Abortion is not a family planning changes in electrical resistance of a woman's saliva. From
method. - these symptoms, a woman can leam to assess her fertility. .
c. Birth Spacing: refers to interval between pregnancies, which is 3) Calendar-based - based on a record of the length of previous *
ideally three (3) years. It enables women to recover their health, menstrual cycles.
P ro t. M inot* i. O x b iia o V .iie n d a a n d D r. D io n v *. Varela P N U -iffa a v ie w a f'is f>l1

social Scien-t - S o d c ty and Culture wirb Family Planning ' i t i i t: n i l E c u c a r i o r *
Rhythm method - the act of abstaining from sexual intercourse Enhanced communication and intimacy with partner
on the days of the woman's menstrual cycle when she could Ability to adhere to religious and cultural norms
become pregnant Can be free or very low-cost.
Standard days method - to avoid pregnancy, a woman
with cycles between 26 and 32 days long should not have Disadvantages of Natural Family Planning Methods:
unprotected intercourse on cfycle days 9 through 20. A color- Tne commitment motivation, and cooperation of betti partners
coded string of beads, called Cycle Beads, are used to help is necessary.
women keep track of the days of their menstrual cycle and When used for pregnancy prevention, a couple may experience
see which days they are likely to get pregnant. stress as a result of not being able to have unprotected
4) Lactational amenorrhea method (LAM) - method of avoiding intercourse for several days in a row during the fertile days.
___ prggnancv based on the natural postpartum infertility that There are abstinence requirements. ...............
occurs when a woman is amenorrheic and fully breastfeeding.
A strict version of LAM is known as ecological breastfeeding. b. Artificial methods
5) Withdrawal (Coitus Interrupts) - a contraceptive method that "* 1) Oral contraceptives or the Pill - use of synthetic hormones
prevents fertilization by preventing the contact between the (progesterone and/or estrogen) like those produced by the
sperm and egg. body to regulate the menstrua! cycle
2) Male condom - made out of latex (rubber), but polyurethane
Advantages of Natural Family Planning Methods: and tactylon (both plastic) are also available
Increased self-awareness and knowledge of their fertility. 3) Female condom - a polyurethane (plastic) sheath with an
Consequently, a woman may track her reproductive health in inner ring that fits inside the vagina, around the cervix (like
general, and aid in the diagnosis of gynecological health and/ the diaphragm) and an outer ring that covers the outside
or fertility problems. labia
: .... . reliance on their own resources rather than a family 4) Intrauterine'device (IUD) - a small plastic devtee-which is-
planning program or other sources of contraception placed in the uterus by a clinician. It is a reversible method of
~________ increased independence from costly or distant medical birth contro; given only by prescription.
services . _ 5) Cervical cap - a soft rubber cup like'tfgwcs trarTtirsntrcjcjty
----------------- - - Fieedom from artificial substances and the side effects or around the Base .of the cervix. ....... -----------------------
potential medical risks of other methods 6} . Vasectomy or male sterilization - a surgical procedure that
* Reduced re-supply costs associated with.commodity-based prevents pregnancy by blocking the passage of sperm into the
methods . seminal fluid. .
Jt
LET Reviewer
(Jener-w luit.-c4 ci:>i
7) Diaphragm - a dome shaped rubber cup with flexible rim h. Provision of. mobile health care services
tftat covers the cervix ana is inserted into the vagina before L Provision of age- and developmeiâppropriatiîsaffiductive.
-intercourse. health education--------------------- -- "
j. Mandatory presentatiooî-eeftieate-qf tuniurignUe ~~ '
TT Republic-Act10354 - Toe Responsible Parenthood and Reproductive k. Capacity building of barangay health workers
+teattttftctdf-2012 ' - i. Provision of pro bono services for indigent women ________
m. Provision of. sexual and reproductive heaifIT programs for Persons
1 . Objective with Disabilities
---------"HT'legislation that provides universal access to quality reproductive
health care services, methods, devices, supplies, and relevant
information and education.
2 . Key Principles
.a . Freedom of choice: respect for protection, and fulfillment of
reproductive health and rights.
b. Right to non-fraudulent information on reproductive health,
including family planning.
c. Abortion is illegal, and is punishable by law. * *
d. Partnerships are .ideal for enhanced provision of necessary
reproductive health services.
------- eÂ multi-faceted sustainable development process.
* 3. Relevant'Sections of the Law
a. Hiring of skilled health professionals for maternal health care and .
skilled birth attendance
b. Provision of health care facilities
. c. Access to family planning
d. Reviewof maternal, fetal and infant death
e. Procurement and distribution of family planning supplies
f. Introduction of responsible parenthood and family planning'
component in anti-poverty programs
g. Provision of PhilHeafth benefits for serious and life threatening
. reproductive health conditions'
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General Education
Social Science - S.oderv and Culture with Kimiit Planning
3. Some people argue that individuals with fewer opportunities to achieve success
PART II - A N A L Y Z IN G T E S T IT E M S goals will have greater motivation to violate norms and higher rates of deviance.
This argument is best expressed by
A. Conflict theory
' 1. It refers to everything which is socially teamed and shared by members of the society. B. Sub-culture theory
A. Nature C. Culture C. Differential association theory '
D. Anomie theory
B. Material Catture D. Folkways
Answer: C Answer. 0
OptionA or nature refers to all those things which were made by Sod or created without Option A is eliminated. Conflict theory emphasizes the repression of the weak by th8
human intervention. Examples are rivers, mountains, sky, and trees. Option B or material powerful which leads to deviation. Option 8 orsub-culture theory asserts thatthe motivation
outturn Is just one of the two main kinds of culture, the other being the non-material to violate norms depends upon the availability of illegitimate oooortumtie^withirraxertain
culture. Materia! culture refers to the creations of man that are tangible. Examples subculture. Option C or differential association theory-beiiewsTftat a person may become
are buHdioas, jewelry, and cell phones. Option C or Culture provides the best answer. deviant depending upon the frequency and interaction with other deviants. Option D or
17] It satisfies-the-definition of culture as a complex whole that includes all habits and anomie theory is the correct answer. Anomie theory suggests that persons or gmups with
capabilities acQUired by man as a member of society. Option D or Folkways is just ong less opportunity in life are more likely lo become deviants.
of the many components of culture. It refers tothe customary ways people do things.
4. It is a social system in which most relationships are personal or traditional. It is
2. Which of the following statements about culture is NOT true?
found in the rural areas in the Philippines.
A. It is learned by groups of people.
A. Gesellschaft C. Gemeinschaft
B. It is different from place to place.
B. Primary group - 0. Caste system
C. It is static.
D. It is transmitted across generations
Answer: C
Answer: C Option A or.Gesellschaft refers to a social system-where Telationshiparfiohg people
The statement directs us to identify among the options which is NOT a characteristic of
is impersonal and formal. It is usually found in exclusive enclaves of the rich and the
cuiiure. OptionA is not the answer. One of the characteristics of culture is that it is learned. powerful. Option B or primary group is not a social system but a social group of people
-One must exertefforts in order to acquire the culture of the society. Culture is not instinct who know one another intimately as inrtMriual.pffrsnnaiitifx Ontm C w gemmehnft-b-
or something that is automatically acquired at birth. Neither is Option 8 the answer. Culture the correct answer. Gemeinschaft is a social system in which people are closely tied by
varies from one place to another, sometimes even from one generation to another. In the kinship and tradition. Option D or Caste is-a soGial system that is>i eligiM l? sanctioned a W
Phjjjppinec kv mamnin-them exist hundreds of ethnic groups, each having a distinctive
hierarchically ranked groupings in which membership is fixed at birth and is permanent.
culture of its own. Option Cis the correct answer. Culture is neverstatt. It grows, develops
-an&adaptstotie^ctfSngingtimes'For example, it is very evident that some ofour customs
such as courtship andparenting practices have changed. Option D cannot be the answer.
While culture is dynamic it is transmitted from generation to generation.
K f c f c i PNtl LET 'R eview er

Social Science Society ajiii Cuimre with Famjlr Planning
5. Which of the following statements is NOT true about the Filipino families today? 1G. ârl Marx sees stratification as
A. Maje authority has declined. . A. A system that guarantees the accomplishment of important work in society
B. Division of labor has changed. B. Necessary for the operation of society
C. Separation has become more common. C. A multidimensional hierarchy -
D. It has ceased to be a socialization unit of society. 0. A system that safeguatds the interests of the richin_soaety. ---------
11. The desire to succeed in life illustrates a Filipino
Answer. D _______________ - A. value C. law
'ftte~rrisliuctlijil tells us to pinpoint a statement that does not tell the truth, about Filipino
families today. Option A is 'not the correct answer: Surveys have revealed a growing 8. folkways D. mores -
number of matriarchal families mainly due to women's call for equal authority in the family 12. A behavior pattern related to the general culture of a society and yet
and in the society.-0ptionB-telts~3~truth about Filipino families today. Due to women's . distinguishable from it is
higher educational qualifications and more progressive attitudes, many wives now also referred to as
work. It is not unusual now to see husbands tending the children and doing household A. Subculture C. Norm
chores. Option C is neither the correct answer. Due to a number of factors, church and
government leaders have noticed an increasing number of couples who separate. Option
B. Culture shock D. Mores
D is the correct answer. The family, with all its issues, continues to serve as a socialization 13. The process of casting aside social practices unsuited to new circumstances
unit of society, it is the unit of society where an individual is first exposed to and has-the and replacing them with more appropriate social practices is called
most significant influence on the development of his/herpersonality. A. Socialization C. Enculturation
B. Resocialization 0. Ethnocentrism *.
6. A sociologist would be most interested in studying 14. According toEdward Tyior, it is the complex whole which includes knowledge,
A. ArtifactsC. Psychological problems beliefs, arte morals, laws customs and other capabilities and habits aquirfiri-bf-
B. Group behavior0. Economic situations man as a member of the society. To what does Tylor refer? ..... .............
7. Stability is a feature of this theory,. . A. Norm C. Culture
- ArtSEHuraOunctionalism C. Symbolic interactionism B. Folkways D. Mores
B. Conflict theory 0. Disruptive functionalism 15. An individual considers his/her culture as the best and all other cultures are
8. It analyzes society from the standpoint of the interacting individuals and the role inferior or barbaric. This is referred to as
of symbols in influencing human action. A. Ethnocentrism C. Assimilation
A. Structural functionalism C. Symbolic interactionism B. Cultural relativism D. Acculturation
B. Conflict theory D. Disruptive functionalism 16. The main transmitter of culture from generation to generation is
9. These refer to the family, schools, peer group; and the media which influence A. Diffusion C. Language
an individual to develop their human potential and learn culture. B. Invention D. Education
A. Total institutions C. Counterculture
8. Socializing agents D. Subculture
Prof. Mintta I. Cabilao Valencia *rtd Dr, Oionv V. Varda PNU LET R eview er m m
S o c ia l S c ic a c s : - H c /c ^ i; a ' a 'J .c h w t y-i t a i i n i i i " P l a i L t i i f u :
17. Social scientists have developed ways to analyze culture and society called 24. Which of the following is not true of deviance?
A. Theoretical perspectives . C. Research methods A. It helps to maintain group unity.
B. Hypothesis D. Techniques B. It helps to reinforce appropriate behaviour.
18. Which process makes a member learn the norms of the group ^nd acquire C. It is common in developed economies.
a personality? . D. Tlie deviant behaviour of one-generation may become the norm of the
A. Accommodation C. Compartmentalization next generation.
B. Aggregation D. Socialization 25. Sociologists use the term cultural relativism" to mean that
19. What role or status is assigned to-an individual is based on hereditary traits? A. Other components of culture are more relevant than others.
A. Achieved C. Master B. Each culture must be judged Within its own context.
B. Ascribed 0. Applied C. Other societies have more cultures than others.
20. Concentration camps, prisons and military schools are examples of D. Culture is important in dealing-with-flther-people.
A. Total institutions C. Counterculture
B. Socializing agents ft. Subculture
21. If sociologists were analyzing dormitory life, which of the following aspects of
that topic would they be most likely to study?
A. The rules of conduct that guide how much freedom students have to go
into another's work area
B. How much time an individual student spends in going out with friends
versus studying .
C. How an individual student copes with homesickness after moving in
D. Which aspects of a students personality are .'most related to academic
excellence
22. When a division chief evaluates the unsatisfactory performance of
her staff members who are also her friends and relatives. She may
experience
A. Roie p l a y ___ ;. C. RoiS strain
B. Role conflict D. Role ambiguity
23. Social control is imoosed on deviants or non conformists io maintain
A. social stigma C. social order
B. social strata D. sooia^mobiHty.
S U j J p tsy IS : F .e m w - e r
PART Hi - ENHANCING T E S T TAKING SKILLS 6. In most instances of particip2nt#o0ser/auca. the researchers:
A. hide their true identity. *
8. do noi hide their true identity. ' .
- C. pay their informants for Information.
1 . it refers to a group of people who possess similar economic standing in.the,
D. act as therapists to the subject..
society. '-------------------------
7. The Symbolic interacticnist theory
. A. Status ' ------------------ 0. Power-------------- -----------------------
A. is often criticizedas seeing ali interactions asconflicts.
B. Class D. Prestige
B. is important forthe analysis of macro-ievei issues.
2. What would be the sociological position in the 'nature vs. nurture" debate?
C. is criticized for neglecting the importance of symbols.
A. Biological factors are-more indispensable than sixiafTactors.
0. is concerned on how individuals understand and interpret their actions.
B. Social factors are more indispensable than biological factors.
8. Which represents the persons basic drives m Freud's model of personality?
C. Biological factors are fixed and can only be changed and enhanced by
A. Id . C. Superego
social factors in the same fixed way.
B. Ego 0. Self
D. Biological factors reflect human capabilities and can be changed and
9. A theorist who argues that a societys institutions are shaped by its economic
enhanced by social factors through various means.
system. .
3. Which is the least used research method in the social sciences?
A. Comte C. Marx
A. Participant observation
B. Durkheim D. Weber
B. Social survey
10. Which research technique allows the investigator to ask a' list ofquestions,
C. Controlled experiment
but is free to change them during the course of the interview?
0. Interview
A. Participant observation
4. Wfiat is the advantage of fieldwork/field research^----------- ......
B. A semi structured (open-ended) interview
A. It provides rich'information:
C. A structured interview
B. . If gives an insiders view.
D. A data discussion
C. It is likely to yield unexpected results and findings.
11. Material culture would not include
0. All of the above
A. Houses C. Jeweiry
5. A research technique in which the researcher joins the group being studied
B. Folkways D. Mobile phones
is referred to as
12. All societies have means to ensure that their members conform with social
A. Participant observation -
norms. The general term for these means is
B. Social survey -
A. Social control . C. Values
C. Controlled experiment
B. Fines and imprisonment 0. Taboos
0. Interview
Social Science - Society ana Culture with Family Planning General Education
13. It refers to the movement of people into and out of a specified territory. 20. The process which entails a son's erotic attachment to his mother and his
A. Fertility C. Demography hostility to his father is called by Freud as
B. Mortality D. -Migration ' . A. Electra complex C. Inferiority complex
14. The statement "The educational system perpetuates values which protect the B. Oedipus complex D. Xenophobia
rich gnd powerful illustrates the 21. Questionnaires in surveys may include i
A. Functionalist theory C. Conflict theory A. Standardized questions
8. Interactionist theory D. Evolutionist theory ^ B. Open-ended questions
15. Research-that investigates a population at several intervals over a relatively C. Checklist
long period of time is called D. All of the above
A. Cross-sectional study C. Secondary analysis is an
B .. Residual study D. Longitudinal research example of
16. Survey-te used when: A. Xenocentrism ' ' C. Ethnocentrism
A. Other measures do not produce statistical significance B. Culture shock v D. Cultural tolerance
B. The study must be repeatable 23. Contemporary Filipino culture is influenced by
C. It is necessary to discover the distribution and interrelations of certain A. Asian culture
variables among large numbers of people. B. Western culture
D. It is important to use procedures having cross-cultural applications. C. Religion
17. The intended audience of the family planning program include D. Asian and western culture
A. Men of reproductive ageonly 24. Which of the following statements about a caste system is not true?
B. Women of reproductiveage only A. It is common in developed economies.
C. Men arid women of reproductive age B. There is no social mobility.
D. Men and women of reproductive age, including adolescents c: lfsfiapes a person's life.
18. Which of the following is not a group? D. It is based on ascription.
A. Board of directors C. University sorority J__________ 25. Which of the following statements about culture is not true?
B. Family D. All football fans A. Each group needs a culture in order to function.
19. What is central to the conflict perspective of deviance? ' " a number of cultures.
A. Labelling of deviants " . . : C. Social conflict is due to meeting the expectations of different cultures.
B. Anomic behavior D. Students do not have their own culture but instead practice the culture of
C. Dominance and power the larger society.
D. Deviant subcultures
k l F J pKU LET R eview er

PART I - CONTENT UPDATE
Rizal's Life and The course is designed to expose students to s wide range of biographical models
Works and other of selected Filipino national heroes with particular focus on the life and works of Dr.
Jose Rizal to help them choose life philosophies, values, virtues, and life goals they
will embrace bothasa private person and'asr a. citizen. The course will examine the
soeto-economic-political and historical contexts that scaffold the life and works of
Rizal and other selected heroes and identify the lessons that can be drawn from
their lives that are applicable in contemporary times.
Heroines A. The Rise of Filipino Nationalism
The early Filipino uprisings against the Spanish colonizers were unsuccessful
due to the Filipino's failure to act as a nation. The Spaniards used the divide
P rep ared by: et impera (divide and rule) strategy to continue their rule in the Philippines.
O r. E v a n g e lin e L. M a r t i n
They devised ways for Filipinos to fight each other rather than to fight together
against the real enemy.
Competencies: However, divide et impera failed. The Filipims never stopped fighting for ther
rights and independence. Through the leadership of well-known heroes, the
freedom-loving Filipinos learned to unite and staged a revolution that eventually
1. Familiarize Rizal and his work. . toppled the Spanish government in the Philippines.
In the nineteenth century, nationalism was instilled in the Filipinos as they began
2. Evaluate the contribution 6f other to think of themselves as belonging to one nation with a common origin, set of
Philippine heroes and heroines customs and traditions, and history. With the growth of nationalism came the
struggle for democracy, human rights, and freedom. From the various abuses
that the Filipinos suffered from the oppressive Spanish colonial government
?N U 1ST flev iew er M E

General Education
Social Science - R a i l ' s L ife and W orks ai:d ether H eroes and-H eroines
On November 3,1896, Rizal was then imprisoned for the second time in Fort
they learned to fight together against their c&lonizers.
Santiago for his supposed involvement with the Katipunan. Gov-Gen Camjlo
de Polavieja sentenced Rizal to death by firing squad. Rizal was shot at seven
oclock in'the morning of December 30,1896. at Bagumbayan. His execution
B. Dr. Jose P.. Flizal and La Liga Fiiipina
embittered the Rlipinos and triggered them to fight with determination.
The most popular among the. members of the Propaganda movement was the'
D. Rizal: The Person
Philippine national hero, Dr. Jose P. Rizal. According to Prof. Friedrich Ratzel,
a German historian and Rizal's close friend, Rizal was not only the most
1. The Great Thinker
outstanding Filipino but also one of the most outstanding representatives of the
______ He was the great thinker as he used reasons and understanding that led
Malay race. Rizals intellectual legacy includes his two famous .novels, .NolLMe__
-------------him to empower the use of pen and paper. In such, the great books Noli Me
Tangere and El Fiiibusterismo. The two novels described tlre'polrticcilrecumjrntv
Tangere and El Filibusterismo has aroused the feelings of his countrymen
educational, religious, and cultural situations in the Philippines during the
-and awakened them from the deep-slumber of more than centuries of friar-
Spanish period.
misrule and colonial maladministration.
While in Hong Kong, Rizal laid down the basis of La Liga Fiiipina, or the Philippine
His novels were not the only key of his success but all his other writings,
League, which he planned to establish in the Philippines upon his return. He,
letters, diary entries and other works that served as his love for the country
then, drafted the constitution of the league with the assistance of Jose Mariano
as a profound and effective Great Thinker.
Basa. Basa was a businessman who was among those exiled to the Mariana
Islands as punishment for their participation in the Cavite Mutiny of 1872. The
2. The Great Doer
motto of the league was Unus Instar Omnium, or One Like Alt.
Rizal was known as an intellectual and was highly competitive in
........... various fields. He believed that the intellect should be practiced through
On the night of July 3,1892, Rizal founded La Liga-Filipina-in a houseât llaya
performance. He excelled in different fields which made him competent,.
. Street in Tondo, Manila.
creative, and respectable to his fellow researchers, scholars, and scientists
------------riet-enly in Spain but in England. France. Germany, and Austria. It was most
_______especially evident in the deep-friendship and mutual admiration between
authorities, hflcausaof thfc .Governor General FuloginOespujol issued a decree
himself and Ferdinand Blumentritt.
on July 7,1392, sending Rizal into exile to Dapitan. Zamboaga del Norte. Rizal
was detained first at Fort Santiago in Manila from July 7 to 17,1892. He was
3. The Great Lover
then transferred to Dapitan on July 1 7 ,1892, where he stayed until July 31,"
' He was the Great Filipino Lover in his time. He had four great loves. First
1896. During his four-year exile in Dapitan, Rizal did all hejsould for the'people
wqs an -almighty sacred love for God. The almighty flame of love was
of the community. _ .
O r. E 'v .u iiru ifK L . M a r tin
LET R eview er
Cl:iiuucai-iv.i-' I S c i c u c i H i z a l i L i t e a n d Sorxs -y.id ocher Heroes ami Heroines
burning in his heart and soul whether as a Roman Catholic or as a mason. separated from jjjs carabao, that he should not have any further ambition,
Second was his sacred love for nis family and friends. Third was his love for etc" During these five or ten years the majority of students have grasped
the country which is nis most beloved patria adorada. " Lastly, Rizal's tove . nothing more that no one understands what the books say, not even perhaps
for Josephine Bracken, the one true love of Rizal. . ' . their own- professors. During these five or ten years the students have to
contend with the daily prflartiinqjtiat lowers human dignity, gradually or
He had shown his fervent love ne had shared with all by.giving his'own life- brutally killing their self-respect - that eternal, tenacious, persistent effort
to enlighten the mind of his countrymen. ......... ...............; ------- to HUfflDlfc the native, to maKe mm accept the yoke, to reduce him to the
level of a beast."
4. The Great Servant Leader > I am assiduously studying that happenings in our country. I believe that
Rizal had no position in the government, neither he-had control of vast' nothing can "redeem us except our brains.
financial or material resources and the means to broadcast his reformist > A nation wins respect not by covering up abuses, but by punishing them
vision. Yet, he had been very effective as a leader to transform the Filipino and condemning them.
people and inspired them to enable them advance their cause. His > People and government are correlated and complementary a stupid
leadership was one of being a servant leader. government is an anomaly among righteous people, just as. a corrupt people
cannot exist under just rulers and wise laws. Like people like government,
His ability to love without limits, without ever counting the cost is a real we will say, paraphrasing a popular adage."
greatness that became the inspiration of this servant-ieadership. This can > We must confess that these (Philippines) indolence actually
be seen in his masterpiece Mi Ultimo Adtos which was written shortly and positively exist; but instead of regarding it as the cause of the
before his execution. , - backwardness and disorder, we should regard it as the effect of disorder
r *
and backwardness, which fosters the growth of a disastrous predisposition.
Conceivably the greatest power of our national hero must have come.from__
the power to love with all pure and all-mighty love in which this powerful"
love lived on and triumphed over his death. F. Rizals W orks: The following are som e o f the writings of Rizal
1. To My Fellow Children (Sa Aking Kabata)

E. Q uotations from Rizals Writings He wrote this poem as appeal to his countrymen to love their nation^
language. Rizal said: Ang hindi magmahal sa sariling wika, ay higit pa sa
> The education of the Filipino from birth until the grave is a brutalizing* hayop at malansang isda, kaya ang marapat pagyamaning kusa na tulad
depressing, and anti-human. For five or ten years the youth comes into sa isang tunay na nagpala.
contact with books, chosen by the very sane priests whoboldly declare that
it is an evil for the Filipinos to know Castilian, that the Filipino should not be
Dr. EvunieUne L. Munir. PNU IE ? Reviewer 315

S o c ia l Science - Rizal'* Lift and Works ana ocher Heroes and Heroines,
Genera E au r m o
2. To The Filipino Youth (A La Juventud Fiiipina)

the real conditions during Rizal's time. El Filibusterismo is a political novel;
A La Juventud Fiiipina1, is a literary masterpiece that expresses Real's
it is a work of the head, a book of thoughts; containing bitterness, hatred,
immortal message of love of country, energy, and faith particularly in the
pain violence and sorrow. And the Fili was a study of the prescription
youth, the Hope of the Fatherland." (Ang Kabataan apg Pag-asa ng
of the diagnosis (prognosis). From this point of view, Rizal analyzed the
Bayan.")
prescription, which was the resolution.
3. Letter to the Young Women of Malolos
Famous, literary work where Rizal voiced out the conviction that women
should think for themselves, should be educated, and shoul be more active
G. Taft Commission and Rizal Law
in public office.
TheTaft Commission chose Rizal out of several great Filipinos as the number
one hero of his people.
4. The Intricate Alliance between Religion and Good Education
Rizal showed the importance of religion in education. Eduction without
Republic Act No. 1425 (Batas Rizal) mandated the offering of the course
God is not true education.
Buhay at Katha ni Rizal to all college students, to provide the models that will
challenge the spirit of nationalism. More recently, the Commission on Higher
5. My Last Farewell
Education (CHED) saw the need to strengthen the idealism of college students
This masterpiece was written by Rizal in Fort Santiago probably a day or two
by providing the youth with opportunities to examine the -different perspectives
before his execution on December 30,1896 in Bagumbayan. The poem is
that other Fiiipino heroes and heroines took in building our nation.
full of the authors love of country when he uttered this, "It is sweet to die for
you so that you may live. It is sweet to die and sleep under your sky'.
H. Other Heroes and Heroines

6. The Council of Gods ____ _ _ _
The winning of this allegorical drama in a literary contest was controversial
According to American Historian LOUIS L. SYNDER, nationalism is a mental
and exceptional because the winning author was an Indio. The prize was a
condition, feeling, or sentiment of a group of people living in a well-defined
gnlft rinn nn which thfi bust of Cervantes was engraved..__________ '
g ra p h ic a l area, speaking a common language, possessing a literature
in which the aspirations of the nation are expressed, attached to a common
7. Noli Me Tangere and El Fiiibusterismo ~
tradition, and, in some cases, having a common religion.
Noli Me Tangere and El. Fiiibusterismo differ on the ideas and aspirations
implied to the reader: Noli Me Tangere is a romantic novel, it is a work of
There are two kinds of nationalism - active and passive. Active nationalism
the heart, a book of feeling; it has freshness, color, humor, lightness and
is more Aggressive. It involves making threats'against strong forces by
wit..The diagnosis that ca'me oui was that Juli was an attempt to expose
forming organizations, using violent"means, and resorting to rebellion. Passive
i' > " . . v : . ! P . . -.V i:iT * r s n

S o cial Science - R iid 's Life and W e x anti orh. H eroei and Heroines
nationalism, on the other hand, is expressing the sentiments-and needs of Being an advocate for the'preservation of rights of the Filipino priests,
people through peaceful means, such as .literature. Both kinds of nationalism Father Burgos antagonized many friars who later on plotted-his death. Part
were displayed by Filipino heroes and heroines. of-the GOMBURZA trio who were falsely accused of mutiny, by the .Spanish
coloniaLauthorifeifrth^PhtlTppines in ineTSth centuiyHe was placed in
Andres Bonifacio a mock trial and ahmntlv exeditecijfl-MawIri aim iu wlltnitfiBn3eravmen.
------- Bonifacio was born in Tondo on'November 30,1863. Theearly death of his
parents forced him to quit school to support hisbrothers and sisters. He Apolinario Mabini
founded the Katipunan on a radical platform - winning the independence He was a Filipino, political philosopheranit re\roluhary who wrote .the-
and freedom of the country by force of arms. History recognizes him as the constitution for the first Philippine Republic of 1899-1901, and served as its
"Father of Katipunan because he was its founder and leader. first prime minister in 1899. In Philippine history texts, he is often referred
to as the Sublime Paralytic", and as the Brains of the Revolution. To his
Emilio Jacinto envious enemies, he is referred to as the "Dark Chamber of the President".
Another leading personality in the Katipunan as he was Bonifacio's right-
hand man. He was known as the Brains of the Katipuan," Together with Marcelo Hilario del Pilar
Bonifacio and Dr. Pio Valenzuela, he wrote many of the documents of the He was a Filipino revolutionary leader of the Philippine Revolution and one of
Katipunan which included the famous Kartilla. He edited the Kalayaan, the leading iliustrado propagandists of the Philippine War of Independence.
which was the official newspaper of the Katipunan. Del Pilar was one of the co-publishers and founders of La Solidaridad
newspaper. In f&82, Del Pilar founded the newspaper "Diariong Tagalog"
General Emilio Aguinaldo to promote reforms among the farmers a ncLpeasants.-He also supported
He was a Filipino general, politician, and independence leader. He played Jos RizalVpoTefflica) writings-- ----------
an instrumental roie in the Philippine independence during the Philippine
Revolution against Spain and the Philippine-American War that resisted Graciano Ldpez y Jaena
American occupation. He eventually pledged his allegiance to the US He was a Filipino writer and journalist in the Philippine Revolution. Lopez
government. In the Philippines, Aguinaldo is considered to be the countrys Jaena was bom in Jaro, Iloilo to Placido Lopez and Maria Jacoba Jaena.
first and the youngest Philippine President, though his govemment failed to His parents were poor, as his mother was a seamstress and his father a
obtain any foreign recognition. general repairman. At the age of six, Lopez Jaena was placed under the"
care of Friar Francisco Jayme who raised him. He is remembered for his
Jose Apolonio Burgos literary contributions to the propaganda movement. Lopez Jaena founded
He was a Spanish mestizo born to a Spanish army lieutenant in Vigan, the fortnightly newspaper, La Solidaridad. When the publication office
(locos Sur. Father Burgos vigorously defended the native priests from moved from Barcelona to Madrid, the editorship was succeeded"to Marcelo
. attacks by the Spaniards who believed in the superiority of the white race! Del Pilar. Looez Jaena died of tuberculosis on January 20,1896.
PNli LET R eview er

G e n e r a l E d u c a tio n
Social Science - Riza!':: 5Jf and Works ana other Heroes and Heroines n~ *''" "" " "r ^ in - * .............
to cross the Zambales mountains. Aside from being dubbqd the Mother
Lapu-Lapu
of Biak-na-8ato" for her contribution during the Philippine Revolution of
The king of Mactan Island, hes regarded as the first great hero of the
1896, she was also later called Mother of the Philippine- Red Cross.
Philippine Islands and hes credited for the death of Magellari( claimed as
the re-discoverer of the Philippine Islands).
Geronima Tomelder-Pecson
In 1947, Geronima Tomelder-Pecson changed political history when she
Gabriela Silang
was elected the first female senator of the Philippines. A well-known
She was the first Filipino woman to lead a revolt during the Spanish
educator, she authored and sponsored various laws and bills that
colonization of the Philippines. An active member of the insurgent force
focused on education during her tenure as a senator. Pecson also held
of Diego Silang, her husband, she led the group for four months after
the distinction of being the first woman in the world to become member
his death before she was captured and executed. Her ferocity and death
of the executive board of the United Nations Educational, Scientific and
hfirame a sym hnnnrFiliprrio women, their pre-colonial importance
Cultural Organization (UNESCO) in 1950. ..... f~
in Filipino society and their .struggle for liberation during colonization.
Because of her bravery, Gabriela Silang was often called the "Joan of Arc
of llocandia." .
Melchora Aquino
She is now hailed the Mother of the Katipunan and Philippine Revolution"
for having supported the revolution consistently by curing the Katipuneros
who were hurt during the revolution.
Hilaria Aguinaldo
The wife of President Aguinaldo, she established the Hijas de la
.....tooIuFcFoTilDaugHters of the Revolution) that became the Asociacion
dela Cruz (Red Cross Association), now known as the Philippine Red
Cross, to help wounded soldiers during the war.
Trinidad TecSun ~ : ~
Together with the young Gen. Gregorio del Pilar, she fought and liberated
Bulacari particularly Calumpit. She also fought at Subic in Zambales and
brought the sick and wounded to Biak-na-Batb, even if it meant having
LET R e v i ! ^ e r
Generai Education* S o c i a l S c ie n c e - R iz a /S Lire .;n<J 'X'oriv. a n d .uh-.-r H e r o e s a n d H e ro in e s
C*. Rizal would want to enlighten or open the minds of his fellowmen.
P A R T II - ANALYZING T E S T IT E M S
D .' Rizal attacked the bad .Spanish officials and priests.
Answer D ' ...............................................................:-------- :---------------------
Option A is not a valid choice, because fiction or not, Hot Me Tangere was written
and Understanding on the Life and Works of Rizal, Other purposefully to unfold whatis happening m thattlfiWi D/5MW B dntiTJ were not me valid
Heroes and Heroines. choices because the characters manifested or showed the traits that Rizal wbuld want
the Filipinos to have. Definitely, Option D is the best answer. What Rizal attacked was the
-Four days after the founding of the La liga Filipina, Rizal was arrested and bad Spanish friars and officiate and not Spain per se or the-ehurch.--------------------- -
imprisoned at Fort Santiago without due process of law. Who was then the 3. According to Rizal himself he took the term Noli Me Tangere, which means
Governor-General of the country who ordered the arrest and banishment of Touch Me Not" from the Bible. From what Gospel was Noli Me Tangere
Rizal in Dapitan? taken?
A. Ramon Blanco C. Camilo Polavieja A. St Luke (24:12)C. St. John (20:17)
B. Eulogio Pespujol D. Emilio Terrero B. St Luke (24:44)_D. St. John (20; 15)___________________________ _ _
Answer: B Answer: C
The statement is about the different Spanish Governor- Generals who played a significant Rizal used the words Afaff Me Tangere because the book contains things nobody in the
role on Rizal's life. Option A is not the right choice because it m s Ramon Blanco who Philippines lad dared to speak about because they were delicate matters and could not
gave Rizal, after the-(our- year exile in Dapitan, the permission to*go to Cubans a be touched hy anyone. Options A and B araêxcludedbecause (Luke 24:12 and.Luke
revolutionary doctor. Option Bis the appropriate answer for the reason that on July 7, 24:44) am the message of Jesus after His resurrection to help his disciples revive their
1892 Despujol published a decree banishing Rizal in Dapitan. Rizal was detained in Fort faith and hope.
SatitBQo'ffom July 7 to 14, 1892. On July 15, he left for Dapitan and led a fruitful life (Luke24:12) Then Peter got up and run Wfhe tomb.AIIM-Saw-ttiece-onbending down
there for fouryears from July 1 7,1892toJuly30, 1896. On the other hand, Option C is were the linen cloths. He went home wondering."
not the correct answer because Polavieja approved the death sentence and ordered that (Luke 24:44) "Then Jesus said to them, Remember We words I spoke to you when I
Rizal be executed at 7:00 o'clock in the morning ofOecember 3 0 ,1896, at Bagumbayan was still witti you: everything written about m ein the Law of Moses, the Prophets and
Field,-now Luneta. The same is true with the Option D, because when Rizal returned the Psalms had to be fulfilled." Then Jesus said to them, Remember the words and Vie
in1887, Terrero was the Spanish Governor- General who advised Rizal to return to Europe Psalms had to be fulfilled."
because his life was in danger caused by fie publication of his novel Noli Me Tangere. Options C(Jotm 20:17) is the plausible choice, Noli Me Tangere (Do Not Touch Mej were
the words of Jesus Christ to Mary Magdaiene when she visited the tomb of Christ early
in the morning of Easter Sunday, Jesus said to her, Do hoi hold to me: you see I have
2. Friends and fellow nationalists defended Noli Me langere. A brilliant defense not ascended to the Father. But go to my brothers antfsay to them. I am ascending to my
came from Rev. Vicente Garcia who claimed that Rizal did not attack the Fattier, who is your Father. "Christ must not be touched for He is holy and Mary Magdalene,
Church and Spain. . was a sinner. Definitely Option D (John 20:15) is not the correct answer, because they were
utterances of the two angels to Mary Women, why are you weeping?" She answered,
A. Rizal' Noli Me Tangere was simply a fiction,no harm toanyone. "Because they have taken myLordandfdon't know where they have put Him."
B. Rizal focused on the ignorance of Filipinos.
D r. E v an gelin e L . M artin ?NU LET R eview er ME

Sociai Science - Rizai's Life anti Works anu other Heroes. and Heroines Genera! Education
4. The- character in the novel Noli was described by Rizal as a laundry woman
of legislative action, by delaying tactics, e.g. by making long speeches to consume
before her marriage to the officer of the Guardia Civil. She was known as the time. Options B, C, and D are synonymous to a nationalistic, my-country-right or wrong
Muse of the Guardia Civil. She pretended to have forgotten Tagalog already j chauvinistic, exaggerated and aggressive patriotism, so these options must be eliminated.
but her use of Spanish was awful. Who was the woman? ' The same observation holds true to Options B, C, and D, that white Rizal at one time or the
A. Dona Consolacion other.entertained the idea of revolution, he was not for armedrevolution per se.
B. Dona Victorina de los Reyes de Espadafia
C. Sisa. 6. The EDSA revolution started with:
D. Paulita Gomez A. The holding of snap election
B. The assassination of Ninoy Aquino
AnswenA C. The founding of RAM ..... ..............
I he Question is dbduTThe different characters in Noli Me Tangere. Option A is an explicit
description of Dona Consolacion, who shows the mentality of.the civil guard for being the D. The protest of Enrile and Ramos
mistress of the aUerez. She was vulgar, imprudenl quarrelsome and cruel.-Option Bis A 7. Which of these statements does not show nationalism
eliminated because although Dona Victorina de los Reyes de Espadana m s the paragon A. Filipinos joining the Katipunan
of colonial mentality but she was the wife of Don Tiburcio de Espadana, the fake doctor B. Respect for the flag
in the IM . She desdains what was Filipino and imitates what was Spanish. Option C is C. Filipino-American connivance for Aguinaldos capture
not related to the question, Sisa, the mother of Crispin and Basiiio, illustrated the lack
of concern of society in trying to hep her solve the problems_ the maireatment of her D. Filipino revolts against Spain
two sons and the indignities she suffered which finally drove her insane. Option Disnot 8. Rizal met a kind Protestant German pastor in Germany who befriended him.
responsive who yields to the habit of enthico-politico selection in marriage. He stayed at his vicarage and learned German language. This is where he
finished his first novel. Where was 'Noli Village located in honor of the novel
5. Sometime in 1807, Rizals close friend Ferdinand Blumentrittaskedhim todefine Noi Me Tangere?
the term for he could not find the word in EuropeanSpanish or Spanish American A. Wilhelmsfelcf C. Heidelberg
sources. Rizai replied that in Filipino, the word meant: a dangerous patriot B. Berlin 0. Leipzig ..... ;
who someday will be hanged. What was the word reguested Rizal to define? 9. The following is a passage from the diary of General del Pilar that he wrote the
A. Filibuster .... ' C. Militarist night before his tragic encounter with the American'forces. What important
B. Revolutionist * D. Patriot characteristic of General del Pilar hot shown on the passage?
The General (Agvlnaoldo) has given me ftm pick of all the men-that cairbe-
Answer: A spated and ordered me to defend the pass. I realize what s terrible task he
Analyze the statement: Blumentritt wrote a letter to Rizal, sometimes in 1867, asking him has given me. And yet I feel that this is the most glorious moment of my life.
to define the word he could not understand. Option A is the appropriate choice because What I do is done for my beloved country. No sacrifice can be too great."
it was the period (1872) when the Spaniards used the word filibuster to describe those
whom they suspect of revolutionary activities. At present the word meant: as obstruction A. Brave.ry C. Arrogant
B. Heroism . *D. Loyal
10. Rizal had a best friend whom he would always confide with through letters. 16. "There are no tyrants where there are no slaves rneans
His best friend is a principal of a secondary school in Leitmeritz, Austria. Who A. Nationalism is a high degree of emotion. _ _ _ _ _ _ _ --------
is he? B. People are conquered and abused-mly if they allow themselves to be so. _
A. Ferdinand Blumentritt . C. .Pedro Paterno C. Leaving without the desired freedom is frustrating
8. Maximo Viola 0 . Jose M. Cecilio D. A condition which when criticized will bring intense results.
1 1 . Rizal founded U Jjqa-M etnrbgtûselif his desire to: 17. The battle of Mactan proved that _
~~~a TiiTitRhistellnwrnsn and nei-toflflnm from Spain A. Filipinos disliked the Spaniards.
. 8r-6xpcJSETfieabuses.of the Spaniards to the whole world B. Magellan was no match for Lapulapu's men.
C. Make his fellowmen more nationalistic C. .Filipinos were more courageous than the Spaniards.
0. All of those mentioned-above D. Filipinos are freedom-loving people.
12. El FilibuWrismo is the sequel of Noli Me Tangere arid, like the first book, it 18. One of the youngest Filipino generals, who led General Aguinaldos rear
was written in Spanish. To whom did he dedicate this second novel? guards, was shot and killed while he was defending Tirad Pass in llocos Sur.
A. To his beloved parents . - A. General Vicente Lukban
8. T o the suffering Filipino people. B. General Gregorio del Pilar
C. T o the executed Filipino priests Gomburza. C. General Macario Sakay
~D . To his love, Leonor Rivera 0. General Miguel Malvar *
13. A character in Noli who became a drug addict and frequently visited Calle 19. Rizal is a not^j kite-maker in his hometown in Laguna. His favorite design is
Fumadero in Tondo-the place where the Chinese addicts were allowed to of'Malay origin. What is the name of the said design? '.T T
smoke opium. A. guryon C. chapi-chapi
A. Kabesang Tales C. CapitanTiago B. boka-boka D. debaso
B. Placido Penitente ____ ____Q._ Tiburcio de Espadaiia 20. Rizal envisioned of putting up a Filipino colony in.Sandakan, North Sorneo. His
j4 J V la g e M a B -tfi^ chieftains would accept and submit, to dream did not materialize because the Governor-General of the Philippines
Spain's power. However, one brave Filipino ruler, a chieftain of Mactan, defied did not allow him. Who was the said Governor-General?
Magellan A. Emilio Terrero C. CamiloPolavieja'
A. RajaHumabon C. RajaLapulapu B. Eutogio Despujol D. Ramon Blanco -
B. Raja Zula 0. Raja Kolambu 21. The guerilla women played a strategic and vital rote in-the movement. One o f.
15. Jose Rizal integrated in an article for the La Solidaridad the vision of this . these guerilla women known as Dayang-Oayang of Kalipunang Pambansa
legend to expose two contemporary issues of forced labor and land grabbing . ng mga Magsasaka sa Pilipinas (KPMP) organized an army and armed the
during the Spanish regime guerilla with weapons from the landlords. *
A. 8iag-ni-LamAng C. Maria Sinukuan A. Felipe Culala C. Remedios Gomez . '
B. Maria Makiling 0. The Monkey and the-Tortoise B. Carmen Planas D. Elisa OChoa '
Df. Evangeline L. Martin PNli LET S a v iew e r m i
Social Science - Riiai'. Life and Works and other Heroes and Heroine'.
22. The greatest Filipino strategist of the Fiiipino-American war is

A. Emilio Aguinaldo C. Antonio Luna PART III - EN H A N C IN G TE ST TAKING SKILLS
B. Gregorio del Pilar D. Miguel Malvar *
23. On June J 1,1901, the Second Philippine Commission approved Act No. 137,
which organized the politico-military district of Morong into the Province of 1. As an answer to Fr. Rodriguez' pamphlet, Marcelo H. del Pilar, under the
Rizal. This Was done due to which of the following reasons? pen name of Dolores Manapat.has written a pamphlet similar to the physical
A. Creating a province that will lead the people of Morong to be united after make up that enabled.it to enter the churches and be read by church goers.
the freedom from Spain. . What was the title of Del Pilars work which literally means Be as slippery as
B. Creating a province that will lead to the proclamation ofJose Rizal to be an Eel.
the National Hero. A. Caiigat Cayo C. Dasalan at Tocsohan
C. Creating a province to provide equal rights to people living near Morong B. Caiingat Cayo D. La Espana Moderna
and Manila. 2. Which of the following statements is Rizal's-annotations on Los Sucesos del
D. Creating'a province to be named after Jose Rizal in honor of his Las Islas Filipinas?.... =
martyrdom. ^ . i. Villalobos and not Legaspi was the one who named the island as
24. Bom in Sta. Cruz,'Manila on August 2,1799; he w&s the parish priest of "Philippines." *
Bacoor, Cavite at the time he was involved in the Cavite Mutiny of 1872. ii. Manila was established on 1571 and not on 1572.
A. Andres-UrdaneteC, Vicente Garcia iii. It was not only the Spaniards who joined Magellan on his trip but also
B. Jacinto ZamoraD. Mariano Gomez Portuguese, Malays, Negritoes and other nationalities.
25. Governor General Emilio Terrero had ordered the commission coming Iv. The Philippines is composed of 7,107 islands and not 7,100 only
from University of Santo Tomas to review the content of Noli Me Tangere
as suggested by Archibishop Pedro Payo. What was the suggestion of this A. i and ii C, i, ii and iii
commission regarding the novel? B. iiandiv D. all of the above
A. Strictly advised the friars to analyze the content of the novel for further 3. On Rizals file in Dapitan, he was guarded by a Spanish military commandant,
discussions on the Sunday mass. Captain Ricardo Canicero-How did this military commandant treat the exiled?
B. Create another commission review the contents of the novel. A. He would allow Rizal fo talk to his visitors only upon his consent.
C. Called a conference with the Governor-General and-let the author explain B. He supported Rizals activities and reported it to the Governor-General to
the contents of the novel. ask foffflrraing:--------:---------------------- --------------- --------- --------
- - 0. Strictly prohibit the production, circulation and as well as reading of the
novel. once a week to his office.
D He strictly guardedRizal and would not allow him to do any activities that
are suspicious in his eyes.
E M PMU^LET~Revfewer
G e n ".U iiuc:n*K >:: .
4. The Katipunan was a secret society founded by Andres Bonifacio and other . 9. What could be Dr.Jose Rizals guiding political philosophy for the country?
patriotic Filipinos on July 7,1892, aimed at attaining Philippine Independence A. To censure the friars for abusing the advantage of their position.
through the use of force. In what district of Manila was the Katipunan B. To counsel the .Filipinos not to resent a defeat, attributed to them.
founded? ........................................... : -------- C. To elevate the country to the highest seat of glory.
A. Intramuros C. Tondo D. For the country not to be taken advantage but rather be developed,
B, Binondo ' ' D. Sampaloc ^ civilized, educated, and trained in the science of self-government.
5. She joined the women chapter of the Katipunan in 1895 at the age of 47 10. The Kartilia of the Katipunan consisted of 13 teachings which the members of
and was popularly known as the Mother of Biak-na-Bato. Who was this the society were expected to follow. Who prepared the Kartilia of the Katipunan?
Katipunera? . A, Andres Bonifacio C. Emilio Aguinaldo
A. Agueda Kahabagan C. Teresa Magbanua B. Emilio Jacinto D. Apolinario Mabini
B. Trinidad Tecson D. Marina Dizbn 11. Who was this Filipino hero who wrote the following statements: 1 am now
6. The first official flag of the Katipunan was made by Benita Rodriguez upon the surrounded by the enemy which shall overpower me, and my brave men, I shall
request of the Supremo. She was assisted by a woman very close to the heart die happy with the thought that it is sweet to die defending my motherland."
of Andres Bonifacio. Who was this woman who assisted Benita Rodriguez in A. Antonio Luna C. Gregorio del Pilar
making the first official flag of the Katipunan? B. Andres Bonifacio D. Apolinario Mabini
A. Marina Dizon C. Catalina de Castro 12. What was the reason of Rizal when he decided to write his two novels in Spanish?
8. Gregoria de Jesus D. Espiridiora Bonifacio A. He wants to show off his tênt in Spanish. .
7. Who was this Filipino hero who wrote in his last will: Should I be killed, B. He wants to hide it to those who doesn t know Spanish.
enshrine me in a Filipino flag with the same clothes in which I died and bury C. He has the idea that it was the intellegentia that should fead and guide
me in the ground." _..... ... ~ ~ . the people in the revolution
A. Juan Luna C. Apolinario Mabim D. He loves the language and were comfortable with it.
B. Antonio Luna D. Andres Bonifacio 13. What crime Rizal was tried by the Spanish military court?
8. What was Dr. Jose Rizals educational philosophy? A. graft and corruption
A To create in th youth an innate desire to alleviate his intelligence that will B. rebellion and organizing illegal societies.
lead him to eternal life. C. libel and assault.
B. -To see improvements in the school and in the methods of teaching. D. falsification of documents
C. To form the nucleus of an unfavorable- opinion of imperialistic 14. After the execution, Rizal's corpse was buried with the greatest secrecy at the.
administration of his country and people. Paco Cfimetery. Who was the one who patiently searched all the cemeteries
- D. T o te able to contain if not eliminate, social evils like inferiority complex, in Manila to find his body in vain?
camaraderie, timidity, and false pride. . * A. his brother, PacianoC. his sister, Narcissa
B. his mother, TeodoraD. his friend, Maximo Vicla
Dr. E vangeline L. vlarcin LET Havlewer

Social Science - Rizal's Life and Works and ocher Heroes and Heroines General Education
15. When Rizal was in trial, who was the defense counsel assigned to him? 21. If Gregorio del Pilar was the hero in the Battle of Tirad Pass, then who was
A. Luis Taviel de Andrade . C. Camilo de Polavieja the leader in the Battle of La Loma? '
B. Nicolas dela Pena " D. Martin Constantino A. Antonio Luna ' , C. Emilio Jacinto
16. Who gladly agreed to finance the printing cost of the book Noli Me Tangere B. Mariano Sakay ' D. Miguel MSIvar
when Rizal was having problems with the expenses? 22. Who led the longest revolt in Philippine history?
A. Ferdinand Blumentritt C. Antonio de Morga A. Andres Malong C. Francisco Dagohoy
B. Hans Meyer ' D. Maximo Viola B. Diego Silang D. HermanoPule
17. Rizal was able to finish his studies and performed excellently in all subjects in 23. In 1872 the martyrdom of Gomburza truly inspired Rizal to fight the evils of
Ateneo. He was later coined as the pride of the Jesuits" but he pointed out Spanish tyranny and redeem his oppressed people. The governor-general
that if it werent for this education, he. wouldnt have achieved those goals. ____ who ordered the-execution of Gomburza was
Who was this educator? A. Governor-General Rafael de Izquierdo
A. Father Sajichez C. DonSaez B. Governor-General Fernando Primo de Rivera
B. Maestro Aquino "* D. Don de Jesus C. Governor-General Ramon Blanco
18. Below are four statements about the Philippines during Rizals time. Which D. Governor-General Camilo de Polavieja
statement is false? 24. How did Rizal describe his novel, El Fiiibusterismo in terms of treatment,
A. The system of government was called frailocracy. style, and content?
B. The Philippines was represented in theSpanish Cortes. A. El Fili is a romantic novel; it is a work of the heart, a book of feeling; it
C. The big plantations were owned by religious organizations. has freshness, color, humor, lightness, and wit.
D. The justice system served the interests of the Spanish colonial government. B. El Fili is a political novel; it is work of the head, a book of thoughts;
19. Who ordered Jose Rizal to be shot in Bagumbayan on the morning of containing bitterness, hatred, pain, violence, and sorrow.
December 30,1896? C. El Fili is a novel about Filipino ethics, a book of Filipino habits and
A. Governor-General Ramon Blanco -isagt^gnriEgTBmor,witrbêmess. and .pain
B. Governor-General Eulogio Despujol D. None of the above
C. Governor-General Camilo Polavieja ________ 25. Af the start, there were two rival factions of the Katipunan in Cavite: one was
D. Governor-General Rafael de Izquierdo the N/lagdalo faction led by Boldomero Aguinaldo with headquarters at Cavite
20. Jose Rizai and other mestizos and pensionados in Madrid formetHhe Viejo (now Kawit) and the faction led-by~Mariano Alvarez, uncle-in-law of
Propagandists Movement to appeal to reformers in the Spanish administration Bonifacio. Where was the headquarters of the Magdiwang faction in Cavite?
in the Philippines through periodicals and pamphlets. Which of the following A. Imus C. Binakayan
was not .a product of the Propagandists Movement? B. Naic ' D. Noveleta
A. Sol _ . C. Kalayaan _
B. Fray Botod D. Dasalan at Tocsohan
E m PNU LET R eview er

General Education
Social Science - Philosophy
P A R T I - C O N T E N T U P D A TE
t^W-ATURE OF PHILOSOPHY -
a. Philosophy (from the Greek words, Philia" and "Sophia," meaning "love
------- of wisdom") - is defined technically as the science of beings in their
ultimate reasons, causes and principles, acquired by human reason alone.
Prepared by:
In brief, it is the field of reason.
Prof. M ichael M , Nael
b. Philosophy is the Science and Art of all things naturally knowable to man's
unaided powers in so far as these things are studied in their deepest causes
and reasons. It is humanitys attempt to think.speculatively, reflectively, and
j Competencies: systematically about the universe and the human beings relationship to
the universe. It is humanity's communal search for the ultimate explanation
of the realities of life. . *-
: 1. Form a critical and analytical attitude
: towards various philosophical
thoughts -------- :----------- n r _2._B R A N C H E S OF PHILOSOPHY
1. The major branches of Philosophy serve as the foundation of education and

\ 2 . Comprehend the various implications the teaching- teaming process
of various philosophical thoughts to 2. Education must teach Mental and Physical Realities (Metaphysics), the
Truth and knowledge as contained in the curriculum
educational theories and practices (Epistemology), the good, and morality (Ethics) and -the reasonable as to
content and processes (Logic).
3. Manifest knowledge of the nature 3. Philosophy guides the educative processes as it determines the aims,
mission, vision, goaisand objectives of education. It likewise
- of philosophy and its processes as determines the approaches, methodologies, strategies of teaching, the
applied in-education content of the curriculum, the role of teachers, and all the decisions and
actions in the educative process.
Prof. Michael M. Nael
E- = y .r - .r - r r - i'.im nr- p p i l . ,im
... M|J |_
PNU LET flevieiver 325

Genera! Education
2.1 METAPHYSICS- What is reality? (Teachers must teach the realities of life,
2. Causality -Causality is the Law of Identity applied over time. It is the identity
especially the essential and the relevant realities.)
* of actions. Action is a'Change in the identity of an entity.
3. Every effect must have a cause. That cause, however, is an effect of a
Metaphysics. It is the theory of reality. It covers such sub-branches as cosmology
previous cause. Causality is the law that states that each cause has a specific
(origin and development of the cosmos); nature of man, problem of freedom as in
effect, and that this effect is dependent on the identities of the agents involved.
determinism (cosmos is governed by forces or laws beyond the control of man ),
4. Nothing. Nothing, or non-existence, is that which doesn't exist. It is not a
and free will; conceptions about God (theism, atheism-, monotheism, polytheism,
metaphysical entity. It doesn't exist. It has no identity.
pantheism, deism, etc.); teleology (meaning or purpose of life); constancy or lack of
5. Contradiction-Contradictions don't exist in reality because reality simply is
it in reality as in absolutism (constancy) and relativism (lack of constancy); quality
as it is and does not contradict itself.
or reality as in monism (one reality), dualism (two), and pluralism (many realities);
6. An Entity is the Sum of its Parts -Assuming there are basic building blocks
ontology (study of being/existence); relation of body and mind; and others;
of the universe, it is conceivable that these entities have a fixed identity,
except location. They do not change. They act, and interact, but do not ever
2.1.1 Metaphysical Axiom
actually change their identity.
Jt
An axiom is an irreducible pnmary. It doesn't rest upon anything in order to
2.1.2. Metaphysical Theories "
be valid, and it cannot be proven by any .''more basic" premises. A true axiom
cannot be refuted because the act of trying to refute it requires that very axiom
1. IDEALISM
as a premise.
a. believed that the physical world around us is not real; it is constantly
1. Existence exists is an axiom which states that there is something, as
changing and thus you can never say what it really is,
opposed to nothing. -
b. There is a world of ideas which is a world of unchanging and absolute
2. The Law of Identity. To have an identity means to have a single identity; an
truth. This is reality for Plato.
object cannot have two identities. .
c. Whenever we grasp an idea, or see something with our mind's eye, we
3. Consciousness- consciousness is axiomatic because you cannot logically
are using our mind to conceive of something in the Ideal world.
deny your minds existence at the same time as using your mind to do the
d. Since concept could not come from the physical world, it must come
. denying. . . from an ideal world.
2. DUALISM -
2.1.2. Implications of these Axioms . '____________ _________
a. Dualism is the philosophy that there are two kinds of reality; material.
5 and Immaterial.
1. Reality'is Absolute: The Primacy of Existence -This means that reality is
b. There is a physical world as well as a non-physjcafor spiritual world.
not subject to wishes, whims, prayers, or miracles. If you want to change-
c. Ideas in the mindcome fromthe physical world as experienced by'the senses.
the world, you must act according-to reality. ,
* d. Truth can be verified through its existence in the. natural world.
E U pmu LET R eview er * * * *
Gencrni Education
3. MATERIALISM c. Intuitive - knowledge acquired primarily through intuition (sudden flash of

wn-as'-inteitionism.
a. On this view only the world of matter is- real.
quired through an authority (expertise) and the_
b. Thoughts, ideas, and other non-physical things are merely, movements-
of physical matter or chemical reactions. __ _______ _ _ -------- buliuf ii kiiuwi'aTdiitfiorltariartsm
c. There is no reality beyond the physical. e. Revealed. Krowledge acquired through revelation (what God discloses to
man). And the belief is revelationism. It is also called religious knowledge.
2.2. EP1STEM0L0GY- What is truth? ( Teachers must teach the truth, its criterion
and .grounds and the ability to fearn to know) 2.2.4 Criterion of Truth
Epistemology. it is the theory of knowledge. Its major concerns are the nature of . 1. Naive realism - argues that reality is precisely what as it appears to be.
knowledge itself and the grounds for its validity. So it adheres to the belief that seeing is believing Truth therefore is
what is seen and experienced. The disadvantage of this criterion is the
2.2.1. Positions in relation to knowledge overdependence on appearance.
a. Agnosticism - coined by Thomas Huxley which means "not being able to 2. Feelings - the belief that what one feels is the truth and that the best;
know" or belief in -the impossibility of knowledge. criterion of truth is a hunch. The disadvantage of this is that feelings are
b. Skepticism is the' doubting or questioning attitude towards knowledge (also subjective and are not sometimes true.
3._Customs and traditions - this is used by many as a criterion of truth
known as the scientific attitude). ~
________partiaiterty-ifl-matters-pertaining to morals, politics, dress, etc.
c. Affirmaflbn of knowledge. It is the possibility of knowledge. ___
-------4 Tim 'e'-ls 'regarded as an excellent test if not the final test of truth. The
2.2.2. Types of knowledge in relation to observation disadvantage is that we have to wait until the end of time to be really
a. A priori - knowledge not requiring observation; literally means "before" or certain of the truth.
"prior to 5. Intuition - truth that comes from one knows not where. It is not a test of
b. A posteiriori - knowledge based on observation; literally means "after" or truth but-a source of truth.
"posterior to 6. Revelation -Truth which comes from God' This is also a source of truth
c. Experimental - knowledge resulting from tested observation. and not a test it.
7. Instinct - What is instinctive must by virtue of that fact be true since nature
2.2.3. Types of knowledge according to means / instruments deemed it so. But most knowledge is beyond the bounds of instinct. It is not
a. Empirical - knowledge acquired through sense perception (equivalent to therefore a test of tfuth.
scientific knowledge). Th school of thought is known as empiricism. 8. Majority, Plurality, Consensus Gentium - The number of people who
b. Rational knowledge acquired primarily through reason and belief is called believes in the truth determines its truthfulness However, truth is not
. rationalism. necessarily dependent on how many believes it has to be true.
PMU t 7 R eview er
S o d a ! Science - Philosophy General Education
9. Authority- certain individuals who have mastered a field of study may be c. What we refer to and perceive as the external world is in some way an
a criterion of truth but authority gives only opinion which cuuld be true or artifice of the mind. .
which could be false. . d. Analytic statements (for example, mathematical truths), are held to be
10. correspondence - a belief that when an idea agrees with its object, it is true without reference to the external world, and these are taken to be
proof of its truth. However, it is a definition of truth not a criterion. exemplary knowledge statements.
11. Pragmatism - If an idea works then it is true, but not aii truths work. It
cannot be the ultimate criterion of truth. 3. Naive realism -
12. Consistency - means the absence of . contradiction. But there is a a. there exists a world of material objects.
possibility to:be consistently false sometimes. - - J>. Statements about these objects can be known to be true through
13. Coherence - a systematic consistent explanation of all the facts of sense-experience.
experience. Its technical name js reason.This isijelieved to be the ultimate c. These objects exist not only when they are being perceived but also
when they are not perceived.
reasonable view of reality. This is humanity's criterion of truth. d These objects are also able to retain properties of the types we
v perceive them as havingêven wherkthey are not being perceived.
2.2.5 Epistemological Theories . Their properties are perception-independent.
e. Bymeans of our senses, we perceive the world directly, and pretty much
1. Empiricism as it is. In the main, our claims to have knowledge of it are justified.
a. Empiricists claim knowledge is a product of human experience.
b. Statements of observations take pride of place in empiricist theory. 4. Phenomenalism
c. Naive empiricism holds simply that our ideas and theories need to be a. Phenomenalism is a development from- George Berkeley's claim that
tested against reality and accepted or rejected on the basis of how to be is to be perceived.
well they correspond to observed facts. b. When you see a tree, you see a certain perception of a brown shape,
d. For any knowledge -to-6e-properly-infereed-or-deduced,. it is to be when you touch it, you get a perception of pressure against your palm.
gained ultimately from one's sense-based experience. c. One shouldn't think of objects as distinct substances, which interact
with our senses so that we may perceive them; rather we should ;
2. Idealism ------------------------------------ ---------- ----------------- conclude that all that really exists is the perception itself.
a. A theory of reality and of knowledge that attributes to consciousness, . .. . .'
or the immaterial mind, a primary foie in the constitution of the world. 5. Pragmatism |
b. All physical oBjects are ^mind-dependent and can have no existence a. ft holds that what is important about knowledge' is that it solves i
apart from a mind that is conscious of them. 1 certain problems that are constrained both by the world and by human ; f-
purposes. * -;i
328 l-PNU LET R eview er Prof. Michael M. Nad

General id u c a t io a
b. The place of knowledge in human activity is to resolve the problems 9. Skepticism

that arise in conflicts between belief and action. a. Philosophical skepticism is the position which critically examines
c. Pragmatism is committed to the use of the experimental method in all whether the knnwlerloe and neirartiofls-aeeete-havg iff true.
forms of inquiry,-a non-skeptical falM sm about our current store of - ......b. "Aflfferents of this position hold that one can.oever obtain true
knowledge, and the importance ef knowledge proving itselfthrough knawtedgersirceiustlticalion is never certain,
future testing. c. Scientific skepticism is the practical stance that one should not accept
the veracity of claims until solidgvidencejs. produced.
6. Rationalism
a. Rationalists believe that tlw e are a priori or innate ideas ttiat are not 2.3. ETHICS - What is the good life? (Teacher must teach the good, to value the
derived from sense experience. good and moral life and to actually live the good life. Learning to
b. These ideas, however, may be justified by experience. be, to do and to live together.)
c. These ideas may in some way. derive from the structure of the human
mind, or they may exist independently of the mind. 2.3.1. NATURE OF ETHICS
d. If they exist independently, they may be understood by a human mind a. Ethics is the philosophical study of the morality of human acts.
once it reaches a-necessary degree of sophistication. b. Only human acts are subjects of morality and moral responsibility.
c. Human acts are acts done with knowledge, freedom and voluntariness.'
7. Representationalism d. Acts with no knowledge, and/or freedom, and/ or voluntariness are called
. a. Representationalism or Represestative realism, unlike Naive Realism, acts of man and are not subject to morality. ___ _
proposes that we cannot see the external world cfirectty, but only e. The determinants-Q^moralttrarethg~aeOtseirthe circumstances, and the
through our perceptual representations of it end of the doer.
b. The objects and the world that you see around you are not the world
itself, but merely an internal virtuai-reatity replica of that world. 2.3.2. CLASSICAL ETHICAL THEORY '
c. The veil of perception removes the real world from our direct inspection.
1. Platonism
8. Relativism a. If a man knows what the good life is, he will not act immorally. Thus evil
a. Protagoras maintains that all things are true and in a constant state is due to lack of knowledge.
of flux, revealing certain aspects of truth at one time while concealing b. Absolutism-there is fundamentally one and only one good life for all
them at another. men to lead- the objectivity of Moral Principle.
b. Relativism claims that there is no objective truth, it also holds that
anything which a man can perceive is true, but not necessarily true to
the next person. .
Prof, Michael M. Nael

,'a l Education
d. Man who is indifferent is a free man- he becomes independent of the

2. Aristotle- Nicomachean Ethics
a. The doctrine of the mean- in order to achieve happiness, men must act . worid.
moderately, they must act so as to be striving for the mean between e. Predestination- all happenings in the world are fixed by God according
to some preconceived plan.
two extreme.
b. The good life is a life of happiness. f. Virtue consists of a will which is in agreement with the happenings of
c. Happiness is an activity not a goal. nature,
d. Men ought to- behave so as to achieve happiness.
6. Christian Ethics
a. The view that there is a divine being who has laid down certain
3. Epteurus-Hedonism
a. Pleasure is the sole good - to live pleasantly without suffering from any rules for moral behavior and that correct conduct consist in acting in
of the undesirable effects of such living accordance with these rules and incorrect conduct consists in violating
. -br-Dynami&^leastife-pleasfe-aGGempanied by pain them. -
c. Passive pleasure-pleasure not accompanied by pain b. Authoritarianism-the church regards the moral code as an objective
* and infallible guide to correct behavior.
1. Psychological Hedonism- aaloctrine that states that men pursue
pleasure and only pleasure in their lives.
' 2. Ethical Hedonism- the view that men not only seek pleasure but 7. Baruch Spinoza the Ethics I
that they'ought to do so since it is the only good. a. All things come to pass, according to the eternal order and fixed laws j
of nature-stoics'point of view. ' j
4. Cynicfem-Diogenes b. Nothing is good or bad in itself but it is only in relation to someone- I
relativist. I
a. Holds that all fruits of civilization are worthless.
b. If salvation is to be found, it is in the rejection of society anda return to c. One should look at events as part of a larger system. I

simple life, to a life of ascetic living.
c. The world was fundamentally evil;Jn order to live properly aman must 8. Utilitarianism: Jeremy Bentham-and J.S.MIII ' _________
withdraw from participation in it. a. An action is right in so far as it tends to produce the greatest happiness j
for the greatest number. ^
d. Man must find it with-in itselfJhis is what virtue consists of.
b. The consequence of a given action determines the- rigtoness-0-lhfi__j_
wrongness of an act not the motive-for which it was done. f
5. Stoicism- Zeno . . '
a. Learn to be indifferent to external influences c. The main tenet is to separate rightness or wrongness oFan act from [
the goodness orbadness of an'agent who performs the action. 1
b. Epictitus- good or evil depends
c. Virtue resides in the will, that only the will is good or bad.
P roft W ic iia e l M N a tl' 4

E t f e l t j pHtf LST Reviewer
Social Science - Philosopnv
9. Êmmanuel Kaht .
c. Embtivism-holds that moral judgments are neither true nor-false but
a. Kant divided actions into two:
are mere expressions of the feelings
- acts done from inclination-non-moral
evocative of the feelings ottbose-wlro-t
- acts done from a sense of duty-moraf
b. Moraiifaus-closely bound up with one's duties and obligation:
3. Motivism, Oeontological and Consequence Theories
- acts in accord with duty-non-moral
a. Motiyist- the rightness or wrongness of an action depends upon ttie_
--------------: actsfrom duty-moral
motive from which the art was done. Ex. Kante-ethics "
' c. Categorical imperatives
b. Consequence theory-the rightness or wrongness of an action depends
a. Act only on the maxim that you can will that it should become the
entirely upon the effects which the action has. Ex. Utilitarian
.... universal law
c. Deontological-the rightness or wrongness of an act depends neither
b. Act as to treat humanity as an end never as a means
upon the motive nor the consequence but solely upon what kind of act
it was.
2.3.3 MODERN ETHICAL THEORIES
2.3.4 ETHICAL PRINCIPLES
1. Subjectivism and Objectivism
a. Objectivism-any theory that holds that ethical judgments are true or
a. Principle of Indirect voluntariness
false.
1. The doer must be abte to foresee the evil effect at least in a general
b. Subjectivism:
way.
Ethical judgments are neither true nor false.
2. The doer must be free to refrain
If the theory holds that ethical judgments are true or false but they
the evil effect.
------------are always about the psychology of the person who utters them and
3. The doer be morally bound not to do that which is the cause of the evil
only that person then it is subjectivist.
effect.
2. Naturalism, Non-naturalism, Emotivism
b. Principle of Double effect
. a. Naturalistic- holds that moral judgment are true or false and also that
1. The evil effect must not precede the good effect.
such judgments are reducible entirely to the concept of some natural
2. There must be a reason sufficiently grave calling for the act in its good
science usually psychology,
effect. .
b. Non-naturalistic-holds that those moral judgments are true or false but
3. The intention of the doer must be honest..
they are not reducible to any natural science.
JL. i 4&. -_
Social Science - Philosophy Generaf Education
c. The end of the agent as a determinant of morality g. On prescription of ownership: Fit goods: good faith; a title,'too; due time-
1. A good act done for a good end takes on an added or a new goodness the thing belongs to you.
fromlhe end, and from each good end that influences the act.
2. A bad act done for an evil end takes on an added or a new malice from h. On strike: conditions requisite for a just strike
the end, and from each evil end that influences the act. 1. That it be the only available means of reaching a just settlement of the
3. A good act done for an evil end is wholly evil if the end is the complete difficulties between employer and employees
motive for the act dr if the end, while only a partial motive, is gravely 2. That the matter at stake be ofan importance sufficient to warrant
evil. A good act done for an end slightly evil and not the whole motive the hardship and damage that must be borne by the workers, the
of the act, is only partially vitiated. employers, the families of both, and the community at large
4: An evil act can never become good by reason of a good end. 3. That there be a reasonable hope of success in obtaining the good for
5. An indifferent act is good if done for a good end, evil for an evil end. which the strike . -------------- .....
- r i- ~lnfluehcB-trf circumstance upon morality of human acts 2.4. LOGIC - What is correct thinking? Teachers must develop the mental faculty of
1. An indifferent act becomes good or evil by-reason of its circumstances. students, to reason out critically, creatively andstrategically.
2. A ggod act may become evil by reason of circumstances? *
3. An act may become better or worse, or may take on a new goodness a. Logic is the science and art of correct thinking and right reasoning.
or evil by reason of circumstances. b. Logic is the study of univocal terms and precise ideas that constitute
4. An evil act can never be marie good by circumstances. 'propositional judgment in order to determine the validity and soundness of
5. A gravely evil circumstance entirely vitiates a good act. syllogisms and arguments.
6. A slightly evil circumstance does not entirely vitiate a good act. c. Logic is a tool of knowing and understanding and thus a tool of Philosophy,
Science and Education. The wisdom that philosophy discovers through
e. On duty correct reasoning is taught and transmitted through logical educative
1. Common necessity never exempts from duty. processes. The collective wisdom of the human race is verified byscience
2. No necessity exempts from a negative natural duty. which employs logical processes and methodologies and made applicable
" " ..3. Extreme or grave necessity'exempts from affirmative natural duty, and relevant through technology.
provided there is no involved violation of negative natural law.
4. Extreme or grave necessity exempts from the prescription of positive 2.4.1. Types of Logic ----------------- *-----------
law, provided there is no involved violation of negative natural law. *
. a. inductive. It is reasoning from particular/specific to general/universal, ft
f. On contract: The matter apt; the person fit; consent and a formal note of it is popular in the sciences because it leads to the discovery of principles,
laws, etc. ^
H cfsfeypWtt LET R e v few ir Prof*. M ichael M . Nael
Soci.d Science - P liiiosopa?
b. Deductive. It is reasoning from the general/universal to the particulars/ d. Immediate Inferences

specifics. Its main justification is to show proofs of the known principle. It is 1. "immediate Inference is a kind of inference by which the mind directly
often used in Mathematics, draws the implication of one proposition to arrive at a new proposition
Syllogism is the verbal form of deductive reasoning. without the use of a mediuni.or a third idea. . . ._________
& Dialeetifc-fr-fs-roasoning in which the eonflict or contrast of igeas is used 2. Types of Immediate Inference .
. as a means of detecting the truth.'In Hegel's dialectic, there are three 2.1. Oppositional inference is a type of immediate- inferencethat
stages: thesis (affirmation of the idea); antithesis (negation of the idea); and proceeds from the relationship between propositions with the
synthesis (reaffirmation of the idea or truth Itself), same subject and predicate but different quantities and/or
d....ExperimentaLor problem solving. It is the testing of hypothesis and makes qualifies. Oppositional inference is the process of determining the
use of both induction an deduction. truth or falsity of an opposite statement from the truth or falsity of
a given statement.
2.4.2 IMMEDIATE INFERENCE 2.2. Types of Categorical Propositions
Categorical Propositions are statements of direct claim of
a. Inference is a process by which a conclusion is drawn from a valid relationship or non-relationship. They are either true or false. They
sequence and relationship of premises. are classified into four types, namely A, , 1,0 propositions:
b. Syllogisms are verbal expressions of arguments that are products of 1. .A propositions- propositions.that are Universal/Singular in
.. reasoning or inferential thinking quantity and affirmative ir> quality
c. Kinds of Syllogisms E& All men are rational;-Cathy is a student; Every citizen is
1. Categorical Syllogism is a syllogism that is made up ,of categorical free to own properties
propositions. 2. E Propositions-Those that are Universal/Singular in-quantity
Example;-^// books are tools for learning; and negative in quality ......
But the dictionary is a book; Ex. No man is an island; All students are not teachers; Every
Therefore, the dictionary is a tool for learning. dog is not a cat
2. Hypothetical Syllogism is a syllogism wherein at least one proposition 3. I Propositions-Those that are particular in quantity and
is a hypothetical proposition. affirmative in quality
Example: If all books are tools for learning then they must be valued Ex. Some politicians are liars; Many countries are for peace;
But all booksare tools for learning; Filipinos are Christians.
Therefore, they must be valued. 4. 0 Propositions-Those that are particular in quantity.and
negative in quality. .
Ex. Some civilians are not responsible people; Many are not
in favor of war; Not all Filipinos are not rich.
Prof. Micnacl M. Mad ^ ^ Ravj^Wfif
2.4 Square of Opposition
A Proposition E Proposition
Social Science - PhilosopRy Universal affirmative Universal Negative
Ex. All humans are free. Ex. Ato Humans are free.
2.3 These four types of categorical propositions are actually opposed
to each other either as contradictories, contraries, sub-contraries,
No humans are not free. All humans are not free.
or sub-alternates.
a. Contradictory Opposition exists between two statements of
different qualities and quantities. Contradictory propositions
cannot be both true and cannot be both false. If one is true
then the other is false and if one is false the other is true. A &
0 Propositions and E & I Propositions are contradictories.
b. Contrary Opposition exists between two statements of both
universal quantities but of different qualities, that is, one is
affirmative and the other is negative. Contrary propositions
may be both false butonly one cap be false. So if one is true
the other is false but if one is false the other is doubtful A and
E propositions are contraries
c. Sub-Contrary Opposition exists between two statements that
are both Particular in quantities but of different qualities. Sub-
Contrary propositions may be both true but only one can be
false. So if one is true the other is doubtful but if one is false
the other is true. I and 0 Propositions are sub-contraries.
d. Sub-Alternate Opposition exists between two propositions
that are of the same quality but different in quantities, that
is, one is universal and the other is particular. Sub-alternates
may be both true and maybe both false. If the Universal I Proposition 0 Proposition
proposition is true the particular'proposition is true and if
the particular proposition, is false the universal proposition Particular affirmative Particular Negative
is false but' if the particular opposition is true the universal - Ex. Some humans are free. - -Ex. Some humans are not free.
' proposition is doubtful and. if the universal proposition is false *'
the particular proposition is doubtful. A & ! propositions and E
and 0 Propositions are suo-alternates.
. Summary o f the Rules in Oppositional inference
A. Contradictory Opposition A 'am td-tan^ro position s
f e W im i
i. n m ew o o o s itm ^ w 4 h e c J h M \e rjs . faise.
- , 2. If one proposition is false then the other is true. .
B. Contrary Opposition': .4 aw ' E oropositions
1. If one is true then the other is false.
2. * lf one Is false then the other is doubtful.
ft r Uv. i. >i'.
C. Sub-Contrary Opposition: I and 0 Propositions 2.6 Truth-Vatue Table of Opposing Propositions

/. If one is true then the other is doubtful..
2. If one is felse then the other is true. 9 I ? .F
L " F F - ' F
D. Sub-Alternate Opposition: A and I: and 0 propositions _
_Z__ iLtbe-univorcaHs-hae (tot thefjnrtculai i f Sv e T '
2. If the nniuan^l fake then tha pirtmutot**-rinrihifiir 1. 1
3. if the particular is true then-the universal is doubtful.
T F ? T F T T ?
4. If the particular is false then the universal is faise.
if one is to apply .these rules in analyzing the relationships

?
F F T F T F
that exist between and among the four types of categorical
>
propositions, then one can immediately infer that: -
if A is true,, then is false, I is true, and 0 is false.
if. A is false, then E is doubtful, I is doubtful and 0 is true. I ' ' ? E T ? I T
ifE is true then A is false, I is false and 0 is true.
If E is false then A is doubtful, I is true and 0 is doubtful. Legend: T= True, F = False, ? = doubtful
If I is true then A is doubtful, E is false and 0 is doubtful.
If I is false then A is false; Els true and 0 is true.
" I f 0 is true then A is false, E is doubtful and I is doubtful. 3. Eduction or Logical Equivalence is the process of restating the same
If 0 is false then A is true. E is false, and I is true. meaning of proposition using different forms. The result of the
inference is a new proposition but it has the same meaning aid truth-
To have a visual illustration of these inferences, please vafue as the given.
remember the square of opposition. Recall that on the upper 3.1 Types of Eduction or Logical Equivalence
left hand corner is found the A proposition while on the upper . 1. Conversion is the process of interchanging the position of the
right hand corner is found the proposition. Recall further that subject and predicate terms without extending any term and
on the lower left hand comer is found the! proposition while without changing the quality of the proposition. The original
on the lower right hand corner is found the 0 proposition. If we propositionis reformulated by interchanging the subject and
now apply tlie rules of opposition, we will have the table below the predicate while maintaining the quantities of the terms.
The original proposition is called the converten8 while the
resulting proposition is called the converse.
iVoK. Miciuici M 1ST R eview er

Social Science P h iiosop."; Genera! Education
Ex. All cemputers are expensive. = Some expensive things are Shortcut:
computers. A to I. Partial Conversion
Man is a rational Animal. = A rational animal is a man. A to A
full conversion Subject copula Predicate Subject copula Predicate
No terrorist is a peace lover.- No peace lover is a terrorist. E Positive . Negative Negative
to E conversion
Shortcut: To illustrate: A proposition obverted to E proposition
A O C 3 Z ^ IZ D All m edicines]/^<fiypensiveZ> 4= All medicines 1jttlT n b k CSpexpensivi!

Subject copula Predicate = Predicate copula Subject
To illustrate: I proposition converted to another I Proposition
the original subject and predicate terms. It obverts, then
converts then obvert^the original proposition. It is the process
of formulating a new proposition by getting the obverse of the
Note: An 0 proposition cannot be validly converted because it will extend a converse of the obverse. The original subject and predicate
term .from a particular to a universal extension or quantity '. are contradicted and interchanged but the quality is retained.
2. Obversion is the process of expressing an affirmative Contraposition Process

proposition in a negative manner or a negative proposition in Contraponend = All nurses are health providers.
the affirmative manner. It involves the changing of the copula Step 1: Obvert * All nurses are not non-health providers.
and contradicting the original predicate. It is the process in Step 2: Convert = All non-health providers are not nurses. = Partial Contraposit
which a new proposition is formulated by changing the quality Step 3: Obvert_= All non-health providers are non-nurses. = Full Contraposit
of the original proposition and contradicting the original
predicate. - . Ex. All Nurses are role models, = All non- role models are non-nurses
Ex.: All trees are useful. = All trees are not non -useful. A to-E Fvp.rv imis is not a bacterium. = Some non-bacteria are not non-virus.
obversion. . _________
Some actions are not good, = Some actions are bad 0 to 1 Shortcut
obversion ' :
n y x ' O
Subject copula . Predicate Predicate copula Subject
.Negative Positive Negative
P ro f. M icih acf M . N aci

To illustrate: A- proposition contraposed to another A- proposition To illostrate:^-Proposition inverted to 1-Proposition
Ml health workers ^ f K ^5essionaS^= All on-professionaiSy^rK^5a-healthvwyKe5? Ml nurses |y^ <5flalth workers^ [Some non-nursesly^rtK aoaSealth wofeS?
(Note: An.l proposition cannot be contraposed validly.) jJdte;ianl O Propositions cannot be inverted
4. Inversion isthe process of chanainathaQ uantty^sroroaliurr 2.4.3 MEDIATE INFERENCES

and contradicting the original subject and predicate terms.
It proceeds by obverting and converting the contraposit of a Categorical Syllogism -
universal proposition. It is the process of changirtglhe quantify A Categorical Syllogism is a mediate inference that is made up of
of the original proposition and contradicting both subject and categorical propositions. The two propositions, called premises, are
predicate and retaining the quality of the original proposition. related through a middle term. These result into a third proposition, called
conclusion, whictt flows necessarily from such relationship.
Invertend No X are Y All X are Y
Step 1: Obvert =E Propositions start with step 2 = All X are not non-Y. A. 1. Basic Components of a Categorical Proposition
Step 2: Convert No Y is X or AHY are not X.= All non-Y are not X. 1. The Three Categorical Propositions
Step 3: Obvert = All Y are non-X. = All non-Y are non-X. 1. Major Premise-the proposition of greater extension that is made
Step 4: Convert= Some non-X are Y. = Partial= Some non-X are non-Y. = Full inverse up of the major term and the middle ternf It is usuaift written as
Step 5: Obvert= Some non-X are notnon-Y.= Full= Some non-X are notY. = Partial inverse the first premise.
2. Mirior Premise- The proposition of lesser extension that is made
Sample Inversion . ____ up of the minor term and the middle term. It is usually written as
Alt knights are brave. = Some non- kn ig h tsare^ ^S f^ A A o t-lm erô n ^ the second premise.
3. Conclusion- The proposition ttiat flowed from the relationship
Shortcut: of the two premises. This contains the inferred truth, which is a
necessary tmpHcatkm of the two premises. It is made up of the
minor and the major term and is usually written last.
Subject Copula PrecScate Subject Copula Predicate Example:
Universal affirmative Particular Negative
Affirmative Negative Major Precise: All rational animals are mortal;
Minor Premise: But all men are rational animals;
Conclusion: Therefore, all men are mortal.
P roi. M ich ael M . Nsjei PNU LET R eview er. H I

General Educacion
5. The Major and the minor terms may only be universal in the conclusion
A.2. The Three Terms
if they are universal in the premises. The violation of this rule is known
1. The Major Term is one of the terms found in the major premise and
as the fallacy ofextensbn of the major or the minor term.
the predicate of the conclusion.
6. Two affirmative proposition results into an affirmative conclusion. The
2. The Minor Term- is one of the terms found in the minor premise and
violation of this rule is called the fallacy of negative conclusion.
the subject of the conclusion.
3. The Middle Term- is found in both major and minor premises but not 7. Two negative premises cannot have a valid conclusion. The violation of
this rule is known as the fallacy of negativepremises,
in the conclusion. It is the term that mediates and connects the two
8. One affirmativeand one negative premises result into a negative conclusion.
premises. The common idea that allows the truth to flow from the
Violation of this rule is called the fallacy ofaffmative conclusion.
premises to the conclusion.
---------9. The premises must be universal at least once. The violation of this rule
Example: _______________
' is known as the fallacy of undistributed premises.
J i I health workers are professionals; 10. One universal and one particular premise results into a particular
But, some public servants are health workers; coTidusion. The violation of this rule is known as the fallacy of universal/
Therefore, some public servants are professionals. or extended conclusion:
11. Two particular premises cannot have a valid conclusion. The violation
Major Term: professionals of this rule is called the fallacy of undistributed premises.
Minor Term: public servant 12. Never claim something in the conclusion something that was not
Middle Term: health workers claimed and proven in the premises. This is the General rule in any
syllogism. The violation of this rule is called the fallacy of lack of
A.2. Rules on the Validity of Categorical Syllogism sequence.
1. There must be. three terms only; the major term, the minor term,
and the middle term. The violation of this rule is known as -fallacy of ~ A.3. Valid Moods of Categorical Syllogisms j
excessive terms or lack of terms. Figure 1; Barbara, Celarent, Darii, Ferio or AAA,EAE,AII,EIQ. j
2 .' Each of the terms must be used twice univocally. The violation of this Figure 2; Cesare, Camestres. Festino, Barpco or EAE, AEE, 0 0 , AOO . ]
rule is known as fallacy of analogous or 'equivocSI tsms. . ------------------- Flprr3r0arapti, Disamis, Datisi. Felapton, Bocardo, Ferison or AAI, IA1, I
3. The middle terormust be used in-both-premises-and not in the__
conclusion. The violation of this rule is called the fallacy of misplaced" Rgure 4: Sramantip, Camenes, Dimaris: Fesapo, Fresison or AAI, AEE, IA1, !
middle term. EAO.F'O ' |
4. The middle term must be universal at least once. The violation of this i
rule is called the fallacy of undistributed riiddle term. + (Note; The 1st vowel refers to the major premise, the 2nd to the minor j
premise and the 3rd to the conclusion) ' J
PWtfliT Reviewer
General Hducarioii
A.4. Determining the validity and soundness (reasonability) of Syllogism 4: FERIO

1 .' Rewrite the argument in the iogical form that is major premise, minor E-N oX isY; . E- No spiritual being is immortal;
premise and conclusion - I- but some WJsJL. '-t-butsom W m an'souls are spiritual;
2. Check the syllogism if it contains a fallacy or if it i in aGGordaftervfitfrmr' 0 - thus, some W are Y. (kJtsus, some human souls are immortal.
rules of validity
3. If it contains a fallacy or a rule was violated then it is invalid and therefore Figure II: Predicate: Predicate Middle Terms
should not be accepted as reasonable 1. CESAPE_________
4. A shorter way is to identify the middle term, the term common to-both 'EÂIi Y are notX; E- Every Manual is not a newspaper;
major and minor premises, and then determine the figure and the mood A- but ail W are X; A- but all Bulletin Today are newspapers;
then compare it to the valid mood on that figure( see samples below) if it is E- thus, All IV are not Y. E- Thus, all Bulletin today are not mantels.
one of the moods identified then it is valid. If not then it is invalid.
5. To check for soundness, check if both premises of the valid syllogism are 2. CAMESTRES
true. If they are then the syllogism is sound. If one or both of the premises A -A ll Y are X; A- All manuals are newspapers;
is false then it is unsound. E-but no W Is an X; E- but no Bulletin Today is a newspaper;
E- thus, noW Is an Y. E- therefore, no Bulletin Today is a manual.
A.5 Examples of the valid moods
Figure 1: Subject: Predicate Middle Terms * 3. FESVNO
1. BARBARA: ' ^ E -A IIY arenotX E- All manuals are not newspapers;
A -A IIXareY; A -A il spiritual are immortal; ______ t-b o H w m W a rs J I- but some Bulletin Today are newspapers;
A- But all Ware X; A -but all human souls are spiritual; V thus, some Ware Y 0 - thus, some Bulletin Today are not manuals,
A- therefore, all W are Y A- thus, all human souls are immortal.
4.BAROCO
2. CELARENT . A- All Yare X; A~ All manuals are newspapers;
E- All X are not Y; E-All spiritual are not immortal; O-but some W are not X; 0 - but some Bulletin Today are not newspapers;
A- but all Ware X; A -but all human souls are spiritual; 0 - thus some Ware not Y. 0 - thus, some Bulletin Today are not manuals,
E- Alt W are not Y E- Thus, all human souls are not immortal.
Rgure III: Subject: Subject Middle Terms
3.DAR1I 1.DARAPH m
A -A llX are Y; A- All spiritual are imrrortal; A- A llX are Y; A -All transparencies are plastic;.
I-b u t some W are X; I-bu t some human souls are spiritual; A -butallXare W: A-but all transparencies are instructional materials;
/- thus, some W are Y. I- thus, some human souls are immortal. /- thus, some W are Y. I- thus, some instructional materials are plastic.
Prof. M id ia c l M . N a d PNtf LET aev iew er i f e k ^ l

Social Science - Philosophy General Education
2. DISAMIS 2. CAMENES '

/- Some X are Y; I-Some transparencies are plastic; A-AIIYareX; A-Education is an investment of humqp capital;
A- but allX are W; A- but all transparencies are instructional materials; E-but no X is W; E- but no investment of human capital is precious;
I thus, some W are Y A thus, some instructional materials are plastic. E- thus, noWisY. E- thus, no precious thing is education.
3. D A W 3. DIMARIS
A-AH X are Y; A -A ll transparencies are plastic I- Some Y are X; I- Some Education are investment of human capital;
I- but some X are W; ' l-butsome transparencies are instructional materials A- but all X are W A-butall investments ofhuman capitalare precious;
I- thus, some W are X. I- thus, some instructional materials are plastic. I-thus some W are Y I-thus, some precious things are education.
4. FELAPTON ..____________ 4. FESAPO

E-NoXisY; E-Nchtranspareneies-m-piastici --------------- E- No YisX E- No education is an investment of human capital;
A- butallXare W; A-but all transparencies are instructionalmaterials; A -butailXareW . A-butall investments ofhuman capitalare precious;
0 - thus, some Ware not Y. 0 - thus, some instructional materials are not plastic. 0-thus, some Ware not Y 0- thuspsome precious things are not education.
5. BOCARDO 5. FRESISON
0 - Some X are not Y; 0 - Some transparencies are not plastic; E- No YisX E- No education is an investment of human capital;
A-but all X are W; A-butall transparencies are instructional materials; 1- but some X are W l-butsomeinvestmentsofhumancapitalareprecious;
0- thus, some Ware not Y. 0 - thus, some instructional materials are not plastic. 0- thus, some Ware not Y 0- thus some precious things are not education.
6. FERISON B Hypothetical Syllogism

E-AllX are not Y E- All transparencies are notplastic;
1- but some X are W ...J-butsmgtransjiarencresmiOstmtionalmaterials; B. 1 Rules for the Validity of Conditional Syllogism (Cause and effect Relation
n. thus, someWare not Y. 0- thus, some instructional materials are not plastic.. introduced by" If.. .Then.
1. There must be sequence. The consequent must necessarily flow from
Figure IV: Predicate:. Subject Middle Term--------- -------------------------------------- the antecedent.
. 1. B R A M A N TIP _________ ;________________ . 2. Posit or assert the truth of the antecedent in the minor, posit or assert.
A-AIIYareX; A-Education is an investment of human capital; the truth of-the consequent in the conolusion.
A-but all X are W; ~ A- but all investmentsofhuman capital are precious; 3. Sublate or deny the truth of the consequent in the minor premise,
I- thus, some Ware Y. ' /- thus some precious things are education. sublate or deny the truth of the antecedent in the conclusion.
Prof. Midhaci M. N'ac!

Oeiierai Education ;>c:ai S c i e n c e - P b .n o s o p ii y

* ..
"4. Posit or sublate completely, never partially. b. It is invalid .to posit one alternative in the -miner premise then
5. It is invalid to sublate the antecedent in the minor premise: sublate the othet in the conclusion.
6. It is invalid to posit the consequent in the minor-precise Examples: Either the answer is correct or it is wrong;
Examples: If it rains then the ground will be wet: But the answer is not correct;
But it rained; : Therefore, the answer is wrong,
Therefore, (he ground was wet.
Either you are rich or poor;
If it rains the ground will be wet; hut you are not rich;
But the ground is not wet; therefore, you are either-poor or middle class.
Therefore, it did not rain.
B.3 Rules for the Validity of Conjunctive Syllogism (introduced by" One
(Note: Mutually exclusive alternatives or sequential correlatives are cannot be... and be... at the same respect")
exempted from rule 5 and 8) 1.Posit one alternative in the minor premise then sublate the other in the
conclusion.
B.2 Rules for the Validity of Disjunctive Syllogism (choices introduced by 2. It is invalid to subfate one alternative in the minor premise then posit
"Either....O r...) the other in the conclusion.
1. If the disjunction is a strict disjunction or contradictory disjunction: (two Examples: Youcannotbe in Baguio and in PNUat the same time;
choices only) But you are in Baguio;
a. Posit one alternative in the minor premise then sublate the other Thus, you are not in PNU.
in the conclusion. *" * ~
b. Sublate one alternative in the minor premise then posit the other 2.3.4 Fallacies
in the conclusion.
2. If the disjunctive is contrary or a third alternative is implied: A. Nature of Fallacy
a. Posit one alternative in the minor premise then sublate the other Fallacy refers to errors in the reasoning process or an argument that has
or the rest in the conclusion. insufficient evidence or warrant for its conclusion.
b. It is Invalid to sublate one alternative in the minor premise then
posit another in the conclusion. ' A. 1 Kinds of Informal or Material Fallacy
3. If the disjunction is sub-contrary or both alternatives could be true: 1. The Fallacy of Relevance- an erroneous reasoning processthat presents
a. Sublate one alternative in the minor premise then posit the other unrelated or irrelevant facts or psychological manipulations, which in
in the conclusion. turn befog the mind and deviate the .mind from analyzing the real issue.
P rof. M ich ael M . Nucl p T ij LET ?ieview sr~P ^ l

Sociiif Science - Philosophy
1
_ -IIU L W ill'll- .................................. I . . , M l .1G1 e n e ra l E d u c a tio n
1
----------- "IT" -| | -I '
Example:' The bishop Is-innocent from thq charges of sexual Example: He was not guilty since no one saw him commit the crime.
harassment because many people attended the prayer rally for him. 6. Argumentum ad populum or the appeal to people-when the popular
He is also known to be kind and he he/ped a lot of people. sentiments of the majority or those that counts are made the basis of
2. The fallacy ofAmbiguity-An erroneous reasoning process, which is a result the conclusion. This makes use of the bandwagon argument.
of the lack of preciseness in the meaning of the languages that were used. Example: Since milk from China causes health problems then we must
Example: He did not violate the law since he parked his car only on avoid buying any product coming from China,
one side, what was prohibited was parking on both sides. 7. Petitjo Pricipii or Begging the question/ Cireulus in probando or arguing
in circles -when one makes use of an uriproven assumption to prove
A.2 The Types of Fallacy of Relevance yet another assumption or the use of an unproven assumption to prove
1. Argumentum ad Baculum or the Appeal to force- this uses moral, another assumption that proves the first assumption.
psychological, cultural, or physical pressure instead of reason in Example: Order is indispensable to justice because justice can be .
its argument. Appealing to force is wrono because it attacks the achieved only by means of social and legal order. ........
freedom -ofm anr--------------------- ~ 8. Ignoratio elenchi or ignoring the issue- when the issue Is set aside and
Example: Since I am the boss, you must vote for my Candidate or else an^nrelated fapt is presented or an irrelevant conclusion is made.
I will fire you from yourjob. v Example: Question: Do you love me? Answer: Let us eat you must be
2. Argumentum ad' misericordiam of - the appeal to pity- when hungry.
compassion or pity is being used to obscure the issue. 9. Fallacy of false cause-when an effect is attributed to an unrelated
Example: We should not fail poor students for they may not acquire cause simply because the perceived effect took place after the
the education that will help them overcome their poverty. perceived cause.
3. Argumentum ad authoritatem or the appeal to misplaced authority- Example: We are pox'because the government is not concerned with
when the truth of the argument is solely based on an authority not providing us the basic services.
relevant to the issue. 10. Hasty Generalizatton-When the argument concludes even if there is
Example: According to Time Magazine, Filipinos should.only have one insufficient data to establish a valid sequence when what is true to a j
child thusour congressjnust legislate such law. . few- is made true to all. I
4. Argumentum ad hominem-when then personality of the opponent is ' Example: Since I saw them together then they must be lovers. i
attacked when it has nothing to do with the issue. 11. Special pleading-when the argument uses only favorable truths-and--------f
PYPfnpio- Don't heU auajÛ A afti^-*m ft^^firiratinn she was not disregards other truth that will not serve the ouroose of the one j
even a graduate of P N U . __________ .<! arguing. When partial truths are presented as the whole truth. j
5. Argumentum ad ignorantiam or the appeal to igftorance- when the Example: If- you love your friend then you must be willing to give i
truth or falsity of an issue is asserted because no one can offer proof everything to him for love is giving everything without expecting 1
of its contradictory. anything. _ . j
f t S P j PNlf LET 'Begiew er ~ - P r o f . M ichstei M . N aci

. General Education
Social Science -'Philosophy
12. Black or white or the fallacy of broad disjunction- when a contrary

. 5. Fallacy of division-When the collective property is applied to an
relation is presented as contradictory.
individual. When what is true to a whole as a whole is made true to an
Example: Since you are not ugly, then you must be beautiful.
individual-part. ' .
13. Fallacy of accident- wlien an accidental quality of a thing is assumed
Example: Since teachers are responsible (or their students, the teacher
to be-essential. When physical properties are mistaken to be the true
of a criminal must-also be-responsibleiortne criminal's act.
' ' nature of a being.. .
6. Fallacy of false analnnv-when simlarifaurt-meaiiiiiu!) is infmiuU liunf
Example: Since ice is not liquid it therefore is not water.
the similarity of patterns. '
14. Alurtibfi Fallacy- when other properties/possibilities are not considered
Example: Since both of us sir have the same attendance then we must
in arriving at a conclusion. The argument is based solely on one aspect
have the same grade. ... .......... '
of reality ignoring other aspects that greatly affect that reality.
A.3 Fallacy of Ambiguity

3. Philosophical Theories and Educational M ovem ents
1. Fallacy of Equivocation- when the meaning of a term is interpreted
(Philosophy as related to educational processes)
into two distinct meanings. When one of the terms in the syllogism is
equivocal or analogous.
3.1. Naturalism.
Example: Time heals all wounds. Time-is money. Therefore, money
1. te a doctrine denying anything in reality that has supernatural
heals all wounds.
significance
2. Fallacy of Amphiboly- When a phrase or a proposition is used in two or
2. Truth can be discovered'only though nature. MAN is a product of
more interpretations. r
NATURE
Example: Wb must bear many children since we were commanded to '3 . Nature is the be-all and end-all of rpaiity it<^_antitfafisis-fe-
go and multiply.
supernaturalism. Nature is the aggregate of thrngVaroundus.
S. Falfecy erfAccentor prosody- when the context of a statement is falsely
4. 8s educational theme is harmony with nature and the hedonistic
interpreted. When a statement is entirely taken out of context and the
principte of pleasure in the educative process.
suppositions are wrong.
5. Its chief educational spokesman is Herbert Spencer who believes that
Example: Since Ateneo is located in Quezon City it must be called
the goal of education is complete living.
Ateneo de Quezon City and notAteneo de Manila.
6. The child (pupil) is viewed as a child of nature and so is inherently good.
4. Fallacy of Compositiori-Wheri what should be understood to be the
7. There is only one reality, and that reality is nature.- Leucippus,
properties of an Individual is taken collectively. When an individual
Democritus, Epicurus, Lucretius and Spencer
characteristic is applied to all the members of the group.
8. Reality is composed of bodies moving in space.- Democritus, Epicurus,
Example.' Fatima must be an excellent school since one of its graduates
Lucretius and Hobbes
top the Medical Exam.
9. Force or energy is the ultimate reality.- Spencer
Prof. Michael M, Nael ...... ~ ....
Social Scjencc - Phifusophy General Educatiox
10. Keeping close to the dominant and peaceful ways of nature is the . principles of education which must conform to them.- Spencer
most acceptable way of adhering to the demands of day-to-day life.- 4. The method of instcuction should be based upon the psychologies
Leucippus, Democritus,/Epicurus and Rousseau principles governing the development of the child.- Rousseau
11. Cosmic reason is the governing principle of all things.- Epictetus 5. Education teaches the moral primacy of the will.- Epictetus
6. Education must provide first-hand contact with the childs physica
Educational Aims of Naturalism: To develop the individual in accordance with environment.- Rousseau
laws of nature, human development 7. The knowledge that the individual acquires through experience and verifies
Curricular Emphasis: Physical Education, Natural Sciences and uses to solve his life problems, is utterly superior to that knowledge
Agencies: Family, Tutors , supplied by traditional sources.-Spencer
Contents Studied:
History was taught as biography. 3.2. Idealism. R opposes the philosophy of naturalism. ___ ___
Astronomy and geography were learned through observation. 1. Its origin is traced to Plato who advocated a doctrine of-ideas-âlse-the
.....HniWnTîlw fiin h in q things, measuring distances, drawing and singing doctrine of the universals).
Women were taught only singing, dancing, embroidery.and home chores to 2. Since an idea is nonmaterial, idealism stresses moral and spiritual reality.
please their meo. 3. Rene Descartes, an idealist, advocated a perfect being- God and humans
Outstanding Contributions to Education: are imperfect beings (the belief of the one and the many)
Three Modern Principles of Teaching: 4. Its educational philosophy is ideal-centered. God is the absolute/ perfect
o Principle of growth ideal. Sometimes, it is regarded as perfectionalism.
o Principle of pupil activity 5. Plato's Republic is believed to be the first educational classic/treatise ever
o prfndple of individualization written. It envisioned a society ruled by a philosopher- king.
The Order of Nature: 6. Idealism is a philosophy that proclaims the spiritual nature of men and the
o need universe. Its basic viewpoint stresses the human spirit, soul, or mind as the
o activity most important element in life. ____ ________________
o experience 7. It holds that'the good, true and beautiful are permanently part of the
.... ' ' 'knowledge structure of the related coherent, orderly, and unchanging, universe.
Implications to Education '6, All of reality is reducible to one fundamental substance- Spirit Matter ia nnt
1 . Eduction is. first of all, for the benefit of the child, not for the sake of real, only the mind is real.
any conception, however hallowed, of the function of, the. teacher, or the
--------------corrtCDlflrTl,ortRescfiooT Rdjsseau Aim -of Idealist Education:. to contribute to the development of mind and self.
2. Education should be a practical preparation for life.- Rousseau The school should emphasize intellectual abilities, moraljudgments,aesthetics,
3. All knowledge should be evaluated in terms of evolutionary naturalistic self-realization, individual freedom, individual responsibility.and self- control.
|344 ^NULET Review er Pioi. Michael M- Nact

0 nerai Edu ca tio n
Curriculum of Idealist Education- This is because of the concern for perennial an^ttm atrffutfis^nd thsT
intellectual subject-matter, which is ideational and conceptual on subjects, notion that education is largely a matter of passing on to the young the
- jAtiickare-essenttgrfor^^ of mental and moral development. nation's cultural heritage. _...__
Si ihjprt qattpr daoutd-hg-martt rmotant f0r all. Mathematics, History, There is great concern for morality and character development.
and Literature-rank high in relevance since they are not only cognitive but Idealistic education emphasizes the cognitive side, intellectualism or elitist,
value- laden. to the detriment of the physical and affective side of development.
Character development in idealistic philosophy was pictured as:
Methodology of Idealist Education - The first rule to be learned by all students is order.
Idealists encourage accumulation of knowledge and thinking and must - Students must conform to rules and regulations and repress everything
apply criteria for moral evaluation. Suggested methods are questioning and that interferes with the function of the school.
discussion, lecture and the project, whether done singly or in group. - Pupils must have their lessons ready on time, rise and sit at a given
Although learning is a product of the learner's own activity, the learning signal, learn habits of silence and cleanliness.
process is made more efficient by the stimulation, which comes from the
teacher and school environment. 3.3. Realism. It is attributed toAristotle, a pupil of Plato.
The learner is immature and is seeking the perspective into his own * 1. Realism may be defined as any philosophical positton-that asserTOKT
personality. objective existence of the world and beings in it and relations between
these beings independent of human knowledge and desires.
Role of an idealist Teacher 2. The knowability of these objects as they are in themselves and the need for
- ^ 1 j3 e a i]s tte a c h e r should be conversant with a variety of methods and conformity to the objective reality in mans conduct.
should use the particular method that is most effective in securing the 3, Realism holds that reality, knowledge, and value' exist independent of the
desired results. human mind. For the realist matter is real,
Teachers are revered persons central to the educational'process. They must . 4. The most important part of realism is the thesis of independence. Sticks,
be excellent mentally and morally in personal conduct and convictions. stones, trees exist whether or not there is a human mind to perceive them.
' They must exercise creative skills in providing opportunities for the pupils 5. Realists refer to those universal elements of man that are unchanging
mind to analyze, discover, synthesize, and create. . regardless of time, place, and circumstance.
They should see his role in assisting the learner to realize the fullness of his 6. Realists generally maintain a materialistic concept of human nature biased
own personality. toward social control and social order.
7. They tend to see the universe in terms of an independent reality with its
Implication of Idealism to Education internal and systematic order; therefore, human .beings must adopt and
Idealism is often considered a conservative philosophy of education adjust to this reality, and dreams and desires have to be subsumed under
. because much of its thrust is to preserve cultural traditions. .its demand.
P-oh M id n e ! .M. N:>ci PWU LET ftevisw ar

Social Science - Philosophy General Fducation
8. Realism believes that things exist independent of the mind. Its origin is In the elementary level, emphasis is on the development of skills for
. traced to Aristotle's doctrine of particulars. reading, writing, arithmetic, and study habits.
9. It has greatly influenced the socialistic (communistic) educational philosophy. In the secondary and collegiate level, the body of knowledge regarded as
10. John Amos Comenius, a great realist, believes that education is formation containing the wisdom of the human race will have to be transmitted in an
and that the school is the true forging place of man. authoritarian manner.
11. It believes in determinism (man is not free because he is governed by Students will be required to recall, explain, compare, interpret, and make
laws or forces of nature beyond his control). One of the primary goals of inferences. Evaluation is essential, making use of objective measures.
education is habit formation. Motivation will be in the form of rewards to reinforce what has been learned.
12. The teacher is the key figure, a master teacher; one who transmits
knowledge to his pupils (an authority). Role of Realist Teachers
The teacher is a person who possesses a body-of-knowledae and who is
1 ___Aim of Realist Education capable of transmitting it ti> students.
The aim of a realist education is to provide the students with the essential Teaching should not be indoctrinating. Learning should be interactive.
knowledge that he will need to survive in the natural world. * The teacher utilizes pupil interest by relating subject matter to student
experiences.
Realist Curriculum ' The teacher maintains discipline by reward and controls the pupil by activity.
The curriculum is called the subject-matter approach, which is composed .
of two basic components, the body of knowledge, and the appropriate Implication of Realist to Education
pedagogy to fit the readiness of the learner. The liberal arts curriculum and The universal elements in man make up the elements in the education of
the math science disciplines consist of a number of related concepts that man. Education implies teaching/teaching implies knowledge, knowledge
constitute the structure of the discipline. is truth, and truth is the same everywhere. Thus education should be the j
same everywhere. i
Methodology of Realist Education Realists are concerned with-tfte necessityof student measuring up to the j
' The teacher is expected to be skilled in both the subject matter that he standard curriculum or external criteria of excellence.
teaches and the method of teaching it to students. They believe that the superiorstudents should be given the arts and
Formal schooling means transmission of knowledge from experts to the sciences while the'slower1StudSAts should be given a narrow technical-- ;
young and immature. vocational-training--------------------- * ------------------ ;------------------------- j
------- i The schools task is primarily an intellectual one. Realism favors a fact-based, approach to knowledge. This had led to the
The administrators role is to see to it that the teachers are" not distracted tradition and problem'of testing" including the IQ as passport to a college j
by recreational and social functions from performing their intellectual task education, the teachers'board as a minimum requirement for entry into j
of cultivating and stimulating the learning of students. the profession. The realist believed that hard work and discipline are J
-------------- ----------------- -- ------------ -- ---- ------------ ------ i
U P p f f t T L E T R e v ie w e r
G e n e r a l JS d u c a n o ji S o c k i Science - P hilosophy
considered good and the students heads should be filled with "factual It should contain cognitive subjects that cultivate rationality and the study of
truth so that they do nof come to a bad end* moral, aesthetics, and religious principles to develop the attitudinal dimension.
- The perennialist prefers a subject matter curriculum, which includes history,'
3.4 PERENNIAUSM-Robert Hutchins, Mortimer Adler language, mathematics, logic, literature, the humanities, and science. *
1 - Despite differing environments, human nature remains..Jhe_. same
everywheferheneereOuualiuii ytlould be the same tor everyone. Perennialists Methodology
2. Since rationality.is..omi^Juaiwst--atti4bule. lie must E g nrto direct his As for the methods of teaching, the curriculum of a perennialist education
instinctual nature in accordance with deliberately chosen ends. would be subject-centered, drawing heavily upon the disciplines of
3. It is education's task to import knowledge of eternal truth. tjterature, mathematics, language, history, and the humanities.
4. The student should be taught certain basic subjects that will acquaint him The perennialists suggest that the best means to attaining this enduring
' with the world's permanencies. knowledge is through the study of great books of Western Civilization.
5. Students should study the great works of literature, philosophy, history, The method of study would be the reading and discussion of these great
and science in which men. through the ages have revealed their greatest works which, in turn, discipline the mind.
aspirations and achievements.
6. Perennialism is an educational theory that is greatly influenced by the Role of Perennialist Teachers
principles of realism. It has a conservative/ traditional view of human The teacher, accordingly, must be one who has mastered discipline, who is
nature and education. a master teacher in terms of guiding truth, and whose character is beyond
7. Perennialists contend that truth is universal and unchanging, and, therefore, reproach. r *
a good education is also universal and constant. The teacher is to be viewed as authority and his expertise not to be questioned.
The role of the school becomes one of training an intellectual elite who will
Aim of Perennialist Education--------------- -------------------- one day take charge of passing this on to a new generation of learners.
The perennialists-have- for- their aim the education of the rational person.
The .central aim of education should be to develop the power of thought. Implication of Perennialism to Education
They view the universal aim of education as the search for and dissemination Perennialism represents a conservative theoretical view centered in the
of truth. They look up to the school as an institution designed to develop authority of tradition and the classics.
human intelligence. Among its major educational principles are:
Truth is universal and does not depend on the circumstances of place, time,
Perennialist Curriculum or person;
The perennialist view education as a recurring process based on eternal A good education involves a search for and an understanding of the truth;
truths; thus, the schools curriculum should emphasize the recurrent Truth can be found in the great work of civilization; ancf
themes of human life. * Education is the liberal exercise that develops the intellect.
P ro f. M ic h a d M . N ael PNU LET flev iew er m s

Social Science - Philosophy General Ediicarior
3.5 ESSENTIALISM - William- Bagley, Herman Horne Thus', reading, writing, arithmetic, grammar, history, geography, hygiene,
1. Learning, of its very nature, involves hard work and often unwilling elementary science , drawing , language , art .manual training, domestic
application. arts- all traditional subjects of the elementary school-, are given a new
2. The initiative in education should lie with the teacher rather than with the justification and emphasis as basic essential in the training of children.
pupil. Among the common themes found in the essentialist point of view are:
3. The heart of the educational process is the assimilation of prescribed The elementary school curriculum should aim to cultivate basic tool skills
subject matter. that contribute to literacy and mastery of arithmetical computation.
4. The school should retain traditional methods of mental discipline. The secondary curriculum should cultivate competencies in History,
5. Essentiatism, a conservative educational theory rooted in idealism and Mathematics, Science, English, and foreign languages. Mastering all
realism these subjects and skills prepare the student to function as a member of a
6. It arose in response to progressive education. The essentialists were civilized soeietv.^
concerned with a revival of efforts in the direction of teaching the Schooling requires discipline and a respect for legitimate authority; and
fundamental tools of learning as the most indispensable type of education. Learning requires hard work and disciplined attention.
Aims of Essentialism Essentialist Methodology

The essentialist have as their ultimate aim " to fit the man to perform The essentialist method emphasizes habituation more than experience,
justly, skillfully and magnanimously all the offices, both private and public, guidance more than incidentalism, discipline more than freedom, effort
of peace and war. more than interest, and self-examination more than expression.
The indispensable cultural objectives of humanity, the essentials, are goals Essentialists do not believe in building up generalization by the slow
that must be achieved -sometimes incidentally- but more often by direct method of induction, but rather in properly guiding pupils in a few hours or
instruction. Informal learning helps, but this should only be supplementary days in the acquisition of general laws and principles then using them in
and. secondary. . the solution of immediate and pressing problems.
The essentialist believed that the essential skills, knowledge, and attitude " The essehtiaTsts are concerned M h the most effective method of forming
needed by the individual in making has adjustment to the realities of habits and developing skills; thus, drill has a definite place in the classroom.
life should be systematically "planned so ttiat these essentials will be The~essentialists emphasize the necessity of teaching pupils how to think
recognized. systematically and effectively.
Essentialist Curriculum Role of Essentialist Teachers

The essentialist emphasizes the need for a curriculum that transmits ' It is the duty of the .teacher to help the learner grow into these higher
significant race experiences and the need to present this racial experiences interests rather than limit all. school activities to those ephemeral things j
through organized subject matter courses. * that appeal only to natural and childish interest. *
\ i . N ad
During the immature years of childhood and youth there is a need for
Preconceived educational values: and
competent, sympathetic and firm teachers to help them see the truth and
Education as individual adoption to an' absolute Knowledge which.exists
to help them adjust themselves to inexorable facts..
independently of individual. ___ !.
- In this view, teachers should be restorerUojflstru&ieflal-atttbefify:-----:
FiTe'esserrtialists believe that the intellectual disciplines are the necessary
They must be we'll prepared and held accountable for the children's failure
--------- foundation of modem life.
to learn. Instruction should be geared to organized learning.
The school has the responsibility to channel the accumulated experiences
The method of instruction should center on regularassignments,
of humankind into organized coherent and differentiated disciplines.
homework, recitation, and frequent testing and evaluation------------------ -
----------. Mastering these basic disciplines will enable the students to use them in
They believe that effective thinking cannot take place by looking at the
solving personal, social, and civic problems.
world en masse, or by picking up knowledge piecemeal.
Methods of systematic analysis and systematic synthesis must be used;
3.6 Sociological Movements
the essential elements of knowledge must be separated from the worthless
Sociological movements focused on the contribution of education to the
chaff, and these essentials must be organized into meaningful wholes, with
preservation and progress of society; this is called the social function
close attention to the interrelationships of each of these entities.
of education. Social educationists were concerned with the individuals
The essentialists recognize that interest is a strong motivating force
development and his relationship to the social structure.
of learning. Learning however, that is not immediately appealing and
interesting to the child should not be totally eliminated from the childs
3.6.1. Social traditionalism *
education.
The high schools had to give experience in science and math, language
The more valuable and more permanent interests may grow out of efforts
_______ and history but emphasis should be;on health, moral conduct, home and
that are at first disagreeable and monotonous?' ' . ..,------
leisure, and the vocations.
In college, work, travel, and study replaced the traditional academic
implication of Essentlalism to Education
subjects.
Essentialists are particularly concerned with the fundamentals of education,
The results of social education brought about extra-curricular activities in :
.the skill and knowledge without which person cannot be either individually
the school program. Extra-curricular activities, when properly controlled
or socially efficient.
and directed, were of value in providing experience in various phases in life.
They emphasize the authority of the teacher and the value of a subject
Athlete, dramatics, public speaking activities, musical activities, and
matter curriculum
.assemblies were all sources of training for the various aspects of social life.
The essenfiafist prescribed the following rubrics for their educational
program:
Methodology * , .
A fixed curriculum;
Social communication, social cooperation, and social science were the
.Certain minimum essentials" literature, mathematics, history, etc;
methods used in teaching the child to adjust to life.
P ro f. M ich ael >1. N a d
Social Science - Philosophy General Education
The teacher worked with the social interests of the child in mind to develop 4. The teacher must convince his pupils of the validity and urgency of the
social consciousness. reconstructionist solution, but he must do so with scrupulous regard for
Student's participations in school activities and school government were democratic procedures.
effective methods of teaching leadership and responsibility. 5. The means and ends of education must be completely re-fashioned to
Students were taught cooperation rather than-competition; to face the meet the demands of the present cultural crisis and to accord with the
class rather than the teacher; and to deal with small groups for cooperative findings of the behavioral sciences.
effort. 6. Society has to reconstruct its values, and education has a major role to play
in bridging the gap between the values of culture and technology.
3.6.2. Social Experimentalism 7.---It is the task of the school to encourage the critical examination of the
Aim ------------ -------------- cultural heritage and find the elements that are to be discarded and those
The social experimentalists believe that the school prepares for a that have to be modified.
progressive structuring of the social order since social tradition was not 8. The Curriculum should include learning to live in a ^global miljgu.
-concerned with social change. Reconstructionism proposes educational policies related to national and
. The school should direct the pupil in learning to meet the needs of a international problems as a means of reducing world conflict The school
changing society, not only for immediate needs, but also for future needs becomes the center of discussions of controversies.
under changing social conditions.
.The experimentalists emphasized the training for intelligence in all phases 3.7 PROGRESSIVISM -John Dewey, William H. Kilpatrick, John Childs
of human activity. Students should learn sources of facts and realities of 1. Education should be life Itself, not a preparation for living.
social conditions and problems and learn to verify, weigh alternatives, and 2. Learning should be directly related to the interests of the child.
take sides on controversial issues. Studentsemotions had to be trained for 3. Learning through problem solving should take precedence over the
beneficial social results. inculcating of subject matter,
4. Theteacher's role is not to direct but to advice.
3.6.3. RECONSTRUCTIONISM -George Counts, Theodore Brameld 5. The school should encourage cooperation rather than competition.
1. Education must commit itself here and now to the creation of a new social 6. Only, democracy permits - indeed encourages - the free interplay of ideas'
order that will fulfill the bask; values of our cultore-and-at-thrsaintj time aid personalities that is a necessary condition of true growth.
harmonize with toe underlying social and.economicioo^^tttie-modem --------Progressive-education is based on a philosophy based on experience, the
work). - interaction of the person with fits environment.
2. The new- society must be a genuine democracy]" whose major institutions 8. The end product of education was growth- an on-going experience which
and resources are controlled by the people themselves. led to the direction and control of subsequent experience. .
3. The child, the school, and education itself are conditioned inexorably by 9. Progressive education must use the past experiences to direct future
social'and cultural forces. . .experiences.
LET R eview er 1 P ro f. M ic h a e l M- Nael

. General Education Sociai Science - Philosophy
Content 3.9. Existentialism. It is principally a contemporary or modern philosophy.

Progressive education was not interested in a prepared, prescribed 1. It grew outJmm-fo&-wofte~nf European philosophers particularly Soren
curriculum to transmit knowledge to students. ______ - - Kiereaaard (Danish).....___ ....
Curriculum must come from the'child so that learning wnulrl he actiua. 2_ ~ltS'cfiiefprincipieTs existence precedes essence."
. exciting, and varied. . 3. It has "two types: atheistic and theistic. The chief atheistic philosopher is
The contents of the subject are done by the teacher and the students as a Jean Paui_Sarte_{French).
' . group project or a cooperative effort. The teacher served as facilitator. --------4 : TFciamors for individuality and freedom in education.
5. It stresses individual decision-making; the teacher offers knowledge and
Progressive education is characterized by the following contributions to the pupil can either acceptor reject it.
education: 6. Man has no fixed nature and he shapes his being as he lives.
1. Emphasis on the child as the learner, rather than the subject matter 7. The philosophy that places emphasis on individual existence, freedom, and
2. Stress on activities and experiences, rather than on textbook reliance and choice.
memorization 8. Sees the world as a personal subjectivity, where goodness, truth, and
3. Cooperative learning, rather than competitive lesson learning reality are individually defined. v
4 . Absence of fear and punishment for disciplinary purposes 9. Reality is a world of things, truth subjectivity chosen, and goodness comes
from group decisions.
. 3.8. PRAGMATISM. It is the most recent among the four classical 10; Existentialism is about being saint without Gpd; being your own hero,
philosophies^ ------------ -withoutairthe'sanction and support of religion or society.
1. Pragmatism is the belief that the meaning of an idea is determined by the ------- TTT Existentialism, broadly defined, is a set of philosophical systems concerned
consequences when it is put into test or practice in the world of reality. with a free will, choice, and personal responsibility.
2. Although Greek in origin, it later became an American philosophy. The 12! There are no "universal" guidelines for most decisions.
foremost American philosophers are William James (practicalism), Charles 13. Existentialism takes into consideration the underlying concepts:
Peirce (experimentaiism), and John Dewey (intrumentalism). Human free will
3. It believes that change is the essence of reality. "Everything flows; nothing Human nature is chosen through life choices.
remains the same." A person is best when struggling against their individual nature, fighting for life.
4. Its chief method is the experimental method that yields experimental Decisions are not without stress and consequences.
knowledge. There are things that are not rational.
5. It believes that education is life; a continuous process of reconstruction. Personal responsibility and discipline is crucial.
.Education is never complete. Society is unnatural and its traditional religious and secular rules arbitrary.
Worldly desire is futile.
Sorv.-I Science Phi.'osopin Genera! Education
NATURS ROLE OF.TEACHERS

* Focuses on the experiences of the individuals. ' Good provider of experiences
Offers individuals a way of thinking about the meaning of life. Effective questioner
Mental disciplinarian
EXISTENTIAL THEMES
1. Existence precedes essence ROLE OF THE STUDENT
2. Anxiety and anguish Determines own rule
3. Absurdity
4. Nothingness ROLE OF SCHOOL
5. Death .................................___ ________ _ Create an atmosphere for active interaction.
Plan better solutions to their everyday problems
EDUCATIONALAIM Discuss the different situations based by an individual
To train individual for significant and meaningful existence. v
Synthesis and Implications to Education: 3.10 BEHAVIORISM
- The classroom is a free market of ideas and as such it must guarantee A. B.F. Skinner.
complete, freedom of thought for the individual. 1. Learning is manifested by a change in behavior.
- The student is encouraged to make independent decisions to guarantee 2. The environment shapes behavior.
authentic existence. 3. The principles of contiguity (how close in time two events must be for a
bond to be formed)
CURRICULAR EMPHASIS 4. Reinforcement (any means of increasing the likelihood that an event will be
Subject-centered repeated) are central to explaining the learning process.
Literature .............. ...... ......................... ............. ____ 5. Learning is the acquisition of new behavior through conditioning.
History
Arts for aesthetic expression 3.11. LANGUAGEANALYSIS. It is the most redent contemporary philosophy
Humanities for-efticaLualues----------- .------ ; ; ------------------------- and one of the schools of thought under philosophical analysis,
1. It regards philosophy as an activity of clarifying thoughts through the
TEACHING METHODS ' ~ ~ ' ^ carefui use of language and logical methods.
Inquiry Approach - 2. It advocates the principle of verifiability - what is true Can be verified or
. Question-Answer Method confirmed.
Experimentation ^ 3. The proper use of language is to avoid ambiguity or vagueness; for
Self-expressive activities precision or accuracy.,
LET R e v isw e - 'P ro .', M i c h a .j M , Nat*!

General Education
4. In education and in anything," the more.geneicil a statement, the less BUDDHISM

accurate it becomes. 1. From good must come good, and from evil must come evil. This is the First
5. Its principal exponent is Ludwig Wittgenstein. Others are Bertrand Russell Law of Life ' ................
and A.J. Moore. 2.__Prayers and sacrifices to the gods are useless only understanding the
6. Words can have different meanings under different contexts. ___ eightfoi(i-path1-aFiet--praefeing^ttTr Buddhist ten commandments and
rarfertinns lead fri pflrtert wisdom . ---------------------- -
3.12 Oriental Education 3: TheVedas are not sacred books since they teach that people should pray
Aims: to impress traditional ideas and cultures in order to maintain and and offer sacrifices. -
perpetuate the long established social order 4. The world always was and-always will-ber----------
China: to preserve and perpetuate ancestral tradition 5. Brahma did not create people into castes out of Manu. There are only two
India: to preserve the caste system kinds of people: those who are good and those who are bad.
Egypt: to preserve religious tradition 6. The aim of life is not pleasure or happiness but the end of individual
Persia: to strengthen military traditions existence through the practice of the ten perfection.
7. He who attains perfect wisdom enters Nirvana and for him the chain of
Types: Moral Training- training in customs, duties, and polite behavior reincarnation is broken.
Theoretical training- language and literature
HINDUISM The Four Noble Truths

1. Brahman, the eternal trimutri, or the three in one GOO: Brahma, the creator;
There is suffering.
Vishnu, the preserver; and Shiva,Ihe Destroyer
2. There is cause for suffering........ ...............
2. The Caste System, determined by the laws of Manu
3. There is cessation of suffering:
3. Submission to Fate, since man is not outside, but part of Brahman
.4. The eight fold path is the way to end suffering.
4. lire law of Karma that tow good must-come goddam) from
5. Reincarnation as a chain of rebirths in which each, soul through virtuous
living, can rise to a higher state The Eight Fold Path
6. Nirvana, the final stage reached upon the emancipation of the soul from the
chain of rebirflis 1. right belief 5. right occupation
7: Yogas, the disciplines which enable the individual to control the body and 2. right resolve 6, right effort
the emotions, 3. right speech . 7. right contemplation
8. Dharma, the law of moral order, which each individual must find and follow 4. right behavior8. right concentration
to reach nirvana
Prof! Michael M. Nael

PNU LET R eview er
General Education
The Ten Perfections P A R T II - ANALYZING T E S T IT E M S
1. giving 6. patience
2. duty 7. truth
Practice test no 1. Which Chinese word is the basis of the Golden Rule?
3. renunciation 8. resolution
A. Ren - B. Yi C. Ch'i D. Li .
4. insight loving kindness
5. courage 10. serenity Tfiislypeof Question tests your qiemory and association stalls. You have already learned
__ {jbaLCoaiutianism teaches us to develop virtues, to become a sage within and a king
The Buddhist 10 Commandments without and to be a man of human heartedness. Human-heartedness- REN or GEN
involves the value of Yi, Li and Chi. The Golden Rule encourages us to become a noble
1. Do not destroy life. man-a man with compassion, a man who is benevolent, a man with a heart. Ran- letter
2. Do not-takewhaWs-flot-giveFfc-------- --------------- % therefore, is the correct answer.
3. Do not commit adultery.
4. Tell no lies and deceive no one. * ' * Practice test no. 2. Which type of knowledge is acquired by means of sense
5. Do not become intoxicated. perception?
6. Eat temperately and not at all in the afternoon. A. Rational C. Empirical
7. Do not watch dancing, nor listen to singing or plays. B. Authoritative 0. Intuitive
8. Wear no garlands, perfumes or any adornments.
9. Sleep not in luxurious bed. The key term in this question is sense perception. A simple analysis of the different
choices will reveal the correct answer. Eliminate immediately letter $ for intuition is
10. Accept no gold or silver.
internal and does not w ed the senses. Letter Bean be eU nated next for authority
simply uses expertise andcredibility. Lastly, letterA cannotbe the correct answerbecause
CONFUCIANISM it involves inherent ideas that may not pass through the senses. Letter C-Empirtcal is,
1. Humari nature is good and-evil is essentially unnatural. therefore, the correct answer.
2. Man is free to conduct himself as he wills and he is the master of his choice.
3. Virtue is-its own reward. Practice test no 3. What valid conclusion can be derived from the premises below?
Five constant Virtue Whoever is an industrious person is energetic";
not want others to do to you. do not do to them. 1. benevolence. . "but all athletes are energetic";
5. A man has five duties: to his father, to his wife, 2. righteousness A. Thus, all energetic persons are industrious
- to his elder brother, to his friend 3. propriety B. Thus, all athletes are industrious
6. Man should strive to become a superior man. 4-. wisdom C. Thus, some industrious persons are athletes
5. sincerity 0. None of the above
Prof. Michael M. Naei

R T ^ I p n u LET R e v ie w e r
This question asks us to know the rules of valid categorical syllogism. Letter A wrongly PART II - A N A LY ZIN G T E S T ITEM S
restates thermajor premise through an ipvaiid conversion. Italsouseserroneously the
middle term in the conclusion. Letter 8 is the most logical conclusion; it-is'however an
invalid conclusion. Letter C is simply the converse of letter Bwhich is invalidand since it is a .
logical equivalent of letter B, Cis also invalid. ThecorceclansweHsiettsrtt: Tfiissvlloaism
violates the rule that the mkkHeleim must be Universal at least once, firm e r - 1. - In epistemology, on the question of knowledge, which knowledge requires the
middle term are bothparticular,_The.syllogismrtherefors; cannot have a valid conclusion. testing of observation?
' A. A posteriori
Practice test no 4. Which philosophy believes that the individual is unigueJree, 6. A priori
and in the process of realizing his/her essence?------------------------ C. Experimental .
A. Pragmatism C. Realism D. Revealed
B. Idealism D. Existentialism 2v- -WJiat-pbitosophical belief asserts that knowledge is impossible?
This question asks us to have knowledge of the major tenets of the differentphilosophical A. Agnosticism
positions. Pragmatism believes in the utility, workability and functionality of an individual. B. Skepticism
Idealism contends Oiat truth is the mind. It is more concerned with the mental/moral C. Altruism v
development of an individual. Realism is concerned with the body/soul aspects of the D. Empiricism
individual. Existentialism- letter D is the correct answer. According to this philosophy, 3. Critical thinking skill requires a teacher to support his/her claim with a ground
individuals create their own essence through,their own individuality and subjectivity. that warrants the reasonability of the conclusion. What major premise is
needed to validly complete this argument?
Practice test'no. 5: What fallacy is committed by this argument? "but many moments in life are romantic events
Sir, I am a scholar and I want to continuejByûdieSr-p^ Therefore, many romantic events are memorable."
grade so that my scholarship will continue."- ......~ "
A. All moments in life are memorable.
A. AdBaculum C. Ad Hominem B. Romantic events are memorable moments in life.
B. Ad Misericordiam D. AdPopulum ------ Cr-Som e in life are memorable.
D. None of the above '
Ad Bacuium is toe use of force, violence, or threat Ad hominem is attack against the
4. The nature of knowledge in the curriculum, its certainty and its objectivity is
person andAd populum makes use of the popular sentiments in arguments. These were
notresorted to in the argument above. A, C, orO, therefore, cannot be the correct answer.
LetterB, on the other hand, makes use ofpity which is irrational in this case for the basis A. metaphysics-------- = ...... -
of grading is academic performance and not charity. It also violates the requirement of B. Epistemology
love/charity which is justice, h r before one can take pity, one should first be just. Ad C. Axiolpgy ' '
Misericordiam-ietter B is the correct answer
D. logic
K M t f PHU LET R eview er

?m LET R ev iew er j C B M
General Education General Education
5. In Ethics, Immanuel Kant divided actions into two: acts done from inclination- 9. "Every non-man is immortal since every mortal beings is man, Suppose the
non-moral and acts done from a sense of duty-moral. For him morality is premise is true, the conclusion of this immediate inference will 6e
closely bound up with ones duties and obligation. He also proposed the A. True ' '
Categorical Imperatives: a. act only on the maxim that you can will that it 8. False _______ _____ _
should become the universal law and b. act as to treat humanity as an end C. Doubtful
never as a means. Which one below applies Kant's moral philosophy? ------ rmratid
A. One must search for knowledge for immorality is caused by ignorance. 10. To develop creative thinking skill the teacher asks "What if... questions. To
B. \ One must resolve before acting if one wants others to do the very action what metaphysical principle is this grounded?
- that one is about to do. A rprim acydf existence
C. One must see to it that one's action serves a particular purpose. B. consciousness
D. One must make sure that his action results into pleasure and avoidance G. identity
of pain. _ ....... D. causality
6. How do philosophers explain the existence of change and permanency? 11. What is the specific role of a teachers philosophy of education in the
How is it that in spite of the changes there is something that remains to be teaching-learning process?
permanent? This is due to the principle of . A. It determines the aims, mission, and vision of the educative process.
A. Act and potency B; It influences the professional development that the teacher undertake.
8. Essence and existence C. It qualifies the objective, the content, the methodology and the context
C. Cause and effect of the teaching process.
D. Hylemorphism D. It identifies what kind of learners the teacher is going to teach.
7. Which view about truth is common to all pragmatists?. _J2Jbis-Mesephy-posits1he knowability of the world and everything in it as they
A Truth is what all investigators will ultimately agree to. ' ''p in'tfiernselves and their existence is independent of the human mind.
B .1 Truth is relative to place, time, and purpose, A. Existentialism
c: Truth is what works for the individual. B: Idealism
D. Truth is unchanging. ~ C. Materialism
8. This is the systematic consistent explanation of all the facts of experience. Its D; Realism . .
technical term is reason. It is considered as the best criterion of truth_______ 13. What type of error in reasoning is found in this argument?
A. Pragmatism . - "This medicine works with rats; thus, it must surely work with human being
B. Consistency * t --------------------------------------- - ... . A. Fallacy of Accident'
C. Conespontfence B. A Fortiori .
D. .Coherence . C. Ad Ighorantiam
. D. False Cause *
r-i-oh M ic h a e l M . N a d P ro f. M ich ael M . NacJ

14. Why is it that a teacher should address the uniqueness of each pupil, cater 19. What kind of opposition exists between the propositions "No man is above the
to individual interest, and adapt the lesson to the experience of the leams c l- law" and Some men are not above the law?
A. Because of the axiom of causality A. Contraries
* B, Because of the axiom of consciousness'----- ---------------------------------' "~~ B. Sub-alternates
C. Because of the axiom of identity C. Contradictories
D. Because of the axiom of supremacy of existence _______ . D. Sub-contraries
15. In the argument, We cannot punish this man because lie is the only one 20. What logical equivalence exists between the statements "All books are
that supports his family", what is wrongly appealed to? reading materials and Some non-books are non-reading materials*?
A. People A. Converse
B. Ignorance B. obverse
,C. Advantage C. contraposit
D; Pity D. inverse
16. Aristotle contended that the good life is a Fife of happiness. Happiness is an 21. John Locke contended that the mind is a white paper or tabula rasa" void
activity not a goal and men ought to behave so as to achieve happiness. Thus of any characters and without any ideas and ajl things anybody knows comes
men must act moderately and they must act so as to be striving for the mean from experience. What would be the logical implication orthis tenet?
between two extremes. As a teacher how are you going to interpret this? A. There is no inherent idea.
*" A. Yc will provide your students moral dilemmas. B. We can only know our perception of reality and not reality itself.
B. You will develop a sense of duty in your s tu d e n ts .------- ' ~ C. Reality is in the mind.
CL. You will develop the cognitive ability of your students. D. Reality is what it appears to be.
D. You will provide your students opportunities to develop virtues. 22. What is the contraposit of the-contradictory of the statement "Life is precious"
17. If the statement Some philosophies are irrational" is true, what statement and what is its truth value?
below will be false? A. Some precious things are life, false
A. Some rational things are not philosophies. B. Some non-precious things are not death, false
B. Some irrational things are philosophies. C. Some non-life is not precious, true.
-G, No irrational thing is not philosophies. D. Some life is not precious, true
0 .! No irrational thing is a philosophy. 23. In the argument," Some people are angry is true thus Some angry beings are
18. Some scientists are religious" is false then it follows that not people is false." What kind of immediate inference exists here?
A. All scientists are religious is true. ' . -'A. Valid conversion :------- '
j} .' No sclentist is religious is false. _ '. ' B. Invalid conversion . '
C.r Some scientistsare not religious true. C, Valid conversion of the. sub-contrary
D. Some non-religious people are non-scientists is true. D. Invalid conversion of the sub-contrary
PHU LET R eview er m i
356 PNU LET R eview er
Genera! Education
Gnerar Education
24. "My grades should be high for I got high grades in the firfal exam" What
Fateeies are present in this argument? PAR T III - EN H A N C IN G T E S T T A K IN G S K ILLS
1. DMrion
II: Composition
III. False Cause . . 1. What metaphysiGa^pFinetptrHnapres humans to knowreality as it is?
IV. A fortiori . . . A. Identity______ --------------------- - :
V. Hasty Generalization B. Causality
C~ Primacy of existence
a. i, in, 111 c. hi, iv, v D. Excluded middle- --------
B. II, IV, V D. IV, V, I 2. If the statement, All teachers are not materialistic" is true, what other
25. What major premise is needed to validly complete this argument? "but every statements below are true?
I. Some teachers are not materialistic.
7 A. No mentally retarded person is a scientist. - II. No materialistic being is a teacher.
6; All scientists are not idiots. v III. Some non-teachers are non-materialistic.
C. All mentally retarded persons are idiots. IV. Some non-materialistic beings are teachers.
D. Mentally retarded persons are not to be scientists. V. All materialistic beings are non-teachers.
VI. Materialistic teachers are unhappy.
A. I, III, V, VI * C. II, III, IV, VI

B p I, II, IV, V D, IllJ yJtLVI----------------
3. Which kind of logic is desCTibed asreasoningiising Hume's thesis-antithesis-
.synthesis process?
A;- Dialectics
~'8. Experimental
C. Inductive
D. Deductive
4. -êthics, what is the meaning of ttie Golden Mean according to Aristotle?
A j/ln order to achieve happiness, men must act moderately,
B. Men should aim for extreme virtue such as rashness and timidity.
C. Character virtues tend to be supported by excess.
D. A temperate man doesn't enjoy abstinence itself.
P ro t. M ic h a e l M . N ae
Prof. Michael M. Nad
Social Science - Philosophy Social Science - Philosophy
5. When is an act a moral or a good act?

I. With Knowledge 9. They are often seen together, they must be lovers." This is an example of
II., Good circumstances and intentions-------- what fallacy?
lit: Instinctive A. Hasty Generalization
IV. With Voluntariness B. Composition '
V. In accord with Eternal law C. False Cause
VI. With Freedom D. A Fortiori
10. "To be repaired: a VHS of an old'man with a broken head." What fallacy was
A. 1,11,111, IV, V C. Ill, IV, V. VI, I committed?
B. 11,111, IV, V, VI D. I, II, IV, V, VI A. Equivocation
6. "No person is not a subject of human rights and Some persons are not B. Composition
subjects of human rights" What judgment is acceptable here? C.- Amphiboly
A. The second statement is valid and true. D. False Analogy
B.,., The first statement is false. 11. "My teacher said that I should marry Richard, therefore, I w i|" The fallacy
C. The second statement is invalid and false. committed in this argument is?
0 . The first statement is supported by the 2nd statement. - A. AdAuthoritatem
7. TeacherAna believes in D&intological ithics. How will she judge the rightness * B. Ad Populum '
or wrongness of her pupil's actions? She will base on C. Ad Vericundiam
A. The motive/s of the action D. Adlgnoratiam
EL The Consequence/s of the action 12. "Why will I trust him, he didn't even have a master's degree." This argument is
C, The nature of the act itself A. Valid
D. Her religious beliefs B. Ad Populum
8. Plato's posited that if a man knows what the good life is, he will not act C. Ad Hominem
immorally. Thus, evil is due to lack of knowledge. The logical consequence of D. Ad Baculum
Jftis-viewpoint wiil be 13. A paper when burned becomes ash. Why is it that a four year old child when
A - Self-determination morality taught Algebra may not learn it?
B. Emotivism A. Because learning should concentrate on the basic knowledge.
C. Authoritative and objective morality B. Because learning must be useful and relevant.
. D. Hedonism C. Because learning is the actualization of the child's potentials.
D. Because learning must be.based on actual experience. ----------
PNU LET R eview er 359 360 PNU LET R eview er

General Education
General Education
14. "I'll pay for your tuition provided that you'll be my mistress." Why is this
argument wrong? . 18' The view that an action is right in so far as it tends to produce the greatest
happiness for the greatest number and that the consequence of a given
A. Appeal to Advantage
action determines the rightness or the wrongness of an act not the motive for
B. It's practical though immoral
which itwas done comes to rn --------------
C. Equivocation
D. a fortiori A. Utilitarianism _______________-
8. Hedonism
15, What situation/s show/s why naive realism cannot be the sole criterion of
C. Platonism.
truth?
0. Cynicism ___ _...................
A. What looks like an apple, taste like apple, smells like apple feels like
19. As a teacher, you believe that good preparation leads to efficient and relevant
' apple is an apple,
learning. From what metaphysical axiom is this based?
B. What looks like a girl, acts like a girl, feels like a girl is a girl.
A. The whole is the summation of all its parts
C. What the majority thinks and feels to be the truth must be true.
B. The law of Identity
D. What is learned by-doing is better than what is learned from books.
G. The law of causality
16, "if teacher AW uses the showing methodology, then she is a traditional
D. The law of potency and act
teacher; but she is a traditional teacher; therefore, he uses the showing
20. In this conditional syllogism, if the dentist is not skillful, he will cause his patient
methodology. What type of inferentiarthinking is this?
much pain", what minor premise is needed to have a valid conclusion?
A. Valid Conditional
A. But the dentist is skillful.
B* Valid Disjunctive
B. But the dentist did not cause his patient much pain.
C. Invalid Conditional
C. None. Every possible premise is invalid. . _____
D. Invalid Disjunctive
0. But the dentist caused his patient much-pain: " H Z - - ~
17. The Ethical theory that holds that pleasure is the sole good and that to live
21. "The order in the world owes its origin either to mere chance or to an
pleasantly without suffering from any of the undesirable effects of such living
is the sole purpose of life according to intelligent designer: but the order in the world is not due to mere chance;
A: Utilitarianism therefore, it must be due to an intelligent designer."
- ;Br-Hedonism----------------- This syllogism is
C. Platonism 1. Valid Conditional
D. Cynicism II. Vafid Disjunctive
III. Invalid Conditional
IV. Invalid Disjunctive
V. An argument for Gods existence
VI. A self defeating argument
Prof. Michael M. Ne!

Prof. Michaci M. Naci
S o c i a l .S c ie n tc - P h il o s o p h y
A! landV C. Ill andVI 25. What would be the logical conclusion if we follow George Berkeley'S tenet.
. B. II and V .. D. IV and VI To be is to be perceived" or Essfc est percipii"?
22. "He either violated the law, or else he was arrested unjustly; bat he did violate A. Realism
""'the few;'therefore, he was not arrested unjustly." This is an example of what B. Empiricism
------- argument? _ C. Idealism
A. Invalid disjunctive D. Skepticism
B. Invalid Categorical
C. Valid Conjunctive
D. Valid Conditional
23. If you have acute high blood pressure then you are very sick;
But you do not have acute high blood pressure;
Therefore, you are not very sick.
I. Valid .
. II. Invalid
III. Conditional
IV. Categorical
V. Hypothetical
. Which best describes the syllogism above?

A. I, HI and V C. II, III and V .
B. II, 111and IV ' 0. I, IV andV
24. Every vegetable is nutritious; b u t _____________; therefore. N o
microorganism is nutritious!" What minor premise is needed to make this a
valid syllogism? .
A. No nutritious thing is a micro-organism.
B. Some micro-organtsms are not vegetable.
. C. No micro-organism is a vegetable.
D. Every micro-organisms are vegetables.
PNU LET Review er w n rn m m LET R e v ie w e r

j^neral Education Social Science* lotroducrian to Humanities: Appreciation ofdit m
Introduction PART I - C O N T E N T UPDATE
to Humanitiesr Introduction
Appreciation
The Humanities are-the sum of the best that was thought and said and
artistically rendered.
--Paul Obfer
o f the Arts The Humanities Include literature, philosophy, religion, the arts, and all of
man's varied efforts to understand and improve his own experienee.
-James Bugental
P rep ared by:
D r. A n ita M . N avarro What is art?
* May refer to any skill or mastery
May aiso refer to a process or a product of a creative skill.
Competencies:- As a process - it.is.tha. arrangement of aesthetic elements in an appealinj
anOitereitingmanner.
1. Define art and understand its As a product -it includes human creation, different activities and forms
of expression such as Painting, sculpture, architecture, music, literature,
functions. dance and theater.
Artis imitation-a representation of reality
2 ..Determine the composition of the. Art is-expression- expresses the feelings and ideas shared by all individuals
regardless of culture. It also expresses the way of life of the creators of the
different forms of art product '
Because art expresses the sentiments and temper ef thfe artist as well as
3. Distinguish the different elements, the times, it also communicates. .
principles and mediums of the
various arts
D r.'A n ita M . N av a rro ?NU LET R eview er
Social Science - Introduction to Humanities: Appreciation o f the Arts General Education
The Functions of Art Form: In what shape is the meaning projected?

Personal Functions - satisfying individual needs for personal expression Technique: How is it done?
Social Functions -social needs for display, celebration and communication
' Physical Function r our physical needs for utilitarian objects and structures
Elements and Organization of Visual Arts
The Persona! Functions of Art *
1; For personal- expression of the artists ideas and feelings Visual Arts
2. To educate our senses and sharpen our perception of colors, forms, Refers to the artworks perceived by seeing which are shown in 2 3
textures, designs, etc. in our environment dimensionalformsrefiectingthecultural.socialandreligioustemperoftheera.
3. For fresh insights into nature and human nature for greater understanding Designs are influenced by the demands from nature, man and the medium
of ourselves and the world around us - - ------------------------ . of materials available
The Social Functions of Art A. Painting -* ^

1. It seeks to influence the collective behavior of a people The Art of putting together the elements of Art on canvas, wood,
2. It is created to be seen or used primarily in public situations plastic, metal paper and glass.
3. It expresses or describes social or collective aspects of existence as
opposed to individual and personal kinds of experiences A. 1 Other Related Visual Arts
> Tapestry is a large fabrics in which a design is woven by hand
The Physical Functions of Art > Mosaic - made of small pieces of colored stone or glass called
1 . The need for beauty in functional objects for everyday use (Form and tessarae glued on a surface
function: the function of an object generally determines the basic form that > Print is a graphic image resulting from a duplicating process
it takes)
2. The need for aesthetic design-of a building is "determined primarily by its Print making techniques
operational function Relief - cutting away from a block of wood. Portions of the
3. Planning of communities according to environmental and operational design that the artist does not want to show.
efficiency ...... ..... | ~~- Intaglio - the design is scratched, engraved or etched into a
metal plate.
Composition of Art Planographic process - service printing is done from an
Subject: What is it about9 almost soft surface that has been freated chemically or
Content: What is expressed/whatis being communicated? mechanically so that some will print and others not.
Medium: What is it made of ^
364 iPWB LET R eview er Or. A n ira M . N av arro

General Education
Social Science - Introduction to Humanities. A poredation o f tile Arts
Stencil printing - done by cutting of special designs out of

lines evoke feelings and ideas
special paper, cardboard or metal sheet so that when ink is
-rubbed, design is reproduced on the surface beneath.
'Straight - ttia iflaas nf steadiness anri fnrrp --------
Serigraphy or silk-screen printing - fundamentally multi -
^ erticaP lIew T es poise, solemnity, strength'and dignity
color stencil process done through a screen consisting of
very fine silk nykm mesh stretched tightly over wooden frame. Horizontal - quietude, width, contemplation and infinity
Parts of the mesh are part out of the stencil and the areas, Diagonal - suggests action and- movement
Broken or Jagged - connotes violence, war, disturbance
which are to print are left over.
Curve - associated with flexibility, grace, joyous life and energy
B. Sculpture Concave
. The art of adding or subtracting to any materials to form a new design, Convex
object, project or concept. Spiral
Scroll
C. Architecture -
The art of designing and constructing buildings and structure to B. Value
Relative degree of lightness and darkness of colors that gives
answer functional demands of man.
impression of solidity, distance and depth illusion.
Tints are values above normal while shades_are values below normal.
KindsofVafuesTTTayDa:______
Ill, The Elements of Visual Arts
Light
Medium
A. Lines
The most ancient and universal means of creating Visual Arte. Dark
It is a prolongation of a point that feature the shape and form of any
piece of Arte. C. Light and shadow (chiaroscuro)
Kinds of Line-maybe: An Italian word which is used in modeling a figure in depth to articulate
Broad the forms in 3 - dimensional arts where shadow occurs naturally.
Thin it is used in Sculpture and Architecture
Fine
Jagged D. Form and shapes
. * The external appeafance of a clearly defined area.
Regular or Static as circle or round, triangle, square etc. (Geometric)
Natural size and/or shape of things around the environment. (Biomorphic}
D r. A n ita M . N a v a r r o
PNU LET ae 'v ie w e rlfc T ?W
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H i VT*' >;'rhViK,H M B r* - *Vr!-
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Social Science - Introduction to Humanities: Appreciation o f the Arts
General Education
E. Color ' _
Triad - 3 colors forming equilateral triangle in the color chart
The most important element of Visual Arte which is the easiest to
Intensity-dullness and brightness of cofor- gives color strength
notice.
o full intensity
Primary Colors:-
2/3 intensity
o Red .
2/3 neutral
o Yellow
Neutral
o Blue
Neutral colors: the art of balancing colors - white, black, silver,
Secondary Colors:
brown cream and bronze, gold, copper and peach
o Orange
o Violet _______ ________
Properties of Colors
...... o Qreen----------------- ---------------------
Hue-identify or the names of colors
Tertiary colors:
o Cool-dominance of blue
o Red Violet
Warm 5 dominance of red and yellow
o Blue Violet
Value - lightness or darkness of color
o Red Orange .
Tints are values above normal while
o Yellow-Orange
Shades are values below normal
o Blue Green
o Yellow Green - '
F. Texture
Deals more directly with the sense of touch
Color Harmonies
Best appreciated when felt by hands.
Related
The surface characteristics of an object - smooth, glossy, shiny or dull,
-.Monochromatic...............................
fine or coarse, plain or irregular, dirty or dusty, rough etc.
o One color tint with shades or values.
Analogous
G. Volume
a 3 - A neight)orin-cotoa-*ôssesges one color in all mixtures
The solidity of an object which enable us to know its thickness, length
Contrasting - found to be opposite they.contrast each other strongly
and height.
Complimentary - any 2 opposite colors
Split - any 3 colors with Y guide
H. Perspective
Double - any 4 opposite colors '
The position of an object in space.
Double Split-any 6 colors with 2 Yguide
This refers to the location and distance upon the appearance of an
object by which the eye judges spatial relationships.
PNU LET R eview er
Or. A n ir a M . N a v a r r o
*G en a ra.1 a ucu ii o n .'social .Saeaci.' - in tro iia c tiu n ' b Kumanirss:-,: A'ppre::i;tfioa o f f-v A r
Foreshortening - linear perspective applied to human figure. V. Elements.in Different Arts

Linear perspective or One point perspective - a representation of
distance by means of converging lines - point of origin maybe at the A. Painting
middle, left or right, top or bottom. . Subject: what it is about :_______
Two - point perspective - there are twe points in line with each other . o Landscapes, seascapersnTcffyscapes"" '
in.horizontal position. The points come from left to right They come . o still fifes - ---------- ;
from any point maybe near or far or vice-versa. o Animals
o Portraits ______.......
I. Space ' o Figures ---- -------------
Represented in a two-dimensional surface. o Everyday Lite
o History and Legend
o Religion and Mythology
IV. Organizations as the principle of designs o Dreams and Fantasies
Medium:
1. Harmony o Fresco
A sense of belonging together of the various parts of the design that o Watercolor
gives unity, which is essential to beauty o Oil
2. Balance o TempSra
A feeling of ability and equilibrium of parts distributed around a central o Encaustic
point. o Pastel ______________ 7
3. Rhythm Crayons '
______ -The continuous use of colors, patterns, objects that carry our attention o Acrylic
from one part to another. . o Pencil
4. Proportion 'o Charcoal
Gives the eye the right and proper relationship of one object to the o Pen and Ink
other. Styles in Painting:
5. Emphasis . . o Realism are! Naturalism - real objects, scenery,aetivities sea
The focal point that rests on the subordinate part or space and easily . and experienced
attracts the attention of the on - looker and enhance the beauty of the o Impressionism - goes' beyond what is real. May use distortion ti
object. form and color to interpret inner sensation and emotion
Dr. Anita M. Navarro ??IU LET R ev iew er 367

Social Science - Introdo;:tion eg Humanities: Appreciation o f th.e Arts Genera! Education
^ m - i m -*-t t n m i ~t i i nr - * r I n n i n
Modernism - Modrn-art work with Gusto" can discern and o Metal

interpret whatever he feels. It can tie anchored to abstract form o Bone and Ivory
Cubism - applied with form of abstraction-overlapping of forms o Jadeand other Crystals
o Surrealism - expressed in symbolic forms using superiority of . o Clay
unconsciousness dreams and imagination in an artistic reaction Wax '
. Expressionism - totally abstract and very free in form. Art in any o Cement.
means-dripping colors, throwing colors to fill a space, rolling over o Sliell
a canvass with colored bodies o Glass
o Pop a rt./ Post - Modernism arts drawn from advertisement o Plaster .
movie, billboards, comic strips o Plastics
Fiberglass and Resin .............. ................
6 Sculpture Electronic Lighting Devices - ------------~ ~
Types
Free - standing **
C. Architecture
Relief Styles and designs depends on climate, geographical location, aspects
1. High Relief of life as social, economic, spiritual, political, technological and
2. Low Relief ideological.
Kinetic Types of construction
Processes or Techniques. Materials:
Additives V. Mortar construction
1. Assemblage and Construction - cement
2. Casting Negative and Positive) - gravel
3. Welding / Fabrication - rocks ............... ................
- ...- 4 ...Mobile' sand
5. Body forms 2. Highbred
6. Modeling - adobe .......................................;----------------------
*" * subtractive r ...... - bricks _____________ ____________ _
-------- 1: Carving---------- - tiles
Material of Sculpture marbles -
o. stone 3. Organic
o wood - wood .
!.)r. A n n a iVj. N av arro

f c j & l PMU LEf~B ejriew er
Gem-ra] E d u c a tio n i o c u i l S c ie n c e - I n t r o d u c iio n "o H iu n a n iiis s : A t> p rc tc iw i ot'civ: Arc-;
4. Metal Related concepts:

5. Reinforced Bars Pitch-the highness or lowness of a sound _ .
6. High Tech Sjeel fof Skeleton and Cantilever Key Signatures-consists of sharps and flats
7. Synthetic Scale-agroupofmusicalnotecollectedinascendingordescendingofder
- plastic 3. Tempo - the rate of speed in music
- glass Tempo Markings ' - .------- - ' ~
Adagio - * very slow
Andante - moderately slow
V lr M t/s ic Allegro - fast
Moderate - moderate
It is an artistic form of audrtory. communication incorporating instrumental Accelerando - gradually becoming faster
or vocal'tones; any pleasing and harmonious sound produced by singers or Ritardando - gradually becoming slower
musical instruments Presto - very fast
Vivace - lively
MEDIUM: Sound/Tones 4. Dynamics-the volume or loudness of a tone'
Kinds:
Elements of Music Fortissimo (ff)-very loud
1. Rhythm-the movement characterized by the regular recurrence of pulses. Pianissimo (pp)- very soft
that can be a contrast of strong and weak pulses. Mezzo Plano (mp)- half soft _ . * .
Beat - the regular, recurrent pulsation that divides music into'equal r MezzoForte(mf) - half loud
units of time. Crescendo - gradually becoming louder . -
Meter - the regular occurrence of accented and unaccented beats Decrescendo -gradually becoming softer .......
-------------- Reltted-concepts: ......... 5. Form -The overall plan or structure of a musical piece that helps a musician
Simple meter, Compound Meter, Polymeter III put together a credible performance or a listener to enjoy the music even more.
Time Signatures/// Rhythmic Pattern III Tone-the smallest unit of a composition
Syncopation III Accent Figure- the smallest characteristic group of a tone
2. Melody - that part of music which we can sing. It is a .series of notes Motive- a tone group identified with a particular composition
arranged in a particular rfiythmic pattern and divided into smaller units Phrase- a succession of tones arranged to. give a musical thought
called phrases. It is the horizontal structure of music. r Period- complete musical thought made of two phrases in question
and answer format
Section-is a combination of periods .
D r. A n ita M . N a v a n p
PN ulgT Sevtewerl c ^ i
Social Science - Introduction to Humanities: Appreciation o f the Axts General Education
6. Timbre - is musical color or the peculiar quality of a tone. Each instrument Medium: The human body
has its own color and produces its own mood or emotion. Various
combinations of instruments produce different textures and distinctive The Elements of Dance
colors. . ' Theme
Classification of Instruments Design
Strings . - Movement
Woodwinds Space, Time, Duration & Force
Brass Technique
Percussion Music
Classification of Voice Spectacle (costume, props & scenery)
Soprano Choreography ................. ......
Alto
Tenor Kinds of Dance
Bass _ Communal Dance - In early cultures, dance was a wa^ of life, magic
methodology for survival. Confronted by an environment- that could be
7. Texture- the relationship between melodies and harmonic elements in neither rationally controlled nor evaded, members of the tribe consciously
music. invented dance as a strategy for transcending the consciousness of self by
Monophonic- a single unaccompanied melodic line achieving an ecstatic state.
Polyphonic- having two or more melodic lines Ritual Dance - is a conscious dance organized volitionally in its design,
Homoptonic- having one main melody accompanied by chords purpose-and meaning. It celebrates mythology rather magic.
Folk Dance - developed from the racial or regional memories of older
8. Harmony-the simultaneous sounding of a group of tones and the vertical dance motifs in communal dance but reflecting social and recreational, an
relationship between a melody and its accompanying chords. expression of the peasantry in feudal society ....................
Chord- a musical sonority with three or more tones sounded simultaneously. Social Dance - this dance form is exemplified by the coupled dance which
emerged in 15th century Europe in a variety of vigorous styles which
"V II. Dance . dancino masters of the time --------------------

Performance/Art/Dance - this is also called theater dance. It is exemplified
it is a succession or arrangement of steps and rhythmic movements to musical by the ballet and later, the modern dance.
or rhythmic accompaniment. It may be performed for such purposes as
entertainment, part of rituals or the expression of inner thoughts and emotions.
E S S p u LET Review er D r. A m !,i "M . N av arro

General Education- Social Science - Introduction to Humanities; Appreciation o f the Arts
VIll.Th eater Arts and Cinema . Sound - refers to the aural element which could include the dialogue of the
. characters, sound effects, music scores, narrations, and voice over.
The theater combines all the other art forms. It makes use of dramatic literature - L ig h tin g th e manipulation of light and dark which helps achieve the
for script; architecture, sculpture, painting, and its mlatfiri arts fo^set design: effects being created.'
costumes & make-tâsk/facgpaifiting; and music for setting the mood of Sequence - the continuity of events, using the visual language of film. It is
the audience orjoclieigbteaipg-the-efflotionaf impact 61 a paTiiailar scene. the interesting ordering and arranging of shots to tell a story.
Composition - pertains to the use of visual elements and principles to
The Elements of Drama create a frame that is artistically interesting, engaging, and inconsistent
Plot ..... - ---------- with the overall picture the film is creating.
Characters '
Theme ' The Major Stages of Rlirv Production
Dialogue Preproduction- it involves developing an idea or getting a script, arranging
Spectacle ' the financial concerns of the production, and discussing the script with
Music key people' responsible -for designs, photography, music and sounds for
conceptualization or any modification needed.
The Elements of Theater Production - This involves the director's job of conducting, blocking and
The script or scenario lighting rehearsals.
The performance aqfl the performers Postproduction- It involves three phases: editing, preparing the final print,
Spectators and bringing the film to the public.
Cinema or Film Categories of Film Genres
The projection of an object on the retina for a split second longer than its is The three main types are often used to categorize film genres; setting, mood
actually there, causing the images to blur into the illusion of motion. and format. The films location fe defined as the setting. The emotional charge
carried throughout the film is known as its (flood. The film may also have been
Elements of Cinema . * shot using particular equipment or be presented in a specific manner, or format.
Im age-the series of still photographs rapidly projected on screen.
Time - has two types: 1) the actual duration of the films; 2) the diegetic The following are some examples of well-established genres in film. They are
time or the time that is the result of the story or narrative. often further defined to form subgenres, and can also be combined to form
. Motion - the illusion of movement of the many still frames through a hybrid genres. .
projector. .
Dr. Anita ,V. Navarro PfJU LIT R eview er m i

* -Jfc-. nUi.. '" f ill iTTn P ' ' >' wHiii ^ --
Social Sciencc - Inrroduction-to Humanities: Appreciation o f the Arts G e n e ra l E d u c acio n

a 'r iiM j 't / t * i i i m i 'I'jw . . "n*.*.1. 11 i ',i ' .11 ,r : r m w i m 1e a , ini-u... it 'ir iif f " " tA m 1 s r

According to Setting. According to Format
Grime - places its -character within realm of .criminal activity, or within Live A ction-the most common formats films
organizations attempting to prevent said activity (or sometimes both). Animation - the rapid display of a sequence of.2-D artwork or model
Fantasy - speculative fiction outside reality (i.e. myth, legend) positions'in order to create an illusion of movement.
Film noir - portrays its principal characters in a nihilistic and existentialist Biography - also known as biopic, a format that telis the story of an
realm or m^pner. . historic figure or an inspirational story about real people. This genre is
History - taking place in the past amidst notable historical circumstances. arguably the most controversial, because the majority of biopics show
Music - about musicians, music and their instruments, not to be confused fictionalized eyents.
with musicals. Documentary - a genre that portrays reality
Prison - story is about life in prison, the guilty and the innocent Musical - songs are sung by the characters andinterwoven into the
Sci-Fi - defined by the effects of speculative (not yet existing) technology narrative._________ ______
(i.e. future space travel, cyberpunk, time travel).
. Sports - snorting events and locations pertaining to a given sport. According to Target Audience
War - battlefields and locations pertaining to a given sport. Childrens Rim - films for young children; as opposed to a family. no
Western - wilderness on the verge of civilization, usually in the American special effort is made to make the film attractive for other audiences.
West. Family Rfm - intended to be attractive to people of all ages and suitable
for viewing by a young audience. Examples of this are Disney films.
According to Mood Adult Rim - intended to be viewed only by an adult audience, content
Action - generally involves a moral interplay between good and bad. may include violence, disturb themes, obscene language, or explicit sexual
Adventure - involving danger, risk, and/or chance, often with a degree of behavior. Adult may also be used as a synonym for pornographic film.
fantasy.
Comedy - intended to provoke laughter The Humanities find their subject matter in those significant achievements
Drama - depends mostly on in-depth character development, interaction o f the human race which illum inate and illustrate the distinctive
and highly emotional themes. characteristics of man as a rational and spiritual being."
Horror - intended to provoke fear and/or revulsion in the audience - -C lyde Holbrook
Mystery - not understanding in full the plot of the movie until the end.............
Romance - dwelling on the elements of romantic love. .
Thriller - intended to provoke excitement and/or nervous tension'Tnto
audience. ' -
D r. A n i t a M . N a v a r r o
General Education
Social Science - iac ro Jn c tio n to Hum an uses; A ppreciation 'at'the Arts
PART II - A N A LYZIN G T E S T IT E M S 3. .When the pigment or color is applied on a surface, the resulting art work is a
a. photography c. tapestry
b. - mosaic ( 3 * ' Pa,nt'n9 '
4. Curve lines can beflexible, graceful and joyous which curve line best suits the
1. From the different techniques in sculpturing, carving is considftted4hfi-matf-
' ^mentioned qualities?
rainstaking and time-consuming processTWhat made, it so?
-5?-concave c. spiral '
^/V arious tools are used and the artist-stewty-cotlittie Dy little until a design
b. convex d. scroll
is perfectly arrived at.
5. Colors can be cool or warm. What color dominates the cool colors?
b. It keeps on adding at or building up to form easily shape, in a. rapid-- - a. yellow' blue
execution.
b. green a red
c. The addition of collage where a scrap is pasted to make an additional
6. The element of art that signifies the solidity of an object and enables us to
texture as a finishing touch.
know its thickness, length and height is ~_____________.
d. The process is composed of two stages, the positive and negative.
a. form x . space
The correct answer is A-since the use ofdifferent materialsin cutting took little by little, b. value G P volume
a careful and stow cutting is done toperfectly arrive at a desired masterpiece. 7. This principle of design that gives the parts a sense of belonging together is
known as
Option 8 -is a process of additive specifically assemblage or construction rhythm. c. balance ' r
Option C -a step used in painting as a finishing touch -
Option D -is a procesS'Used in casting harmony d. proportion
8. We like to see things having the right and proper relationship with each other.
-_____This principle referred to is _______ .
2. Which technique in printing does not belong te- rhythm c. balance
a. etching /^Thvvoodcut (jo J ) proportion d. harmony
b. intaglio M l / engraving 9. A type of construction which consists of a beam supported on only one end
is called .
The correct answer is C - because the woodcut prints the protruding part white the
cfflers print the depressedparts. a. post and bites cantilever ' *
b. truss d. arch '
OptionA - etchingis thecreationofindentationona metalsurfaceandtheinkfiHsthe spaces 10. This construction enabled the development of tall skyscraper.
Option B - intaglio involves scratching a metalplate and inidrig the scratched area a. truss /jP 's te e l ca9e
OptionO-alsomvotvesscratchingthesurfaceandinkingthedepressedthedepressedparts. b. cantilever d. arch
D r. A n ita M . N av arro
PNU UET 3 v ie w e r W E
General Education ;
Socjal.Sciencc - Introduction to Humanities: Appreciation o f the Arts
19. This is the part of music which we can sing *

11. This medium in painting is a mixture of pigments applied to wet plaster.
/ j T ) melody c. rhythm
a .. fusco c. pastel
tf. beat d. dynamics
b. tempera . d. encaustic
20. This refers to the expressive loudness or softness of music or song
12. This is a subtractive process which chips away a formed material to bring
a. beat - c. tempo
out the desired form. .
b. accent - '^T^dynam ics
a ,, molding c. modeling
21. It is the simultaneous sounding of a group of tones, the vertical relationship
/O c a rv in g d. installation
between a'melody and its accompanying chords
1&- architectural is designed and constructed in consideration of the following
a. timbre c. syncopation
aspects of life:
_ / t f t ) harmony d. accent
a. social and economic c. technological and geographical
H 2 2 ^ iia rt4 o rm is the most personal of all art forms because of the nature of its
b. political and ideological all of the above ...... ......'. I . . . V - _
main medium
14. Colors can be combined without limits. If we combine all colors in an art work,
cU music c. .drama -* -*
wbat will come out?
/n s dance d. cinema
/a jj gray c. . white
23TThis dance form emerged in the 15th century in Europe and started the trend
tr black d. brown
of dancing in couples, nowadays; it is also called ballroom dancing.
15. The use of one color with different tints or shade is a type of related harmonics.
a. folk dance c. ballet
What is the term'given to the use of one color with different shades?
<^p)social dance ' d. communal dance
light and shadow c. analogous
24. This art form combines dramatic literature for scripts, architecture, sculpture,
/tym onochrom atic d. complementary
painting and its related arts for set design, costumes and make-up, music
1(H n is element of visual art refers to the surface characteristics of an object
and live performance for heightening the emotional impact of a particular
and is best appreciated when touched.
scene. What art form is this?
a. value , c. form "
/'jPS'theatre arts c. dramatic art
(^ te x tu re d. color ...................
dance drama d. musicale
17. sculpture that is dynamic and literary moves or seems to be moving.
_25J[liej3fiae.SjotstiJI photograph rapidly projected on a screen
a. assemblage < 3 > iJ < in e tic ____________ _____________ _
.a . video bites . sequence
b. free standing _ d. installation
b. cinema technique- image
18. The regular recurrent pulse of music. :
meter. " c. accent - . .
137 beat d. syncopation
&
D r. A n i t " M . N a v a r r o
374 PNU LE T'U eview er
General Education
P A R T III - E N H A N C IN G T E S T TA K IN G SKILLS 7. Which of thes^ process in sculpture does not belong to the category
a. costing c. welding
'7W /carving d. modeling
. 1. This is the property that gives the color its name. 3. m iis is an expression of the way of life of its creators
a. intensity c. tint a. because it deoicts important.events in the life of a people
b. value _ (jtT ^ h u e . --------------------------- b. because it uses materials that were abundant at the time of Creation
2. Art is usually a representation of reality. Hence it s often referrecWe-a9 ^ ------- c. because it represents significant human experience and personalities
a. communicative imitative /S ty because of all of the above
b." affective ti. expressive 9. '^ g rap h ic image that is a resulp^duplicating process is called
3. Perspective is an element of visual arts that gives thepositionof an object "a. photography ( jj/p r in t
in space. What kind of perspective represents adistance by means of b. image . d. copy
converging lines 10. When we refer to a color value that is darker than the hue, we call that its
a. foreshortening '" ^ a ? shade ' c. saturation
aerial perspective b. tint d. intensity
/c ^ o n e point perspective 11. Orange are called ________________colors
L"d. two point perspective a. monochromatic c. split
4. Perspective has many functions in art, particularly in the use of space. This is vrtP('analogous d. triad
a type of perspective applied when a figure is illustrated on a surface. 2. when
12. whenwe demand that the things we use in our daily lives must be beautiful
a. one point / & ) foreshortening we fulfill the________________function of art.
b. Wo point * S u aerial a. social c. personal
5. A line when used by an artist suggests meaning. What meaning is associated- ^ 77 d- religious
with a vertical line? T 3 '7 d f extreme long camera shot of a movie is often used as a
a. motion and mobility a. panorama shot
b. continuity and grace ^êstablish in g shot
honor and dignity c. dialogue shot
depression and chaos d. character shot
6. When an architect designs and constitute a structure he wants to respond to 14. When we refer to the material out of which the art is mde of eve means its
a. the needs of humSns
b. the satisfaction of humans a. subject' c'. content
c. the demands of humans '^H m edium d. style
/d ^ all are considered
D r. A n ic a M . N av arro . !*NU LET Reviewer I

Social Science - Introduction to Humanities; Appreciation o f rh e Arts
. 15.* When we refer to the manner in which an art work is organized, we refer to '
its
a. subject c: medium
/ft? style d .. content
16M tie relative lightness arid darkness that gives impressioo of solidity and
illusion of depth.
a. hue c. intensity
b. chiaroscuro value
17. This type Of dance developed frW social or regional memories of older dance
motifs but are social and recreational in purpose
a. ritual dance c. socialdanee .........
b. art dance /c P folk dance
18. The visuals that we witness in a^freatrical performance is called v
plot c. property
f b J spectacle d. set
19>-Which among the following film genres does not belong to the group?
a. action' c. mystery
b. adventure F & Western
20^jjfais film belongs to a game thaiportrays reality. It is called a
| ajp documentary c. history
w l biography d. sports
(G e n e ra l E d u c a t i o n
PART I - CO N TEN T UPDATE
P sychology - scientific stndvLiitthe^bBbavieiH?Hmtivtoânfl their mental

Psychology processes'
scientific-em pirical ancfuses the principles ot the scientific method
behavior - overt and can be verified
mental processes - workingsjDfjhe_ human- mind thinking, planning,
reasoning, creating and dreaming
P repared by;
D r. T e rc sita T abfoada-R ungduin a n d Dr. P risciU B. D izo n
Goals of Psychology
j Competencies: The goals of psychology are to describe, explain, predict, and control behavior
and mental processes
i 1. . Describe the behavior of the individual The History of Psychology: Important People and Dates
: in relation to his .physical and social -
* environment. 4th and 5ft Century BC Psychology has itajDOts-in many disciplines, datinq
baek-to-the"views of'Aristotle, Socrates and Plato
who studied the nature of the mind, the soul, the
j 2. Explain the basic concepts and body, and human experience
i theories in understanding human 17th Century Rene Descartes supported the nativlst view that
behavior. some ideas are innate
John Locke advocated the empiricist view that
knowledge is acquired through experiences and
.interactions with the world
1869 Sir Francis Galton studied individual differences
leading to the development- of intelligence tests
Dr. T cresira T;)bbaiia-Rungdurn anil Dr. jPrisctfaB. Dizon PNU LET Review er i m
Social Science - Psychology G eneral E ducation
1879 * . Perspectives in Psychology

Wilhelm Wundt founded the first psychological
laboratory at the University of Leipzig in Germany
devoted to experimental psychology. Published The conceptual approaches define 'points of view and sets of assumptions that
Principles of Physiological Psychology, and is influence both what psychologists will study and how to study it. Although each
Known as the father of Psychology perspective represents a different approach, psychologists borrow and blend
concepts from more than one of these perspectives.
1883* 6. Stanley Half established the first Psychological
Laboratory in North America at John Hopkins Biological Perspective - the approach to identifying causes of behavior that
Hospital focuses on the functioning of the genes, the brain, the nervous system, and the
1888 James McKeen Catell became the first professor endocrine glands.
in Psychology in the IK
ifio n -SVilJiams-James wrote a two-volume work The Psychodynamic Perspective - a psychological model in which behavior-is-
Principles of Psychology - most important explained in terms of past experiences and motivational forces; actions are
Psychologytext ever written viewed as stemming from inherited instincts, biological drives and attempts
to resolve conflicts between personal needs and social requirements. Freud
himseilf emphasized early childhood as the stage in which personality is formed.
History of Psychology in the Philippines: Important People and Dates
Behaviorist Perspective - it was concerned with observable behavior that can
Historical accounts of psychology in the country indicate that the subject was be objectively recorded. Its emphasis on the need for rigorous experimentation
probably taught as early as the 17th century in two Philippine Universities, namely, and carefully defined variables has influenced most areas of psychology.
University of Santo Tomas and the University of San Carlos in Cebu
Humanistic Perspective - according to the humanistic perspective, the main
task for humans is to strive for growth and development of their potential. They
l,inforoso Padilla - -Established the first psychological clinic in the deal with the whole person - integrating knowledge of the individuals mind,
country at the University of the Philippines inl932 body and behavior with an awareness of social and cultural forces.
2. Jesus Perpinan Had set up the Far Eastern University Psychological
Clinic Cognitive Perspective - this perspective stresses human thought as both .
"3. Estefania Aldaba-Lim --- -" *" results and causes of human behavior. They study highermehtai processes
such as perception, memory, language use. problem-solving,- and decision
making at s variety of levels.
f e f & p Nir LET Reviewer

G enwai' .Education
Evolutionary Perspective - it suggests that mental abilities evolved millions . The Nervous System in Action
otyears to serve particular adaptive purposes just as physical abilities. The human brain is composed of three functional divisions: the central core, the
limbic system, and the cerebrum. The central core mediates basic-autenefflic-
Cultural Perspective - this focuses on the cross-cultural differences in the functions; the limbic system is invcfltfgOTmotion, motivation and memory: _
cause and consequence of behavior. - and the cerebrum is responsible fotpianFHfig^rrchcteclSron making! 7 "
The flelevance of Research to Psychology Sensation and Perception
..The- research process in psychology can be divided into two major categories Sensation is the process by which stimulation of sensory receptors produces neural
that usually occur in sequence; forming an idea (discovery) and then testing it impulses that represent experiences inside or outside the body. It is the study of
(justification). In the initial phase, observations, beliefs, information, and general the relationship between physical stimuli, and the behavior or mental experience the
knowledge lead to a new ideas and theories. A theory is an organized set of stimuli evoke is the task of Psychophysics.
concepts that explains a phenomenon or set of phenomena. Hypothesis will be
derived from the theory and then will proceed to the second phase which rely on The most significant figure here is German physicist Gustav Fechner (1801 -
the scientific method. 1887), He coined the term psychophysics and provided a set of procedures to relate
the intensity of a physical stimulus - measured to physical unite - to the magnitude
of the sensory experience - measured in psychological units.
The Biological Bases of Behavior
The Different Sense Modalities
Heredity_and Behavior Senses Stimuli Specific Brain Area
......Researches in human behavior explore the link between the genes people Receptors
inherit and their behavior.
Visual Light rays Rods and Cones Optic nerve to
Biology and Behavior (Sense of Sight) Occipital lobe
The hormones of the endocrine system and the neurotransmitters of Auditory Sound waves Cochlea Temporal lobes
neurons perform similar function. They both carry messages between cells. (Sense of Hearing) (Organ erf Corti)
Neurotransmitters carry messages between adjacent neurons. Olfactory Chemical Olfactwy cells Temporal lobe
(Sense of Smell) substances, m a (perception of .
gaseous state odor)
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Social Science -'Psychology" G eneral Education
Gustatory c. D^pth perception: determining how far the object is from' us

Chemical Taste buds Gustatory center
(Sense of T^ste) . 1) Relative size
substances in in the cerebral
2) Superimposition
liquid form cortex
' 3) Relative height.
Cutaneous Mechanical Light touch Somatosensory 4) Linear perspective
(Touch, energy applied - Meissners area of the 5) Motion parraiax
Pressure,Pain, to the skin corpuscles cerebral cortex
Cold andWarm . Pressure 2. Recognition: discerning what objects
Sensations) - Pacinian
corpuscles 3. Constancy: keeping the appearance of the objects the same even if their image
Cold sensation - in the eye are changing ____ _____ ___
Krauses corpuscle
Warm sensations Identification and Recognition
- Ruffinian
JL.
v endings Identification and recognition involve both Bottom-Up and Top Down Processes,
which work together to provide a coherent understanding of the world.
Perception - the processes that organizes information to make sense of sensation. Bottom-up processing: Taking sensory data in from the environment and
sending ittofrie brain for extraction and analysis of relevant information
Major Functions of the Visual Perceptual System Top down processing: involves your past experiences, knowledge, and cultural
background in perceiving the world. Higher mental functioning influences how
1. Localization: determining where objects .are you understand objects and events.
a. Figure-ground organization: natural tendency to organize stimulus into
regions corresponding to figure and ground Consciousness _________ ___ _____
i>. Perceptual grouping: elements are perceived together, rather than isolated
units Consciousness: is a state of awareness of the outside .world, of our own thought
1) Proximity - and feelings. Each day we go through a uaripfy nf rnncrim ic _Qlatj3r-Cfimjatknfi-
-------Similarity-------------- unintentionally or intentionally. . __________________ _____________ .
. 3i -Good Continuation, .
4) Closure ' - William James: one of the earliest psychologists who dealt with consciousness.
5) Common fate
LET Reviewer l h . rtrw flto T a n b /.d a -R u u g d iim a m i D r. P r l s a b - B* L 'iz o n

:-/0X'U! S c ,cf* c - ]->syrc !l.)iJ...gV
Normal Waking Consciousness Sigmund Freud was the first modern theorists to consider seriously the.
Consciousness can be defiaed as the sum total of all the external stimuli and psychology of dreaming. To the followers of Freud, dreams are the royal road to
internal mental events of which we are aware at any given time; simply defined the unconscious, They believe that dreams are derived from the unconscious
gs a state of awareness. drives or wishes. These wishes or drives:are.usually repressed-dtirtng-tReBay; ~~
but during sleep, the repression is relaxed and unconscious.:wisties-are*{nefe
Consciousness andAttepiion------------------- likely to emerge into consciousness, thus manifest in our dreams.
Selective attention: The cognitive mental process that toils the amount of
-information aiiowed tnroconsciousness is known as selectiveattention.The process Dreams as brain activity
of selective attention is illustrated in our everyday experiences in the classroom. Two sleep researchers, J.A. Hobson and R. McCarley (in Lahey, 1989), proposed
a biopsychological theory of dreaming, the activation synthesis hypothesis.
Sleeping and Dreaming They argue that dream state of REM sleep is .generated within the area of the
brain stem known as pons. The theory regards dreams as mere by-products of
Sleep is a part of the daily cycles in behavioral or physiological activity known as periodic brain activation rather than a result of unconscious wishes.
circadian rhythms. We sleep to restore and revitalize our bodies and minds, for the
next waking day. Lack of sleep affects our physical and mental activity. Seeping and dreaming seem important to health, and extended periods of sleep
deprivation have been shown from researches to cause fatigue, inefficiency,
Sleep is not a single, continuous state. It's a complex combination of states. Actually, and irritability. <
several states of conscious awareness are a part of the sleep process. We pass
through the stages of the sleep cycle. The different levels of steep are defined on the Sleep Disorders __ -
basis of electroencephalogram (EEG). It is a machine that measures electrical brain
activity. Each of the stages has specjfic characteristics. Sleep is made up of two Normal patterns of sleep and waking can be disturbed for many reasons. The most
_distinctstaiesr|w jtorFîdTyeMovement (NREM) which contains four stages, common sleep disorder is insomnia. Other sleep disorders include sleep walking,
ranging from lght to deep sleep, and the Rapid Eye Movement (REM) sleep which sleep talking, narcolepsy, and steep apnea.
occurs periodically through the night.
Insomnia
Insomnia is the long-tenp inability to obtain adequate sleep due to lengthy time
Dream Theories
' to steep onset, frequent wakening during the night, and /or very early morning
wakening. People with insomniaare usually mildly depressed or anxious. During
Dreams as wish fulfillment the day/they tend to internalize their worries, concerns, and feelings rather than
Dreams are one of the most fascinating aspects of human consciousness. What expressing them outwardly. At night, as external distraction wane and attention '
do dreams tell us? ' . is directed inward, these concerns enter consciousness. This mental-aleitness
Dr. Tercsfta Tabbadn-R ungduifi an d Dr. Prisciia 3 . D ixon
p iu T g T la v ie w e r j c g f l
T liifcr'Aw..ISK
Social Science - Psychology G e n e ra l E d u c a tio n
blocks sleep, causes muscular tension and physiological arousal that leads to Cggnitive Learning .
an escalating pattern of fearing to go to bed because of expected, insomnia.
Gestalt Psychology
Sleep walking Wolfgang Kohler, Max Wertheimer, Kurt Koffka studied on how organisms
Sleep walking occurs primarily during the deepest parts of noo-REM sleep. perceive relationships among ideas and the effect those relationships have on
Sleepwalkers rise from bed and carry on complicated activities, such as walking memory and learning. -
from one room to another, even though they are sound asleep. This is common
in children before the age of puberty, but is not particularly unusual in adults. Kurt Lewin developed the Field Theory or his concept of life space -
Sleepwalking is not an abnormal behavior. It usually reappears in adults only psychological environment that influence a person's learning.
during periods of stress.
Ausubels Meaningful L e a r n i n g . *
Learning Memory Meaningful Learning wiiroccurwhen me m atMrtoT5eleamed are related
to what students already know. It will also be helpful if there is an advance
Learning is a process that results in a relatively consistent change in behavior or organizer that will give an overview of the new information before actual
behavior potential. How do humans learn? learning is expected,
The Behavioral Learning Theories Bruners Discovery L e a r n in g '' -+ f ~ " "

1. Pavlovs Classical Conditioning. Learning takes place as a result of the Learners will be more interested if they are confronted with problems that they
association between the stimulus and response. will need to investigate / experiment / gather data about anddiscuss among
2. Thorndikes Connectionism. Learning is a result of the bonds or connectionism their peers or with the teacher.
established between the stimulus and response through the laws of exercise,
readiness, and effect. Information Processing
3. BF Skinners Operant Conditioning. Learning is enhanced by the consequence The human brain is compared to the computer--the ways in which sensory input
associated with the response or behavior. The effects of reinforcement and is processed in the working memory and later retrieved for new interpretation
punishment shape the desired behavior. ' ' and application. .
. A. Bandura's Social Learning. Learning is possible by observing the consequences
of another persons behavior..He gave emphasis to the impact of modeling and The use of mnemonics needs to be demonstrated so that learners will be
the individuals cognition of himself and the target behavior. _ ' helped to encode in their long - term memory the knowledge that will help
them apply "and create knowledge.
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ticiicrai Education Sotsai Science Psychology
Motivation _ Motives may also be caused' by environmental factors. We react strongly to

social acceptance.
Motivation refers to an internal state or condition that activates behavior arid gives
it direction. Theories of Motivation
Motive and its Components ------- :-------------- Instinct Theory

Motive has two components, need and drive. Needs are based on some deficit People act the way they do because of their instincts. An instinct is an innate
within the person. The deficifTnay'Be physfological or psychological. Drives, or generally predetermined disposition to behave in a particular way when
on the other hand, are based on needs-and have the-added'feature of an confronted with certain stimuli.
observable change in behavior. Drives imply motion of some sort.
Instinctual behavior follows an inborn plan that allows for substantial flexibility
Functions of Motives in the course of development. For example, infants have the tendency to form
Motives have three important functions in behavior. First, they energize the a strong emotional bond with their biological mother, but an infant can form a
person. The motivated person is active and his activity is maintained at bond with a substitute mother. Instinctual behavior, then, is viewed as innate
relatively high levels until relevant goals or rewards are attained. Goal refers to or pre-programmed but is subject to modification in the face of environmental
a substance, or object capable of satisfying'a need. Aroused motives will make demands.
the individual more alert in general. r
Drive Theory
* Motives have a directingiwctco. They determine from many possible behaviors Clark Hull (1943) believed that organisms are motivated to eliminate or reduce
or responses which are likely to be the most appropriate Jhisdirects a person bodily tension. Drive is the term used to define the state of tension that occurs
to organize his ideas araOncTwfiatever-goaHs important to him at the moment. when a need is not met Hull believed that drives motivate organisms to reduce
Lastly, motives have a selecting function. Reinforcement, consequences, and tension. Organisms with high state of arousal are motivated to engage in the
feedback determine which of a number of responses will be selected. A number process of drive reduction, a set of behaviors designed to reduce or eliminate
of responses and ideas are available In every situation and at each choice. bodily tension.
Origin of Motives ' Drive theory states that the potential level of any response is a joint function of
Motives originated from a. biological or physiological source or from an the response habit, strength, and the persons level of drive. High drive facilitates
environmental influence. A motive may arise from a biological need such as the performance on'simple or pver-learned tasks but hampers performance on
need for food or water which drives an individual to seek food when hungry or complex or novel ones. .
drink when thirsty. The tissue^ of the human body need these food and water to
function continuously. .
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Arousal Theory . rest and sleep, protection frem heat and cold, avoidance of pain and so on.
Arousal theory, which arose partly as an alternative to drive theory, stipulates Sexual motive is also considered to be a primary motive because the species
that a moderate level of stimulation is reinforcing. An increase in the level of would not be able reproduce if the sexual motive is not satisfied.
tensions or excitement is referred to as arousal.
The theory proposes that moderate level of stimulation is the most pleasant and Psychological Motives
that both higher and lower levels are relatively aversive. Psychological motives are needs in the sense that individual's happiness and
Some contemporary examples of activities that suggest-a need to increase well-being depend on these motives. Though psychological needs are as
arousal are roller rides, sky diving, and horror movies. powerful as physiological needs, often they are less easily identified such as
needs for approval, affection, affiliation, achievement, power, prestige, and so on.
Solomons Opponent Process Theory of Acquired Motives
Richard Solomon provides intriguing answer to some questions with his
opponent process theory of motivation. He explains that a state of positive According to Maslow, our motives are organized in a hierarchy arranged from
feeling is followed by a contrasting negative feeling, and vice versa; and any the most basic to the personalând advanced. If lower needs in the hierarchy
feeling, eithe? positive of negative, that is experienced in succession loses are riot met for the most part, then higher motives will not operate. Higher
some of its intensity. needs lie dormant until the individual has the chance to immediately satisfy
pressing lower needs like hunger, thirst, and safety. When the lower needs
incentive Theory are met, other motives like developing relationships with others, achieving a
External goals motivate organisms to perform certain actions. The external positive self-esteem, and producing crafts or art or realizing one's full potential
stimuli in the environment that pull" the organisms in certain directions are become important to the individual.
called incentives.
The basic assumption of incentive theory is that if a desirable goal can be The Maslow needs of hierarchy is as follows:
anticipated following the completion of a particular action, the organism is 1. Physiological or Biological needs: food, drink, sex and so on
motivated to perform that action. 2: Safety/SecUrify needs: order, protection, shelter and family stability
: 3. LoveandBelongingness:tffecim, group affiliation, andpersonal acceptance
Classification of Motives 4. Esteem needs: self-respect, reputation, and social status
5. Intellectual needs: knowledge, truth, education
Primary Motives: Biological Needs ------------ 6r-êsttfe/nr779ei^Tt?.lT3rmonyrappreciation and value of nature
Many human motives stem from the need for things to keep an organism alive 7. Self-Actualization: self-fulfillment, achievement of personal goals
and are necessary for survival. We consider these as primary motives, also 8. Transcending beyond oneself
known as physiological motives. Primary motives are those directly related to
the normal body functions such as need for air, food, water, excretion of waste,
lif ^ e v ie w e r !>:. T trc -ira ly b h a c .j-Iv u n jic u in a n c !>r. P r is d ia !5..D 7on

Social Science - Psychology
Cognitive Theory
Emotions
The more'contemporary theory of emotion-views the cognitive interpretation
of emotional, stimuli or events in the outside world and. stimuli within the body
Ptutchik (1984) identified eight basic emotions: fear, anger, joy, sadness, acceptance,
as the key elements in emotion. According to this theory, there are two steps
disgust, anticipation, and surprise. These emotipns.are-assoGiate4eftonneaeirwifFr"
each other. For example, the emotion of fear is tho ^hgujnr-pattocB 1 ITTffle process of cognitive interpretation in emotions: (1) the interpretation of
of protection. Likewise, anger is related to the behavior pattern of destruction. ' stimuli from the environment and (2) the interpretation of stimuli from the body
resulting from autonomic arousal.
Motivation and emotion are closely related concepts for three reasons;.......-...........
Principles of Emotion
1. The arousal of emotions activates behavior as motives do.
1. Emotional needs express themselves one way or another.
2. M o te are accompanied by emotions.
2. Anger is an expression of need.
3. Emotions typically have motivational properties of their own.
3.Our feelings and needs are not wrong or bad.
4.Emotions are the gateway to vitality and feeling alive.
Theories of Emotions
5.We can address emotional issues and still save our true face.
James-Lange Theory 6.Immediate reactions to problem often disguise deeper feelings.
a. Running away. A frequent response to. intense feeltffgs is to remove
William James believed that the emotional stimulus is routed (by the sensory
ourselves from the situation by avoiding others, not talking to them,
relay center known as the thalamus) direcfly to the hypothalamus, which
produces the bodily reaction (fear or other emotion). Tiie sensations from this , acting like they are not there, and pretending the event never occurred.
bdcJity reaction are then sent tack to the cortex which produces what we feel is b: Getting angry. Anger, although it appears direct, is one of the strongest
the conscious experience of emotion. According to James,we cry because w e .. avoidance function we have because it keeps us away from our deeper
feel sorry, strike because we are angry, tremble because we are afraid.. emotions. Anger frequently masks feelings of being haunted.
c. Denying importance. When we are hurt, we may attempt to diminish
our strong feelings by rationalizing.
Cannon-Bard Theory
Walter Cannon did not just criticize the James-Lange theory. He proposed d. Addressing the situation. Identifying real feelings and then addressing
the situation is the best, but possibly the most difficult way to respond.
an alternative theory of his own. The theory states that conscious, emotional
Solutions based on surface reactions never satisfy os because they do
' experiences and physiological reaction and behavior are relatively independent
not respond to the heart of our concern. True satisfaction comes when
events. The theory was later revised by Philip Bard aid is known as the Cannon-
Bard theory of emotion. we identify, accept, and respond to our deeper needs. . .
7. We must clarify individual needs before solving problem with others.
. 8.- We need to express positive feelings and communicate negative ones'.
PNU LET Reviewer jC fc& l

Dr.T c resita T a b b a d a - R u n g d u in a n d D r. P riscila 8 . D iz o n c.
S o c ia l S c ie f lc e -P s y c h o lo g y ' - G eneral E ducation
1m ----rm i---- nr ~~' ' *11 n v ...... - - i..
Mental Processes II. Problem problem' sdving strategies learning and remembering
Solving decision making analysis, synthesis, making a-
What'are the mental processes? creative problem solving choice, communication
Mental processes refer to thinking which can be any of the following:
II. Problem self-management. setting goals
a. Use of symbolic processes by the brain
Solving self-concept , monitoring effort
. b. Ideation, the sequence of producing ideas concerned with the solving of
awareness of oneself evaluating outcomes
specific problems or incongruities in models of reality (Stratton and Haye,
1991). self-efficacy.
- ____ self-esteem
c. The deliberate exploration of experience for a purpose. That purpose may
be understanding, decision-making, planning, problem-solving, judgment,

Critical Thinking
action, and soon (De Bono, 1991).
d. Purposeful manipulation of words and images. Forming conceDtsrso1vino~ - Critical thinking has been defined as principled thinking" (Siegel, 1980).
problems, making decisions, and being creative (Sdorow, 1990). ffinvolves the correct assessing of statements using analysis and logic. It
serves as the foundation for evaluation and decision-making. It is therefore a
e. Thinking is a process by which a new mental representation is formed
* through transformation of information by complex interaction of the mental . nScessaryskill to develop. Ennis*(1962) suggested the following twefoe aspects
o critical thinking:
attributes of judging, abstracting, reasoning, imaging and problem-solving"
(Solso, 1988). 1. Grasping the meaning of a statement
2. Judging whether there is ambiguity in a line of reasoning
From the above definitions, we can deduce that mental processes can be categorized 3. Judging whether certain statements contradict each other
Into forming concepts, solving problems, and making judgments or plans or what 4. Judging whether a conclusion follows necessarily
they call metacognition. 5. Judging whether a statement is specific enough
6. Judging whether a statement is actually the application of a certain principle
7. Judging whether an observation statement is reliable
Mental Processes 8. Judging whether an inductive conclusion is warranted
Major Decisions Thinking Processes Thinking Skills 9. Judging whether something is an assumption
.O f Thinking Involved in each Dimension 10. Judging whether a definition is adequate
I. Concept critical thinking/analysis i . seeing relationship rrdodglng whether a statement by an alleged authority is acceptable
Formation logical reasoning -.... -
b. deduction
DrÎeresit.' Tabbada-Ran^dsim .tm! Dv . Prisciia B. Diw>n

T-ociul i;>?v ch o io u v
Analysis ' Logic and Logical Reasoning

Analysis is defined as a breakdown of the material irtto its constituent parts and Two thousand years ago, Aristotle introduced a system of reasoning - a process
the detection of'the relationships of its parts - of the way they are organized of validating arguments called syllogism' Syllogism has three parts - a major
(Bloom, 1956).' Two or more items are compared and contrasted. Then a premise, a minor premise, and ajflnclusion-ifrthat order.
relationship is established between or among the concepts. The relationships-
are varied and can be any of the following: _ A-eonekmn-reauwa 6y means of syllogistic reasoning is considered valid if
1. Semantic relationships involve similarities or differences in meaning. the premises are true and'the form correct. This type of reasoning is deductive
2. Symbolic relationships are those that are comparable purely in terms of the logic. From a general statement, .vye proceed, to a specific situation and
symbols (e.g. letters or numbers) that make up their components, with no determinerMapplication of a ruie or principle to that particular case.
respect to their meanings.
3. Phonetic relationships are pairs of words that sound alike like homonyms, One wouldobserve that knowledge stored in the long-term memory has influence
rhymes. on the quality of information perceived, encoded, stored, and transformed. The.
4. Class relationship involves pairs that belong to the same classification. more information a person has, the more accurate his transformation will be.^
5. Functional relationship can be seen if one item changes into the other, acts
or performs on the other, or is used for the other. Problem-Solving
6. . Quantitative relationships are expressed as similarities or differences as to- Problem solving is the cognitive process through which information/concepts
quantrty, degree or number. . are used to reach a goal that is sometimes blocked by some kind of obstacle
7. Pattern relationships are those that possess similar figural attributes (size, ^ (Sdorow, 1980). It is synonymous to synthesis (Bloom, 1956), which is putting
shape, pattern, cplor) - together the elements and parts so as to form a new whole. Guilford refers to
___ jL5S4JroAictw^thiRl<ingrltis1hg "production of new information from a given
Strategies for Solving Analytical Problems informationTEdwardde Bono (1979) calls it generative thinking.
When attempting to solve analogy problems, it is helpful to adhere to a specific,
deliberate set of steps.The following sequence is based on Stembergs (1981) model: Problem solving consists of cognitive operations that follow a pattern. It is
1. Read the entire analogy item. required that the elements be combined in a new way. When a scientist uses
2. Take note of the carts of speech used. No more than two different parts of the findings-of others as background information and then builds on these
speech may be used for a parallel analogy. findings, adding personal interpretation to-produce new information, he is
3. Examine the primary relationships first, i.-e. determine in what way are the forming a synthesis.
first two words related to each other, then apply the same relationship
to the same pair. If the primary is not immediately obvious, consider the The following are the steps in solving everyday problem:
various types of analogies that can be used and try to narrow to more than 1. Analyze the problem, its manifestations and its causes;
two or, three possibilities. 2. Decide what informatioaand tools are needed;
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Social Science - l-'sychology G eneral Education
3. Design solution and alternatives: 10. Grow in knowledge by reading, listening to others, and involving yourself in
4. Evaluate advantages and disadvantages of each possible solution; . different learning experiences. . .
5. Act on the chosen solution; --I >"V '.K ' C-3 '.
6. Monitor and evaluate every step and its effect; ahd Metacognition ~ . _ .
7. Be creative and patient until the problem is solved. Another mental process that needs attention is thinking about ones thinking.
People usually spend so much time thinking about others, about their work,
Creative Thinking and about the events in the environment. Taking time to think about one's
Problem-solving challenges ones creative thinking. The quality of the solution thinking will make a difference in the expressions and outcomes of one's action.
to a problem is an outcome of ones creative thinking. Thinking about one's thoughts that affect one's feelings and action may make
Torrance (1974), an authority on creativity, defines creativity as a process the person realize the impact of his emotions on his behavior. This kind of
of becoming sensitive to problems, deficiencies, gaps in knowledge, missing thinking is called metacognition. It is a form of thinking in which an individual
elements, disharmonies, searching for solutionsrmaking guesses, or formulating develops an awareness of his characteristics, attitudes, beliefs, and actions
a hypothesis about deficiencies, testing and retesting this hypothesis - possibly
modifying and retesting them - and finally communicating the result. Intelligence -
- -A
1. Saturation v
2. Deliberation Nickersen, Perkins, and Smith (1985) in Solso, 1988 have compiled a list of abilities
3. Incubation with they befieve represent human intelligence that would be required of a computer
4. Illumination to act Humanly * intelligent:
Creative problem solving can be enhanced by following some of these strategies. The ability to classify patterns. All humans with normal intelligence seem able
1. Use brainstorming to stimulate ideas. to assign.non-identical stimuli to classes.
2. Use the Delphi technique to make the best use of the experiences of the
people involved and to avoid the gut feel of one person overridingthegut The abiStyto modify behavior adaptively. To leam adapting to ones environment
feel of all the others; -- --------- :.................. is amore important mark of human intelligence.
3. Try lateral thinking (de Bono, .1979).
4. Challenging anything that blocks the solution. The ability to reason deductively. Making logical inferences from stated
5. Persist and revifew the objectives wffilSTn premises lessens mistakes and failures
6. Be-in
7. Ask hel(3 where you may. Tlx ability to reason inductively and generalize. Todiscover rules and principles
8. Break the problem to make it easier to cope with. from specific circumstances makes an intelligent person go beyond the
9- Be open-minded, be flexible. Consider the devifs advocate ideas. information given.
P N jJ LET R e v i e w e r I.)t\ ic rc sitit la b h a c ia -R u n g d u i n a n d D r. P ris c ilii B. Di/.ofl ^

S o c i a l S c ie n c e - -! , 'V dioi?> g)
. T
The ability to develop anduse conceptual models. Much of what we "know" different age groups. The Wechsler Intelligence Scale for Children (WiSC) for
W in te r Trom our past experiences with other similar things and events.
ages 6-17, and the Wechsler Adult Intelligence Scale (WAIS) for adults. Both
has undergone revisions, 1974 and 1981, respectively. Each of.We'chsler's
The ability to understand. The ability to sae relationships in problems and
Intelligence scale contains subtests measuring diffprpnt asBft&s-of-verbal
to appreciate the meaning of these relationships in solving a problem'is a
and nonverbal IQ, rperfqrffllfice or nonverbal IQ, and an overall IQ......... .
validation of one's understanding.
Horn and CattelFs Two-Factor Theory of Intelligence
J ite o rie s o f Intelligence
John Horn and Raymond Cattell (1966) identified two fundamental types of
intelligence. Fluid intelligence which refiects'thinking ability, memory capacity,
Francis Gallons Theory of General Intelligence.
and speed of information processinq, is largely inherited and independent of
The term intelligence was popularized in the 1980's by writings of Sir Francis education. In contrast, crystallized intelligence is a combination ofknowledge
Galton. He is a cousin of Charles Darwin, who is credited for developing the
and developed skills brought about by schooling and everyday experiences.
theory of evolution based on natural selection of inherited characteristics. In
Galton's view, intelligence is a single genera) characteristics that provides Spearmans Theory of General Intelligence
the basis for more specific ability that each of us possesses. He believed that Charles Spearman found that scores on certain tasks correlate highly with one
intellectual ability is inherited and.if one is generally intelligent, he will likely another. Performances on vocabulary test, reading , and writing test which
develop strong mechanical, artistic, musical, and other kinds of ability. correlate highly might reflect the influence of a verbal ability factor. When a
group of people were giveo a variety of cognitive tasks, their scores on task
Alfred Binets Theory of General Intelligence v *.
tended to show high or moderate or low on all tests. This led Spearman to
Alfred Sinet also viewed intelligence as the general ability to reason and solve conclude that performancfi_on-alL 4 h e ^ j^ ^ ra ro O h T o p e ra tio n ; of a
problems in a variety of situations. He based this view in his observation that single underlying factor which he'calScPg" - a general intelligence factor.
good students tend to do well on all of the tasks included in the Binet-Simon
However, the correlations between the tasks correlated were less than a
scale, while poor students fend to do poorly on all tasks.
perfect 1.00; Spearman thought there must also be a specific factor which
he called S* factor.
David Wechsler
Oavid Wechsler (1958, cited in Sdorow. 1990) believed that intelligence is
Thurstone's Theory of Primary Mental Abilities
the capacity to understand the world and the resourcefulness to cope with
Based on the individual's performance on a battery of tests, Louis Tburstone
the challenges. He further suggested that it may include the capacity to act
identifies seven factors which he called Primary Mental Abilities namely,
purposefully, to think rationally, and to deal effectively with the environment
reasoning,.word fluency, perceptual speed, verbal comprehension, spatial
(Wechsler, 1975), He constructed an intelligence test with subscales
visualization, numerical calculation, and associalive memory. .
measuring those abilities. He developed versions of his test for use with
Dr. Tercsira TabbacU -R ungdum a n d Dr. P risd ia 3 . D h o a

?NU LET R eview er m m
, Social Science - Psychology G eneral E ducation
though scores or tests measuring these abilities had moderately high Some of them are assessed by traditional intelligence tests like linguistic .
correlation with one another, they did not correlate high enough forThurstone intelligence, Ipgical mathematical intelligence, and spatial intelligence.
to assume the existence of a general underlying factor which would reflect the Others are not assessed by traditional intelligence test like bodily-kinesthetic
influence of a specific intelligence related to the particular ability assessed by intelligence, intrapersonal intelligence, interpersonal intelligence, and musical
the test. intelligence.
Guilfords Structure of the Intellect As observed in everyday life, a person may excel in one or more of Gardner's
J.P. Guilford suggested that some 120 different abilities make up what we intelligence, while being average or below average in others. In extreme
call intelligence. Each of these represents the interaction among dimensions cases, there are children who are autistic but have musical intelligence , one
that Guilford called cognitive operations (thought processes), contents who excels in painting but may be average" in other areas, the athlete who
(infQrmation~the~pfersffn is thinking about), and products (result of thinking excels in sports but is too shy in an interview, or one who is mathematics_
about the information). genius but could hardly carry out a verbal exchange, confidently.
V
The Triarchic Theory of Intelligence According to Gardner, the extent to which a person will succeed in life depends
Robert Sternberg (1984) developed the Triarchic Theory of Intelligence on, the extent to which he develops the kind of intelligence that are needed
assuming the intelligence is composed of three general types of abilities. in one's culture. For example, for most people especially in the urban areas,
He distinguished between componential intelligence which reflects verbal success depends more orf linguistic intelligence than in any other. One has to
reasoning ability, experiential intelligence which is the ability to combine learn to process information in print, or otherwise organize and use them to
different experiences in insightful ways to solve specific problem, and act communicate effectively. One who liye in another culture, like in a fishing
contextual intelligence which is the ability to function in everyday social or farming village, will have to depend on their spatial and bodily-kinesthetic
situation (Sdorow, 1990). intelligence to live productively. Somewhere in the readings of the author, she
The Triarchic theory recognizes the individual's ability to function in setting encountered an additional intelligence which is the naturalistic intelligence.
'other thaFschocO also recognizes that fact that one may excel in one People who are very keen observers of tlie elements of nature so that they
kind of intelligence without excelling in the other two. However, Sternberg can predict what is to happen from their observations are examples of this
(196) believes that each of the three kinds of intelligence can be improved type. Another book cited moral intelligence an ability to decide on which is
by. special training. more appropriate behavior as another kind of intelligence. Perhaps as long
as there are psychologists trying to understand human^behavior, there wilt be
The Theory of Multiple Intelligence additional human capabilities that will be studied and haroessed to improve
Howard Gardner (1983) believed that the brain has evolved separate systems '. human society.
for different adoptive abilities that he calls intelligences. Each of Jhese
Seven types of intelligences is developed in different degrees in every person.
K is f tB PWl) LET Reviewer D r . T e r e s i ta T a b b a d i i - R n r s d u i n a n d D r . P r is c i h i B- D i z o n *

G e n e ra l E d u c a tio n
EmotionaUntelligence are doing to express herself to/ with others. As she matures, she is able to
Recently, Goteman (1994) revived the notion of emotional intelligence. It understand many symbols and adjust behavior accocdim-te-he^Berception
refers to the. ability to use one's emotions, as conceptualized by Saiovey, of symbols in the situations. If'She has acquired the symbols of the.oeoais
in order to succeed. Actually, it can besynonymous to Thorndike's earlier around, then there will be more harmonioosinteri5ersoniFrelations.
formulation flf-sociai-intellioence. It involves being aware of ones feelings and
mood, managing one's mood..motivating oneself, and being able to maintain Social Learning Theory ..............- ..............
rnterpSfsonai^ relationships. Researches are being conducted to harness A person's self-concept is an aspect of his personality that will affect his
emotional intelligence for one's success. interpersonal relations. The sum total of a persons thought or idea about his
appearance, his family, his experiences and the recognition he gets from the
Human Relations people around him all contribute to his self-concept.
Interaction with others add meaning to ones life. Living is worthwhile as long as During childhood an individual develops his self-conceptis as he interacts
we learn to live life for what it is. What is life for? It depends on one's experiences with the members of his family. When he feels he is loved, he sees himself
and thoughts. But to live life meaningfully is to be able to say that one has done positively. When he goes to school, he begins to compare himself with' others.
something for himself and for others. In Erickson's psychosocial stages of life, one If he sees himself comparable with others, he continues to feel good about
who is in his retirement age should be able to look back and claim he contributed hirnself. If he habitually fails or is generally dislik&i by others he develops
to the betterment of another's life. r .-negative self-concept. _
Inside every individual is an interaction. His personal characteristics are manifested You can observe how these two. kinds of personal orientations differ as to
in his behavior which others in the group experience as he relates with them. attitudes towards others and their work. While one who has high self-concept
_jjies&-pefs 0na( characteristics are products of his hereditary endowments, his usually volunteers to do something, the one with low self-concept will shun
' Interaction with his environment and the realization that comes with maturity. responsibility because of lack of a sense that he can do it. It is self-efficacy in
the language of Social Learning Theory. Thus, one who has low self-concept
Theories of Social Interactions . is usually shy acid withdrawn while the other is open to experience and is
outgoing.
Symbolic Interactioriism {George Herbert Mead)
The Self emerges' from axial interaction through the understanding of The feedback one gets from peers, significant others Or even new
symbols. She learns to understand the symbols in her society as she sees acquaintances continue to form the self-concept of an âdolescent. The
them. At first' she imitates them, but they dont have meaning, lite r, she comments she receives define her identity which influences her reactions to
learns to produce the symbols. She likewise learns to imitate what others other events. It (feedback) is also the basis for future plans and goals in life.
Dr. Tiresiea T abfeada-R ungtiuin ancf Dr. PrisciJa B. D izo n PHU ',HT a'evlewer I f c k H
S o d s! Science.- Psychology Genera! Education
However, as one matures, she develops, a self-awareness that mayinfluence In an interpersonal context, a persons attribution of a behavior can affect his
her self-concept betterthan that provided by information from others Jhrough behavior to the situations.
careful observation of her feelings, thought and behavior, she develops a
better self-concept. She knows her strengths and weaknesses. If she is able We judge situations and other people on the basis of our own perceptions,
to do things successfully, she develops a'sense of worthiness or self-esteem. expectations, experience, motives, and feelings. We fail to consider the
Sometimes she may not feel successful but knowing that she tried her best, other persons concerns and mptives. It will help if we find out first the other
that she did something, gives the individual high assurance of self-worth persons thoughts and feelings. We will achieve better relationship if we
because she may realize that not everything is under her control. check our perception and our communication. Take care not to be biased or
too emotional. Being considerate of the other persons thoughts and feeling
As an individual matures, the self becomes the source of self-esteem. It is can make a difference in our expressions.
the individual himself who knows his feelings, thoughts and capacities. He
evaluates what he has done. If he thinks he has done it well according to his Carl Rogers Theory of Interpersonal Relations
'own thoughts, feelings, andxapacities, he develop?high self-esteem. Congruence is the term used to indicate an accurate matching of experiences,
awareness, and communication of an individual. Actual psycllblogical
Attribution Theory experience is being accurately represented in his awareness and his
Another belief that affects ones interpersonal behavior is attribution. It communication.
refers to the perception of the cause of a person's behavior. If a person
attributes the outcomes of his action to his personal efforts, characteristics Each one of us recognizes the need to be in congruence with persons we
or attitudes, he has internal orientation. How do you think will this affect deal with. In your interaction with others, perhaps, you may have .met and
his attitude? How about when one sees that-others, luck or circumstances observed persons who really mean what they say and try to reciprocate or
beyond his control, are responsible for his outcomes? How will he behave match the feelings and expressions of. others. With them, we exactly know .
in future projects? Having external orientation usually draws little or no where we stand. However, there are also others, who, with certainty always
effort in doing something better. People who have internal attribution are put up a front, a fagade and we wonder what they really feel.
perceived to be more self-reliant, more persistent, and more .persevering.
I hey" are more likely to succeed specially in academic situations. Perhaps Empathic Understanding: A Tool for'Interpersonal Relationship
tt-ean also improve-our interpersonal relations. When we risk something in Being empathic (empatftetie with some autnorsj is a very spBCial'wayof'being'
somebody whom we like to be our friend,-a friendship might develop. Taking
responsibility for the direction and qualify of the relationship will result ina using ourselves (Rogers, 1995). it Is also the most potent factor in bringing
more active and responsive interpersonal relations. Heider suggests: "The about changing and learning. Listening to feelings and reflecting them are
greater the personal force contributing to the production of an outcome, the important aspects of empathic understanding, It is an experiencing of the
greater the actors responsibility for the occurrence of that effect." consciousness1behind another^ outward communication, but continuous
ESEIPNU LET-Reviewer D r . 7 i : r c < i t ; i ' T n b h ^ d j - R u n c a u i r . .im> Dr. Pri.xciia B. Di/on
Gencrai Education
awareness that this consciousness is originating and proceeding in the other. How do you feel after each situation? How does it feel to try and give your
Empathy is the ability to understand hcfo the other person feels and thinks best to what you are doing?
about a particular situation."
How does it feel to help others do a taskofjust lift their hopes or spirits!___
What are the effects of empathy? Empathy is related tojositive outcome so
proven bv social researches---------- " " How does it feel when someone says I was motivated, by your concern for
me?
Empathy-dissOlves alierration. The person feels he~is no longer an isolate
because someone is able to understand him. There are many things that we do for ourselves and for self-respect. We
change our lives and others' lives too, because we believe we can or we have
The recipient feels valued, cared for, and accepted as the person he is which to. The sense of confidence in our capacity to do something is self-efficacy.
later facilitates to listening more to himself and understanding himself better. Self-resRect is the feeling we develop from trying to give our best to what we
By letting the other person know where you are" emotionally, being able to think we can and ought to do. These two components make up self-esteem.
communicate clearly or what we term congruence is the basis for building a
relationship. The three of them-congruence, empathy, positive regard-provide Self-efficacy + self-respect = self-esteem
illumination and healing, our precious gifts to the other person. A sense of esteem or worthiness gives a person the confidence to take risk
and so she is able to help other persons. Her effort gives her additional
The Filipino Interpersonal Values experience and iifsight about*herself and her capacity. She develops a sense
Filipinos are admired for their capacity for smooth interpersonal relations. of well-being or respect for herself. The acceptance and respect.she gives
They Valuerthe "kapwa-tao. They will exert effort to please the other herself is felt for others. If she is able to accept herself for what she is and
person. They Hold the kapwa* in high esteem,that they give him the best of respect herself for what she can do, she will also be able to give the same
themselves an^theirre55ufces^~ to others. She experience- of success or approximation of what is expected
develops trust. Hence, there is improvement in every undertaking. These
Pagbibigay-galang, mabutlng pagtanggap, pakikipagpalagayang loob, hiya, feelings of acceptance, respect, and trust of oneself is experienced also for
utang na loob, bayanihan, and pakikisama are Filipino vocabularies that give others, Thus, a person with healthy self-esteem can establish a harmonious
color to the Filipino interpersonal relations. or facilitate relationship with others.
Thie Role of Seif-esteem in Interpersonal Relations

Have you taken the initiatives or risk in doing something you thought you
cannot do?
Dr.Teresiin Tabba<Ja-Rungduiri ami Dr. Pristiia 3. Dizon

i j ><ii i ? o,(jt^~' General Education
What is Communication? or the caregivers who would not want their client to feel embrrassed. One !
who would want to read a person through his facial expression can detect;
Communication is process in which one person or group (the'sender) transmits concealment by the timing of: ' [
some types of information to another person or group (the receiver) who interprets
I
the message and sends feedback in return. Gazes and Stares: the Language of the Eyes _ <
The eyes are the windows of the soul. They transmit eloquently a great deal [
The message is transmitted to the receiver. A senders ability to encode ideas, of our thoughts and feelings. Have you seen a smile that seems to be iacking :
thoughts and feelings will affect how it is going to be decoded or interpreted in genuineness because the look in the eyes of the person seems to say he j
by the receiver. After decoding, the receiver may send a reply or feedback. The is not really happy? j
process may be very simple but there are factors that may affect the whole
process. Personal factors will have some influence on the performance of the CanyoO"tell the difference between the casual look and the look full of love?
sender and the receiver. The situation of the environment, like atmosphere, will Have you been alarmed by the stare of another person?
also have an impact on how the message is transmitted and received. 'V
Body Language: Gestures, Movement, and Postures
Types of Communication Another interesting mode of communication is the use of body language.
Gestures, movements, and postures convey as many messages as there are
Nonverbal Communication symbols one can think of and can be understood in return. What does a
While we do transmit a great deal of information to others through words, we thumbs up sign mean? When one cannot sit still or when he paces a room
also communicate with them non-verbally through an unspoken languages back and forth, how does he feel? How do you sit when you are alert and want
of gazes, expressions, and body movements. The distance we kept from the to participate in a discussion? What does a person who looks at his watch
other person or the way we use physical space gives non-verbal cues. The want to say or unconsciously feel? What would you think of people who are
manner and style of personal grooming are also channels for non-verbal weil mannered, polite,-and respectful?-
communication.
Physical-Appearance
Reading Facial Expressions "~ Itfy fa m s rw d to narrate hirexpwiErrce-atiout grooming, He was bidding
The six different emotions universally understood/conveyed by facial for the- construction of-tew -door-apaflment-lauilding. He came en a friends
expressions are happiness, sadness, surprises, fear, anger and disgust. We invitation. There were three o? them who. met the owner. He won the bidding
have to watch the facial expression to find out the other's feelings. If however not on the basis of the lowest bid but on the basis his good grooming. He
the other person doesnt want us know his feelings, he may conceal them. learned 'he was trusted the project because the owner thought he must be
Some professionals must learn to conceal their true reeling like the doctor responsible because he'cared for his appearance. He showed concern not ;
who worries about his patient, t&e consumer who wants tp. get-a bargain. only for himself but for other who he was going to inte/act with.
ig f~ W f8 w a r'
ui-a j c i e n t t -
As you might imagioe, people really care about appearance. There are^nany Factors namely Openness to experience. Conscientiousness, Extraversion.
good things about being properly groomed. Agreeableness, and Neurotism. (OCEAN)
The Use of Space and Architecture. The humanistic approach - identifies self responsibility and feelings
Are you aware of the distance you maintain with others? The more famiiiat. ------- -of"acceptance, respect, and trust as the key causes of differences in
with the person, the closer y o u -a p fm c irth g iT O P i^ h e irS e e ^ mere ____ personality. A person who is growing toward self actualization can be said to
acquaintances or strangers. There are,Qlheun^sflqesTorrcsqgn by physical- be psychologically healthy.
space. The bigger the space occupied, the higher the position of the'person
in the company. Notice the office table of the trainees and the manager, Behavioral approach - behavioral theorists see behavior as a result of
including the location and materials used in each. The architectural design conditions in the environment that shape human behavior. Social learning
of homes, school and offices convey status, interest and life/work style of its theory emphasizes the role of models to develop the desired personality.
occupant.
We are aware of the importance of heeding the non-verbal cues when there Cognitive approach - describes how people process information. People
is incongruence. Actions speak louder differ in the way they mentally represent information. How individuals
interpret themselves and their environment determine how they will respond
Understanding Human Personality to the world.
y *
Personality can be defined as the distinctive patterns of thought, emotion, and Each.of five approaches is of some value when explaining behavior patterns.
behavior that make up an. individuals personal style of interacting with the It is possible that one theory is appropriate for explaining one aspect of
physical and social world. personality and some others will be more acceptable for explaining other
dimensions of personality, it seems that when studying a persons personality
There are five general approaches to explaining- persdnalityTThese are the one needs to consider the different approaches to really understand a person.
psychoanalytic approach, the trait approach, the humanistic approach, the
behavioral approach and the cognitive approach. Psychological Disorders
The psychoanalytic approach - peoples unconscious experiences are P#ople with Good Mental Health
responsible for their behavior styles.
A normal person possesses to a greater degree the following traits:
The trait approach - inherited predispositions explain individual difference in 1. appropriate perception of reality
personality. The most popular of these approaches is tl\e Big Five Personality 2, ability to exercise voluntary control over behavior
Dr. Teresica Tabbada-Rnnsîuin and Dr. Priscik B. Dizon PStf LET Revfewar
General Education
Social Science - Psvchologv
3. self-esteem and acceptance PART II - ANALYZING TEST ITEMS

4. ability .to form affectionate relationships
Maladaptive behaviors may be categorized into: 1. The Constitution of the Philippines is to a lawyer while the'Professional Code
1. Anxiety disorders of Ethics for Teacher is to a teacher.
a. - panic A. semantic relationshipC. phonetic relationship
b. phobias B. symbolic relationshipD. functional relationship
c. obsessive compulsive disorders The correct answer is D because the Constitution of the Philippines is used by the lawyer
2. Mood disorders and the Professional Code o l Ethics is a guide to the teacher.
a. depression
b. Bipolar disorder -------------------- 2. A persons assessment of his current circumstances determines his response.
3. Schizophrenia What will you dqjn case you were in a not so.pleasant situation? -
4 , Personality disorders A. Express you?thoughts and feelings to whomever.
B. Analyze the situation in different perspective.
There are many ways we can influence our psychological well being. By trying C. Listen to your friend's opinion.
to analyze our actions and feelings we can enhance our capacity to remain D. Respond the way you think you are happier. ____
psychologically healthy. The correct answer is B. Alt the answers are possible but it is more scientific that a
person analyze, or assesses the different perspectives of the situation before responding.
3. Karmi was able to achieve her goal of a college degree despite her family's
financial difficulties. She supported herself by taking student - friendly
work schedules. Her determination to change her future succeeded. Which
statement describes her personality development?
A. Personality is a product of heredity.
B. Personality is shaped by ones environment. .
&PefswalftyHs-shaped by the person's decision.
D. Personality is a product of the reactions of people in ones environment.
The, cortect answer is C. The rest of the answers are half true. Karmi is mature enough to
be productive and to make decisions and her decisions shape her personality.'
PMU LET ( r e v i e w e r
G e n c r a i E d a c a c io n .i Science - Ps'choioey
4. What is defined as the distinctive pattern of thought, emotion, and behavior 9. This perspective holds that individuals have an innate tendency to move
that makes up an individuals' personal style of interacting with physical and toward growth, maturity, and positive change.
social environment? . A. Behavioral
A. Psychology. ' B. Cognitive
Personality /^ H u m a n is tic ' '
"T . Intelligence _ . __ _______ 0 r)isyeh03ftatytte----------- --------- ------- _
D. Heredltv ? ' iQ Jfo interrelated set of propositions about a particular phenomenon and
5. It is considered the most comprehensive and influential theory of personality. supposed to i)e the most important source for scientific hypothesis - is
Sigmund Freud, its proponent, claimed that much of what we think and do is referred to as
driven by unconscious experience. __ A....Conclusion---------- .
A. Evolutionary Psychology B. Experiment
B. Humanistic JL Problem
Psychoanalytic f o ) Theory
Social Learning 1 v fle is the author of the first psychology textbook published in 1890.
6. Sigmund Freud instructed his patients to say everything that comes to mind
during their treatment session. This is the method o f_____________ .
Free Association C. Ivan Pavlov
'tf? Hypnosis . 0. James B. Watson
C. Meditation 12. Psychology not only seeks to scientifically study behavior and mentaV-
D. Transference *> processes, but also attempts to
7. Roderick won the Web Page Design Competition in his school. His work A. Understand why people do the things they do.
showed he has superior capacity for abstract thinking and creative expression^ B. Provide continuity between scientific disciplines.
What stage does he manifest? C. Combine sociological and psychiatric constructs.
A. Sensory motor 'fib Apply that knowledge to the service of human welfare.
B. Pre-operational 13.Tuihough psychologists study many different topics and use many kinds of
C Concrete methods, there is unity within the field since most psychologists
( Di) Formal A. Work in more that one subfield. .
8. 'Wnart defense mechanism is uSfed when a person gives reasons for failure to 'f it y Emphasize empirical research.
perform a behavior? Publish articles on their research.
A. Displacement ( / Rationalization D. Engage in speculative.research. '
B. Projection D. Reaction Formation
Dr. Teresita Tabbada-Rungduinami Dr. Prisciia B. Dixon PfiU LET R eview er n n

BrejTK
Social Science - Psychology G e n e ra l E d u c a tio n
14. These psychologists believed that perception depends on the patterns formed 19. This is the subfield of psychology which conducts research in teaching and
by the stimuli and on the organization of experience. learning to influence development of more effective ways in facilitating learning.
Behavioral A. Experimental Psychology .
iB . /Gestalt . ^-Developmental Psychology
^ Humanistic - /u yrd u ca tio n a l Psychology
D'. Psychoanalytic M l Organizational Psychology
15. He established the first psychological laboratory in Germany in 1879. His 20. Which process is involved in integration and meaningful interpretation of
interests were on the senses, especially vision. ^-information received by the stimuli?
A. Charles Darwin Perception
B. Ivan Pavlov .............. ........ B. Sensation
vQ. Kurt Koffka ..... ----------------------------;------ :----------- C. Elaboration
Wilhelm Wundt D. Generalization .
16SWhfch would be a logical sequence for solving a problem? . * 21. The most common sleep disorder characterized by long term inability to
1.. Making Conclusion jebtain adequate sleep due to late onset of sleep or frequent wakening is
2. Defining the problem (3/insom nia
3. Gathering relevant information B. Sleep Apnea
4. Generating Hypothesis C. Sleepwalking
5. Testing the Hypothesis D. Nightmare
22. This is a kind of talking to oneself which helps the individual to know what
A. 1 2 3 4 5 -^.12354 to do, what tools to use, what consequence will be acceptable. What kind of
B. 2 3 4 1 5 | D. 2 3 4 5 1 thinking is this? ' .
'17- This perspective understands oenaviorin.terms of unconscious processes. /"A ? Metacognitive
A. Behavioral '-'B. Analytical Thinking
ijL Cognitive . C. Logical reasoning
(c\/ Psychoanalytic------ ----------- --------------- ;------------------:--------------------- - D. Creative Thinking -
Subjective -______________ ____________ _ 23. What kind of thinking do we engage in when we Categorize or organize into
18. All behavior is a result of conditioning and the environment shapes behavior tegories, or analyze materials by establishing relationships or patterns in them?
by reinforcing specific habits according to: y Critical Thinking
A. Structuralism' /^C 7 Behaviorism B. Creative Thinking
B. Functionalism * l). ^Humanism C. Generative Thinking
D. Reflective Thinking
ffifPM tf LET R eview er ' crtrM'vi Ju ni^'d inr, iin'J D r. P riscin i B. D iz o r

f je n e r u i d u c a t io n
24. Reactions to a particular situation may vary because of individual differences.

Which is not a factor in the development of schema?
*A. Culture . "
' . B. Prior Knowledge
X X Language/Vocabulary . 1. Who was the psychologist who proposed thatjfreams are expressions of
( D/ Physical Attributes .. ....unconscious-dnves-orwishesTrnd to Benefit fronTit, they should be studied
2SrYhis refers to a group of disorders characterized by loss of contact with reality, and axnlainart? :----- ---------- ------------
marked disturbance of thought and perception. Delusions and hallucinations ... p O S. Freud -
almost always occur. 1 \E J B.F Skinner
A. Anxiety Disorder C. KurtLewin ---------------- :--------------------
B. Mood Disorder D. James Watson
C. Personality Disorder- 2. Piaget argued that if the new experience does not fit the existing schema,
Schizophrenia the child will modify a schema to fit new information or engage in
C. characterization
D. critical thinking
3. Which learning recognizes that organisms have the ability to represent
aspects of the world mentally and then operate these mental representations
rather than on the world itself? : -
A. Behavioral...............~ ..................." '7
R social learning
cognitive
humanistic
4. By adolescence one must develop a sense of self-worth in major areas of life.
Which of the following is not self-enhancing? .
A, Engaging and exploririg experiences
Being over dependent on significant adults .
3 Joining peer group activities
D. Cooperating and striving witfi schoolwork
D r. Tcrssica Tnbb-.ic{a-Rung<iuin anil Dr. Priscila B. D izon

Social Science - Psvchoiogy
5. Pia noticed that her new friends are fond of computer games and spend 10. A group of students were watching the cheering competition, during the
most of their time in the computer shop. They have little time for school conversation after the demonstration each of the group of friends pointed out
assignments and are sometimes reprimanded. What should Pia do? a different aspect of what they saw. What explains this?
Engage in computer games to be with her new friends active perception
Encourage friends to balance studies and leisure selective attention
Stop playing computer games divided consciousness
D. Stay away from her new friends D. subconscious process
6. Which of the following areas of identity development needs to be resolved 11. Chemicals produced in the brain that make communication between nerve
/ fifet? ____________ jails possible are called
fA!) gender------ ------------- - - VIV. neurotransmitters
'B / career direction MB. hormones
C. social affiliation v C. neurobiology
D. ideological view D. electro chemicals'* .
7. Which is a good way to interact with person we have conflict with? 12. It is the brains stress center, responsible for activating tbe inner core of the
A. Avoid encounters with them adrenal glands to release the hormones which help the body to adjust to
/ jjv Ignore or deny their presence emergency situations.
' f c ] Negotiate your ideas and feelings with, them L cortex
N / Talk negatively about them m 3 / hypothalamus
8. Filipinos are admired for their capacity for smooth interpersonal relations. M i. cerebrum
Which Filipino value should be controlled so it will be positive for the individual 0. medulla
and for others? _ ____ 13, What is the label for all the strategies used to organizeinformation in order
A. pagbibigay-galang ---------- - . " ti easily?
B. mabutingpagtanggap
..-^ / i -PwyanllMn ______ _________________
j- pakikisama ' . C. keyword ----------
9 \_ X person with a healthy sense of selRisteefti.'self confidence, and self D. loci . . . .....................
- respect is not likely to 14. Sternberg believes that individuals-can be more successful if they are given
A. Establish healthy social relationship. training in improving their capacities for componentiai, experiential, and
Stay away from others. . contextual intelligence: How is this theory known?
Work well with others.
D. Share little to others. . '
^ F i M PWlI LET B a t f is w e r !
S o c ia i S c ie n c e - P s y c h o lo g y
4jener.il Education
Triarchic theory of intelligence - 19. Aside frpm setting goals, planning action, and acting on your goal, what else
Zone of proximal development will ensure achievements of goals? These are so easy to say but will require
C. Sociocultural theory. a lot o f_______ _ to achieve.
D. Multiple intelligence theory . ' A planning _______ ;_______ -
15 . The self interacts with itself - a kind of talking-to oneself whichHelpsthe- ((B^ goal setting . ----------------------------- - '
. individual to know what was done, how to do it again,and what consequences acting ' ......... _ , ----------------- '
I will be more accepting. What kind of thinking is it? D. discipline
--------ft" ciyaflVSlfrifiKihg' - 20. What needs are satisfied 'Mien a person feels he belongs to a group, trusted
EL critical thinking . he can contribute, and that his effort are recognized?-......-
(%J reflective thinking _ A, physiological
D: lateral thinking \ J y psychological
1. The more information a person has the more accurate his hypothesis will be, C. self actualization
the better problem solving he will perform. What is your opinion? 0. self regulation
A. Agree 21. What would be possible if an acquaintance tells you that you look like
Disagree someone who had a significant role in her past?
Strongly agree A. Be happy of the association
D. No opinion Be wary of transference
17. Which is very helpful for learning complex materials / text? M r Be confident of your appearance
(A^PGRST strategy *. 0. Be anxious to please
B r Experiential strategy 22. Thisischaracterizedbylongstandingpatternso^nraiadaetryeJaetiaviocthatcoRstitute-
C. Rehearsal strategy immature and inappropriate ways of coping with otherrand'solving problems.
- 0.Association startegy A. anxiety disorder
18. Where is this happening? mind disorder
Noting similarities and differences among the forms in a row and then coming [ d j personality disorder
up with a conclusion that you make use of to solve a problem, v. Schizpphrinia
sensory register 23. Which is the least helpful way of coping with negative emotions?
vorking memory Engage in physical exercise
long term memory Push the emotion out of conscious awareness
D. storage memory "C. Seek emotional support from others
D. Talk about/Analyze Negative emotions.
PNU LET Review er H Q

D r . T e r e s i ta T a b b a d a - R a n g d u i n a n d D r . P r is c i la B, D i-co n
Social Science - Psychology
24. What is it that inhibits persons to be active in^social situations? It may be

chronic and dispositional; it has the potential to make people lonely and
isolated. It tends to minimize social pleasure and maximize social discomfort
and isolation. It can be modified but it will have to be done with determination.
A. aggressiveness
extraversion
Cf anxiousness
shyness
[hich of the following strategies is. best to do in this challenging time?
Provide individuals with coping skills so.they can be more resilient
iveprograms that allow for early assessment and prompt treatment
CT"Know the cause of a disorder and eliminate it
D. Focus on isolating at risk people .
( N i l LET R e V ie w e r
in tF i> d u c tio n m C om puters
Introduction
A computer is an electronic machipe which can'take instructions, and perform
computations based on those instructions. It can be programmed-and-performs
high-speed mathematical or logical operations or that assembles, stores and
retrieves data and processes data.
Data Processing is a process that involves transformation of data into information.....
'Dr. Wlice D . D to q u in o through classifying, sorting, merging, recording, retrieving, transmitting, or
reporting. Data processing can be manual or computer based.
Com petencies:
H ISTO R Y O F COMPUTING
;1. Manifest mastery of fundamental "Who invented the computer?" is not a question with a simple answer. The real
answer is that many inventors contributed to the history of computers and that a
; concepts, principles and operations computer is a complex piece of machinery made up of many parts, eacfcof which
; of information and communication can be considered a'separate invention.
f technology (ICT).
; 1 - * Historical records show that man has invented three age group of devices to assist
him in calculating and processing data.. These devices are classified as: 1) manual-
: 2. Identify varied and appropriate use of mechanical device 2) electromechanical and 3) electronic
: technology.
> Manual Mechanical - is a tool or a device with simple mechanism powered
by the hand. Devices of this type required some sort of physical effort from
: 3. Analyze the effect / impact of ICT on the user when used. The earliest data processing devices were all manual
; the environment. mechanical devices due to the absence of electricity and adequate industrial
technology. Some examples of these devices were the:
~ -T-fUB- T>vaf iTftitTOMt
Introduction to Com puters * G e n e r a l E d u c a tio n
Abacus - A counting device for making calculations consisting of a frame > Electromechanical - An electromechanical device is usually powered by an
mounted with rods along which beads or balls are moved. It is the first electric motor and uses switches and relays. Household electrical appliances,
manual mechanical data processing device which was developed in China desk calculations and punched - card data processing equipment all fall under
in 3000 B.C. this category. Some examples of these devices were the:
Napier's Bones - Napier's bones, also called Napier's rods, are numbered Holleriths Punched Card Machine - It was invented by Herman Hollerith
rods which can be used to perform multiplication of any number by a in 1880. He used punched cards, read electronically to keep and.transfer
number 2-9. By placing "bones" corresponding to the multiplier on the data. The cards were transported between brass rods, and when there
left side and the bones corresponding to the digits of the multiplicand next were holes in the cards, the rods made contact and an electric current
to it to the right, and product can be read off simply by adding pairs of could flow. This was a machine to tabulate census data in 1890 more
numbers (with appropriate carries as needed) in the row determined by the efficiently than the manual method:------------------
multiplier. This process was published by Napier in 1617 in a book titled Jacquards Loom - used punched cards to create patterns on fabric
Rabdologia, so the process is also called rabddogy. woven on a loom. It was fhe forerunner of the keypunch machine. It was
Oughtreds-Slide Rule - A device consisting of two logarithmically scaled invented by Joseph Marie Jacquard in 1804.
rules mounted to slide along each other so that multiplication, division, Mark 1- was a 51 x 8 x 2 feet machine. It could perform the four basic
and other more complex computations are reduced to the mechanical arithmetic operations and could locate information stored in tabular form.
equivalent of addition or subtraction. The first slide rule was a joint effort It was invented by Howard Aiken in 1943 but was put into'use in 1944
of two Englishmen Edmund Gunter and William Oughtred. This was based up to 1959 at Harvard. It was fully automatic and could complete long
on Napiers logarithms and has become the first analog computer (of the computations without human intervention. Its official name was Automatic
modern ages). Sequence Controlled Calculator.
Pascaline - invented by the famous French mathematician, Blaise
Pascal in 1642. Although iimited to addition and subtraction, the toothed > Electronic Devices - are devices which use electrical switches and circuitry.
counting wheel is still used in adding machines. Several wheels with teeth Atanasoff-Berry Computer - invented by John Atanasoff in 1942 and
numbered from 0 to 9 are arranged in a row representing ones, tens, was the first digital computer that used binary logic circuitry and had
hundreds, thousands, and so on. regenerative memory.
Leibnizs Calculator - was invented by Baron Gottfried Wilhelm Von Leibniz Electronic Numerical Integrator'and CalculaWlENlAC) - was invented
in 1874. It utilizes the same techniques for addition and subtraction as the
Pascaline but could also perform multiplication; division ancl square roots. large-scale general purpose digital electronic computer. It consisted of
Babbages Analytical Engine - was invented by Charles Babbage in over 18,000 vacuum tubes and required the manual setting of switches to
1822. He'is known as the Father of Modem Computers as a result of his . achieve desired results. It could perform 300 multiplication problems per
contributions to the basic design of the computer. second..
m i S m i LET R eview er .îkx' D> Pmciuinn

General Education
*
Electronic Discrete Variable Automatic Computer (EDVAC) - was invented,
by John Von Neumann in 1945. This was designed as a stered-program computers to become smaller faster,'cheaper, more energy-efficient and more .
computer. reliable than their first-generation predecessors' Though, the transistor still
generated a great deal of heat that subjected the computer to damage, it was
a vast'improvement over the vacuum tube. Second-generation computers still
G E N E R A T IO N S o f c om puters _____ _ --------------- relied on punched cards for input and printouts for output.
The history of computetdevetepmentl^tiflSiTreferrid to in reference to the different Second-generation computers moved from cryptic binary machine language
generations of computing devices. Each generation of computer is characterized by to symbolic, or assembly, languages, which allowed programmer? to specify
a major technological development that fundamentally changed the way computers instructions in words. High-level programming languages were also being
operate, resulting in increasingly smaifer cheaper, and more powerful and more developed at this time, such as early versions of COBOL and FORTRAN. These
.efficient and reliable devices. were also the first computers that stored their instructions in their memory,
which moved from a magnetic drum to magnetic core technology.
First Generation -1940-1956: Vacuum Tubes
The first computers used vacuum tubes for circuitry and magnetic drums The first computers of this generation were developed for the atomic energy
for memory, and were often enormous, taking up entire rooms. They were industry.
very expensive to operate and in addition to using a great deal of electricity,
generated a lot of heat, which was often die cause of malfunctions. Third Generation - 1964*1971: Integrated Circuits
The development of the integrated circuit was the hallmark of the third
First generation computers relied on machine language, the lowest-level generation of computers. Transistors were miniaturized and placed on silicon
programming language understood by computers, to jrerfom operations, and chips, called semiconductors, which drastically increased the speed and
they could only solve onapixiblefM ^tti^npDfwas'based on punched cards efficiency of computers.
and paper tape, and output was "displayed on printouts.
Instead of punched cards and printouts, users interacted with third generation
The UNIVAC and ENIAC computers are examples of first-generation computing computers through keyboards and monitors and interfaced with an operating
devices. The UNIVAC was the first commercial computer delivered to a business system, which allowed the device to run many different applications at one
client, the U.S. Census 8ureau-in 1951. ' time with a central program that monitored the memory. Computers for the first
time became accessible to a mass audience because they were smaller and
Second Generation -1956-1963: Transistors cheaper than their predecessors.
Transistors replaced vacuum-tubes and ushered in the second generation
of computers.. The transistor was far superior to the vacuum tube:allowing Fourth Generation -1971-Present Microprocessors
The microprocessor brought (fie fourth generation of computers, as thousands of
Dr. Alice 0 . O i o q a m o
fMW LET 3CTiewar~% T*P rl
G eneral Education
integrated circuits were built onto a single silicon chip. What in the first generation They can alsobe classified in different ways. All the computers are designed
filled an entire room could now fit in the palm of the hand.-The Intel 4004 chip, by the qualified computer architectures that design these machines as their
developed in 1971, located all the components of the computer - from die central requirements.
processing unit and memory to input/output controls - on a single chip. A computer that is used in a home differs in size and shape from the computer
being used in a hospital. Computers act as a server in large buildings, while
In 1981 IBM introduced its first computer for the tome user, and in 1984 the computer also differs in size and shape performing its job as a weather
Apple introduced the Macintosh. Microprocessors also moved out of the realm . forecaster.
of desktop computers and into many areas of life as more and more everyday
products began to use microprocessors. The Super Computer
....... . Thet)ffloest in size, the most expensive in price than any other is classified
As thse small computers became more powerful, they could be linked together and known as'super "computer. It can process trillions of instructions in
to form networks, which eventually led to the development of the Internet. seconds. This computer is not used as a PC in a home neither by a student
Fourth generation computers also saw the development of GUIs, the mouse in a college. v .
and handheld devices. Governments specially use this type of computer for their different
calculations and heavy jobs. Different industries also use this huge j
Fifth Generation - Present and Beyond: Artificial Intelligence computer for designing their products. .I
Fifth generation computing devices, teed on artificial intelligence, are still in In most of the Hollywood's movies it is used for animation purposes. This f
development, though there are some applications, such as'voice recognition, kind of computer is also helpful for forecasting weather reports worldwide. 1
that are being used today. The-use of parallel processing and superconductors
is helping to make artificial intelligence a reality. Quantum computation and Mainframes ;
molecular and nanotechnology will radically change tie face of computers in Another giant in computers after the super computer is the Mainframe, !
years to come. The goal of fifth-generation-computing is to develop devices which can also process millions of instruction per second and capable of ;
that respond to natural language input and are capable of teaming and setf-_ accessing billions of data.
organization. . _ - ............... ................. . This computer is commonly used in big hospitals, air line reservations '
companies, anOiranyother huge companies prefer mainframe because of
~ ~its~capatiility-Qf-retrieving data oh a huge basis.f
CLASSIFICATIONS OF COMPUTERS This is normally to expensive and out of peach from a salary-based person!
whp wants a computer for his home. ' .
* Computers are available in different shapes, sizes and weights, due to these
different shapes and sizes tbeytwrform different sorts of jobs from one another.
Minicomputer . ^hen you are on the go. Mobility has been a Key standard set by the emerging
^ This computer is next in the line but offers less than mainframe in work and . wireless computing devices in the recent years, and these devices and gadgets
' performance: These are the computers, which are mostly preferred by the have progressed from the biggest down to the smallest, from the thickest to the
small type of business personals, colleges, etc; thinnest, anrf from the heaviest to the tighter ones. '
Personal computers -------- - ;---------------- One of these more popular wireless and handheld clevices are the tablet PCs
Almost all the computer users are_familjar_wittLJttB4)6 8naf-eompotBisr which- dominated the market in 2011. Tablets of different brands, kinds and
They normally know what the personal computer is and what are its sizes were launched following the first series of the iPad sold in the market
functions. early in 2011. Tablet PCs are known as wireless, portable personal computers
This is the computer mostly preferred by the home users. Thesexortiputers with a touchscreen interface. The tablet form factor is typically smaller than
are lesser in cost than the computers given above and also, small in size; a notebook computer but larger than a smartphone. This form of device was
they are also called PCs in short for Personal computers. initially developed to replace the bulky and heavy laptops and immobile desktop
This computer is small in size and you can easily arrange it to fit in your computers. Tablets offered mobility and faster connectivity in a single touch of a
single bedroom with its all accommodation. finger.
Laptops/Notebooks/Netbooks Mobile Phones

Having a small size and low weight the notebook/netbook is easy to carry On the other hand, mobile phones which have considerably larger screens that
, to anywhere. A student can takeit with him/her to his/her school in his/her also functions as a personal computer gained popularity in theTecent years. A
bag with his/her bopk. number of mobile phone brands developed their own smartphones that are said
Jhis is easy to carry around and preferred by students and business people to be at par or a better choice over a tablet PC. Smartphones have functions
to meet their assignments and other necessary tasks._______ _ _ _ ____ -and features similar to a tablet PC, only integrated in a mobile phone.
The approach of this computer is also the same as the Personal computer
It can store the same amount of data and having a memory of the same
size as that of a personal computer. One can say that it is the replacement THE CO M PU TER SYSTEM
of personal desktop computer.
The computer is a system which consists of the hardware, software and the
The Tablet PCs peopleware. Without each one the computer cannot function at air The term,
At some point, most people end up in front of their desktop dr laptop computers "computer hardware" refers to all the parts of the computer that you can touch.
to search for something in the Internet, file a document or create a presentation Computer software" generally refers to those computer related things that you
for. work. But not anymore, technology has evolved to be more accessible even can't touch.
Dr. A lice D. D io qu in o PHU IE7 H evim erW S ^

Introduction to C om puters G eneral Education
HARDWARE COMPONENTS A pointing device is any human interf&e device that allows a user to input
The hardware components are further categorized as input and output devices. . spatial data to a computer. In the case of mice and touch screens, this is
An input device is any peripheral (piece of computer hardware equipment) usually achieved by detecting movement across a physical surface. Analog
' used to provide data and control signals to an information processing system devices, such as 30 mice, joysticks, or pointing sticks, function by reporting
(such as a computer). Input and output devices make up the hardware interface their angle of deflection Movements of the pQinting. device are echoed on the
between a computer as a scanner or 6D0F controller. screen by movements of the cursor, creating a simple, intuitive way to navigate
a computer's GUI. Other pointing devices are:
Many input devices can be classified according to: Trackball operates with a rotating metal ball inset in a small boxlike device
the modality of input (e.g. mechanical motion, audio, visual, etc.) and does not require a desktop
whether the input is discrete (e.g. keypresses).or continuous'1e:qr-a- Touchpad a pressure sensitive pad that is smaller, more accurate, thinner
mouse's position, though digitized into a discrete quantity, is fast enough and is less expensive to build than a trackball
to be considered continuous) Trackpad a small, touch- sensitive pad, usually a couple of inches square
the number of degrees of freedom involved (e.g. two-dimensional traditional v which acts as an alternative to a mouse onôme notebook/palmtop
.mice, or three-dimensional navigators designed for CAD applications) computers. It works by sensing fingertip pressure
Joystick a manual control consisting of a vertical handle that can move
Pointing, devices, which are input devices used to specify a position in space, freely in two directions; used as an input device to computers or to devices
can further be classified according to: controlled by computers.
.Whether the input is direct or indirect. With direct input, the input space Touch Screen a type of display screen that has a touch-sensitive transparent
coincides with the display space, i.e. pointing is done in the space where panel covering the screen. Instead of using a pointing device, .you can use
visual feedback or the cursor appears. Touchscreens and light pens involve your finger to point directly to objects on the screen. This is used nowadays
direct input. Examples involving indirect input include the mouse and in tablet pcs. television sets and even cell phones.
. trackball. ........... " ' .. .... . Light Pen utilizes a light-sensitive detector to select objects on a display
Whether the positional information, is absolute (e.g. on a touch screen) o r. screen
relative (e g. with a mouse that can be lifted and repositioned)______ --- Stylus a pointing device shaped like a pen. You use this with a digitizing
-------tablet or touch screen.
A keyboard is a human' interface dev^cFwh'iclriSTgpresentecl-as-aây0u^9^-
' buttons. Each button, or key. can be used to either input a linguistic character Imaging and Video input devices
to a computer, or to call upon a particular function of the computer. Traditional
Video input devices are used to digitize images or video from the outside world
keyboards use spring-based buttons, though newer variations employ virtual Into the computer. The information can be stored in a-multitude, of formats
keys, or even projected keyboards. depending on the user's requirement.
Lnr..;'.ia:iiOi. co O>oipucers
Webcam Monitors used to be called Cathode Ray Tqpes (CRTs) because of the
"Image scanner picture tube which was a large vacuum tube. ;
Fingerprint scanner A monitor or display produces a soft copy. When the device is turned off
8arcode reader the information disappears. . '
Digitizing Tablet . Monitors are rapidly being replaced by flat panel or ICO monitors.
3D scanner
Laser rangefinder ' . ' Printers - prnrtunp. fl hard mpuJaimypatipri as printout). The information is
Optical Character Recognifion ---------- "printed on paper and can be used when the device is off.
Optical Mark Reader Dot-matrix printers use metai pins to strike an inked ribbon to make dots
Voice-Recognition System on a piece of paper- -.....
Ink jet printers (non-impact printer) - use drops of magnetic ink to produce
Audio input devices dots on a page to produce text or images
Audio devices are used to either capture or create sound. In some cases, Laser printers (non-impact printer) - a Jaser or LEDS make dots on a light
an audio output device can be used as an input device, in order to capture sensitive drum. A toner (very tiny particles of plastic) sticks to the drum
produced sound. where the dots are made. The paper is pressed against the drum and the
Microphone toner is placed on the paper. The paper is then heated and the toner melts
MIDI keyboard or other digital musical instrument into the paper.
Output Devices Plotter a device that draws pictures on paper based on commands from a
An output device displays information on a screen, .creates printed copies or computer. Plotters differ from printers in that they draw lines using a pen. As a
generates sounds A monitor, printer and speakers are examples of output result they can produce continuous .lines
devices.
Input/Output Devices
Monitors and Displays These are pieces of hardware that is used for both providing information and
Shows the processed information on a screen receiving information.
o A monitor uses a picture tube like a television with the image displayed disk Drive reads and writes information on it
on the front of the tube, which is called the screen Hard Disk Drive a rigid magnetic disk mounted permanently in a drive unit
o Displays are flat and use plasma, LCD, LED, active-matrix, or some Optical Disk a direct - access<iisk which has recorded informationon it with
other technology a laser beam that bums pits into its surface.
Modem modulates the computer output to an acceptable signal for
transmission and then demodulates the signal back for computer input
D r. A lice D. D io q u in o PfIU LET Reviewer 4 0 9 1

b u ro cu ctio fi to C om puter: G enera! E ducation
Speakers The other kind of access is sequential access.

Used to output sound. Random Access Memory (RAM)
o The instructions here are constantly changing, depending on the needs
Parts of the System Unit . of the CPU:
o Instructions are volatile. When -the computer is turned off, the
Motherboard - is the main circuit board of a microprocessor. It is also Known information in the RAM disappears.
as the main board or system board. Hence, the information in the RAM needs to be saved to a secondary
storage device before the computer is turned off.
Central Processing Unit (CPU) - is the central electronic chip that determines o Access to information is random access.
the processing measured10hertz (one cycle Computer data storage, often called storage or memory, refers to computer
per second), it has three basic parts: components, devices, and recording media that retain digital data used for
The Arithmetic Logic Unit (ALU) -does all the arithmetical and logical computing for some interval of time. Computer data storage provides one
operations df the computer of the core functions of the metJern computer, that of information retention.
The Control Unit - directs the flow of information into the CPU and or/ Other forms of fast but temporary storage today more commonly refers
memory or storage and controls the instructions the CPU wili do next. to mass storage - optical discs, forms of magnetic storage like hard
Registers - used to store data and instructions inside the processor. disks, and other types slower than RAM, but of a more permanent nature.
Historically, memory and storage were respectively called primary storage
Memory - consists of silicon chips, usually uses either VLS or VLSI technology and secondary storage.
to create the chips. There are two forms of memory: The computer stores information as a string of zeros (0) andones (1)
Read Only Memory (ROM) - stores information which is used by the CPU. o Hie standard string length iseight 0's or 1s in arow called a byte
o it can also hold programs that are directly accessed by the CPU, o A byte equals one character ( a letter, number or symbol)
o The instructions cannot beerasednor altered, There are 256-standard characters used by almost all computers
o These instructions are built into the. electronic circuits of the chips and
^ called firmware. ________ Megabytes, Gigabytes, Terabytes*. What Are They?
o The instructions in the ROM are nonvolatile. They stay'there even These terms are usually used in the world of computing to describe disk space,
wlien the computer is Wrt3T5ff:~ ~---------------- or data storage spaee, and system memory. .
o Access to information is either random or sequential access: o 1 Kilobyte (KB} = 1024 bytes - ..
Randonraccess means that any piece of information in the ROM 1 megabyte (MB) = 10Q0 KB
can lie accessed at any given time without accessing other i gigabyte (GB) = 1000 MB
informati&n first. o 1 terabyte = 1000 GB
* Hard Drive is the primary device that a computer uses to store Hers are some common examples:,
. information. It stores programs, data files, saves and organizes MODEM (MODulator-DEModulator) - needed for Internet, email, fax and video
files. It is usually located inside the computer case, although there conferencing communipations using telephone cables. It converts-outQoifin
are now USB drives which are connected externally. The hard drive ' digital signals from-the-eompotennto anaiogueûSotones which can travel
magnetically stores data on stacks of rotating disks called platters. along the telephone wires. anriihe-w ef^forirrcorflino sioriais!
____ Floppy drive-storesand retrieves information on a floppy disk Sound Card - for music or speech from programs, CD'-ROMs, and microphone.
CD/DVD ROM drive - a device that reads information stored on a disc It usually includes a MIDI interface for input from musicaljnstrurrients.
US8 (Universal Serial Bus) flash drive - also known as Pen Drive is the
nexi revolution in secondary portable storage device. Initially emerged MIDI (Musical Instrument Digital Interface) - needed to connect musical
with couple of MB storage capacity, it quickly gained attraction due instruments to a computer so that the music played can be stored as a file,
to its solid state rugged construction, being very handy and can now displayed on screen, edited, printed or played back.
accommodate large capacity of files and its capability of being used on
any computer equipped with USB port. Network Card - enables the computer to communicate with other computers
Zip drive - a removable disk that holds a large amount of information. . linked together by cable through the interface. Used for shared storage of
It can be used to archive and protect large amount of data. programs and work files, and for sharing printers.
Communication Devices Peripheral devices - an^ piece of Hardware attached to a computer. A few
For communication to take place between two people from widely different examples of peripheral devices are scanners, printers, and digital cameras.
countries or cultures, an electronic or human translator is required to act as-an
interface between them. Similarly for a computer to communicate with another
completely different system, this will also require an interface of some kind. Computer software or just software is a general term used to describe a
collection of computer programs, procedures and documentation that perform
An interface Is usually provided by a card which contains ports for .input and some tasks on a computer system. This provides instructions that tell the
output devices, plus processing and memory microchips. In effect it translates computer how to operate. Software also includes video games and the logic
one form of communication from an external input device into that which can systems of modern consumer devices such as automobiles, televisions,
be understood by the computer and then, if necessary, into another that can toasters, etc.
be sent to any special output device, oranoBier computer. An interface card
may be inserted in one of the slots provided inside the computer or it may
be external with its own power supply and plugged into the computer's serial
communication port.
D r. A lice D. D ioquino PiWJ LET R eviaw eT W I f i

G eneral Educacior
In tro d u ctio n to C om puters
Application software
Types of Software .
Application software allows end users to accomplish one or more specific (not
directly computer development related) tasks. Typical applications include:
System software
industrial automation
System software helps run the computer hardware and computer system. It
business software
includes:
computer games
device drivers
telecommunications, (ie the internet and everything that flows on it)
operating systems
databases
servers
educational software
utilities
medical software
windowing systems,
Ways of acquiring software:
" The purpose of systems software is to unburden the applications programmer
from the details of the particular computer complex being used, including such
public domain software are programs that are uncopyrighted because their
accessory devices as communications, printers, readers, displays, keyboards,
authors intended to share them with everyone else are in the public domain.
etc. And also to partition, the computer's resources such as memory and
Programs in the public domain can be used without restriction as components
processor time in a safe and stable manner.
of other programs. Wlten reusing such code, it is good to understand its history
so that you can be sure it. really is in the public domain'
Programming software
Programming software usually provides tools to assist a programmer in writing
Shareware is software that is .distributed free on a trial basis with the
computer programs, and software using different programming languages in a
understanding that the user may need or want to pay for it later. Some
more convenient way. The tools include:
software developers offer a shareware version of their program with a built-
compilers
in expiration date (after 30 days, the user can no longer get access to the
... debuggers- ...
program). Other shareware (sometimes called liteware) is offered with certain
interpreters
capabilities disabled as an enticement to buy the complete version'of the
-* linkers
------ texfedttore------------------- :: program. Programming that is offered at no cost is called freeware. However, it
is copyrighted so that you cant incorporate its programming into anything ytfu"
. may be developing. Free to use and make copies of. Cannot be changed or
An Integrated development environment (IDE) is a single application that
csed in another program without the copyright holders permission.
attempts to manage all these functions.
A I
.*:rvouuc:iott :o Computer:*
Commercial software requires payment before it can be used, but includes all - A computer security risk is any action that could cause lost-of information,
the programs features, with no restrictions or time limits. Commercial software software, data, processing incompatibilities, or cause damage to computer
programs typically come In a physical box. which is what you see displayed in hardware, a lot of these are planned to do damage. 'An intentionaLlaeact-ifl-
retail stores. While it's trye that the software boxes are not-as big as they used computer security is known as a co m p iM T jffi^h ich is slightly different
to be, they still contain the software CD or DVD and usually a "getting started". from a cybercrime. A cybercrime is knownasillegaftictrbasecron the Internet. 7
manoaTaiong with a registration key used for registering the product. Most There are several distinct categories for people that cause cybercrimes, and
rnmmaic ioi .p.nftw wfff mnramt; ask that the user to register the program so the they are referred as hacker, cracker, cyberterrorist, cyberbully, cyberextortionist,.....
company-can keep track of its authorized users. Some commercial software unethical employee, script kiddie and corporate spy......
programs, such as newer versions of Microsoft and Adobe programs, require
the user to register the programs in order to continue using them after 30 ' The term hacker was actually known as a good word but now it has a very
days. While most commercial software programs are sold in the physical box, negative view. A hacker is defined as. someone who accesses a computer or
many software titles are now available as downloads. These downloads are computer network unlawfully. They often claim that they do this to find leaks
typically made available from-the company's website. The user pays for the in the security of a network. The term cracker has never been associated
program directly on the website and instead of receiving the software in the with something positive this refers to someone who intentionally accesses a
mail, the user downloads it to his computer. Another popular-way of purchasing computer or computer network for evil reasons. They access, with the intent
commercial software online is simply paying for a registration key, which of destroying, or stealing information. Both crackers and hackers are very
unlocks the features of a shareware program. This upgrades the shareware advanced with network skills.
program to the commercial version, which removes any feature limitations fsem
the shareware version. A cyberterrorist is someone who uses a computer-ne^rtf-oHhrinternC tg r~ ~
destroy computers for political reasons. A cyperextortionist' is someone who
Computer Security Ethics and Privacy uses emails as an offensive force. They would usually send a company a very
-Today; many people rely on computers to do homework, work, and create or threatening email stating that they will release some confidential information,
store useful information. Therefore, it is important for the information on the exploit a security leak, or launch an attack that will harm a companys network.
computer to be stored and kept properly. It is also extremely important for
people on computers to protect their computer from data loss, misuse, and An unethical employee is an employee that illegally accesses their-companys
abuse. For example, it is crucial for businesses to keep information they, have network for'numerous reasons. One could be the money they can get from
secure so (hat hackers cannot access the information. Home users also need to selling top secret information, or some may be bitter and want revenge. A script
take means to make sure that their credit card numbers are secure when they kiddie is someone who is like a cracker because they may have the intentions
are participating in online transactions. of doing harm, but they usually lack the technical skills. They are usually silly
teenagers that use prewritten hackfng and cracking programs. A corporate spy
G e n e ra ) E d u c a tio n '
j l ----------------
'has extremely high computer and network skills and is hired to break intoa Screen shots of weird messages or pictures appear.
specific computer or computer network to steal or delete data and information. You have less available memory then you expected
Shady companies hire these type of people in a practice known as corporate Music or sounds plays randomly.
espionage. They do this to gain an advantage, over their competition an illegal Files get corrupted
practice. Business and home users must do their best to protect or safeguard Programs or files dont work properly
their computers from security risks. Unknown files or programs randomly appear
System properties fluctuate
The typical network attacks that puts computers at risk includes viruses,
worms, spoofing, Trojan horses, and denial of service attacks. Every Computer viruses, worms, and Trojan horses deliver their payload or instructions
------ unprotected computer isvulnerable to a computer virus which is a potentially through common ways. _______ -___
Harming computer program that infects a computer negatively and altering when an individual runs an infected program so if you download a lot
the way the computer operates without the user's consent. Once the virus is of things you should always scan the files before executing, especially
in the computer it can spread throughout infecting other files andpotentially executable files.
damaging the operating system itself. Its similar to a bacteria virus that infects when an individual runs an infected program.
humans because it gets into the body through small openings and can spread when an individual boots a computer with an infected drive
to other parts of the body and can cause some damage. The similarity is, the when it connects an unprotected computer to a network.
best way to avoid is preparation. when one opens an unsecured email attachment.
A computer worm is a program that repeatedly copies itself and is very similar Intellectual Property
to a computer virus. However the difference is that a virus needs to attach itself Intellectual property refers to creations of the mind: inventions, literary and
to an executable file and become a part of it. A computer worm doesnt need artistic works, and symbols, names, images, and designsjjsed in commerce.
to do that. It sends copies to itself and to other networks and eats up a lot of Intellectual property is divided into two categories: Industrial property, which
bandwidth. A Trojan Horse named after the famous Greek myth and is used includes inventions (patents), trademarks, industrial designs, and geographic
to describe a program that secretly hides and actually looks like a legitimate indications of source; and Copyright, which includes literary and artistic
------- progranrbut is a fake. A certain action usually triggers the Trojan horse, and works such as novels, poems and plays, films, musical works, artistic works
____ iM ie m is e s and worms they dont replicate itself. Computer viruses, worms,
and Trojan horses are all classified as malicious-logic programs which are just designs. Rights related to copyright include those of performing artists in
programs that deliberately harm a computer. You know when a computer is their performances, producers of phonograms in their recordings, and those
infected by a virus, worm, or Trojan horse if one or more of these acts happen: of broadcasters in their radio and television programs. , .
LET R eview er
Genera* r.uucadors
Computer Ethics . _ . A Web site is a collection -of related Web pages

Ethics is a set of moral principles that govern the behavior of & group or A Web page contains text, graphics, sound. /ideo..ana.::nks to other Web
individual. Therefore, computer ethics is set of moral principles that regulate the pages
use of computers. Some common issues of computer ethics include intellectual You can share information oy creating Web pages or posting photos on a
property rights (such as copyrighted electronic content), privacy concerns, and photo sharing community _ _
and multilayered. Teachers can tieip society by practicing e'thical computer use, A Web browser, is a software application used to locate and display Web pages."
avoidingToffware piracy, and providing direct instruction on ethical computing The two most popular browsers are Microsoft Internet Explorer and Firefox. Both of
practices. these are a graphical browser, which means that they can display graphics as well
as text. In addition, most modern browsers can present multimedia information,
including Sound and video, though they require plug-ins for some formats.
INTERNET
Search engine - A program that searches documents for specified keywords
The Internet, sometimes called simply "the Net, is a worldwide system of computer' and returns a list of the documents where the keywords were found. Although
networks - a network of networks in which users at any one computer can, if they search engine is really a general class of programs, the term is often used to
have permission, get information.from any other computer (and sometimes talk specifically describe systems like Google, Alta Vista and Excite that enable users
directly to users at other computers). to search for documents on the World Wide Web and USENET newsgroups.
Why do users access the Internet? Directories - like yaboo, uses human editors to place the site into a hierarchy or
1. Communications outline of topics so that users can find it by selecting the appropriate category.
2. information
3. Shopping ------ ~ - URL (Uniform Resource Locator) - is the gtobat address of documents and
4. banking other resources on the World Wide Web.
5. Online classes
6. entertainment ' The first part of the address is called a protocol identifier and it indicates what
protocol to use and the second part is called a resource name and it specifies
What is the Web? ' the IP address or the domain name where the resource is located. The protocol
Billions of documents, called Web pages, available to anyone connected to the identifier and the resource name are separated by a colon and two forward
Internet - slashes.
Or. Alice D. Dioquino PNU LET SsviestHMT

w
Servers
Laptops
I
Phones
Cloud Computing .
fje n e ra i E d u c a tio n
: j ; r r o t i u c : i o r co C o m p a c t .
Cloud Computing _ r
What is a network? .
Cloud computing is the use of computing resources (hardware and software)
A.social networking service is an online service, platform, or site that focuses on
that are delivered as a service over a network (typically the Internet). The name
facilitating the building of social networks or social relations among people who, for
comes from the use of a cloud-shaped-syfnbel-as-afl-abstractioir-fui Hit; uuinjjlex
infrastructure it contains in system diagrams. Cloud cornp^ng tfmgk-remata- êxam ple, share interests, activities, backgrounds, or real-life connections. A social
network service consists of a representation of each user (often a profile), his/her
services with a user's data, software and computation.
social links, and a variety of additional services. Most social network services are
web-based and provide means for users to interact over the Internet, such as e-mail
Google Apps is a cloud-based productivity suite that helps you and your team
and instant messaging. Online community services are sometimes considered
connect and get work done from anywhere on any device. It's simple to setup, use
as a social network service, though in a broader sense, social network service
and manage, allowing you to work smarter and focus on what really matters.
usually means an individual-cantered service whereas online community services
are group-centered. Social networking sites allow users to share ideas, activities,
Cloud computing is the use of computing resources (hardware and software)
that are delivered as a service over a network (typically the Internet). The name events, and interests within their individual networks.
comes from the use of a cloud-shaped symbol as an abstraction for the complex
Advantages of Using Computers
infrastructure it contains in system diagrams. Cloud computing entrusts remote
Speed
services with a user's data, software and computation.
Reliability
- Consistency "
World Wide Web (www) - refers to al? the publicly accessible web sites in
Storage and
the world, in addition to other information sources that web browsers can
Communication
access. These other sources include FTPsites, USENET-newsgroups and a few
surviving Gopher sites.
Disadvantages:
Email - Short for electronic mail, the transmission of messages over Violation of Privacy
communications networks. The messages can be notes entered from the Irrptct on the labor Force
Health Risks
. keyboard or electronic files stored on disk. -
Impact on the Environment ' '
Dr, Alice D. Dioquino

PHD LSI Seviewsr E i f i
Introduction to C om puters General Education
What are some examples of computer applications in society? Educational Research - Computers are used widely in educational research.
Education Educational research includes functions relating to information gathering and
Finance processing. The teacher/researcher may examine student performance data
Government in new and revealing ways. Bibliographic citations of studies performed by
Healthcare educators around the world can be acquired and perused "from the desktop
Science computer.
Publishing
, Travel
. Industry
Computer Applications in Education

v *
'Management - Computers are used in a variety of waysin the educational field.
Computers can be used in school management such as budget, inventory,
student records,: communications, library circulation, and library public access
catalog.
Learning and Instructioh-Computer applications can be used in education for

learning and for instruction. Instruction and learning can be divided into two '
major areas, teacher-centered instruction and student-centered learning.
Teacher-centered instruction examined the computer as the object
of instruction as well as a tool of instruction and the management of - -
instruction. It is subdivided into the categories of computer literacy, CAi,
CMI, and design of teaching materials.
. Student-centered learning views the computer as a-toot-fur-the sludeifl~
to-use to create, access, retrieve, manipulate, and transmit informatioc
. in order to solve a problem Understanding, the concept of-the computer
as an information tool relies on accepting the fact that the computer is a
productivity tooi for the student ana the teacher alike. '
PS I^ L e7 Re v ie w e r
':,VW*-y-'V
f ! r ; \ > J a c T .o n C ^n i p p e r s
*
PART II - ANALYZING TEST ITEMS 5. What movie die Apple use to'hype its new Quick Time4 format, sparking a
net-clogging 25 million downloads of the trailer?
A. Star Wars Eoiscde i: Tne Phantom Menace
6. Superman -
Direction: Read eacn item carefully then choose the letter of the best of-the
C, Extra Terrestjal _ '
answer. ------- ----------
D." Twilight Saga
^r-W ta tT ra s T rirfir f fast-food restaurant to offer patrons free-20 minutes of
1. What two things did George Booie invent?
Internet time?
A. a punch card machine
A. Burger King
B. C programming code .............. .
B. J6!ibee
C. Logic and Boolean Algebra
C. McDonalds
0. the search engines D. Starbucks
2. What do punch cards do?
7. What do you cail the board that forms the foundation of your computer?
A. give someone a horse
A\ motherboard
B. Store data as small holes on a piece of paper
B. ROM
C. Quench your thirst
C. main memory
D. Provide written code for the Altair D. RAM
3. Whai did Steve Jacobs introduce in the computer world? ,
8 .. How is RAM speed measured? . <
A. laptop
A. bytes
B. netfrook
8. megabytes
C. ipad ____ Cr-hertz .
0 . tablet PC ....
D. gigabytes
4. Who is the high-tech mogul who appeared on'a 1995 cover of Time magazine
9. The word processor is an example of what types of software?
headlined as Master of the Universe?
A. application software
A. Bill Gates B. operating systems software
B. Steve Jobs
C. systems software .
C. Paul Allen .
D. utilities
D. Douglas Engelbart
D r. Alice D. p:oqt>Mi>>
P'JU ISTSevievi/er HE
in tro d u ctio n to Computer:-: G eneral Education
10'. Which of the following hardware devices acts as the intermediary between a 15. This is the biggest in size, the most expensive in price tnan any other
computer arid the phone system? computers. Different industries also use this huge computer for designing
A. modem their products. Which classification of computer is referred to?
B. speaker A. minicomputers . . .
C. keyboard B. super computers
D. hard disk C. personal computers
11. Which is the standard input device that accepts letters, numbers and D. mainframe computers
commands from the user? 16. Which of the following is equivalent to one character?
A. keyboard A. kilobyte
B. digital camera ...... ...."................ ' B. byte
C. scanner C. megabyte
D. mouse D. gigabyte _
12. Which of the following refers to the transmission of messages over 17. What software helps run the computer hardware and computer system?
communications networks? A. operating system
A. email B. utilities
B. WAN C. application software
C. LAN D. system software
D. networks 18. What do you call someone who accesses a computer or computer network
13. Fourth generation computing devices, are based on what? unlawfully?
A. IC A. hacker
B. vacuum tubes B. unethical employee
C. LSI ..... .......... ............. C. cyber extortionist '
D. transistors D. script kiddie
14. Which of the following enables the computer to communicate with other 19. What is the latest portable storage device which can have as much as 8
computers linked together by cable through the interface? gigabytes memory?
A. network card ----------------------=----- :------------------------------------------ A! "'thumb drive
8. internet B. CD '
C. LAN. C. floppy drive
D. intran.et D..DVD
20. Which program repeatedly copiesitseifandisvery similar to 2'5. What is the meaning .of URL?
acomputer
virus? ' . A. Uniform Reading Locator
A. trojan horse B. Unidentified Reading Location
B. virus . C. Uniform Resource Locator
C. computer worm D. Unidentified Resource Locator
D. freeware '
21. Which electronic machine cantakeinstructions,andperform computations
........ basedon those instructions?
A. PDA
8. computer
C. cell phone
D. ipad .
22. What do you call the set of moral principles that regulate the use of
computers?
A. ethics
B. professional ethics
C. code of ethics
0. computer ethics
23. Which printer uses metal pins to strike an inked ribbon to make dots on a
piece of paper?
A. ink jet printer * *.
B. dot matrix printer
C. laser printer
D. matrix printer
24. Which of the following instances would NOT spread a computer virus?
A. When an individual runs an infected program.
B. When someone sneezes in front of the computer.
C. When someone opens an unsecured email attachment.
D. When an individual boots a computer with an infected drive.
Dr. Alice D. Dioqaino PfJli lET B evfew er

Introduction to C om puters
6. It is the geometric arrangement of a"computer system.

P A R T ill - E N H A N C IN G T E S T TA K IN G S K IL L S A. Bus
B. Network
C. Star . '
1' Who invented the disk drive? D. Topology
A. Ted Hoff 7. A local area netwok is used to share
B. John Bardeen A. perpherals
C. Reynold Johnson B. data
D. John Reynolds------------ ---- C. both A and B
2 ..........In vâtmo3e'ao"cTfflpDrersi:alco1ate numbers?' D. printer . ........ -
A. octal 8. Which one of the following is a search engine?
B. decimal v - A. 'Java -*
C. binary B. Google
D. hexadecimal C. Firefox
3. Which operating system was developed by a college student named Linus D. Internet Explorer
Torvalds? 9. Which of the following is a browser?
A. Linux A. Internet Explorer
B. Windows B. Email
C. Android C. Launcher
D. Mac OS X D. WorldWideWeb
4: -What does-www stand-for? 10. Which programs are uncopyrighted because their authors intended to share
A. World Wide Wrestling them with everyone else?
B. World Wide Web A. public domain software
------ Cv-Worttl-War-Vtfon------- :-------------: - B. shareware ______________
------ Du-Wbole-Wide-World___________ _ . ........ . C. freeware'
5. It is the process of translating sound card signals from a microphone into D. beta version . .....
codes the computer cao use. 11. Which of the following best describes RAM? -
A. inputting A. It is nonvolatile.
. B. * digitizing . B. It cannot be changed bv the user.
C. It is used in both primary and secondary memory devices, .
C. encoding ^ *
0. scanning D. All of the above *
Gcntr-ii E-iai u-tioii in tro d u c tio n v ; C om puters
12. Which of the following refers to the physical components of the computer system? 18. What program searches documents for specified keywords and returns a list
A. software of the documents where the keywords are found?
B. hardware , A. search engine '
C. firmware - B. browser '________
0. central processing unit C. crawler -------- -------- - ' ~"r "
; 13. Which is a permanent output? 0. Uniform Resource Locator i t i R t _________ _____ ~ ~ "
_ _ _ _ A seft-eepy- 19. What do you call the worldwide system of computer networks - a network of
B. hard c o d v ....... .......... networks in which users at any one computer can, if they have permission,,
C. ôutput displayed on the monitor get information from any other computer? -------- --
D. texts and graphics A. WAN
14. Sending a_file from your computer to another computer is called B. internet
A. emulation C. LAN
B. uploading . 0. intranet
C. downloading . - 20. Which of the following refers to creations of the mind: inventions, literary and
D. freeloading . artistic works, and symbols, names, images, and designs used in commerce?
15. Which of the following is a true statement? A. Intellectual Property
A. Web sources must always he cited in your report. B. Copyright
B. You are free to copy information you find and include it in your report. C. Intellectual Property Rights ^
C. it is just alright to distribute copies of your newly bought original DVD to , D. Inventions *
your friends. 21. Which one does not belong to the group?______ ----------- -
D. You do not have to cite the web sources you use in your research report. A. hacker --------- ----------- --
16. http://www.classzone.com is an example of what? B. cyber extortionist
------- ffâU ftL ' C. cyber terrorist
8. a directory D. programmer
C. an access code 22. What do you call the software that is distributed free on a trial basis with the
D. a server understanding that the user may need or want to pay for it later?
17. What does a word that looks underlined on a webpage usually mean? A. freeware -
A. a very important word . ' B. public domain software
"8. a link to another web page C. shareware
C. the web address D. firmware .
D. a mistake
D r. A lice D . D io q u in o PNU LET fleviaw er jm

Introduction to Com puters
23. Which type of computer is very useful for mobile computing nowadays?
A. Tablet pc
B. desktop
C. laptop f notebook
D. wireless computer
24. Which software allows end users to accomplish one or more specific (not
directly computer development related) tasks?
A. application software
---------B. utilities
Cooperating systems software
D. systems software
25. Which is NOT an application of ICT in education? -* .*
A. learning and instruction
B. management
C. auto CAD
D. research' .
P tfl1 LET B ert ewar

Geiitral Education.
E n g lislvS tu d y and. E n g lis h -A c a d e m ic W riting E nglish-S peech and Oral English-P hiiippine Literature__
Thinking S kills ' . " C om m unication . " '
Part II Part III acUl........ ..... Part III Part li Part III Part II Part III
1.- r . ET . 1. A 1. 0- . 1. D 1. C 1. C 1. D
2. B 2. A 2. C 2. D 2. C 2. D 2. A 2. C
3. A 3. C 3.... - C 3. C - 3. C 3. ' C 3. D 3. c
4. D 4. D 4. B 4. A 4. A 4. B 4. B 4. B
5. A 5. B 5. D 5. e 5. 0 5. A . 5. A 5. B
6. 0 6. C 6. D 6. C 6. B 6. C 6. 0 6. D
7. A 7. B 7. B 7., B 7. B 7. B 7. C 7. A'
8. 0 8. A 8. C 8. D 8. B 8. B 8. B 8. A
9. 0 9. B 9. 8 9. C 9. ' C 9. A 9. A 9. 0
10. 0 10. B 10. D 10. A 10. B 10. B \ 10. C 10. A
11. 0 11. C 11. D 11. D 11. B 11. C 11. B 11. B
12. A 12. c 12. D 12. A 12. A 42. 0 - 12. D 12. C
13. A- 13. C 13. A 13. B 13. C 13. D 13. C 13. c
14. D 14. c 14. .0 14. C 14. 0 14. C . 14. A 14. 0
15. D 15. B .1 5 - c. 15. 0 15. 0 - 15. B 15. D 15. A
16. B - 1 6 .-X --------- . . . .
16. C 16. A 16, A 16. C 16. C 16. B
17. C 17. B 17. A 17. C 17. B 17. C 17. B 17. B
18. D 18. C 18. B 18. B 18. C 18. C 18. B 18. C
19. A 19. B 19. B 19. C 19. B 19. A 19. A 19. A
20. A 20. D 20. A 20. B 20. 0 20. D 20. D 20. D .
21. A- 21. B 21. C 21. B 21- A 21. A 21. A 21. B
22. D - 22. A 22. B 22. A 22, A 22. 8- 22. B 22. D
23. C 23. A 23. D 23. D 23. B 23. 0 23. A 23. B
24. D 24. A 24. B 24. C 24. D 24. B 24. .0 24. A ,
25. B 125. 0 L25. B 25. A 25. C 25. 0 25. a 25. D
PNU LET Ravi

Filipino- ' Filipino-
English- F iiip ino -
P a g b a s a a t P agsulat tu n g o . M asining na P a g p ap ah a yag
W orld L iterature K om unikasyon sa
s a Pananaliksik .
A kadem ikong Filipino
Part II Part III Part II Part III
1. 0,8, A 1. 0 1. C 1. A
1. e 1. C 1. C 1. C
2. B
2. D 2. D 2. D 2. A 2. 8 2. B
2. A A
3. D 3. B 3. 0 3.
3. B 3, A 3. B 3. A
4. A. A,B 4. _D ____ 4. D 4. D
4. A 4. D 4. C 4. B
5. B. B.A,B,B 5 r- -~k----------- 5 D 5. 0
5. D 5. A 5. 0 5. - 0 _
6. D 6. A 6. A 6. A
6. C 6. C 6. C 6. B
7. * B 7. D 7. B v . .. . 7. B
7. A 7. _B 7. "V B 7. C
8. C' 8. C 8. A 8. C
8. B 8. A 8. D 8. A
9. B 9. C 9. D 9. D
9. C 9. C 9. B 9. A.
10. C 10. A 10. C 10. A 10. A . 10. B
10. D 10. 0
11. A 11. C 11. B 11. B
11. A 11. C 11. 0 11. D
12. A 12. A 12. D 12. D 12. C
12. B 12. A 12. B
13. B 13. 0. 13. B 13. B 13. C 13. A 13. D
13. A C. A. e.D A 14. D
14. A 14. C 14. 0 14. 14.
14. C 14. D
15. A 15. C 15. A 15. A, B 15. D 15. B .
15. B 15. B
16.. A. 16. A 16. A 16. C 16. B
16. D 16. C 16. C r - ----
17. 0 : 17. 0----------- 17. D 17. C
17. A 17. A 17. D 17. A r--
18. D 18. D 18. B. 18. E 18. V 18. A 18. A
18. C 19- B
19. B 19. A 19. C- 19. 0 19. A
19. B 19. B
20.' B 20. ' ~B -26~ -e ------------ ------ 20. B -. 20. D
20. A 20. C 20. A
21. B' 21... . R 21. B 21- B 21. B
21. C 21. B - 21. B
22. A 22. c 22. C 22. C
22. A 22. A 22. ' 4 22. C
23. D 23. D 23, T) 23. D 23. 0 23. D
23. B 23. C 24. B
24. B . 24. A 24. B 24. D.D.B 24. A
24. A 24, D
25. D . 25. D. C, A, A 25. c 25. A
25. 0 25. A 25. C 25. D
M athem atics-Fundam entals of M athem atics N atural Science Social S cience-
Politics and G overnance with
Part II Part III tfSe Philippine Constitution
1, A 11. A' 21. e 1, _ 0 ------ 4+r-_e 2tr_C
2. 0 12. c 22. 0 2. 0 12. n . .22.--A------- . Part II Part III' Part II Part III
3. B 13. 0 23.- -e- 13. 23. A 1. C 1. C 1. D 1. D
X~n r
4. B 14. C 24. B 4. ,o 14. B 24. Q 2. L> 2. A 2. D 2. A .
3. r
O 3. s 3. 8 3. A
5. C 15. B 25. A 5. A 15. rv ....
25- 8 -
o
6. C 16. B 26. 8 6. 3 16. A ; 26. c- 4. U 4. B 4. 6 4.
7. A 17. 0 27. C 7. C 17. 0 27. A - 5. A 5. B 5. D 5.. A
8. A 18. B ' 28. A 8. D 18. 0 28. B 6. e 6. C 6. D 8. 8
9. D 19. A 29. C 9. C 19. c 29. A 1: B 7. 0 7. A 7. 8
10. C 20. D 30, A 10. B 20. D 30. 0 8. B - 8. C B. B 8. B
9. 0 . 9. c 9. C 9. B
10. B 10. B 10. B 10, 0
M a th e m a tic s -C o n te m p o ra ry M a th e m a tic s 11. c 11. B 11. D 11. D
12. D 12. C 12f 8 12. B
Part li Part III 13. C 13. C 13. C 13. C
1. B . 13. C 25. 0 1. D 13. B
25. A 14. 0 14. C . 14. A 14. C
2. . D 14. D 26. A 2. B 14. 0
26. 0 15. c 15. C 15. A 15. C
3. B 15. C 27. C - 3 r-- f r ------
i n . - k 0 16. B 16. D 16. A 16. B
4. D 16. D 28. A 4. D 16. C 28, A 17. c 17. C 17. 8 17. A
5. A 17. 0 29. c - 5. C 17. A 29. 0 18. c 18. A 18. 0 18. c
6. C 18. B . 30. c 6. B 18. B 307 19. uA 19. r*V . 19. 0 19. 0
7. D 19. A 31. B 7. B 19. D ' 31. C ~ 20. A 20. D 20. 0 20. A
8. A 20. B 32. D 8. A 20. B 32. D 21. D 21. .0 - 21. B 21. L
9. A 21. B 33. A 9. 0 21. B 33. A 22. c 22. D 22. c 22. c
10. A 22. D 34. B 10. B 22. A- 34. 8 23. c . 23. 8 . 23. C 23. 8
11. 0 23. 0 35. D 11. r
V 23. C 35. C 24. 0 24. A- 24. 8 24. C
12. D 24. A 12. B 24. B 25. A 25. .8 25. D 25. B *
F?JU LET R eview er f i r & l

G eneral E ducation
Answer' ICevs
Social S cien ce- Social S c ie n c e -

Social S c ie n c e - Social S c ie n c e -
S o ciety and C u ltu re Rizal's Life an d W o rk s an d
Philippine H istory Basic E c o n o m ics
w ith Fam ily P la n n in g ' other H eroes a n d H ero in es .
with A grarian R e fo rm
Part II Part HI Part II Part III
1. C 1.' B 1. B 1. A
1. B 1. C 1. A 1. B
2. C 2. 0 2. D 2. C
2. C 2. A 2. C 2. A
3. D 3. C 3. C 3. C
3. B 3". B 3. C 3. A
4. D 4. A 4. C
4. B 4. D 4. C 4. B. .......... 4. u
5. D 5. A 5. A 5. B
5. A 5. C 5. A . 5. A
6. B 6. B 6. B 6. B
6. -* c _ 6. D 6. D 6. C
7. A 7. v D 7. 0 7. B ^
7. D 7. D 7. D 7. A
8. C 8. A 8. A 8. A '
8. C 8. D 8. D 8. A
9. B 9. C 9. B 9. D
9. B 9. C 9. B 9. C
10. 0 10. B 10. A 10. B
10. B 10. B 10. B 10. B
11. A 11. B. 11. D 11. C
11. C 11. 0 11. D 11. A
12/ A 12. A 12. C 12. C
12. D 12. B 12. A 12. A
13. B 13. D 13. C 13. B
13. B 13. C 13. B 13. A
14. C 14. C 14. C 14. C
14. C 14. C 14. C 14. C
15. A 15. 0 15. B 15. A
15. A 15. D 15. B 15. B
16. B 16. D
16. c . 16. c
16. D ' 16. B 16. D 16. c - .
17. A 17. D 17. 0 17. A
17. D 17. A 17. B 17. C
18. D 18. D 18. A 18. B
18. A 18. B 18. A 18. D
19. B 19. C 19. A 19. C
19. A 19. C 19. D 1L__D ..
20. A 20. B 20. B 20. C
20. A 20. C 20. B 20. D
21. A ' ........ c j. H 21. -G ------ 21-. A 21. D.
21. A 21. A. 21. "A....
22. C 22. C 22. C 22. C
22. B 22. C ' 22. C 22. B
23. c 23. D 23. D 23. A
.23. D 23.. A 23. . A 23. C
24. B 24. A 24. D 24. B
24. C 24. D 24. C 24. C
25. B 25. A 25. D 25. 0
25. B 25. C 25. B . 25. t C -
f ^ : j pVt; LET Reviewer

Answer K i-'s
So cial Science- Social S cience- Social S cience- IC T -

Philosophy Introduction to Hum anities: Psychology Introduction to C o m p u ters
A ppreciation o f the Arts
Part II Part III Part II Part 111 P a i t L ----------- Partlll-------- Part II P artlll -
1. C 1. A 1. A ir u 1. D . 1. A 1. r>
V 1. C
2. A 2. B 2. C 2. C 2. 8 2. A 2. B 2. C
3.- A 3. A 3. 0 3. C . 3. C............. 37 C 3. C ' 3. A
4. B 4. A 4. A 4. C 4. B 4. B 4. A 4. 8
5. B 5. D' 5. C 5. C 5. C 5. 8 5. A 5. 8
6. A 6. C 6. D: 6. D 6. A 6. A 6. A 6. D
7. C 7. c 7. B 7. B 7, D 7. C 7. A 7. C
8. D 8. c 8. B 8. D 8. C 8. D 8. c 8. 8
9. A 9. A 9. c- 9. C 9. c 9. 8 9. A 9. A
10. B 10. C 10. C 10. B 10. D 10. 8 10. B 10. B
11. C 11. A 11. A 11. B 11. 8 11. A 11. A 11. A
12. 0 12. C 12. B 12. 8 12'. D 12. 8. 12. A 12. 8
13. B 13. C 13. 0 13. B 13. 8 13. A 13. C 13. B
14. C 14. A" - 14. A 14. 8" 14. B 14. A 14. A 14. 8
15. O 1-15. 8 15. B 15. B 15. D________ -15,- C 15. 8 15. A
16. D 16. C 16. B 16. d IT 16r- o------------ 16. C 16. .8 16. A
17. D 17. B 17. C 17. D 17. C 17. A 17. A 17. B
18. C 18. A 18. B 18. B 18. C 18. B 18. A 18. A
19. B J9. A 19. A 19. 0 19. C 19. D 19. A 19. B
20. 0 20. B 20. D 20. A 20. A 20. B 20. C 2a A
21. A 21. B 21. 8 21. A 21. B 21. B 21. D
22. B 22. A 22. 8 22. A 22. C 22. C 22. A
23. D 23. C 23: B 23. A 23. B 23. B 23. A '
24. B 24. C 24. A 24. D. 24. 0 24. 8 24. B
25. A 25. B 25. D 25. 0 25. A 25. C . 25. C
M Reviewer 429
F o u n d atio n s o f Ed ucatioo
P ro fe ssio n al E d u catio n t&BSBSBBS
Foundations I. HISTORICAL FOUNDATIONS
o f Education 1. EARLY CONCEPTIONS OF EDUCATION

1.1. EduntlorifffGdnfom i^/FM m fÊducaaon
Aims: To survfve and to conform to the tribe to which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error, enculturation,
Prepared by: indoctrination
Prof. Maville Alastre-Dizon Proponents: Primitives
1.2. Education for the Preservation of Social Stablflty/Oriental Education
Aims: To Impress traditional Ideas and customs In order to maintain
: and perpetuate the long established social ortier
Competencies: Contents: Moral and Theoretical Training
llniMi4> Imllwrtiiit
Memoos: ionmnnn nil i i
tnwHuon, mofnoftzsuon
Proponents: Orientals (Chinese, Indians, Egyptians)
1. Interpret educational problems 1.3. Education for the Developn^ of Individuality/Greek Education
Aims: To promote Individual success and welfare through the
in the light of philosophical and harmonious development of the various aspects of human
legal foundations of education. personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual
2. Analyze historical, economic, excellence needed for public usefulness
Contents: Spartan- Military and physical training
socio-cultural, geographical, Athenians- Liberal education
environmental, political and Methods: AlhMiian> Prlndple of
Spartan- Competition and rivalry
social-psychological factors Proponents: Greeks
that affect the role of the 1.4. Education for Utilitarianism/Roman Education .
Aim: To educate the Roman youth for realizing national ideals
school as an agent of change. . Content Physical training (martial arts, use ofWar
___ ;___ _________________ ______*
PHD LET Reviewer
Prof, M aville.Alastre-Dixon
P ro fe ssio n a l E d u c a tio n
Fo u n d atio n s o f E d u catio n
memorization with understanding

weapons)
use of textbooks
Methods: Elementary - memorization, imitation
Proponents: Christian Brothers, Jansenists, Jesuits
Secondary - literary exercises, intensive drill'on speech,
2.5. Education as Training of the Mind / Formal Discipline
grammar
Aims: Totrain the mind through rigorous exercises in order to develop
proponents: Romans
intellectual capacities
2. MODERN CONCEPTIONS OF EDUCATION
To form character (mental, physical and moral)
2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism
Contents: Classical Languages and Math; Physical (vigor of the body)
Aim: To secure rich and full life for each individual through contacts
mental (mental power) and moral (good conduct)
with the ancient
Methods: Formal- sensation, memory and reasoning, Drill method
Contents: Gramma, Literature and Mathematics
Proponent John Locke
Methods: Text study, written themes, self-activity and self-expression
2.6. Rationalism
Proponent: Vittorino da Fettre
Aim: To enable man to think for themselves
2.2. Northern dr Social Humanism
Contents: philosophical/scientific knowledge, ethics and morality
Aim: For social reform
Methods: critical analysis, application of reason
Contents: Classical and biblical literature (Religious)
2.7. Education in Harmony with Nature / Naturalistic Conception of Edu
Methods: Individualized instruction, repetition and mastery, motivation,
cation
use of praise and rewards
Aims: To develop the individual in accordance with the laws of
Proponent: Desiderius Erasmus
human development and to preserve the natural goodness of
2.3. Reformation
man
Aim: Religious morasm
Contents: Holistic education (physical, moral, intellectual)
Content Physical education, Character education. Math, History,
Proponent: Jean Jacques Rousseau
Science
2.8. Education for Patriotic Citizenship / Nationalistic Conception
Methods: Memorization, religious indoctrination
Proponent: Martin Luther Aim: To develop military preparedness and aggressiveness for the
2.4. Counter-Reformation preservation and glorification of the State
Content Social Studies
Aim: To develop an unquestioning obedience to the authority of the
Methods: Practical
church
2.9. Education as Psychological Development
Content 4Rs (religion included)
Methods: Aim: To direct and control growth and development through appro
adapting the losson to the abilities, needs,.and interests priateeducatignat procedures
ofchildren JOHANNHEINRICHPESTALOZZI-Social regeneration of humanity
* reviewing the previous lessons FRIEDRICHFROEBEL - Development of the child
JONATHANHERBART- Moral development
repetition for mastery
PNU LET Reviewer Prof. Maville Alisrre-Diy.on

Fo u nd atio ns o f E d u c atio n
P ro fe ssio n al E d u catio n
to discover and develop each Indvidual's abilities and

EQWARDLEE THORNDIKE- realize the fullest satisfaction,of human
full moral excellence in order to better serve society
wants
Methods: Critical discussions, lecture, Socratic method, introspec
Contents: Math, science, language, arts, history, literature
tion, imitating models, reflection/reflective thinking,
Methods: Principles and Laws of Learning
Content: Literature, History, Philosophy, and Religion
2.10. Education as a Scientifically Determined Process
The Learner:
Aim: To mate education a science
imitates the teacher who. is an exemplar of an Ideal
Content Science.
person
Methods: Experimental, problem-solving, scientific method and
tries to do the very best he can and strive toward per
research.
fection
2.11. Education as Social Reconstruction / Social Experimentalism
The Teacher:
Aim: Prepare for a progressive rebuilding of the social order
excellent example/ role model for the student - intellec
Content Social Studies;
tually and morally
Intellectual - critical examination of the social conditions and
exercise great creative skill In providing opportunities for
social problems
the learners' minds to discover, analyze, synthesize and
Civic - intelligent participation and cooperation in civic affairs
create applications of krwwtedge to life and behavior
Vocational - social relationships ofones Job
questioner- encourages students to think and ask more
Methods: Guidance (including social guidance), intelligent and co
questions and develop logical thinking
operative participation; Field Trips, Directed Classroom Study
The School:
(community life)
train future leaders
develop morality and to distinguish right from wrong
maintain and transmit values
II. PHILOSOPHICAL FOUNDATIONS place emphasis on developing the mind, personal disci
pline, and character development
1. MAJOR PHILOSOPHICALTHOUGHTS Proponent Piato - "In order to know something, we need-to
1.1. Idealism ' - ' fi'x C O - withdraw from the use of our senses and reiy on a purely
adheres to the view that nothing exists except in the intellectual approach*.
mind of man, the mind of God, or in a super or su- 1.2. Realism -
pra-natural realm ' Stresses that the world is made up of real, substantial
idealists believe that Ideas and knowledge are enduing and material entities ,
and can change fives Knowledge is derived from sense experience.
Aims: Aim: To provide students with essential knowledge to survive the
to develop the individual spiritually, mentally, morally . natural world
' (mind, soul and spirit) __________
Prof. Mavilie Alastrc-Dizon
PN U L E T Reviewer 9
P ro fe ssio n a l E d ucatio n
Foundations o fE d u c a t io n
Methods: lectures, demonstrations, and sensory experiences, The Learner:

Inductive logic learn from experiences through interaction to the. en
Content: Science and Mathematics vironment
The Teacher: The Teacher:
a guide,' a demonstrator, who has full mastery of Ihe capture the child's interest and build on the natural mo
knowledge of the realities of life tivation
requires the learner to recall, explain, and compare use varying teaching methods to accommodate each
facts; to interpret relationships, and to infer new mean individual learning style
ings helper, guide, and arranger of experiences
rewards the success of each learner and reinforces Proponent John Dewey
what has been learned 2. MODERN PHILOSOPHICAL THOUGHTS
utilizes learner's interest by relating the lessons to the 2.1. Perennialism -tii^ L c
learner's experiences, and by making the subject matter Knowledge that has endured through time and space
as concrete as possible should constitute the foundation of education
The Learner: Perennjalists believe that when students are immersed
sense mechanism, a functioning organism which, in the study of profound and enduring ideas, they will
through sensory experience, can perceive the natural appreciate learning for its own sake and become true
order of the wortd. intellectuals.
can team only when he follows the laws of learning Aim: To develop power of thought
The School: Proponent: Robert Hutchins
transmits knowledge TheTeacher:
classrooms are highly ordered and disciplined Interprets and tells eternal truth
Proponents:Aristotle,Harbart,Comen/us . . -L . spends more time teaching about concepts and explaining
1.3. Pragmatism/ExperimentaHsm * how these concepts are meaningful to students
Pragmatists believe that the curriculum should reflect The Learner:
the society, emphasizing the needs and interests of the Passive recipients _ . v
children. : 2.2. EBMfltfafem -
Aim: To teach students how to think so that he can adjust to the Teaching the tjasic7essentta) knowledge and skills
demands of an ever changing world Aim: To promote the intellectual growth of the learners.
Content: Practical and utilitarian subjects Proponent: William Bagley -
Methods: Project method, free and open discussion, individual The Learner: * .
problem-solving research receives instruction in skills such as writing, reading,
measur&nent/arithmetic (3Rs)
10 PNU LET Reviewer Prof. M iville Alaj.rre-Dfcr.on

P ro fessio n al Education
Fo u n d atio n s ofEcJucacion
The Teacher: . * Social reconstructionists believe that systems must be

focuses heavily on achievement test scores as a means changed to overcome oppression and improve human
of evaluatingprogress. conditions.
2.3. Progressivism * Curriculum focuses on students' experiences
Education is always in the process of development Aim: Education for change and social reform
Focused on the whole child aod the cultivation of indi
Proponent: George Counts
viduality The Learner:
Centered on the experiences, interests, and abilities of takes social action on real problems such as violence,
students hunger, international terrorism, Inflation, discrimination
ProgressMsts strive to make schooling both interesting and inequality, and environmental problems
and useful. The Teacher:
Aim: To provide the pupil the necessary skills to be able to interact * Uses community-based learning and brings the world
with his ever changing environment into the classroom
Proponents: John Dewey.Johann Pestalozzi }. EASTERN PHILOSOPHIES
The learner: 3.1. Hinduism
Learns through experiences, by doing * Emphasizes a commitment to an ideal way of life char
The Teacher: acterized by honesty, courage, service, feitft, self-coo-
plans lessons that arouse curiosity and encourage the troi, purity and non-violence which can be achieved
students to develop a higher level of knowledge through YOGA
2.4. Existentialism Proponent: Mahatma Gandhi
Man shapes his being as he lives. Hinduism in Education:
Knowledge Is subjective to the person's decision, and The teacher shows the way and imparts knowledge by
varies from one person to another. his own example, responsible for the students' spiritual
Aim: To train the individual for significant and meaningful existence welfare.
Proponent: Jean Paul Sartre The students aim to remember everything by heart and
The Teacher: gain mastery of every subject learned.
Assists students in their personal journey * Teaching methods are oral and memory intensive, dis
Aids children in knowing themselves cussion and debates
The Learner: 3.2. Buddhism
Determines own rule Believes in the FOUR NOBLETRUTHS
2.5. Social Reconstructionism Believes In the LAW Of KARMA
Emphasizes the addressing of social questions and a Proponent; Siddharta Gautama
quest to create a better society
i . ... * .......... '" " 1
Prof.MavilleAlastre-Dir.on PNU L E T Review er 11
F o u n d a tio n s o f Education P ro fe ssio n a l E d u c atio n
T
Buddhism in Education:. 3.6. Islam

Education Is rooted on faith Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and
Continuing educational astern- to receive additional pilgrimage).
teaching and learn from each other during class dis Proponent: Muhammad / Mohammed
cussions Islam in Education:
3.3. Confucianism Useful knowledge is necessary for the benefit of the self
Teaches moral He through devotion to the family, loyalty to Vie elders, . and of humanity.
love of learning, brothertwod, civil service, and universal kwe and justice. A truly Islamic government is required to provide all
Stresses the FIVECARDINALVIRTUES (benevolence, righteousness, pro means to promote adequate education for its citizens,
priety! wisdom and sincerity). to the best of Its ability.
Proponent Confucius
Confucianism in Education:
CM service exams III. PHILIPPINE EDUCATIONAL SYSTEM
Religious rituals in the schools
3.4. Taoism Education during the Pre-Soanish Period
TAO: a way of life, a philosophy advocating simplicity, frugality, and Aims: For Survival, Conformity, and Enculturation
the Joys of being close to nature and being in harmony with Contents: Informal Education, Religion-oriented
the whole universe Methods: tell me and shew me, observation, trial and error
Strongly believes in WUWEI (Let things come naturally.) Education during the Spanish Period
Proponent: Lau-Tzu Aim: Topropagate Christianity
Taoism in Education: Contents: Religious Education, Vocational courses
Taoist ethics emphasize compassion, moderation and Methods: Dictation and memorization
humility. * The vernacular was used as the medium of instruction
Physical exercises involve slow arid controlled body in the parochial schools.
movements to achieve mental stillness. The religious orders introduced the parochial school.
3.5. Zen Buddhism (Japanese version) * Education Is suppressed, exclusive (for the elite), and
Belieyes in the THIRD EYE(to see things which are invis a inadequate.
ible,to the naked eyes and to get attuned to the things Education during the Amartean Period .
around us). Aim: To teach democracy as a way of life
Encourages meditation (mind-awakening). Methods: Socialized recltatton.Student's participation
Teaches that the entire universe Is ones mind, and if _ Contents: Reading, writing, arithmetic, language, GMRC, civics, hy
one cannot realize enlightenment in one's own mind giene and sanitation, gardening, domestic science, American
now, one cannot ever achieve enlightenment. . . ' History, and Philippine history * .
ssssagsssass&aaasBsaBgHBBCsaasaaMBnMMammMEnHMBMaaoRSMsBEasnssMaaBssMsnBSBaaaEssEaB
12 PNU L E T Reviewer Prof, Mavitle AlastroDi/.on
F o u n d atio n s o f Education
P ro fessio n al E d ucatio n
Curricular changes in Elementary Education

Fprmal Education was established.
a) focused on the 3fis
Education during the Commonwealth Period (1935
b) integration of values in all learning areas
1942)
c) emphasis on mastery learning
Aims: (as provided for in the 1935 Constitution) . Curricular changes in Seawdary Education
- to devetopmoral character, personal discipline, ciyk
a) Increased in time allotment
' conscience, and vocational efficiency
b) YDTand CAT introduced as new courses
to teach the duties of citizenship
c) Elective offerings as part of the curriculum
to continue the promotion of democratic ideals and wa; Made education relevant to the needs of the changing
of life.
world
Content- Character education and citizenship training.
Bilingual Education Policy - use of English and Filipino
Education under the Commonwealth helps prepare fo
as media of instruction in specific learning areas
the coming independence of a new Filipino nation.
Education Purina the Japanese Era (1943-45) Aims of education in the Philippines based on the 1973 Constitution:
Alms: Foster love of country;
To strive for the diffusion of the Japanese language in the Philippine: teach the duties of citizenship; and
and to terminate the use of the English language in schools develop moral character, self-discipline, and scientific,
To stress the dignity erf manual labor technological and vocational efficiency
Contents: Vocational, Technical, Agriculture, Values rooted on love Education Purina 1986-2000
for labor, physical education and singing Japanese songs, Aim: To promote national development and values education
The national government appropriates the highest bud
health/vocational education
Education Purina the Republic (1943-1972) getary allocation to education
Promotion and improvement of the public school teach
Alms:
Full realization of the democratic ideals and way of life ers
Promotion of equal educational opportunities for all Implementation of NESC-addressed to civic, intellectu
Contents: al, and character development of the child. Its features
Social orientation as manifested by the conservation ol are:
the Filipino heritage - Emphasis on mastery learning; Focused on fewer
fra/ning for occupation learning areas
promotion of democratic nation building - Focused on the development of the 3Rs
. a new thrust on community development - Emphasis on the developrnent of intellectual skills
Education Purina the New Society M972-19861 which are as important as work skills
Aim: For national development - Multi-disciplinary treatment of curriculum content .
*
PH U L E T Reviewer 13
Prof. Maville Alastrt-Dizon
fo u n d a tio n s o f E d u c a tio n P ro fe s sio n a l E d ucatio n
- Student-centered * kindergarten is now a part of the compulsory education

- Cognitive-affective manipulative based curriculum system
- Values education offered asseparate subject area * a new curriculum for Grade 1 and Grade 7 pupils and
- Emphasis on Science and Technology students, respectively was introduced
- Bilingual policy bySY 2016-2017, Grade 11/Year 5 w ill be introduced,
- Entyhasls on Critical linking and Grade 12/Yfear 6 by SY 2017-2018;
The Congressional Commission on Education (EDCOM), * the phased implementation of the new curriculum will
In Its report In 1991, recommended the following: be finished by the SY 2017-2018
a) trifocalizatfon of DECSInto the Department of
Education (DepEd), Technical Education and Skills
DevelopmentAuthority (TESDA), and Commission IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS
on Higher Education (CHED); OF EDUCATION
b) establishment ofTeacher Education Council and
Centers of Excellence; Sociology
c) professlonaBzation of teachers; and The science of man and society
cQ Technical-Vocational Education retorn. Study of patterns of human behavior
Education Purina the 21stCenturv Study of groups and societies and how they affect the people
Aim: To provide the school age population and young adults with Society - a group of organized individuals who think of themselves
skills, knowledge and values to become caring, self-reliant, as a distinct group, and who live together sharing the same
productive and patriotic citizens. culture occupying the same territory, who interrelates and
RepublicAct 9155 (Governance of Basic Education Act), Interacts with one another, recruits itsmembers by inter group
was passed transforming ihe name of the Department sexual reproduction and has a shared comprehensive culture,
of Education, Culture and Sports (DECS) to the Depart with common shared attitudes, sentiments, aspirations and
ment of Education (DepEd) and redefining the role of goals
field offices (regional offices, division offices, district Socialization
offices and schools). The act provides the overall frame A process of adapting or conforming to the common
work for: needs and interests qf a social group
- school head empowerment by strengthening their A process whereby People ieam the attitudes, values
leadership roles and actions appropriate to Individuals as members of
* school-based management within the context of a particular society, where a member of a group learns
trahsparency and local Accountability. and internalizes the norms and standards of the other
The KM2 program member ameng whom she/he lives
implementation started on SY 2012-2013
C F M p w irI FT BnvlflW fir Prof. Mavilie Alasrre-Di/.on
P ro fessio n al E d ucatio n Fo u nd atio ns o f E d u catio n
Agents of Socialization: The school prepares the IndWdua) to become worthy members
a) Family - smallest social institution whose members are united by of the society by making them aware of their responsibilities.
blood, marriage or adoption, constituting a household and having a 2) The school as an agent of cultural transmission
common culture. . Culture can be transferred through:
b) School / Education - established by society for the basic encultur- - a) Enailturatkm
ation of the group; an agency which makes student learns how to - the passing on of group's custom, beliefs and tra
value oneself and eventually others; an agency organized by society ditions from one generation to the next generation
for the basic function of teaching and learning. b) Acculturation
c) Church - teaming other culture; the passing of customs, be-
d) Mess media liefs and tradition through interaction/reading/inter
marriages, etc.
Values and attitudes formation are easily transmitted through
Institutional Group Agencies for Education
lessons provided by the teachers.
Three (3) very important groups that serve as agencies for learning:
Culture can be transmitted through field trips, experiential learn
1. Family
ing, experimentation, group dynamics, cooperative learning,
smallest social institution
peer learning, rote playing and dramatization.
Educative Functions of the Family (Home)
* Knowledge about the latest development in science and tech
Health Education -proper food to eat, proper hygiene
nology, and about the nations and people of the world can be
Ethics, Morality, Religion - spiritual, moral, and desirable social values
acquired through different learning activities.
- Socialization - rotes and status in society
3) The school as an agent of cultural change
Psychomotor and manipulative skills-how to walk, dance and to use prop
Cultural changes are best discussed in the school.
erly kitchen tools, utensils, etc.
4) The school as agent of modernization
Recreational skills
Educational systems are focused on future needs of the stu
Academic-reading, writing, arithmetic
dents.
2. School
* Changes which are mostly attempts to modernization are being.
an Institution, center of learning, established by society in which the accu
discussed in the school.
mulated experiences of the past generations are passed on to the incoming
The elements of cultural change which lead to modernization:
generation by means of systematized programs of instructions.
- Development of oral and written communication and
Roles of the School:
other modern means of communication
1) The school as an agent of socialization
- Improvement of science and technology in all fields
Children learn how to get along with other students in the school.
5) Other functions of the schools:
m Social ethics are taught in the schools.
* Serves as a multi-purpose institution
The student government trains the students to become good
Provides .training of the mind, teaches the basics
leaders and followers.
Prof. M avillc Alasrrc-Dixon

PNU L E T Reviewer 15
F o u n d atio n s o f E d u c atio n P ro fe ssio n al Ed ucatio n
Develops problem solvingand critical thinking Characteristics.of Culture:

Promotes social integration, enculturation and cultural perception CULTURE is
Accelerates adjustment of society Transferable Dynamic Learned
3. Church Continuous Shared Universal
a lifetime school of teaming Symbolic Adaptive Borrowed
Education from the Church (through the bible):
* History Elements of Culture
Ex: Persia (now Iran), Mesopotamia (now Iraq) Language - an abstract system of word meanings and symbols for aU as
Prophecies pects of culture; the foundation of culture; verbal and nonverbal
Ex: Earthquake, Famine, Calamities Norms - are established standards of behavior maintained by a society; it
s Divine Values must be shared and understood
Ex: Love, Hope, Faith, Wisdom Sanctions-penalties or rewards for conduct concerning social norms
Sociology of Education a) positive sanctions- pay, promotion, medals, word of gratitude
- provides a study of the relationships between society and the educational b) negative- fines, Imprisonment, threats, stares, ostracism
processes which contribute to the analysis aid solution to problems con Values - are collective conceptions of what is considered good, desirable and
fronting the educational system. proper or bad, undesirable and Improper in a particular culture.
Change
M u m lm
science that studies the origin and development of man, his work and An enduring force in history; is inevitable, takes place from time to time
achievements which includes the study of physical, intellectual, moral, The adjustment of persons or group to achieve relative harmony
social and cultural development of man, including his customs, mores,
folkways and beliefs Forms of Change:
a) Cultural change - refers to aUalteration affecting new bait or trait
Culture complexes to change the cultures content and structures
The shared products of human learning, the set of learned behaviors, be b) Technologicalchange - revision that occur in man's application of
liefs, attitudes, values, and ideals that are characteristics of a particular his technical knowledge and skills as he adopts himself to environ
ment
society or population
. The complex whole which includes knowledge, beliefs, arts, laws, morals, Examples offechnotogical changes in education: . .
customs and other capabilities and habits acquired by man as a member Introduction of new methods of learning
of society Vocational education, computer education, and practical
arts in the curriculum .
Inclusion of information and communication technology
in the curriculum
A
16 PNIJ LET Reyiewer Prof, Maville Ala.srrc-Qi7.0n
Professional Education F o u n d atio n s o f E d u catio n
ssEassmssasamaeassasanaBssBs
c) Social change - refers to the variation or modifications in the Authority- refers to the right given to give commands, enforce Jaws, take
patterns of social organization, of such groups within a society or of action, make decisions, and exact obedience, determine or judge .
the entire society Accountability - means to be answerable for; emphasizes liability for some
Exampleof social changes in education: thing of value either contractually or-because of one's position of authority
* Revival of nationalism themes in literature, music and Responsibility - refers to trustwerthy performance of fixed duties and con
arts,ete. sequent awareness of the penally for falure to do so.
4. Ethics/Moral law
Anthrooolooical-Sociolooical Implications to Education: . Ethics Is based on one's station in life: to each station corresponds a certain
The curricular program of all learning institutions should be examined by behavior according to which a person must five.
the Commission on Higher Education (O fD ) and the Department of Edu
cation (DepEd) so that those w ill be responsive to the needs of the society. THEORIES OF ETHICS:
Parents should be involved In the school projects and activities, and in en- 1) Coosequentiaflsm - claims that the morality of an action is deter
culturatlon and socialization processes.
mined by its consequences
a) Hedonism - views that only pleasure is good as an end;
SOCIAL CONCEPTS: pleasure is the highest good
1. Values b) Utilitarianism - believes that the greatest happiness of the
generally considered as something - a principle, quality, actor entity - that greatest number is the test of right or wrong
is intrinsically desirable c) Self-reallzationism - holds that the ultimate end ids the full
2. Justice development or perfection of the self
giving others what is due to them; rendering to every man that exact mea 4) Non-consequentialism - claims that the morality of an action de
sures of his due without regard to his personal worth or merit pends on its intrinsic nature or on its motives'
3. Freedom, Rights arid Responsibility 5) Divine Command Theory - claims that the morality of an act de
Freedom is not absolute, it is not doing something without restrictions or pends on whether it is in accordance with the will of God
. reservations or interference and influence of others. 6) Categorical Imperative Theory - holds that fa one's action to be
Right means what is just, reasonable, equitable, what ought to be, what is morally right, s/he must be willing to have everyone act In the same
justifiable, something that is owed or due to others. way
Rights and responsibility come in pairs. If one waits more'rights and free 7) Egoism - claims that an action is right only if It is in the interest of
dom, s/he shall also have to. accept more responsibility. A right is abused the agent
when it Interferes with the rights of others 8) Situation Ethics - claims that the morality of an action depends on
The reciprocation of rights and duties is the true foundation of social order. the situation and not on the application of the law
Duties - refer to those tha't are due justice, to another individual or collec 9) Intuitionism-claims that one's knowledge of right and wrong is im
tive persons and to God. mediate and self-evident
Prof. Mavilie Alasvrc-Dixon PN U L E T Reviewer 17

F o u n d atio n s o f E d u catio n
P ro fe ssio n a l E d u catio n
10) Emotive Theory -* claims that moral judgmente do not'state anything

that is capable of being true or false but merely express emotions like PART II - ANALYZING TEST ITEMS
\[p
oaths or exclamations
11) Ethical R e la tn ^ -holds the view that there is no one correct moral
D ire c tio n s: Read and analyze each Item and select the correct option that answers
code for all times and peoples, that each group has its own morality
each question. Analyze the items using the first 5 items as your sample. Write only the
relative to its wants
letter of your choice in your answer sheet.
e-
1. The Department of Education gives greater emphasis on the development of basic
skils. What is the philosophical basis for this?
Essentiallsm C, Perennialism
a. Existentialism 0. Pragmatism
The correct answer Is A-Essentialism which focuses on basic skills and knowledge.
Option B-Existentialism focuses on self/individual. Option C-PerenrMsm focuses
on unchanging truth. Option D-Pragmatlsm emphasizes the needs and interests of
the children.
2. Teacher M views his students as unique, free-choosing and responsible individuals.

AH classroom activities revolve around the said premise. What theory underlies
this?
A-Essentialism C. ProgressMsm
^B/Existentialism D. Realism
The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option
| A-Essentiallsm focuses on basic skills and knowledge. Option C-Progressivism
focuses on the whole child and the cultivation of individuality. Option D-Realism
emphasizes that knowledge is derived from sense experience.
3. Religious rituals in the classroom and in the school programs prove the deep
natural religiosity of (he Filipinos. Which philosophy has greatly contrfouted Id this
tradition?
k Buddhism , C. Hinduism
( g ) Confucianism D. Islam
18 PNU LET Reviewer

Prof. MaviUe Alastre-Oizon
P ro fe ssio n al E d u catio n . - Foundations o f E d u catio n
The correct answer is B-Confucianism which advocates the religious rituals in 8. Giving education the highest budgetafy allocation, the Philippine government
the schools. Option A-Buddhism influences the idea on continuing educational recognizes the possible contribution of its future citizens to the national de
system. Option C-Hinduism emphasizes a commitment to an Meal way of life. velopment goals of the Philippine society. Which stressed tfiis gofil of education
Option D-lslam advocates that useful knowledge is necessary for the benefit of the for social transformation?
self and of humanity. A. Athenian education C. Greek education
8. Followers of Christ. D. Roman education
4. In order to make Roman education truly utilitarian, how should the day-to-day 9; The progressivists emphasized the individuality of the child. What Is the concern
lessons be taught? of the reconstructionists? .
A. Taught in the students' native dialect A. Experiential learning (_Qy Social problem
B. Taught interestingly through the play way method B. Socialization 0. Values Education
C. Related and linked to the events happening in everyday life 10. One of the following quotations does not conform to the Christian doctrine of Edu
D. Practiced at home under the guidanceof their respective parents cation for Humanitarianism.Which one is it?
A. Do unto others as you would like others do unto you.
The correct answer is C. Utilitarian education focuses on the usefulness of the |
B. Love thy neighbor as thyself.
lessons to the daily life of the students. Options A, B, and D do not adhere to |
(fTp>Not on bread atone is man to live but on every utterance that comes from the
utilitarian education. I
mouth of God.
5. Which influenced the military training requirements among students in the 0. Whatever good things we do to our poor, helpless brothers, we do it for God.
secondary and tertiary levels? 11. Scouting and Citizen's ArmyTraining (CAT) give training in character-building, citi
Chinese C. Orientals zenship training, etc. which leads to the creation of a new social order and a new
(O G ree ks D. Romans society eventually. What philosophy supports this?
A. Existentialism C. Progressivism
The correct answer is D-Greeks. They focus on military training. Option A-Chinese
B. Perennialism . D. Social reconstructionisni
focuses on the preservation of culture. Option C-Otlentals focus on preservation of
social stability. Option D-Romans focus on the usefulness of the individuals. 12. Teacher V demonstrated the technique on how to group students according to
their needs and interests and how to use self-paced instructional materials. Which
6. Which philosophy has the educational objective to indoctrinate Filipinos to accept phlosophy is manifested in this activity?
the teachings of the Catholic church which i ...................iGod? A. Essentiallsm C. Realism
A. Realism B. Progressivism 0. Social Reconstructionisin
B. Pragmatism D. Existentialism 13. Teacher. G, a Christian Living teacher, puts so much significance on values
7. Virtue as one component in the teaching of Rizal as a course focuses on the development and cSsapline. What could be her educational philosophy?
teaching of good and beauty consistent with the good and beauty in God. What A. Idealism C. Progressivism
philosophy supports this? B. Pragmatism D?. Readism'
A: Existentialism C. Progressivism
B. Idealism D. Social Reconstructionism
ProlVMaville A lastre-D iion PNU LET Reviewer 19
F o u n d a tio n s o f Ed ucation ' P ro fe ssio n a l E d u catio n
14. Which one does NOTillustrate the principle that rights and duties are correlative? 19. With a death threatover his head, Teacher Myra is directed to pass an undeserving
A .. The right of an unmarried Qregnant teacher to abort her baby in relation to student. If she is a hedonist, which of the following yvili she do?
' . her duty to protect hername and her job as a teacher. A. Dont pass him, live by her principle of Justice. She wiH get reward, if not in
B. The right of a state to compel students to military service is reciprocated by this life, in.the next.
the duty of the state,to protect them. B. Dont pass him. She surely will not like someone to give you a death threat in
C. The right to a living wage involves fte duty ofthe school administrators order to pass.
to give the salary agreed upon and the duty of the teachers to give a fair C. Pass the student. That will be of use to her, the student, and his parents.
amount of woric ( d) Pass the student Why suffer the threat?
0. The right to life of chidren and to be given respect of such right. 20. Which philosophy approves of a teacher who lectures most of the time and
15. Why should a teacher take the obligation upon himself to study and understand the requires his students to memorize the rules of grammar?
custom and traditions of the community where he worths? A. Existentialism C. Pragmatism
A. To change the culture of the community. ( if ) Idealism D .. Realism
(B ) To have a sympathetic attitude for the people of the community. 21. In a study conducted, the pupils were asked which nationality they would prefer if
C. To identify the weaknesses of the culture of the community. given a choice. Majority of the pupils wanted to beAmericans. In this case, in vîich
D. To please the people of the community. obligation relative to the state are schools seemed to be failing?
16. A teacher who is a recognized expert in carpentry works, taught his students how A. Instill allegiance to the constitutional authorities
to prepare and construct good and aesthetic furniture from local resources. What B. Promote national pride
cultural transmission process is this? - C. Promote obedience to the laws of the state
Acculturation C. Indoctrination D. Respect for all duly constituted authorities
Enculturation 0. Observation 22. Which subject in the elementary and Ifcewise in the secondary schools are similar
17. Every first day of the school year, Miss Bautista prepared activities which will make to the goal of Rome to train the students for citizenship?
her Grade IHchildren sing, play, learn and introduce themselves to the class. What A. Communication Arts C. Science
process did the teacher emphasize? B; MAPE/PEHMS ( 6 } THE/TLE
A. Acculturation C. Indoctrination 23. Which of the following school practices Is NOTbased on Social Reconstructionism?
B. Enculturation D. Socialization A. Establishment of SOF
18. Which program in the educational system seems to be aligned to the Christian B. Exemption of Scouts from CAT
humanitarian principle respect for the human personality? C. Promoting culture and arts in schools
A. The alternative learning system defivery D. Promoting project WOW
B. The functionaf literacy program for the out-of-school youth and adults
C. The promotion of the basic human rights of the Filipino
D. The study ot the Phiiipptne Constitution
20 PN U L E T Reviewer Prof. Maville Alasrrc-Dizon

P ro fessio n al E d u catio n Foundations o f Ed ucation
m m m m m m m a m M m s K B s m m ts s B ie s B S s s s i
24. Which of the following is the focus of the Japanese education in the Philippines? PART III - ENHANCING TEST TAKING SKILLS i(o
A. DenwratJc (deals and nationalism
B. Love and service to ones country
C. Religion and love for Asian brothers D ire ction s: Enhance your test taking skis by answering the items below. Write only
<5? Vocational and health education the tetter of the best answer.
25. According to reconstructionism, the goal of education is to bring about a new
social order. Which practice best manifests this view? 1. Teacher D, aValues. Education teacher emphasizes ethics in almost all her lessons.
A. The class conducts scientific experiments to discover or verify concepts. Which of the following emphasizes the same?
B. The class discusses role models and their impact on society. A. Liberal Education C. Religious Training
C. The class is allowed to engage in divergent thinking. 8. Moral Education D. Social Education
Q . The class undertakes well-planned projects inthe community. 2. Which reform In the Philippine Educational System advocates the use of English
and Filipino as media of instruction in specific learning areas?
A. Alternative Learning C. K-12 Program
B. Bilingual Education D. Multilingual Education
3. Activities planned by school clubs/organizations show school-community connec
tion geared towards society's needs. What philosophy is related to this?
A. Existentialism C. Realism
B. ProgressMsm d P Social reconstructionism
4. What philosophy is related to the practice of schools acting as laboratory for teaching
reforms and experimentation?
A. Essentlalism (J p Progressivism
B. Existentialism [). Social reconstructionism
5. Which of the following situations presents a value conflict?
A. The teacher and his students have class standing as their priorities.
B. The teacher and the administrator follow a set of criteria in giving grades.
C. The teacher has students whose parents want their children to obtain higher
grades than what they are capable of getting. .
0.- The teacher sets high expectations for her intelligent students such as
getting higher grades.
Prof. Maville Aiaitre-Dirtm PN U L E T Revietwer 21

Fo u n d atio n s o f Ed ucation. P ro fessio n al E d ucatio n
6. Which situation shows that a sense of nationhood is exemplified? 11. Which of the following is the chief aim of Spanish education?
A. The class conducted a deb&e using Filipino as medium. A. Conformity and militarism
8. The class is required to watch the TV sitcom of Oprah to improve their B. Perpetuation of culture
English communication skills. C. Propagation of the Catholic religion
C. The class opted to make a choral rendition of the theme song of a foreign D. Utilitarianism and conformity
movie. 12. Which of the foflowing is the aim of our education during the Commonwealth period?
D. WhenTeacher Eva asked her Grade II students in what country they wish to A. Designed after Japanese education
five, most of them chose United States. (a) Patterned after the American curriculum
7. A teacher who believes in the progressfvist theory of education would embrace cer (T Predominantly religious
tain reforms on methodology. Which reform would be consistent with ftis theory? 0. Purely natkmafetic and democratic
A Active participation of the learners 13. Which of the following: is NOT a reason why the basic education curriculum has
B. Formal instructional pattern tm i restructured?
C. Strict external discipline (ÂA To become globally competitive during this industriafage
D. Teacher domination of class activities BT To be relevant and responsive to a rapidly changing work)
8. What philosophy of education advocates that the curriculum should only include C. To empower the Filipino learners for self-development throughout their life
. universal and unchanging truths? D. To help raise the achievement level of students
A. Essentialism C. Perennialism 14. Which philosophy of education influence the singing of the National anthem in
B. Idealism D. Pragmatism schools?
9. Which of the following is NOT a function of the school? A. Nationalism C. Pragmatism
A. Changing cultural practices 6. Naturalism 0. Socialism
B. Development of attitudes and skills 15. Whoamong the following believes that teaming requires disciplined attention, regular
C. Reproduction of species homework, and respect for legitimate authority?
D. Socialization among children A. Essendalist C. Realist
10. Which move liberalized access to education during the Spanish period? B. Progressivist D. Reconstructionist
A. The education of illiterate parents 16. Which of the following is the main function of the philosophy of education?
E \ The establishment of at least one primary school for boys and girts in each A. Reconsider existing educational goals in the lightof society's needs
municipality B. Provide the academic background prerequisite to learning
,C. The hiring of tribal tutors to teach children C. Define the goals & set the direction for which education is to strive
D. The.provision of vocational training for school age children D.. Aid the learner to build his own personal philosophy
22 PNU LET Reviewer Prof. MaviUe Altttre-Oiion

P ro fe s sio n a l E d u c a tio n F o u n d atio n s o f Education
17. Homeroom advisers always emphasize the Importance of cleanliness of the body. 23. A teacher who subscribes to the pragmatic philosophy of education believes that
Children are taught how to wash their hands before and after eating. What Is this experience should follow teaming in her teaching. Which of the following does she
practice called? .. do to support her belief?
A Folkway C. Monas A. Encouraging learners to memorize factual knowtedge
B. Laws D. Social norm B. Equipping learners with the'baslc abilities and skills
18. Which curricular move served to strengthen spiritual and ethical values? d? Providing learners opportunities to apply theories and principles
A Integration of creative thinking in all subject D. RequMng learners futlmasteiy of the lesson
( if Introduction of Values Education as a separate subject area 24. Which philosophy influenced the cultivation of reflective & meditative skits in
C. Reducing the number of subject areas into skills subject teaching?
Re-Introducing Science as a subject in Grade 1 A. Confucianism C. Taoism
19/The greatest happiness lies in the contemplative use of mind, said Plato. Which B. Existentialism Zen Buddhism
of the following activities adheres to this? 25. Which of the following situation manifests a balance between teachers responsi
A Cooperative learning ^ C. Rote playing bility and accountability?
J ? Introspection D. Social Interaction A. She entertains her students with personal stories until the end of the period.
20. Your teacher is of the opinion that the world and everything In it are ever changing B. She spends most of the time on the latest gossips in showbiz.
and so teaches you the skill to cope with the changes. Which in his governing C. Sheteaches as much as she could for duration of the period.
philosophy? ~ . D. She teaches as well as entertains tire students with her personal stories.
jJ Experimentalism C. Idealism
( f t Existentialism D. Realism
21/Teacher Mica says: If it is billiard that brings students out of the classroom, let us
bring it into the classroom. Perhaps, I can use it to teach Math. Towhich philosophy
does Teacher Mica adhere?
A Essentfalism. C. Progressivism
B. Idealism D. Reconstructionism
22. Which of the following should be done to build a sense of pride among Filipino
youth?
A Replace the study of folklores and myths with technical subjects
B. Re-study our history and stress onour achievements as people
C. Re-study our history from the perspective of our cotontzers
D. Set aside the study of local history .
Prof. Maville Alastre-Dizon PNU L E T Reviewer 23

P ro fe s sio n a l E d u catio n
C h ild a n d A d o lescen t D evelopm ent
Child A. Basic Concepts
> Growth
and Adolescent '

Pertains to the physicalchange and increase in size
Can be measured quantitatively
Indicators of growth are height weight, bone size and dentition
The growth rate is rapid during the
Development a. Prenatal
b. Neonatal
c. Infancy
d. Adolescence
Prepared by: Slows during childhood
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn Minimal during adulthood
> Development
Involves Increase In the complexity of function and skill progression
The capacity and skill of a person to adapt to the environment
Competency: Pertains to the behavioral aspect of growth
> Maturation
Consists of changes that occur relatively independent of the environment
Interpret theories and findings Usually considered to be genetically programmed-the result of heredity
related to child and adolescent > ZPD
Zone of proximal development wherein the child acquires new skills and
development along the biological, information with the help or assistance of an adult or an adult peer
linguistic, cognitive, social and > Heredity
The process of transmitting biological traits from parents to offspring
psychological dimensions through genes, the basic units,of heredity
> Environment
Refers to the surrounding condition that influences growth and develop-.
ment
PNU L E T Reviewer Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
C h ild an d A d o lescen t D evelo p m e n t
ENVIRONMENT SYSTEM
> Theory . .
ideas based on observations and other Kinds of evidences which are orga The Microsystem- the setting In which the Individual lives
nized in a systematic manner The Mesosystem- relations between the Microsystems or connections between contexts
Used to exjpiain and predict the behaviors and development of children and Exosystem-when experiences in another social setting In whteji the individual
not have an active rote influences what s/he experiences in an immediate context
> EthologicalTheory s - ^ -The Macrosystem- involves the culture in which individuals live
Views development In terms of evolutionary concepts ^ v H v v r-e *. Culture refers to the behavior patterns, beliefs and ail other products of a
> Attachment group of people that are passed on from generation to generation.
Refers to the emotional bond to another person -The Chronosystem- the patterning of environmental events and transitions over one's
Lasting psychological connectedness between human beings ' .
An innate human survfvai mechanism
A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker) 0?a
THEORIES
2. Provides the young child with security as base from which to explore B l c 4 V r> !
the world 1. Freuds Psychosexual Development Theory
3.. Helps the child regulate his/her emotions
John Bowly focused on how attachment difficulties were transmitted from
STAGE AGE CHARACTERISTICS
one generation to the next . _
> Psychosexual Theory mu r o > r '^ ' - y 'i "o v J Center of pleasure: mouth (major source of gratifica
tions and exploration)
Sigmund Freuds theory of personality development that focuses on the Oral Birth to 136 y/o
Primary need: security
{ changing seat of sensual pleasure of ttie individual
Major conflict: weanino
Psychosocial Theory E r ik t r i
- Erik Erlkson's theory of personality which focuses on the individual's inter- v 1 -I Source of pleasure: anus and bladder {sensual satisfac
Anal 1)4to3y/o v tion and self-control)
actions with the society.
Major conflict: toilet training
1 > Ecological Theory Center of pleasure: childs genital (masturbation)
Eric Brofenbrenner's theory of development in which the process is a joint Phallic 4to6y/o
Maior conflict: Oedpus and Electra Complex
function of the person and all levels of the environment
Energy directed to physical and intellectual activities
> Sociohistoric-Cognitive/ Linguistic Theory _ W fs
Latency 6 y/o to puberty Sexual Impulses repressed
. Lev Semanovich Vygotsky's belief that the child is socially dependentat the
Relationship between peas of same sex
beginning of his cognitive life
Development is concerned as dependent on social interaction i\'. - Energy directed towards full sexual maturity and func
Genital Puberty onwards tion and development of skills to cope with the. envi
ronment
PNU LET Reviewer
Dr. Ciinchica O. Manuel and Prof. Sheila Marie B. Adona
C h iJd an d A d o lesccn t D evelo pm ent
Impersonal relationships
2. Eriksons Stages of Psychosocial Development Theory Intimate relationship with Ayoidanctfof relation
another person ship, career or lifestyle
I STAGE AGE CENTRAL TASK (+) RESOLUTION H RESOLUTION Commitment to work commitments
Birth-18 Mfs&ust, withdrawal, Msung 18-25 Intimacyvs.
Infancy Trustvs. Mistrust Learn to bust others and.relationships 'Failure to establish close
months estrangement Adulthood y/o Isolation
Center to intimacy is the and intimate relationship
Self control w/o loss of ability to share witfi and results to a feeling of
Autonomyvs. GomptAira, s k restraint
Early 1>4to 3 self-esteem care for others. Isolation
Shame and or compliance
Childhood .y/o Abity to cooperate and
Doubt WHuhtss and defiance
express oneself Self-Indulgence, self-
Lackof self-confidence 25-65 Generatfvity vs. Creativity, productivity,
Learnsto become Adulthood concern, lack of interests
Pessimism, fear of y/o Stagnation concern for others
Late assertive and commitments
3 to 5 y/o Initiative vs. Guilt wrongdoing Acceptance of worth
Childhood AbWyto evaluate one's
Over-control and over-re 65- y/o to Integrity vs. and uniqueness of one's Sense of loss, contempt
own behavior Maturity
striction death Despair own life for others
Learns to create, develop .......... Acceptance of death
and manipulate Lossof hope, sense of
Developssense of com beingmedocre
petence and persever Withdrawal from school 3. Havlghursts Developmental Stage and Tasks
School 6 to 12 Industry vs. ance *Parents, teachers andpeers
Age y/o Inferiority who support, reward Thom who Ignore, rebuff,
DEVELO PM EN TAL
and praise children are deride ttieir effort are DEVELOPM ENTAL TASK
encouraging and helping strengthening feelings of STAGE
children develop their inferiority Eat solid foods
sense of Industry Walk
Coherent sense of self Talk
FeeJngsof confusion, in- Control elimination of wastes
Plansto actualize one's
dedsiveness and possfcle Infancy vs. Early Relate emotionally to others
abilities
antl-sodai behavior
^Seeking to find an iden Childhood Distinguish right from wrong through development of con
Adoles 12-20 Identity vs. Role "Whenthe adolescents
tity, adoiesoents try on fail to developa sense of science
cence y/o Confusion manynew roles. If they
identify, he/she experi Learn sex differences and sexual modesty
experience continuity In
encesroie confusion or a Achieve personal Independence
their perception of self,
"negative Identity". Form sim D le concents of social and physical reality
identity develops.
Or. ConcRita O. Manuel and Prof. Sheila Marie B.Xdona

26 PNII LET Reviewer
Professional Education C h ild a n d A d o lcscciw D evelopm ent
............... ................. >
Learn physical skills required for games Adjust to physiological changes and alterations in health
Build healthy attitudes towards oneself status
Learn to socialte wtthpeers Adjust to retirement and altered income
Learn appropriate masculine or femln/ne.roie Later Maturity Adjust to-death of spouse
Middle OiMhood Gain basic reading, writing and mathematical skills Develop affiliation with one's age group
Develop concepts necessary for everyday living Meet civic and social responsibilities
Formulate a conscience based on a value system Establish satisfactory living arraraements
Achieve personal independence
Develop attitudes toward social arouos and institutions 4. Sullivans Interpersonal Model of Personality Development
1 1A '^ Establish more mature relationships with same-age indi
A* viduals of both sexes DESCRIPTIO N
1 STAGE AGE
Achieve a masculine or feminine social role Infant learns to rely on caregivers to meet needs
Accept own body Infancy Birth toteyrs
/ Sdesbes.
Establish emotional independence from parents Child begins toJeattL and.to detayjmmediate
Adolescence Childhood 1 fcto6yrs
Achieve assurance or economic independence gratification of needs & desires
Prepare for an occupation Juvenile 6 to 9 yrs Child forms fuifillina deer relationship.
Prepare for marriage and building of family Preadolescence 9to 12 yrs Child relates successfully tosame-sexpeers.
Acquire skills necessary to fu lfill civic responsibilities Adolescent learns to be jgdependent & forms
Develop a set of values that guides behavior Early Adolescence 12 to 14 yrs
relationships with members of the opposite sex.
Select a partner Person establishes an Intimate, long lasting rela-
Learn to live with a partner Late Adolescence 14 to 21 yrs
lionstiia with someone of the .oDbosftesex*
Starta family
Early Adulthood Manage a home 5. Piagets Phases of Cognitive Development
Establish self in a career/occupation
Assume civic responsibilities
' PHASE AGE DESCRIPTIO N
Become part of a social group
Sensory organs & muscles become more
Fulfill civic and social responsibilities. A ?^fteerim otor Birth,to 2 years
functional
Maintain an economic standard of living
Stage 1: Use of
Assist adolescent children to become responsible, happy Birth to 1 month Movements are ijrfrnarily reflexive r
Middle Adulthood adults reflexes
Stage 2: Primary Perceptions center around ones body. Objects
Relate one's partner 1 - 4 months
circular reaction ' are perceived as extension of the self.
Adjust to physiological changes
Stage 3: Secondary Becomes, aware of external environment
1 Adjust to aging parents * 4 -8 months
circular reaction Initiates acts to change the movement.
Dr. Conchica O. Manuel and Prof. Sheila Marie B; Adona PN U L E T Reviewer 27
C h ild an d .A d o iescc n t D evelo p m en t P ro fessio n al E d ucatio n
Stage 4: Coordina 6. Kohlbergs Stages o f M oral Development

Differentiates goals and goal-directed activi
tion of secondary 8-12 months
ties I LEVEL AMD STAGE DESCRIPTION
schemata
Experiments with methods to reach goals Level 1: Pre-Conventional Authority figures are obeyed.
Stage 5: Tertiary
12-18m ontfis (Birth to 9 years) Misbehavior is viewed in terms of damage dona
circular reaction Develops rituals that become sianificant
Uses mental imagery to understand the envi Stage 1: Punishment and A dead is perceived as wrong" if one is punished;
Stage 6: Invention Obedience Orientation the activity is right If one is not punished.
18-24m onlhs ronment
of new means -Right* is defined'as that which is acceptable to
Uses fantasy Stage 2: Instrumental-Rela-
Emerging ability to think and approved by the self.
fcoinSi'n . tfvist Orientation
*Children use symbolism (images and When actions satisfy one's needs, they are' right
B. Preoperational 2 -7 years Cordial Interpersonal relationships an
language) to represent and understand Level il: Conventional
various aspects of environment maintained.
Pre-conceptual Thinking tends to be egocentric (9-13 years) Approval of others is sought through ones acfion
2 -4 years Stage 3: Interpersonal Authority is respected.
staae Exhibits use of symbolism
Unable to break down a whole into separate Concordance
Intuitive stage 4 -7 years parts Individual feels "duty bound" to maintain socil
Stage 4: Law and Order
Able to classify obiects accordina to one trait order.
Orientation
Learns to reason about events between Behavior is right'' when it conforms to the rules.
here-and-now Level lit Post - Conventional Individual understands the morality of haviq
*Can understand the basic properties of (13+years) democratically established laws.
C. Concrete and relations among objects arid events In Stage 5: Social Contract It is wrong" to violate others' rights.
7-11 years
Operations Orientation
the everyday world
*Able to solve concrete (hands-on) prob The person understands the principles of huma
Stage 6: Universal Ethics
lem in logical fashion rights and personal conscience. The persa
Orientation
__--L e a côi Able to see relationships and to reason in believes that trust is a basis for relationship. I
the abstract
D. Formal Opera
11 + years *Becomes more scientific in thinking
tions 7. Gllllgans Theory of Moral Development
Capable of systematic, deductive rea
.. .: ,.v - - soning LEVEL A N D STAGE DESCRIPTION
L Orientation of indi Concentrates on what Is best for self -
vidual Survival Tran Selfish
sition Dependent on others
28 PNU LET Reviewer Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adnix "
C h ild an d A d o lcsc cn t D evelopm ent .
P ro fe ssio n al E d ucatio n
Transition 1: From Stage 3: Synthetic- Questions values and religious beliefs in an'
Recognizes connections to others Adolescent
Selfishness to Re Conventional Faith attempt to form own identity
Makes responsible choices in terms of self and others Late Ado
sponsibility Stage4:lndMdua- Assumes responsibility for own attitudes and
lescent and
Puts needs of others ahead of own tive-Reflective Faith beliefs
11. Goodness and Fe8ls responsible for others' Young Adult
Self-sacrifice Stage 5: Conjunctive Integrates others perspectives about faith
Is independent Adult
Faith into own definition of truth
May use quilt to manipulate others when attempting to help
Stage 6:Universalizing
Decision based on intentions are) consequences, nrt on others Adult Makes concept ofT
Transition 2: From Faith
responses.
Goodness to Truth
Considers needs of self and others -
Wants to help others while being responsible to self Principles of Growth and Development
Sees self and others as morally equal
Assumes responsMes for own decisions 1. Nature aid Nurture
II. Morality of Basic tenet to hurt no one Including self Development is Influenced by both heredltyfnature) and environment
Nonviolence Conflict between selfishness and selflessness (nurture).
Self-judgment is not dependent on others' perceptions but The nature (heredity) is responsible for many of our physical characteristics
rather on consequence and intentions of actions. such as hair, and eye color, facial features and to some extent the height
and weight
Many of our characteristics can be influenced by environment (nurture).
8. Fowler's Stages of Faith 2. Growth and development is a continuous process.
As a child develops, he or she adds to the skill already acquired and the
STAGE AGE DESCRIPTION new skills become the basis for further achievement and mastery of skills.
Trust hope and love compete w iti environ Most children follow a similar pattern.
Pre-Stage: Undifferen
Infant mental inconsistencies or threats abandon Also, one stage of development lays the foundation for the next stage of
tiated Faith
ment development
Imitates parental behaviors and attitudes 3. Development proceeds from the head downward.
Stage 1: Intuitive-Pro Toddler-Pre- about religion and spirituality This is called the cephalocaudal principle.
jective Faith schooier Has no real understanding of spiritual This principle describes the directions of growth and development.
concepts According to this principle, the child.gains control of the head first, then the
Accepts existence of a deity arms and then the legs.
I
Religious and moral beliefs are symbolized 4. Development proceeds from the center of the body outward. . .
Stage 2: Mythi School-Aged
bystorles . ' This is the principle of proximodistal development that also describes the*
cal-Literal Faith Child
Appreciate others',viewports direction of development.
Accepts concepts of reciprocal fairness
Dr. Conchira O. Manuel and Prof, Sheila Marie B. Adona
PNU LET Reviewer 29
C h ild an d A d o le sce n t D evelopm ent P ro fe s sio n a l E d u catio n
This means that the spinal cord develops before outer parts of the body. S tages o f Hum an D evelopm ent: These pertain to the number of period in a
The child's arms develop before the hands and the hands and feet develop man's life cycle. Although the focus of discussion is on individuals of school age, a
before the fingers and Joes.. brief description of those in other stages of development is ateo given.
5. Development depends on maturation and learning. 1. Prenatal Stage (confceptien-blrth)
Maturation refers to the sequential characteristics of biological growth and The prenatal period In many aspects is considered as one of the most- if not the most
development. important period ofallfnthe fife span of a person. This person begins at conception and
. The biological changes occur in sequential order and give children new. ends at birth and approximately 270 to 280 days in length or nine calendar months.
abilities, Changes in the brain and nervous system account largely for
maturation. Prenatal period is divided into three majorphases.
6. Development proceeds from the simple (concrete) to the more complex. a. Germinal Stage (fertilfeation to 2 weeks)
Children use their cognitive and language skills to reason and solve prob This is also known asthe period of the zygote.
lems. For example, learning relationships between things (how things are Zygote refers to thenewly formed ceB after the union of the egg ceil and the
similar) or classification, is an Important ability in cognitive development. sperm cell, a process which is also known as fertilization.
7. Growth and development proceed from general to specific. (M dMtion begins in a lime no longer than 36 hours after fertilization,
In motor development, the infant will be able to grasp an object with whole Subsequently, for 3 to 4 days the zygote from the oviduct travels down to
hand before using only the thumb and forefinger. the faHopian tube and then tothe uterus where the Implantation begins.
The Infant's first motor movements are very generalized, undirected and b. Embryonic Period (2 weeks to 2 months or 8 weeks)
reflexive, waving arms or kicking before being airte to reach or creep toward Also known as the period of the embryo
an object The cell known as zygote before is now known as embryo.
Growth occurs from large muscle movements to more refined movements By the 14 day after fertilization, the blastocyst is already implanted in the
to more refined (smaller) muscle movements. uterus.
8. There are indMdual rates of growth and development The umbilical cord attaches the placenta functionally to the mother
Each child Is different and the rates at which individual children grow Is The foundations for the eyes, ears, nose, mouth extremities (upper and
different. Although the patterns and sequences for growth and development lower) and the digestive sy^Bm have been laid on the 8* week
are usually the same for an children, the ra te at which Individual chHdren The 1 H inches long embryo, weighing one-tenth to one-fifteenth ofan
reach developmental stages will be different. ounce, develops at the end of the first month
This period is considered as the most critical period for the reason thathe
embiyo is most vulnerable to damage and defect
During the first trimester (3 months of pregnancy) almost ail birth defects
. occur and chances are, the defects will be permanent
30 PNU LET Reviewer Dr. Cbnchica O. Manuel and K o f. Sheila Marie B. Ada*
__________ m ' . __________________ C h ild an d A d o le s c e n t D ev elo p m e n t
P ro fessio n al E d u catio n
c. Fetal Period (8 weeks to birth) 3. Babyhood Stage (2* week to second year of life)
Also called as the period of the fetus Compared to infancy, babyhood stage is characterized by decreasing dependency for
The embryo before is now known as fetus In this stage the reason that this is the time when babies achieve enough body control to become
The fetal stage begins with the formation of the first bone cells. independent.
Various organs grow functionally and take the appearance of the human Developmental tasks Include: learning to walk, learning to take solid foods,
having organs of elimination under partial control, achieving reasonable
body.
psychological stability especially in hunger rhythm and sleep, relating emo
The fetus can now kick and can manipulate its extremities (upper and tower)
tionally to parents and siblings, and learning the foundations of speech
and can open Its mouth, frown, and turn its head, as welt as take a few
'breaths' by the end of the third month. Babyhood skills fall under two categories: hand skills and leg skills.
Crying, cooing, babbling, gesturing and emotional expressions are exam
By the end of the fifth month, the fetus Is one foot long and weighs a pound.
ples of prespeech forms of communication.
At the end of the sixth month, the fetus'eyelids can be opened; it develops
Common emotional patterns involve anger, fear, curiosity, joy and affection.
grasps and more than enough taste buds.
The fetus weighs two pounds and its all organ systems have become func Babies are also capable of establishing or forming friendships.
Considered non-moral due to their lack of a scale of values and conscience
tional at the end of the seventh month.
and they demonstrate obedience to rules without question
During the eighth and ninth month, the fetus becomes round and heavy and
is able to lift its head.
4. Early Childhood Stage (two to six years of life)
Names given to describe the stage are: problem or troublesome age, toy age, preschool
2. Infancy Stage (birth-two weeks of life)
age, pre-gang age, exploratory and the questioning age
Infancy is the transition period intervening between birth and two weeks of life and
Developmental tasks Include: controlof elimination, self-feeding, self-dress
identified as the shortest of ail developmental period.
ing and doing some things without much help, development of motor skills
The word "infant" suggests extreme helplessness.
that allow him to explore and do things to satisfy his curiosity and acquisi-
Subdivisions of Infancy include the a) period of the partunate or from the
flon of adequate vocabulary to communicate his thoughts and feelings with
time the fetal body has emerged from the mother's body and lasts until the
. those around him
umbilical cord has been cut and tied; and the b) period of the neonate or
Intellectual development as described by Piaget encompass the two sub
from the cutting and tying of the umbilical cord to the end of the second
periods: (a) the precooceptual period (2-4 years) and includes egocentrism,
week of the postnatal life
. Newboms up to two days are typically unattractive and are extremely feeble - animism and transductive reasoning; and (b) intuitive period (4-6 years)
and includes inattention to transformations, centratlon and Irreversibility.
due to regular muscular restraints.
Early chSdhood is also characterized by heightened emotionality.
Most often, he is asleep, drowsy, cries, and gets excited easily.
The presence of the significant others or the primary group is also given im
The neonate is sensitive to brightness a Indicated by his papillary response
portance because they serve as models for the child who usually identifies
to'change in illumination, his visual images are likely to be bluiTed because
. wi9) them and patterns his behaviour after them.
of failure of the lens to focus on the otyect.
The preschool child should be given as much as physical experience as
- The roots of languageare crying, cooing and babbling.
Or. Conchita O . Manuel and Prof. Sheila Marie B. Adoiia

f>NU L E T Reviewer 31
C h ild an d A d o lesccn t D ev elo p m e n t P ro fe ssio n a l E d u catio n
possible and play activities to learn by doing and to develop his intellectual during this stage as a result of increased intelligence and partly as arSsult
capacity. . . . of increased teaming opportunities, . j
This stage is also regarded as the teachable moment for acquiring skills . The childs social development is enhanced by his interaction with his peers
because children enjoy the repetition essential to learning skills; they are in work or in play.
adventuresome and like to try new things and have already learned skills to In resolving moral conflicts, it is necessary for the significant others to teach
interfere with the acquisition of the new ones. the child the values of respect for others and set themselves as examples
Because speech development advances rapidly this time, as seen in the or models.
Improvement in comprehension as well as in the different speech skills, Most children develop moral codes influenced by moral standards of the
talking to young children w ill leave a strong impact. groups with which they are identified, and a conscience which guides their
The concept of morality emerge as a result of interactions with adults and behaviour in a place of the external controls needed when they were younger.
peers. It is also necessary for parents and teachers to understand the child's think
Other common interests include interest in religion, in the human body, in ing and to facilitate his intellectual growth and development
self, in sex and in clothes. Healthy relationships with himself and others could be brought about by the
child's understanding of his emotions and his ability to express his emo
5. Late Childhood Stage (six to ten or twelve years of life) tions, as well.
Late childhood is the period for learning the basic skills in life.
It coincides with the child's elementary school years, entering Grade 1 atsix 6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen
years and graduating at age 12. yean of life)
Names used to describe the stage are: troublesome age, sloppy age, quar Derived from the Latin word pubertas which means age of manhood
relsome age, elementary school age, critical period in the achievement The word growth spurt refers to the rapid acceleration in height and weight
drive, gang age and age of conformity. that marta the beginning of adolescence.
Physical growth is at slow and relatively even rate because of the influence Considered as unique and distinctive period and characterized by certain
of health, nutrition, immunization, sex and intelligence. developmental changes that occur at no other time in the life span
Children in this stage win recognition by being able to do things. An overlapping period because it encompasses the closing years of child
Developmental tasks include: learning physical skills necessary for group hood and the beginning years of adolescence
and organized games; teaming to get along with age-mates and members A relatively short period, lasting from two to four years or less
of his family and community; learning fundamental skills in reading, writing . Manifested in both internal and external changes in Ihe body with both the
and numeracy; develop appropriate masculine or feminine social roles; de- primary and secondarysex characteristics
* velop healthy self-concept and conscience; achieve personal independence Primary sex characteristics .include the menarcfie for the girls or the first
by being able to perform life skills; learn to perform the different roles ex menstrual flov/and the nocturnal emissions for the boys. '
pected of him and think rationally to adjust to situations; make decisions Secondary sex characteristics on the other, hand include the physical fea
and solve problems. tures which distinguish males from females and may be Ihe source of ap
There is a rapid increase in understanding and in the accuracy of concepts peal among the members of the opposite sex.
32 iPNU LET Reviewer Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
P r o fc ss io iia lju liic a tio n C h ild an d A d o lesccnt D evelopm ent
Puberty is the divided into three stages: (a) prepubescent - secondary sex Peer groups becomes the general source of behaviour; desire for greater '
-characteristics begin their development but their reproductive organs are independence shown.
not yet fully developed, (b) pubescent - characterized by menarche for girls Great concern about jvhat others think of them
and nocturnal emissions in boys, (c) post pubescent - secondary sex Have increased ability to engage in mental manipulations and test hy
characteristics become wet developed and the sex organs begin to func potheses; Blinking becomes more abstract, liberal and knowledge
tion in a mature manner.
The onset of puberty has an important implication in the personality de
velopment of the Individual. I. Adulthood Stage (twenty to sixty-five years of life)
A critical period for the development of positive attitudes towards one's The need for love and intimacy are met in adult life, becomes more fulfilling
body and oneself in general in marriage, with the involvement of commitment
The need for generality through achievement
7. Adolescence Stage (thirteen or fourteen to eighteen years of life) Bum out and alienation become a problem with work.
Adolescence is the age when the Individual becomes integrated into society of adults; Moral development possesses responsibility for the welfare of others.
the age when the child no longer feels that he Is below the level of his elders but.equal, Changes In the primary senses and the organ reserve decline upon growing
at feast in rights. older.
Came from the Latin wordaob/escere meaning to grow or to grow to ma Menopause for women and climacteric for men signify the decline of sex
turity and reproduction.
Early adolescence extends roughly from thirteen to sixteen or seventeen
years, and late adolescence covers the period then u n i eighteen, the age . Old Age (sixty-five years of life)
of legal maturity. Composed of individuals at and over the age of 65, most of whom have
The developmental tasks of adolescence are focused on the developing retired from work
independence in preparation for adulthood and in establishing a sense of Most individuals in this late years begin to show slow, physical, intellectual
identity. and social activities.
Adolescence is a period of heightened emotionality, a time of "storm and While there is a gradual decline of cognition in older life, older people see
stress. art and nature in a deeper, more appreciative way.
The important social changes in adolescence include increased peer-group Symptoms of senility which Include severe memory loss, rambling conver
.influence, more mature patterns of social behaviour, new social groupings sation, disorientation, and personality change occurs because of dementia,
and new values in the selection of friends and leaders and social accep a pathological loss of intellectual functioning.
tance. In late adulthood, affiliation needs are more important than achievement
Relationships between adolescents and members of their families tend to needs.
deteriorate in early adolescence though these relationships often improve
as adolescence grows te dose, especially among adolescent girls and their
family members
l.)r. CunchiraO. M anud anil Prof. Sheila Marie B. Adona PNU LET Reviewer 33
C h ild a n d A d o lc cen t D evelopm ent P ro fe ssio n a l E d u c atio n
Option 8: is not a correct answer because it (toes not refer to any iocrement or
PART II - ANALYZING TEST ITEMS !i - increase in human beings
Option C: An incorrect option because it refers to the development of learning as a
result of experience
D ire ctio n s: Read and analyze each item and select the correct option that answers
Option D: Cannot be considered because this refers to a skill
each question; Analyze the Hems using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet. 3. Which statements below best describesdevelopment? .
A. A high school students height increased from 5'2" to 5'4"
1. Dr. Escoto, the schoolphysician conducted a physical examination in Ms. Manuels B. A high school student's change in weight from 110 lbs. to 125 lbs
class. What concept best describes the quantitative increase observed by Dr. Es C. A student had learned to operate the computer.
coto among the learners in terms of height and weight?
D . Aa sajoenrs ---------- a* jor
--I--*enlargement fcXWIma
nips____
A. Development C. Learning
6. Growth D. Maturation Analysis:
Options A and B: Both options cannot be considered because these refer to the
Analysis: quantitative and continuous changes from birth to maturity
Option A Is not the correct answer because development refers to the systematic Option C: is the correct answer because development is the process in the life of a
and orderly changes in organisms' experiences human being by which the individual's potentialities unfold and appear .
Option B: The best answer because ft refers to the quantitative changes or the Option D: Cannot be considered as the correct answer because it refers to the
observable changes in humans Increment of the bodily parts_________ ___________________________
Option C: Anincorrect answer because it refers to the portion of development that
is the result of experience and the interaction with the environment 4. What concept can best describes Francisco's ability to walk without a support at
Option D: Not the correctanswerbecause maturation refers to the unfolding of traits age of 12 months because of the internal ripening'' that occurred in his muscles,
potentially present in the hdMduai because of heredity bones and nervous system development?
A. Development C. Learning
2. Which situation best illustrates the conceptof growth? B. Growth D. Maturation____________________
A. A kinder pupil gains 2 pounds within two months.
Analysis:
B. A high school student gels a score of 85 in a mental ability test
Option A: This is refers to the qualitative increase in human functioning through the
C. An education student has gained knowledge,on approaches and strategies in
lifespan
teaching differentsubjects.
Option B: is not a correct answer because it refers to the easilymeasurable and some
D. An elementary grader has learned to play piano.
times obvious features of human beings
Analysis: ' Optiori C: An Incorrect option becaUse it raters to the acquisition of knowledge, emo
Option A: This is the best answer because it refers to the progressive Increase and tions, values and skMs -
continuous advancement of the child from birth to maturity Option D: This is the best answer because it refers to the state of the body and its
readiness for the behavior
34 PNU LET Reviewer "Or. Conchica O. Manuel and Prof. Sheila Marie B. Adona
" C h ild an d A dolescen t D evelo p m en t
10. Train up a child In the way he should be; when he grows up*, he win not depart
5. Teacher Jesus in now 69 years old has been observing changes In himself such as
from it. Which principle supports this?
the aging process. Which term refers to the development change in the individual?
A, Development Is determined by the heredity.
A._ Development C. Learning
Devetopment Is detemined by Ihe environment
B.' Growth ' D. Maturation
C. Eartydevelopmsnt Is mae critical than the late development
Analysis: D. Early development is less critical than. late development
Option A: Not a best option because this pertains to the continuous qualities that 11. Which stage of the psychosexual theory does young boys experience rivalry wilh
occurred in our advancement from birth to maturity their father for their mothers attention and affection?
Option B: Is not a correct answer because this refers primarily to the physical changes A. Oral C. Phallic
such as increase In height weight and size B. Anal 0. Latency
Option C: An Incorrect option because learning refers to the change In behavior as a 12. .Angela focuses her attention on the school work and vigorous play that consume
result of some form of experience most of her physical energy. Which stage of psychosexual theory Illustrates her
Option D: This Is the best option because maturation refers to the state of the body behavior?
and its readiness for behavior. A. Oral C. Phallic.
B. Anal D. Latency
6. Manuel, a five-year old boy can hold his pen and write his name with his right
13. Which of the following Is likely to be developed If infants are shown genuine af-
hand. Which term describes Manuel's action/behavior?
fectlon?
A. Development Learning
Trust C. Initiative.
B. Growth D. Maturation
B. Autonomy 6. Industry
7. Which of the following theory can help Miss Samson determine the readiness of
14. Christian develops an Integral and coherent sense of self. Heseeks answers to the
her learners by administering a readiness test?
question. "Who am IT Wilchof the following is Christian likely to develop?
A. Conditioning Theories (? Maturation Theory A. Initiative C. Intimacy
<&> Cognitive Development Theory D. Ethological Theory B. Identity and Role confusion D. Autonomy
8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend
15. Ms. Cruz uses images and language to represent and understand her various
of him says that certain behavior among infants. Who presented that notion that
lessons to preschool learners. What stage In the cognitive theoiy of development
certain behavior like thumb-sucking is normal behavior?
explains this?
A. Sigmund Freud C. John Bowlly A. Sensorimotor C. Concrete operation
B. Erick Erickson. Urte Bronfrenbenner B. Preoperatlonal D. Formal Operation
9. A newborn intent move his whole body at one time, instead of moving a part of it
16. Connie develops concepts necessary for everyday living, builds healthy attitudes
Which of the following principles is illustrated by this behavior? towards oneself, and achieve personal independence. These are among the attri
A. Development proceeds from specific to general.
butes of anincflvfduai in what particular stage? .
B. Development proceeds from general to specific.
'A . Infancy and early childhood C. Adolescence
C. Development follows an orderly pattern.
0 . Middle childhood D. Earfy adulthood
D. Development follows a general pattern. . __________ '__
PNU LET Reviewer 35
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
C h ild an d A d o le s c e n t D evelo pm en t P ro fe s sio n a l E d u c a tio n
17. Some-children are more active than ottlers, as everyone knows- extremely high 22. Anna believes that authority is respected. She is now In what particular level in the
levels of activity or hyperactivity are considered problematic. How may a teacher jnpral development theory of.Lawrence Kohlbera?
heft) a child who is hyperactive?' iS ? Social contract Interpersonal concordance
A. Make him the leader of the class. - B. Law and order orientation -y fo Universal ethics orientation
B. Transfer him to another class. 23. What level has a four year old learner like Mafyann reached when she acquired
C. Give him challenging activities that are appropriate to his ability level and new skills such as putting the same shapes and the same colors together?
interests. Development .C. Zone of Proximal Development
D. AHow him to spend longer at the playground u ni he gets tired. Maturation D. Learning
18. Marivic gets jealous whenever she sees her father showing love and affection to 24. Which of the following principles can be the basis of the growing realization of the
her mother. Which of the following is she showing according to Freud? significance of the early childhood education?
A. Complex C. Electra Complex A. Hie young children are capable of doing many things at an early stage.
8. Phallic (Ip)' Oedipus complex H & . The child should be seen and should learn.
19. In Piagets Theory of Cognitive Development, which of the following statements The first five years of life are the formative years of the child.
would illustrate Edward who is 11 years old? D. Early childhood experiences can be interesting and challenging.
A. Able to see relationships and to reason In the abstract. 25. Which of the following learner's characteristics will affect most of the learners
B. Unable to breakdown a whole into separate parts. learning in tfie academic areas?
C. Differentiates goals and goal-directed activities. A. His affective characteristics
D. Experiments with methods to reach goals.
ffy\ U|- ---- til--- nhnmtilnrlnlirin
(p. \ his cognitive cnaractsnsocs
20. Violeta goes with her mother in school. She enjoys the workplace of her mother. ^ His psychon^ characteristics
Which of the following ecological theories is illustrated by the situation? D. His sodo-emotional characteristics
A. Microsysytem C. Exosystem
B. Mesosystem D. Macrosystem
21. Danilo, a student in the secondary level tends to spend more time withhis friends
than his family, thus,his behaviour is greatly affected by them. In which stage in
teftPsychosocial Stages of Development does Danilo belong?
jtotonomous vs Shame and Doubt
NJf^dentity vs Role Confusion
C. Intimacy vs Isolation
( v ) Initiative vs Guilt
|P N U L E T Reviewer. Dr. Conchita O. Manuefand Prof. Sheila Marie B. Adona

Professional Ed ucation C h ild an d A d o le s c e n t d e v e lo p m e n t
PART III - ENHANCING TEST TAKING SKILLS 6. In Erikson's theory, what is the unresolved crisis of an adult who has difficulty
establishing a secure, mutual relationship with a life partner?
A. Initiative vs. Guilt' C. Intimacy vs. Isolation
D irections: Enhance your test taking skills by answering the Items betow. Write only - B. Autonomy vs. Shame and Doubt D. Trust vs. Mistrust
the letter of the best answer. 7. Alyssa is eight years old, and although she understands some logical principles;
she still has troubles in understanding hypothetical concepts. According to Piaget,
1. Which of the following is true about human development? Alyssa belongs to what particular stage of cognitive development?
A. Human development considers both maturation and learning. A. Sensorimotor C. Concrete operational
B. Development refers to the progressive series of changes of an orderly coherent B. Preoperational D. Formal operational
type toward tie goal of maturity. 8. Which of the following provides the best broad description of the relationship
C. Development is the gradual and orderly unfolding of the characteristics of the between heredity and environment in determining height?
individuals as they go through the successive stages of growth. Heredity is the primary influence, with environment affecting development
D. Alloftheabove. only in severe situ ate .
2. What do you call the quantitative increase in terms of height and weight as ob B. Heredity and environment contribute equally to development.
served by the school physician during the physical examination of the students? C. Environment is the major influence on physical characteristics.
A. Development C. Learning D. Heredity directs the individual's potential and environment determines
B. Growth ' D. Maturation whether and to what degree the individual reaches that potential.
3. Mrs. Alvarez conducts research on the psychosocial domain of development. In 9. What is the correct sequence of prenatal stages of development?
what particular area of the child's development is Mrs. Alvarez most likely to be A. Embryo, germinal, fetus C. Germinal, embryo, fetus
interested with? B. Germinal, fetus, embryo . D. Embryo, fetus, germinal
A. Perceptual abilities ( c / Emotions 10. When a baby realized that a rubber duck which has fallen out of the tub must
B. Brain-wave patterns D. Use of language be somewhere on the floor, he is likely to achieved what aspect of cognitive
4. Which of the following is the correct order of psychosexual stages proposed by development?
Sigmund Freud? Object permanence C. Mental combinations
A. Oral stage, anal stage, phallic stage, latency stage, genital stage a Deferred imitation . D. Goal-directed behaviour
B. Anal stage, oral stage, phallic stage, latency stage, genital stage 11. Which of the following will be Freud's description of the child's behaviour if he has
C. Oral stage, anal stage, genital stage, latency stage, phallic stage a biting, sarcastic manner?
. D. Anal stage oral stage, genital stage, latency stage, phallic stage A. Anally expulsive
5. What is the best description of Erikson's psychosocial theory of human development? - B.. Anally retentive
( f t j Eight crises all people are thought to face C. Fixated in the oral stage
b. Four psychosocial stages in thefetency period D. Experiencing the crisis of trust vs. mistrust
6. The same number of stages as Freud's, byt with different names
D. A stage theory that is not psychoanalytic
Or. Conchira O. Manuel and Prof. Sheila Marie B. Adona PN U L E T Reviewer 37
C h ild aod A d o lescen t D e v e lo p m e n t P ro fe s sio n a l Education
12. Whaj; is Freud's idea about a young boy's guilt feelings brought about by jealousy 18. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral
of his fathers relationship with his mother? reasoning at which Kohlberg's stage? . -
A. Electra complex C. Phallic complex A. Pre-conventional C. Post-conventional
B. Oedipus complex 0. Penis envy complex B; Conventional . 0 . noneof the above
13. When a little girl who says she wants her mother to go on vacation so that she 19. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is
can marry her father, Freud believes that he is voicing a fantasy consistent with?' ât which level of moral reasoning?
A. Oedipus complex C. Theory of the mind ( \ ) Pre-conventional Stage One C. Conventional
B. Electra complex D: Crisis of initiative vs. Guilt "Tf. Pre-conventional Stage Two D. Post-conventional
14. Which of the following can best describe the preschooler's readiness to leam new 20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers.
flasks and play activities? Her teacher wants to help Joy increase her self-esteem and social acceptance.
(ft) Emerging competency and self-awareness What can Joy's teacher suggest to her parents?
B. Theory of the Mind A. Transfer her to a different school
C. Relationship with parents B. Help their daughter improve her motor skills
D. Growing identification with others C. Help their daughter learn to accept more responsibility for her academic
. 15. Erikson noted that when the preschoolers eagerly begin- many new activities but failures
are vulnerable to criticism and feelings of failure, they are experiencing what par D. Help their daughter improve her skills in relating to peers
ticular crisis? 21. What is the most accurate definition of the puberty stage?
A. Identity vs. role confusion C. Basic trust vs. mistrust A. Rapid physical growth that occurs during adolescence
B. Initiative vs. Guilt 0. Efficacy vs. helplessness B. Stage when sexual maturation is attained
16. What stage of Piaget's Cognitive Development does a person belong to when he rfD Rapid physical growth and sexual maturation that ends childhood
can understand specific logical ideas and apply them to concrete problems? H i Stage when adolescents establish identities separate from their parents
A. Preoperational thought (Q Concrete operational thought 22. fifteen year old Marie is preoccupied with her 'disgusting appearance* and seems
B. Operational thought D. Formal operational thought depressed most of the time. What is the best thing her parents can do to help her
get through this difficult time?
17. What is the best explanation of Piaget's concrete operational thought to describe
. A- Ignore her self-preoccupation because their attention would only reinforce it
the school-age child's mental ability?
B. Encourage to shape up" and not give in to self-pity
A. Achild can reason logically about things and events he or she perceives.
B. A childs ability to think about how he thinks C. Kid her about her appearance in the hope that she will see how silly she Is
(Cl Can understand that certain characteristics of an object remain -the same acting.
when other characteristics are changed ( j j ) Offer practical advice, such as clothing suggestions, to improve her body
D. Can understand that moral principles may supersede the standards of . image.
society.
38 PNU LET Reviewer Dr. Ccmchita O. Manucland I rof. Sheila Marie B. Adona
P ro fessio n al E d u c a tio n
23. What can be the best comparison of the behaviour of a 17-year- old girl to that o f.
. her 13-year-old brother?
A. She is more likely critical about herself.
B. She tends to be more pgocentric.
C. She had less confidence in her abilities.
(0 ^ She is more capable of reasoning hypothetically.
24. According to Erikson, what is the primary task of adolescent?
A. To establish trust
<3^ To search for his identity
C. To be more intimate with others
0. To establish Integrity
25. What is the main source of emotional support for most young people who are
establishing independence from their parents?
A. Older adolescents of the opposite sex
B. Older sibling
C. Teachers .
D. Peer groups
Dr. Conchira O. Manuel and Prof. Sheila Marie B. Adona

P r in c ip le s and T h e o ries o f L earn in g an d M o tiv a tio n ___________ ________
P ro fessio n al E d u c a tio n
Principles PART I - CONTENT UPDATE
and Theories I. LEARNING
o f Learning Learning
- involves the acquisition of new elements of knowledge, skills, beliefs and specific
behavior, may mean one or more of all these things:
- the act of gaining knowledge (to learn something), the knowledge gained by virtue
and Motivation of that act (that which is known) the process of gaining knowledge (teaming how).
Banner and Cannon, 1997
- It is an ongoing process of continued adaptation to our environment, assimilation of
new information and accommodation of new Input to fit prior knowledge.
Prepared by:
P ro f. M ari villa Lydia B . A ggarao and D r. B e ttin a Phiiom ena M . Sed illa Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how
learning takes place
Competencies:
Principles of Learning
1. Analyze the cognitive, metacognitive, Learning by doing Is more effective than just sitting and listening
Concepts should be presented in varied or different ways
| motivational ami socio-cultural factors
i that affect teanUng Effort is put forth when tasks are challenging .
The principle of reatflness is related to the learners' stage of development
; 2. Organize the learning environment A. Behavioral/Learning Theory

i - that promotes farness regardless of - It operates on a principle of "Stimulus-Response"
I culture, famify background and gender, - Prefers to concentrate on actfSTBl uUsavaWH behavior
; responsive to learners needs and 1) Ivan Petrovich Pavlov's Classical Conditioning
. : difficulties Classical means "in the established manner"
Individual learns when a previously neutral stimulus Is repeatedly
40 PNU L E T Reviewer '
Prof. Marlvilla Lydia B. Agfârao and Dr. -Betrim Pliilomena M. Sediila
P ro fessio n al Ed ucation P rin c ip les and T h eo ries o f L e a rn in g an d M o tiv atio n *
paired with an unconditioned stimulus until a neutral stimulus Features of Classical Conditioning
evokes a conditioned response. ' _ 1: Stimulus - Generalization - responding the same way to a similar stimuli.
2. Discrimination - responding differently to similar but not Identical stimuli.
3. Extinction - a process by which a conditioned response is lost________
2) Edward Lee Thorndike's Connectionism

Connectionism means learning by selecting and connecting
Connectionism - puts more emphasis on the organism not limiting
himself to the association between the stimulus and the response .
Thorndike Theory of Learning

1. Law of Readiness - this law states that an individual Will team when
she is ready to do so.
2. Law of Exercise -this law states that a connection is strengthened or
weakened depaidbtg on the number of times it occws and in propor
tion to the werage vigor and duration of the connection..
a. Law of use - connections between stimulus and response are
strengthened as they are used.
b. Law of disuse - connections between a stimulus and response
are weakened when practice is discontinued.
3. Law of Effect - this law states that a connection Is strengthened if it
produces a satisfying effect
Unconditioned stimulus-automatically produces an emotional 3) Burrhus Frederic Skinner's Operant Conditioning and Reinforcement
or physiological response. . Operant Conditioning - using pleasant or unpleasant conse
Unconditioned response-natural occurring emotional or phys quences to control the occurrence of behavior.
iological response.
* Neutral stimuli - stimuli that does not elicit a response. Reinforcers - any consequence that strengthen a behavior
Conditioned stimulus - evokes an emotional or physiological Primary reinforcer-related to basic needs.
response after being conditioned. Secondary reinforcer - value of something is acquired
Conditioned response - learned response to a previously neu- when associated with primaryteinforcer. *
tral-condition. .. Positive reinforcer - consequence given to strengthen
a behavior
Prof. Manvill.i Lydia B. Aggarao. and Dr. Benina Philomcna M. Sedilla PNU L E T Reviewer 41
P rin c ip le s a n d T h e o rie s o f L e arn in g and M otivatio n P ro fe ssio n a l E d u catio n
Negative reinforcer - release from.an unpleasant ' c )' Motor Reproduction Process - after observation', physical
situation to strengthen behavior. skids and coordination are needed for reproduction of the
Reinforcemfent -satisfying consequence behavior learned.
Verbal d) Motivational Process - although observer acquires and
Physical retains ability to perform the modeled behavior, there will be
Non-verbal no overt performance unless conditions are.favorable
Activity
Token B. Cognitive Theories and Metacognition
Consumable - Main focus is on memory (the storage and retrieval of information)
Formula for reinforcement: - Prefer to concentrate on analyzing cognitive processes
a) Prompt - Believe in the non-observable behavior
b) Response
c) Reinforcement 1) David Ausubel's Meaningful Reception Theory
* Meaningful learning occurs when new experiences are related to
4) Albert Bandura's Social / Observational Learning Theory what a learner already knows.
> Known for his Bobo doir experiment May occur through:
People team through observation, simulation, modeling which reception
means watching (observing), another called a model and later rote learning
imitating the model's behavior. discovery teaming
Concentrates on the power of example
TWO DIMENSIONS OF LEARNING PROCESSES:
Models are classified as:
Ti-" first (ill! i i t ) T no SO! find dimension rrln trs to
Real life - exemplified by teachers, parents and significant others
fiii: o !;/ -.vl,K n t'lf li.w r'in
Symbolic - presented through oral/written symbols
If"'.'! n '.v ir')' n mon r r o
Representational - presented through audio-visual measures r io i.N i-'e ' ! hS
4 Phases of Observational Learning 1. Meaningful Reception 1. Meaningful Discovery

a) Attention - mere exposure does not ensure acquisition of Learning Learning
behavior. Observer must attend to recognize the distinctive 2. Rote Reception Learning 2. Rote Discovery Learning
features of the niodels response. - .
b) Retention - reproduction of the desired behavior implies
that student symbolically retains that observed behavior
42 PNU LET Reviewer . Prof. Marivilla fcydia B. Aggarao and Dr. BectinaPhilomenaM. SediIJa
Professional Education P rin c ip le s an d T h e o rie s o f L e a r n in g an d M o tiv atio n
.................... ....... ' .......... " I
2) Jerome Bruner's Discovery Learning Theory or Inquiry Method/ b) Short Term Memory (STM) -the information store that
Theory of Instruction retains the information as we consciously work on it.
Posits that learning is more meaningful to learners when they Ex. telephone number
have the opportunity to discover on their own the relationships c) Long Term Memory (LTM) - information store that is
among the concepts or to actively search for a solution to a permanent
problem - Minutes to lifetime
An approach to instruction through which students interact - Information on The LTM, If not rehearsed, can be for
with their environment by exploring and manipulating objects, gotten through
wrestling with questions and controversies or performing exper - Trace decay structure of LTM > episodic, semantic
iments. The idea Is that students are more likely to remember
concepts they discover on their own. Forgetting
Calls his view of learning "instwimntal conceptualism" The inability to recall (something previously known) to the mind
3) Wolfgang Kohler's Insight Leaning/Problem - Solving Theory Causes of Forgetting

Insight - the capacity to discern the true nature of situation a) Retrieval Failure- forgetting is due to inability to recall the
-imaginative power to see into andunderstand immediately information.
Gaining insight is a gradual process of exploring, analyzing, and b) Decay Theory - Information stored In LTM gradually fades
structuring perception until a solution is arrived at when it is not used.
c) 3. Interference Theory-forgetting in LTM is due to the
4) Richard Atkinson's and Richard Shlffrin's Information Processing Influence of other learning
Theory
The Individual learns when the human mind takes In Information (en Retention - the ability to recall or recognize what has been teamed
coding), performs operation in it, stores the information (storage), and or experienced.
retrieves it when needed (relileval) Interference - the act or an instance of hindering, obstructing or
Memory - the ability to store information so that it can be used at a impeding.
latertime.
Teaching for Transfer (Gagne)
STAGES OF HUMAN MEMORY Transfer - when something previous learned influences the new
a) Sensory Memory-information stores that hold an exact material.
copy of stimuli for a very short period of time.
' Ex! color, shape, blowing of fiom .
Prof.Marivilla Lydia B. Aggarao and Or. Benina Philoiuena M. Sedilla P*JU LfcL rflk-tew er
P rinciples an d T h e o r ie s o f L e a rn in g an d M otivatio n Professional E d u catio n
*""".* ... ........................... .......... ' ' ..................
TRANSFER OF LEARNING Wine Events of Instructions
Types: .
a) Lateral transfer -occurs when the Individual is aj)le to 1. Gain Attention .
perform a new task about the same level, (e.g, solving word 2. Inform Learner of Objective
problems given In text and iater solving a similar problem . 3. Recall Prior Knowledge
on the board) . * . 4. Present Material '
b) Vertical transfer - occurs when Ihe individual.Is able to 5. Provide Guided Learning
learn more advanced/complex skills (e.g. being able to add 6. Elicit Performance
and multiply; being able to read and write) 7. Provide Feedback
c) Specific Transfer - when a specific skill, fact or rule is 8. AssessPerformance
appted to a similar situation.
9. Enhance Retention and Transfer
d) General Transfer - applying principles previously leaned to
dissimilar situations.
6) Howard Gardner's Multiple Intelligences
Intelligence - refers to general mental ability of a person
5) Robert Gagne's Cumulative Learning - any task or skill can be bro
- capacity to resolve problems or to fashion
ken down to simpler skills which can still be further broken down to - products that are valued in a more cultural setting
move simple tasks or skills.
Achievements - refers to the previous learning of a person in a
Hierarchy of Learning certain subject area.
Multiple Intelligence - capacity of a person to possess and adapt
1. Signal Learning - responding to a signal, response Is conditioned
two or more intelligences.
2. Stimulus-response Learning - voluntary responses are learned. .
3. Chaining/Motor - two or more separate motor/verbal responses,may Examples
Intelligence Competence
be combined or chained to develop a more complex response
- Ability to learn language Writers,
4. Verbal Association - verbal connections are used to create asso
1. Linguistic-sensitivity to spo - Capacity to use poets,
ciations.
ken and written language language to accomplish lawyers,
5. Discrimination Learning - learner selects or distinguishes a response
certain goals speakers
which applies to stimuli.
2. Logical/mathematical- ana
6. Concept Learning - gives common response to an entire class of - Ability to detect patters, Scientists,
lyzes problems logically, carry out
stimuli reason deductively and mathema
mathematical operations, and
7. Principle Learning (Rule Learning) - involves combining and relating think logically. ticians
investigate issues scientifically.
concepts
8. Problem Solving-considered the most complex condition that leads
to the discovery of higher order rules
44 PNU L E T Reiflewer Prof. Marivilla Lydia B. Aggarao and Dr. Betti ru Philomcha M. Sedilla
P ro fe ssio n al E d u catio n P rin c ip les an d T h e o rie s o f L e a r n in g an d M o tiv atio n
3. Musical-skill in the perfor - Capacity to recognize and 8) Urie Brofenbrenner's Ecological Systems Theory/Environmental
Musicians,
mance, composition and appre compose musical pitches, Contexts
composers
ciation of musical patterns. tones and rhythms. * - Learning is greatly affected by the kind <Sfenvironment we are in.
4. Bodily kinesthetic - using - Ability to use mental - Learners are understood within the context of their environment.
Athletes, ' These environmental context are Interrelated.
ones whole body or body parts abilities to coordinate
dancers
to solve and convey ideas. bodily movements.
5. Spatial - recognize and use. Envtronmental Contexts: Malor Levels
patters of wide space and more 1. Microsystem - Innermost level -contains the structure that has direct
confined areas. contact with child
Educators, 2. Mesosystem - connections between the structures of the child's
- Capacity to understand sales microsystem
6. Interpersonal-working effec the intentions, moti people, 3. Exosystem - 3rd level- social system which indirectly affects the
tively with others vations and desires of religious child
other people. counselors, 4. Macrosystem - outermost level in which all other symtems are
politicians embedded such as values, customs, laws, beliefs and resources da
- Capacity to understand culture/society
7. Intrapersonal - working effec oneself, appreciate 5. Chronosystem - this system includes changes or consistencies inj
tively with oneself one's feelings, fears and person's lifespan.
motivations
- AUlity to recognize, Nature If the relationships in the immediate microsystem break down, the did
8. Naturalist-appreciation of the categorize and grow lover, will not have the tools to explore other parts of his environment resutig
environment/nature. upon certain features of environ to behavioral deficiencies.
the environment mentalist Learning tends to regress / stow down when the environment oftie .
child is'm turmoil
7) Kurt Lewin's Field Theory
view - focused on the psychological field of life space of an 9) Lev Vygotskys Social Constructivism
Individual. - It emphasizes how meaning and understanding grow out of sofej
Life space concept - draw accurate conclusions tiy observ encounters.
ing both overt and covert behavior
' * An individual must see things from the subject's point of - Zone of Proximal Development (ZPD) - gap between actual and
view at a given moment potential development
Actual development-what childrencan do on their an
Potential development -w hat children can do with l>
Prof. MarivilU Lydia B. Aggarao and Dr. Bettina Philomena M. Sedilla PNU LET Reviewer m
Professional E d u catio n
P rin c ip les a n d T h e o rie s o f L e a rn in g an d M otivatio n
Types of Learners
Scaffolding - competent assistance or support through mediation
- of the environment {significant others) in which cognitive,
I Types of Learners/ Educational Im plications/
socio-emotional and behavioral development can occur. Learning Preferences
I P erceptual Channel
Davitl Kolbs Learning Styles 1. Auditory teamens - prefer to - Lecturing is the teaching approach
team by listening/auditory per that works best for them.
Learning Styles - are tools utilized by learners to cope and adjust to ceptual channel. - Songs/poems are useful and effec
the learning environment tive learning tools.
1. Visual learners - prefer print - Reading/responding to visual cues,
I Learning Stylus Educational Im plications such as the chalkboard or transpar
materials/visual perceptual
1. Convergers-rely on abstract conceptualiz channel encies
ing and experimenting Teacher should provide - Textbooks and pictures are useful
they like to find specific, concrete an learning tasks that have and effective learning tools..
swers and move quickly to solution specific answers like num
3. Tactile learners - like to ma - Hands-on or laboratory methods of
unemotional, since they prefer to deal bers and figures/units.
nipulate objects/tactile percep teaming are most appropriate for
with things rather than with people.
tual channel learners.
2. Assimilators - rely most on abstract concep Teacher should provide
- Tracing diagrams- or using texture
tualizing and reflective observation learning tasks that call for
examples.
interested in theoretical concerns than integration of materials/
in applications. ' situational activities 4. Kinesthetic or whole body - Simulations, exploratory activities
3. Divergers - rely on concrete experience and Teacher should provide learners - like to learn through and problem-solving approach of
active participation group activities since experiential activities/kines teaching. Pacing or dancing white
generate ideas and enjoy working with learners enjoy working in thetic perceptual channel. teaming new material.
people. groups.
4. Accommodators- rely on concrete experience
Teacher should provide
and active experimentation
teaming tasks that call for
risk - taking, action oriented, adoptable
hands-on approach.
In new situations.
Prof. Marivilla Lydia B. Aggaraoand Dr. Becrina Philomena M. Sedilla

46 jPNU L E T Reviewer
P ro fe ssio n al E d u catio n P rin c ip le s an d T h e o r ie s o f L c a rn in g a r id M otivatio n
II. MOTIVATION Theories of Motivation
Motivation ^ 1. Drive Theory (Clark Hull)

- An internal state or condition (sometimes described as a need, desire or want) that Drive is a condition of amusaLfloiension that motivates behavior
serves to activate or energize behavior and give it direction. Drives most typically have been considered to involve physiological survival
needs; hunger, thirst, sleep, pain, sex.
Two Kinds of Motivation: A drive results from the activation of a need
1. Extrinsic Motivation Need - a physiological deficiency that creates condition of disequilibrium
- when students work hard to win their parents' favour, gain teachers' in the body ~
praise or earn high grades; their reasons for work and study lie primarily 2. Self-Efficacy (Albert Bandura)
outside themselves. Self - efficacy - it is the belief that one has capabilities to execute the courses
- is fuelled by the anticipation and expectation of some kind of payoff from of actions required to manage prospective situations. Unlike efficacy, which
an external source is the power to produce an effect (in essence competence) self - efficacy
2. Intrinsic Motivation is the belief (whether or not accurate) that one has Ihe power to produce
- when students study because they enjoy the subject and desire to learn that effect
it, irrespective of the praise won or grades earned; the reasons for learn Self - efficacy relates to a person's perception of his/her ability to reach a
ing reside primarily inside themselves goal while, self - esteem relates to a persons sense of self - worth.
- Fuelled by one's own goal or ambitions 3. Self - Determination (E. Deci)
Self - determination - comes from the sense of autonomy that a person has
Principles of Motivation when it comes to things that he does and the choices he makes.
The environment can be used to focus the student's attention on what Tasks for a long period of time
needs to be learned. To think meaningfully and creatively about those tasks
incentives motivate learning To experience pleasure in ones activities
Internal motivation is longer lasting and more self - cHrecWvethan Is exter To achieve at higher level
nal motivation, which must be repeatedly reinforced by praise or concrete We have the capacity to take risks or challenges that
rewards. can enrich our lives and develop ourselves more
Uaming is most effective when an individual is ready to learn, that is when 4. Expectancies and Values (Atkinson)
one want to know something.' Motivation to perform-is affected by two variables
Motivation Is enhanced'by the way in which the instructional material is Expectancy - people must believe than they can accomplish a
organized. ' task, that Is, they should lave expectancy about what ttwy wart
toachieve.
V&lue - they should place an importance or value in what they
are doing. .
Prof. Marivilla Lydia B;'Aggarao and Dr. Benina Philomena M. Sedilla PNU L E T Reviewer 47
P rin cip les and. T h e o rie s o f L e a rn in g an d -M o tivation P ro fessio n al E d u catio n
5. Attribution Theory (B. Weiner)

- f* f io :<2 0
* Peoples various explanations for successes and failures - their beliefs
about what causes attributions.
Dimensions underlying peoples attribution. People can explain events in D irections: Read and analyze each item and select the correct option that answers
many different ways. F5r example, a tennis player may attribute his/her each question. Analyze the items using the first 5 items as your sample. Write only the
wins and successes In matches to things like - luck, health, effort, mood, letter of your choice in your answer sheet.
strengths and weaknesses of his/her opponents, climate, his/her fans etc.
1. Which theory operates on the stimulus-response principle, which means all be
TECHNIQUES IN MOTIVATING LEARNERS - haviors are caused by external stimuli?
A. Contextual theory C. Cognitive theory
Challenge them - offer students opportunities to undertake real challenges. 0 Behaviorist theory D. Constructivist theory
Encourage them to take intellectual risks.
Build on strengths first - Opportunity to use their talents to achieve success. Analysis
Offer choices - offering choices develop ownership. When child makes deci Option A - it explains that learning is greatly affected by the kind of environment
sions he/she is more likely to accept ownership and control of the results. an individual lives in.
Provide a secure environment which permits children to fail without penalty. Option B - is the correct option. It tells about how behaviors are required and de
Learning how to deal with failure is critical for developing motivation and suc veloped through external stimuli.
cessful learning. Option C- it tells about psychological factors that influence the behavior of people
Option D - learners build or construct their own knowledge
2. Ms. Erika in her Biology class accompanies her discussion with Interesting visual
aids. She stoongly believes that students team better when lessons are presented
with images, real or Imagined aside from mere lecture method. Which learning
theory does she upholds?
Dual-Coding Theory
ET Information Processing Approach
C. Meaningful Reception Learning Theory
D. Social Cognitive Theory
Analysis
Option A - is the correct option since the teacher uses both mental images and
verbal representations as tools in affecting learning
48 PNU L E T Reviewer I rof. Marivilla Lydia B. Aggarao and Dr. Betrina Philomena M. Sedilla
P ro fe s sio n a l E d u catio n P rin c ip le s an d T h e o r ie s o f L e a r n in g an d M o tiv atio n
Option B - it tells about gaining Insight in understanding information Option D - is the correct answer. It tells about how people team through observa- .
Option C- it talks about relatedness between previeusly known information to new flan, imitation and modeling
information tom make learning more meamngful
it tells about gaining insight in understanding information . 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or
Option 0 - it explains that students learn by what they see on a leash. What feature of classical conditioning is exhibited?
(S i Discrimination C. Generalization
3. Miss Calma is an excellent Physical Education teacher. She started teaching volley K Extinction D. Practice
ball to her grade 2 class. Despite aHher efforts her class (toes not seem to learn
how to play the game. What law of learning was disregarded? Analysis
Option A - is the correct answer. Responding differently to similar stimuli
A. Law of disuse C. Law of exercise
Option B - process where the conditioned response Is lost
B. Law of effect Law of readiness
Option C- responding the same way to a similar stimuli
Analysis Option D - this is not a feature of classical conditioning
Option A - connections are weakened when practice is discontinued
Option B - this law states,that connections are strengthened when it has a satis 6. A Music teacher is careful in planning activities for each lesson. He praises liberally
fying effect and rewards correct answers. What view of taming is exhibited?
Option C- connections are strengthened or weakened depending on the number of A. classical conditioning /Cy* operant conditioning
times it occurs and In proportion to the average vigor and duration of the connection 8. meaningful learning social learning
Option D - the lawthat states Biat students will learn when they are ready to do so 7. Which of the theories of learning presents or states that learning skills are hierar
chically arranged?
4. Teacher Jay, a physical educationteacher, demonstrates the new skill to be Cumulative Learning C. Social Cognitive Learning
learned so that his students can watch him and later reproduce me skin. What B. Meaningful Learning 0. Theory of Instruction
learning theory is associated wiffiTfie SMBOn? 8. Which of the following best describes what meaningful learning is?
. fQ Dual-Coding Learning Theory C. Schema Learning Theory A. When what is to be learned is new and easy for the students
B. Information Processing D, Social Learning^ 8. Materials presented are difficult and challenging to the students
C. When the materials to be learned is related to what students already know
Analysis 0 Students find the lessons easy and relevant, to what was assigned to them
Option A - it mentions about mental Images and verbal descriptions as tools for
9. Manessa easily remember dates and events in history, What component of LTM
retaining information . . .
does Vanessa have? jg g U ^
Option B it explains that ar>individual teams when the human mind takes in Infor
A. Creative th in k io g - r ^ ^ J f t ) Reflective thinking
mation, perform operation in it and retrieve when needed
B. Critical thinking v0; Logical thinking '
Option C - it discusses how prior knowledge helps the learner understand new
information in the learning process EM-
......... ...................... mm ... ...............................
Prof. M arivillj Lydia B.Aggarao and. Or. Bectina Philoruena M. Scdiila PNU L E T Reviewer 49
* P rin cip les a n d T h e o rie s o f L earn in g-an d M o tiv atio n
10. An Earth Science teacher has Just completed a unit on the sun. As she organizes
16. Vygotsky claimed that social interaction Is important for teaming. What does this
her next unit on other stars, she uses the sun as a frame of reference. What view
imply?
of learning was used? -
Aq Children are independent'problem solvers
A. Discovery learning _ ing & Children learn from adults arid other children
B. Information teaming
C. Children learn well by passive presentation of information
11. Which is an application of cognitive approac 0. Children In the crib has no learning yet since they are not capable of interaction
A Explain the reasons for studying the topic 17. How would you help a student who is intelligent but is underachieving in class?
^ Create a supportive classroom climate for students A. Provide challenging activities which he / she can accomplish
C. Provide clear and prompt feectoack on assignments B. Recognize his talents by asking him/her to help other students with their
0. Begin lessons with challenging questions and conflicting events ^ .w o r k
12. The first people power was held in February 25,1986. What kind of knowledge "(g j) Identify the immediate causes of difficulties that cause his/her being an un
ispresented?
derachiever.
C. domain-specific knowledge 0. Allow him/her to work with the slow learner group to cope with the academic
D. procedural knowledge needs of the lesson.
13 _____ s were not able to team the concepls that she presented 18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized
yesterday so she taught the same concepts again but this time using a different and clean. She puts up interesting and colorful visuals on the bulletin boards. What
teaching method. What principle of teaming was applied? principle of motivation was applied?
( a) Concepts should be presented in varied and different ways A. Incentives motivate learning
B. Effort was put forth when tasks are challenging B. Internal motivation Is longer lasting and more self-directive than is external
C. Learning by doing is more effective than just by sitting and listening motivation
D. Learning is aided by formulating and asking questions C. Motivation is enhanced by the way in which instructional material is organized
14. Alvin Is a transferee and feels uneasy with his new school. His teacher is very 0 The environment can be used to focus the student's attention on what needs
accommodating, warm and caring. Alvin felt comfortable with the teacher's display to be learned.
of genuine warmth. The teacher is consistent in his manner and AMn begaff to 19. For eveiy correct answer the teacher would give a star to her students. What
r's warmth. Which theory is being illustrated? schedule of reinforcement was used?
Classical conditioning
$ fixed interval G. variable Interval
D. Observational learning
8^ fixed ratio 0. variable ratio
15. After Just being introduced to another guest in the party, Tom cannot remember 20. Marga, a six year oid, always asks her playmates to sit in front of her small black
the name of the-guest he was introduced to. in what memory stage was the infor board aqd she plays teacher. Her mother is a teacher. What theory explains Margas'
mation stored in? behavior?
ft episodic memory sensory memory
Classical conditioning JL Social learning
t. semantic memory D. Working memoiy
w Operant conditidning D. Information Processing
50 PNU L E T Reviewer
Prof. MariWlla Lydia B. Aggarao and Dr. Bectina Philonwna M . .Sedilla
P ro fessio n al Education P rin c ip le s an d T h e o rie s o f L e a r n in g an d M otivatio n
21. What should the teacher do to help students learn psychomotor skills? PART 111- ENHANCING TEST TAKING SKILLS
A. Teacher uses verbal explanation and description erf the movements in addition
to live demonstration of the movements
B. Teacher provides feedback to the learner about his/her progress D irections: Enhance your test taking skills by answering the items below. Write only
C. Teacher encourages the learner to practice, in order to maintain his/her sharp- the letter of the best answer. .
^ ness of the movements.
(D /A ll of the above 1. Based on Bandura's theory, which conditions must be present for a student to
22. The teacher presented a new lesson where in the students were asked to work leam from a model?
on a new project which was somewhat complicated. The students showed interest I. attention II. retention 111. motor reproduction IV. motivation
while working on the project. What principle applies to the situation? A. I and II
A. Effort was put forth when tasks are challenging I, II and III
Lessons should be presented in varied and different ways I, II, III, and IV
Meaningful materials are readily learned than nonsense materials III and IV
D. Teachers shouldprovide opportunities for meaningful and appropriate practice 2. Which of the following principles of learning applies to considering student's age in
23. Maturation should precede certain types of learning. How is this applied in the anting certain content and cognitive processes?
classroom? Principle of readness
(fih concepts should be taught from simple to complex Principle of teaming by doing
Consider the age level of students in teaching certain concepts C. Principle of presenting challenging tasks
C. Follow the Interest of students in assigning tasks 0. Principle of teaming aided by formulating and asking questions
D. Give the same task to aHstudents in a particular grade d 3. in classical conditioning, which are paired together in order to elicit the desired
24. Luz easily learns a lesson when she is working w it laboratory equipment but response?
hardly remembers a lesson the teacher lectured on. What type of learner is Luz? L UCSandNS UCSandCS
A. Auditory Learner Tactile Learner B. CSandNS T). UCHandNS
B. Kinesthetic Learner ID. Visual Learner 4. According to Thorndikewhat law states that the strength of a connection is
25. Which ofthe following statements about motivation is false? influenced by the consequences of the response?
n u External motivation is longer lasting and more self-directive than internal mo A. Law of disuse Law of exercise
tivation B. Law of effect D. Law of readiness
B. Internal motivation is fueled by one's goals or ambitions 5. A burglary occurred in Jason's neighborhood. Since then, Jason is very careful
C. Motivation is enhanced by the way in which the instructional material is or- of locking their doors and closing windows. What theory best explains Jasons
___ t_^ *
gantzed behavior? - . -
D. Motivation to perform is affected by expectancy'and value A. Observational learning X . Self-regulated learning
B. Imitation learning ( & ) Vicarious learning
.Prof. Mirrrilla Lydia B. Aggarao and Or. Betcina Philomeoa M. Sedilla PNU L E T Reviewer 51
P rin c ip le s aiid T h e o rie s o f L earn in g and M otivatio n
6. In observation and imitation learning, what should Be the learners response when 12. Marko excels in adding numbers. He learnetf this skill in his Math class. He is now
the teacher initially models the behavior? able to apply this skill in his Music class.,Whayype of transfer was used?
A. reproduce and match n p imitate and practice A. Lateral transfer " (CJ Specific transfer
j3. pay attention u. shows satisfaction . B. General transfer D. 'Vertical transfer
7. What is the correct sequence of information processing? 13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of
(fT/Sensory register-STM-LTM . reinforcement is used by Mr. Lotenzo?.
a STM-sensory register- LTM Fixed interval ,C. Variable interval
C. Sensory register-LTM-STM 1Fixed ratio D. Variable ratio
D. LTM-sensory register-STM 14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers
8. What should be the hierarchy of the types of learning according to the cumulative in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining
learning theory? information is referred to?
1. problem solving learning w Chunking C. Rehearsing
2. rule learning B. Interfering D. Remembering
3. discrimination learning 15. Rob regularly practice playing the guitar so he can finish Book I. His mother
f
4. concept learning mised to buy him a nintendo vyhen he finishes Book I. How is Rob motivated?
A. 2-1-3-4 C. 2-3-4-1 Extrinslcally C. with Self-Determination
(g ) 2-1-4-3 _D. 2-4-3-1
Intrisically D. with Self-Efficacy
9. Which is essential in meaningful reception learning?
.16. Lara excels in dancing and in certain sports. According to Gardner what intelli-
Concepts are presented to learner and received by them,
f
nce is dominant in Lara
a Concepts are discovered by the learner
Bodily kinesthetic C. Musical
jC, Concepts are related to one another.
D. Concepts are solicited from the learners.
Intrapersonal D. Spatial
10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to
17. According to Bronfenbrenner, what system contains structures that has direct con
Study Spanish and immediately recognizes many similarities between the Spanish tact with the child?
and Filipino languages and uses this information to acquire the new language
A. Chronosystem C. - Mesosystem
iter. What kind of transfer was Grace able to use?
B. Exosystem /(^/Microsystem
Lateral transfer ^ Specific transfer
18. Some learners like to find specific and concrete answers. What kind of learners
General transfer D. Vertical transfer
are they?
11. Cristina is almost asleep when she felt the need to go to the bathroom. She fried A. Accommodate (C J Convergers
to sleep it off but after a while she was forced to stand up and go to the bathroom. B. Assimilators V- Divergers
What theory of motivation explains Cristina's behaviour?
Attribution Theory . C. .Expectancies and Values theory
Drive Theory D. Solomon's Opponent Theory
P ro i. M arivilla (.ydia B. /Vj'garao and D r. B cciin a P h iro m cn a M . S e d illa
PNO L E T Reviewer . .*
P rin cip le s an d T h e o r ie s o t'L c a rn in g anil M otivation
19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to 24. Why should teachers provide positive feedback and realistic praise?
her pupils while practicing a sewing skid. What is the value of giving verbal guidance Q y to motivate the students to study
in improving pupils learning behavkx? 6. so the students will know what to do
A. It promotes the growth of interest in the new learning tasks C. to be liked and loved by the students
jj, It serves as informational feedback D. so the students will praise him/her
C. It facilitates perfection of skills 25. Which statement does not refer to cognitive theories?
{0 ) It directs pupils' attention to more adequate and better techniques . A. prefer to concentrate on analyzing cognitive process
20.Why should learning be aided by formulating and asking questions? B. conclusions are based on observation of external manifestations of teaming
A. students will have a grade In recitation . study of tfie structures and components of information processing
believe in npn-observable behavior
f
students will develop their self-confidence
the teacher will know who among the students can communicate very well
p. the teacher will not always do the talking but the students will be given a
chance to do the same thing.
21. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of
honesty, agreed that no cabinets and book cases would be locked throughout the
day. Which principle in affective learning Is being implemented?
A. provide exemplary models
fc ) provide for appropriate practice
C. provide for pleasant emotional experience
D. provide for independent attitude cultivation
22. Instead of asking her students to write about their reaction to a story, the teacher
asked her students to interpret the story in dance form. What principle of learning
jsconsidered?
Concepts should be presented in varied and different ways
} Effort if put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting and listening
0. Learning is aided by formulating and asking questions
23. In performing the njnuet, first raise your heel, second make three steps forward,
third step makeja point. IMiat kind of knowledge was exhibited?
A. conditional knowledge ' C. dontain-specific knowledge
B. declarative knowledge (5 ) procedural knowledge
Pro MariviiU Lydia B. Aggarao and Dr. Betting PhiJomena M. Sedilla PNU LET Reviewer 53
- Principles and Strategies o f T eac h in g P ro fessio n al Education
Principles
PART ! - CONTENT UPDATE
I. LEARNING TO TEACH
and Strategies Learning to teach Is a life-long process. To become an expert teacher is a complex,.
f||H | guyilQ WffiVIVI

.It
[matter,
iw *' i miw
o f Teaching
knowledge about schools and classrooms within them and knowledge of students and
an understanding of how teachers can help in this process (Kauchack 1993).
A. Teaching - refers to the management

Prepared by:
Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan
_____ B. Content knowledge - understanding
Content Pedagogical of content + ability to translate, into
Competencies: knowledge knowledge meantogful form for students
based connections between teaching

1. Employ activities, teaching methods, and learning
instructional materials & technology, D. Strategies - research-based plans
for action
classroom management techniques
appropriate for chosen subject areas II.FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING
2. Apply appropriate principles in the pyO/1r s tf
A Lesson Clarity/-
preparation and utilization of the Teachers make their points
oints understandable and explexplain concepts clearly so
conventional and non-conventional their students can follow in a logical step by step order.
technology tools as well as traditional Teachers oral delivery is clear, audible and free from distracting mannerisms.
B. Instructional Variety .
.and alternative teaching strategies Refers to the variability or flexibility of delivery during the presentation of
the lesson ________ ________
PNU L E T Reviewer Dr. Mil. Corazon B. Sigua and Prof. C elia M . Hunan
P ro fessio n al E d u catio n ' P rin c ip le s an d S tra te g ic s o f T each in g
Includes the use of teaming materials, equipment, displays and .space in the learner is made conscious of the goals or aims to be accomplished;
the classroom it provides learning experiences;
Involves asking questions and discrimination of different question formats there is provision to meet individual differences;
C. Teacher Task Orientation ~ tfrc b w jp (fjfis m J it utilizes the past experiences of the learner;
Refers to how much classroom time theneacher devotes to the tasks of the learner is stimulated to think and reason;
it is governed by democratic principles;
teaching academic subjects ' a n c w d 0&
Takes place in a classroom where teacher-students interaction focuses the method used is supplemented by another method and instructional
more on intellectual content that allows students an opportunity to learn devices;
and have higher rates of achievement evaluation is made an integral part of the teaching process; and
Makes classroom instruction parallel to the instructional goals and curricu drill or review is made an integral part of teaching and learning.
2. According to James Mursell
lum that guide the construction of assessment of student progress
D. Engagement in the Learning Process Teaching becomes a success when it fakes into consideration the following:
Refers to the amount of time students devote to learning an.academic sub a. Principle of Context-setting and use of appropriate materials
ject ; : Level I-Textbookonly.
Is also considered as the amount of time spent tv the students in actively . Level II - Textbook together with supplemental materials
teaming the material a.k.a. the engagement rate (the percentage of time Level III - Non-academic and current materials
devoted to learning when the student is actually on task, engaged with Level IV- Mirti-sensory aids
instructional materials and benefiting from the activities being presented). Level V - Demonstration and presentation by experts
E. Student Success Rate ~ tfy d t/ ' Level VI - Field experiences
Refers to the rate at which students understand and correctly complete b. Principle of Focus -subject matter/lesson
Level I - Page assignment
exercises and activities
Consists of teacher's task orientation and student engagement as they are Level II - Announced topic together with page or chapter references
closely related to student success rate Level III-Broadconcepts
Involves organization and planning of instruction that yields moder Level IV- Specific concepts, problem, skills acquisition .
ate-to-hlgh success rates but then challenges the learner to go beyond the c. Principle of Socialization - social setting in the classroom
information given Level I-Submission
Level II-Contribution
Level Id - Cooperation and collaboration
d. Principle of Individualization -learner's purposes, aptitudes, abilities and
experimental procedures
1. According to John Dewey Level I - Uniform tasks"
Teaching is considered good when: Level II - Homogeneous grouping
the child isTnade the center of the educative process; Level'll! - Contract ptyi
it is well-planned; ' ____ ________ .
Dr. Ma. Corazoo B. Sigu&and Prof. CcJta M. I la nan PNU L E T Reviewer 55
Professional E d u catio n
P rin c ip les a n d S tra te g ie s o f T eac h in g . .
b. Cton^h8t$or^- restating b. Understand'* Determining the mealing.
Level IV- Individual Instruction previous^teamed material .of insêtiooaLrriessages/lr^loding oral,
Level V - Large units with optional related activity written;-î%)hlccommunicafion. i
Level VI-Individual undertakings ' c. Application!- using the Interpreting
e. Principle of Sequence - order/arrangement of learning tasks knowledge Jqto a rjew situ- * Exemplifying
Level I ~ logical successl6n of blocks erf content - . attoriorproblwt- > Classifying
L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews d. AnatyS&jr breaking the Summarizing
Level III - Building learners readiness knoyise^'into.pafis and Inferring
Level IV - Building from emerging meanings mak^sffilMotiîipamong Comparing
f. Principle of Evaluation-appraisal ideasr * Explaining
Level I -Through testing e. Synftesi? r producing c. Apply -JCanying out or using a procedure
. Level II- Related to objectives and processes wtioies from the parts or ' insgim:s$jefk)n,y
Level III ~ Total learning process and results producing a r ^ whote j Executing
f. Evaiuatioi-judging the Implementing
value pf toortedîofflie^ d. Analyzes Breaking material into ils constitu-
III. MANAGING INSTRUCTION material learnt . * entfHflsjfxJ.detecting howthepartsrelate
ta 0(9an#er and to an overall structure
A. Deteirnining ln ^ rtio h s j Objectives - orpurpoise.
are specific statements of intermediatej ^ r i ^ oirtcomes necessary for ac- Differentiating
Organizing
is to do atihe end of insûcQon), Attributing
Taxonomy of dbjectives , a Evaluate - Makingûdgmentstased on
1) Cognitive &orfta1n-4erf|amin Bloom- crrterla and^tgndards
- describe the knowledge that learners are to acquire; ; Oiecking
Critiquing
Oriqinat Revised Taxonomy 1 f. Create* Puffing elements together to
Uke the original taxonomy, the revision is hierar : form w&hflrMt whote*br make an original:
chical in the sense that the six major categories of
the cognitive process dimension are believed to '^nerating
differ in their complexity. Planning
Producing
a. Knowledge 4 recalling
previously leanrted material from tong-term memory.
Recognizing
Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan
ffiH P N U LET Reviewer
Prof'cssional E d u catio n P rin c ip le s an d S tra te g ie s o f T each in g
2) Affective D pifi^rtfD avld^tfw oW aid .the learner in defining his own purposes by setting
- describe thef.$itu<Ji learners are the situation for the emergence of a desirable purpose.
start from what is known already to the students. *
be based on the accepted, welt-integrated educational
i f , theory and practice which is designed;to unify the work
b. jpcttngjo in event through participation of teaching and teaming.
c. - e va liltii^^fe fs iB the form of acceptance, pref: provide the learners with numerous and diverse learning
'MmcoimiMnMnf experiences or activities.
v3*068 in:r^ttontofeÔ lher challenge and encourage the learner to further activities
lêcordancewith the accepted value which involve the process of differentiation and integra
tion.
SHrfipson provide opportunity for the learner to ask and answer
learners aretDinaêr questions.
of sensoiy stimulus be supplemented by other methods.
/knows 3) Types of teaching approaches/methods/strategies
Direct/ /Teacher-centered approach - is teaser-centered/
controlled; teachers transmit Information directly to the learner
a) Deductive method- This method begins with a lute or
i - modfles lets for special problems generalization that is applied to specific cases or examples.
^creates new movement patterns /showscreativtty It aims to test the rule or solve the given problem, ft is the
opposite of inductive method.
B.
1) Factors to Consider in Choosing a Method b) Demonstration or Showing method- Learning by obser
a. Objectives vation & imitation.* in this method, the teacher (or a select
b. Subject matter group of pupils) performs the activity. The demonstration
c. Learners may be live, filmed or electronically presented. The class
d. Educational technology learns through observation and/or practice with real equip
e. Teacher ment and simulators.
f. School environment c) Lecture method- Lecture is a teaching procedure for dari-
g. Safety measures fyfrig or explaining a major Idea cast in the form of question
2) Principles for Determining Method or problem (Bossing). This is'very effective when the lecturer
The method must: has the lnformadon or materials which pupils do not have;
utilize the theory of self-activity. thus, imparts information and develops critfcal thinking,
utilize the laws of teaming.. largely by the use of the verbal message, with minimal class
Dr. Ma. Corazon B. Sigua and Prof. Celia M, Ilsuian PNU LET Reviewer 57
P ro fe ssio n al E d u catio n
P r in c ip le and Stra tegic? o f T each in g
1) 1Project method- This method is characterized by learners

participation. This is also considered as the most authorita
tive method of teaching: planning, directing and executing activities which are
purposeful, natural, lifelike and significant. Projects may be
. Indirect/Leamer-centered approach - is ieamer-controtfed;
classified as physical material projects, learning projects
students search for information
a) Concept deveiopment method- Subject matter is taught to and intellectual or problem projects.
enabtepuplls to develop concepts. (A concept is an idea oc OtherModels /Teaching Strategies
a) Brainstorming- is a process forgenerating creative ideas
representation of the common element or attribute by which
and solutions through Intensive and freewheeling group
groups or classes may be distinguished. It is also a general
idea or understanding, especially one derived from specific discussion. It consists of individuaTor more in which a delib
erate attempt Is made to think creatively about all possible
instances or occurrences) This method irwotves the essen
approaches and solutions to a given problem.
tial components of higher-order thinking skills like listing,
b) Constructivist Teaching- believes that learning occurs as
grouping, labeling, regrouping, and synthesizing.
learners are actively involved in a process (rf meaning and
b) Discovery mettjod-thte meftod refers to aninductive
knowledge construction rattier than passively receiving
method in guiding learners to discuss and organize ideas
information. Learning becomes possible when tasks are
and processes by themselves. They wilt undergo the pro
authentic, set in a meaningful context and related to the
cess of observation, comparison and abstraction, general
real world. At the end, critical thinkers, motivated and
ization and application. It means keeping them use ideas
independent learners are created.
already acquired as a means of discovering new ideas.
c) Cooperative teaming - It is a successful teaching strategy
c) Inductive method- This would help pupils discover import
in which small teams, each with students of different levels
ant rules or truth tor themselves through careful observa
of ability, use a variety of learning activities to improve their
tions of specific cases or examples leading to generaliza-
understanding of a subject. Each member of a team is
tions. lt Is the opposite of deductive method.
responsible not only for learning what is taught but also tor
d) Laboratory method- This method is effectively used In
helping teammates learn, thus creating an atmosphere of
Science and other related subjects. Apparatus and materials
achievement
are used to discover or verify facts and to study scientific
d) Distance Learning^ or distance education is a mode of
' relationship. Activities range from observation to investiga
delivering education and teaching, often on an individual
tion/experimentation, which in turn provide learners with
basis, to students who are not physical present in a
firsthand experience,
traditional setting such as a classroom. It provides access
. e) Problem-solving method- This is an application of John
Dewey's reflective thinking theory. This makes use of a to learning when the source of information and the learners
are separated by time and distance, or both."
problem as a nucfeus which will make pupils work toward
its solution. Essentials to tills are statements of the problem
& hypothesis and evaluation & verification of solutten/result.
Dr. Ma. Curazon-fl. igtui ami Prof. Celia M. Hand!)
PNU LET Review er
P ro fe ssio n a l Education Principles and Strategics o f Teaching
_ .T|-----r._l,.|.-iww .Ml .1
h) Multiple Intelligences (Ml) - Developed by Howard Gardner,
Ml. believe that children's thinking and learning skills vary
widely from child to child. It aims to develop learners who -
are analytic, interactive & introspective. Listed below are the
nine intelligences human beings are said to possess:
- Verbal-Linguistic - well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of
words
Mathematical-Logical - ability .to think conceptually and
abstractly, and capacity to discern logical or numerical
patterns
Musical - ability to produce and appreciate rhythm,
pitch and timber
Visual-Spatial - capacity to think in images and pic
tures, to visualize accurately and abstractly
Bodily-Kinesthetic - ability to control one's body move
ments and to handle objects skillfully
Interpersonal - capacity to detect and respond appro
priately to the moods, motivations and desires of others.
Intrapersonal - capacity to be self-aware-and in tune
with inner feelings, values, beliefs and thinking processes
e) Dale's Cone of Experience - a pictorial device that presents
Naturalist - ability to recognize and categorize plants,
bands of experience afranged according to degree of
animals and other objects in nature
abstraction. .
Existential - sensitivity and capacity to tackle deep
f) Held trip- It occurs outside the classroom and offers an
questions about human existence, such as the meaning
opportunity for students to get exposure to 'real" people and
of life, why do we die, and how did we get here,
events and tt opportunity to make connections with ofoers.
i ) . Panel- This consists of a group of three to six persons
g) MetawgnitlveTeaching- Thinking* about thinking."
having a purposeful conversation on. an assigned topicwith
Teachers guide ieSmers to become more strategic thinkers
or wHhput active partfcijjation by ttte audience. The panel is
by helping them understand the. way ttiey are processing
usually seated at a table in fuD view of toe audience.
hfprmafai. It can be done using any of the foflowlng
' processes: advance organization, organizational planning,. j) Peer Tutoring - the assignment of students to help one
another on a one-on-one basis or In snail groups in a
directed attention, selective attention, self-monitoring,
variety of situations.'
self-evaluation, auditory representation.
Dr. Ma. Corazon B. Sigua and Prof- Celia M. Itanan PNU L E T Reviewer 59
Prin cip les an d Stra tegies o f T each in g . . . Professional E d u catio n
. *
k) Problem-based Learning- challenges students to leam C. Determining Learning Activities' *
through engagement In a real problem. Learning takes . 1 Are activities engaged in by the learner for the purpose pf acquiring cer
- place within the contexts of authentic tasks, issues, and tain skills, concepts, or knowledge with or without teacher's guidance. It
problems-'-that are aligned with real-world concerns. provides opportunities for students to model ways of thinking and learning,
I) Reflective Teaching - is a response to past experience and. practice skills and processes, extend knowledge, learn from a wide range
involves conscious recall and examination of the experience of sources (including othsr students), gain feedback on progress, engage
as a basis for evaluation and decision-making ami as a deeply in the subject matter, and participate actively in the learning process.
source for planning and action, 1) Principles in Selecting Learning Activities
m) Role playing- It involves a spontaneous portrayal (acting a) Learners must profit from the experience.
put) of a situation, condition, or circumstance that is similar b) Learning activities must provide for the attainment of a set
to real-life. of objectives.
n) Simulation- is an enactment of a make believe episode as c) Learning activities must be authentic and contextualized to
much like the real thing as possible, meet the needs and interests of the learners.
o) Small-Group Instruction- Works best in rooms with mov d) Learning activities must challenge the learners to ask
able furniture. It can provide interesting challenges, permit . questions.
students to progress at their own pace, provide a psycho e) Learning activities must provide opportunities for content
logically safe situation in which to master the material, and mastery as well as broad and deep study.
encourage them to contribute to class activities. Grouping 2) Criteria in Selecting Leaning Activities
may be done using ability, interest, skill, viewpoint activity . a) Appropriateness
or project, integration and arbitrary, b) Feasibility
p) Socratic method- question and answer used by Socra c) Variety
tes. The teacher does not give information directly but d) Optimal value
instead asks students series of questions. Its goal is to D. Determining Instructional Materials
hefc students process information and engage In deeper Consist of educational resources used to improve students' knowledge,
understanding of topics. It can be used at any grade level abilities, and skills, to monitor their assimilation of information, and to con
and with ail subject areas, and lessons can be adapted to fit tribute to their overall development and upbringing.
a changing society 1) Types of Instructional materials
q) Symposium- Is a formal activity where two to five persons a) Concreteobjects - Includes objects from nature
talk on or discuss a .topic, especially an academlctopic or b) Representations of concrete objects and phenomena -
social problem before an audience. Includes three-dimensional materials (castings, globes, and
experimental models), two-dimensional materials (charts,
pictures, photographs, maps, diagrams, and drawings), and
PN U LET Review er Dr. Ma. Corazon B. Sigua and Prof. Celia M. llanan
P rin cip les an d S tra teg ie s o f'T e a c lu n j1,
P ro fe ssio n a l Ed ucatio n
Components
audiovisual materials (motion pictures, film clips, filmstrips,
slide sequences, transparencies, records and tape record 1 Hunter Gagne Slavin , Good&Brophy
ings, and radio and television broadcasts). 1. Review 1. State learning 1. Review
c) Descriptions of such objects and phenomena - includes objectives.
scientific, scholarly, reference, and methodological teaching
2. Anticipatory 1. Gain attention 2. Review
aids, as well as textbooks, books of problems and exercises,
set prerequisites
books for recording scientific observations, laboratory
3. Objective 2. Inform ieamer
manuals, manuals for production training, and programmed
of objective
textbooks
3. Recall prior
2) Principles in the Selection and Utilization of Instructional Media
knowledge
a) Motivation
b) Individual differences 4.- Input 4. Present the 3. Present new 2. Development
c) Learning objectives , stimulus material
d) Organization of content . material
e) Preparation for learning 5. Modeling 5. Provide learn 4. Conduct 3. Assess
f) Participation ing guidance learning
g) Feedback probes
h) Reinforcement 6. Check for 6. Elicit perfor
i) Practice understanding mance
j) Repetition 7. Guided prac 7. Provide
ty Application tice feedback
E. Determining Evaluation instrument 8. Independent 5. Provide 4. Seatwork
Any of the means by which one obtains information on the progress of the practice independent
learner and the effectiveness of instruction practice
8. Assess 6. Assess S. Accountability
performance performance
IV. LESSON PLAN & provide .
feedback
A daily plan 9. Ensure reten; 7. Provide prac- 6.* Homework
' Setsforth the proposed program or instructional activities foreach day- tion & transfer #ce&review
Is the Instructors road map of what students need to leam and how it will * * 7. Special.
be done effective during the class time reviews
Dr. Ma. Cohoon 8. Sigui and Prof?Celia M. Uanan

P rin cip les and Stra teg ies o f T eaching
fewards to slaborate reinforcement training.

V. CLASSROOM MANAGEMENT
* Assumes that behavior Is shaped by the environment and pay
little attention to the causes of problems
Classroom management is an integral part of teaching and techniques of managing 4) Group Managerial Approach
students must be delivered skillfully by the teacher;The teacher's personality, philosophy m Based on Jacob Kounin's research
and teaching style will directly affect his or her managerial and disciplinary approach. - Emphasizes the importance of responding immediately to group
' students behavior that might be inappropriate or undesirable In
Following are approaches grounded m research and are applicable in the classroom. order to prevent problems rather than having to deal with them '
They are distinct from each other yetshare common features. All are based on a mixture
after they emerge
of psychology, classroom experience and common sense. All blend elements of preven
* If the misbehavior is not noticed, is ignored, or is allowed tc
tion with techniques for intervention (Omstein, 1990).
continue for too long, It may create a ripple effect*
5) Group Guidance Approach
A. Approaches to Classroom Management Based on the works of Fritz Redl
1) Assertive Approach m Focuses on manipulating the surface behavior of the students
Based on Lee and Martens Canter's model of discipline in which on a group basis
teachers insist on responsible behavior by their students Discipline and olassroom control are produced through group
Expects teachers to specify rules of behavior and consequences atmosphere and enhanced group support
for disobeying them and to communicate these rules and con 6) Acceptance Approach
sequences dearly m Rooted in humanistic psychology
Assumes that classroom management liberate students because Mahtains that every person has a prime need of acceptance
it allows them to develop their best traits, skills and abilities, and Also based on the democratic model of teaching in which the
provides them with psychological security in the classroom and teacher provides leadership by establishing roles and conse
an effective learning environment quences but at the same time allows students to participate in
2) Business-AcademicApproach decisions and to make choices
Developed by Evertson and Emmer, emphasizes the organization 7) Success Approach
and management of students as they engage In academic work Rooted In humanistic psychology and democratic model of
Involves a high degree of'time on task* and'academic engaged leaching
time* for students. The idea is that when students are working . Deals with general psychological and social conditions. Teacher
on their tasks there is little opportunity for discipline problems should not excuse bad behavior on the part of the student They
to arise. need to change whatever negative classroom condition exists
3) Behavioral Modification Approach and improve conditions that will lead to student success.
Rooted in the classic work of James Watson and the more recent
work of B.F. Skinner
It involves a variety of techniques and method ranging from simple
Or. Ma. Corazon R. S igua and Prof. Celia M. Ilanan
P ro fe ssio n a l E d u catio n P r in c ip le s a n d S tra te g ic s o f T e a c h in g
B. Management Routine PART II - ANALYZING TEST ITEMS

Routine is simply a set of procedure tor handling both daily occurrences and
minor interruptions of instructions
1) ADVANTAGES D irections: Read and analyze each item and select the correct option that answers
a) Students will have more opportunity to learn and achieve each question. Analyze the items using the first 5 items as your sample. Write only the
more. letter of your choice in your answer sheet.
b) Teachers can devote more time for quality instruction.
2) EXAMPLE . 1 . To ensure that the lesson will go on smoothly, Teacher A listed down the steps she
a) Checking of attendance will undertake together with those of her students'. This practice relates to
b) Distribution of Materials A. Teaching style C. Teaching strategy
c) Submission of test papers B. Teaching method D. Teaching technique
d) Coming in and going out of the classroom
I
Hie correct option is B because teaching method consists of steps which are logi- |
e) Payment of fees
cally arranged aimed at achieving the specific aims of instruction. I
C. Management of Time
The quantity and quality of academic instructional and engaged time affect
student performance. Time in school can be divided into 4 categories relating to 2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day.
academic work (Omstein 1990). However, the chemicals are insufficient. What method may then be used?
1) Mandated time - the number of days and hours in the school calen A. Project C. Lecture
dar specified by the state and school laws. B. Laboratory D. Demonstration
2) Allocated time - the portion of time in school allocated to different The correct option Is D because the insufficiency of chemicals to use dictates that
subjects and other activities in academic and non-academic areas the teacher performs the experiment while the rest of the class observes.
3) Academic Instructional time - the time the-teacher actually spends 3. Teacher C gives the class specific topicas assignment which they have to research
in class giving instruction through various means In particular sub and pass the following day. However, the students could not find any information
jects and skills about it. What method should Teacher C use to teach the assignment?
4) Academic-engaged time - the time the students spend in performing A. Project method C Lecture method
academic work B. Discovery approach D. Demonstration method
_
The correct option is C because lecture method is effective when the lecturer or
teacher has the information or materials which students do not have.
4.. Pictures, models and the Hke arouse students' interest on the day's topic. In what
part of the lesson should the given materials be presented?
A. Initiating activities C. Evaluation activities
B. Culminating activities D. -Developmental activities .
Or. Ma. Corazon B. Sigua and Prof. C flia M. Il.in.-in PNU LET Reviewer M f K t
P r in c ip le ^ ln d S tr s ^
9.. Devices can make a lecture more understandable and meaningful. What is the
The correct option is A because instructional materials like picture Is used to most important thing a teacher should consider In the selection and utilization of
motivate the students. This takes place at the start of the lesson, i.e., during the instructional materials?
Initiating activities. A. Objectives of the lesson
B. Availability of instructional materials .
5. In Bloom's taxonomy of educational objectives, the.domains are stated from lowest . C. Attractiveness of instructional materials
to highest level. Which of ttie following objectives belongs to the lowest level?' D. Degree of interest on the partof the students
A. To identify the characters in the story. 10. Teacher E asks student A to identify and analyze events, ideas or objects in order
B. To differentiate active from passive voice. to state their similarities and differences. In which part of the lesson does said
C. To give the available resources that could be recycled to useful things. activity take place?
D. To explain the procedure in changing improper fraction to mixed number. A. Preparation C. Application
The correct option is A because identifying the characters in the story requires B. Generalization D. Comparison & abstraction
simple recall of information from the text read; a characteristic of information in 11. Which part of the lesson is involved in the giving of situation or activities based on
the knowledge level which is the lowest level in Bloom's taxonomy. the concepts teamed?
A. Preparation C. Application
6. The class of IV - KaHkasan is tasked to analyze the present population of the dif B. Generalization D. Comparison & abstraction
ferent cities and municipalities of the National Capital Region for the last fiveyears. 12. Teacher F wants the class to find out the effect of heat on matter. Which method
How can they best present their analysis? will help him accomplish his objective?
A. By means of a tableC. By means of a graph ' A. Project method C. Problem method
B. By looking for a patternD. By guessing and checking Laboratory method 0. Expository method
7. There are several reasons why problem-solving is taught in Math. Which is the 13jn Math, Teacher Gpresents various examplesof plane figures to her class.Afterwards,
LEAST Important? she asks the students to give the defWtion of each. VVhat method did she use?
A. It is the main goal for the study of Math. A. Inductive C. Deductive
B. It provides the content in which concepts and skills are learned and applied. B. Laboratory D. Expository
C. It provides an opportunity to develop critical and analytical thinking. 14. Teaching Tinikilng to l-Mallksi becomes possible through the use of
0. It provides pupils an opportunity to relate Math with the real world. A. Inductive method C. Demonstration method
8. Teacher D teaches in a remote high school where newspapers are deRvered irreg B. Expository method D. Laboratory rneflwd
ularly. Knowing the importance of keeping the students aware of current affairs, 15. What is the implication of using a method that focuses on the vdiy rather than
what is probably the best way to keep the students updated? the how?
A. Gather back Issues of newspapers and let pupils compile them. A. There is best method.
B. Urge the pupils to listento stories circulating In the community. B. A typical one wiH be good for any subject.
C. Encourage the pupils to listen to daily broadcast from a transistor radio. C. These methods should be standardized for different subjects..
D. The teacher should try-all available means to get the newspaper delivered to D. Teaching methbds should favor inquiry and problem solving. ______
the school. '
Dr. Ma. Corazon B. Sigua andlProf. Celia M. flanan
64 [PNO L E T R eview er
P ro fessio n al Education P rin c ip le s am i S i r a r e lic s o f Teaching
16 . When using problem solving method, the teacher can 22. Educational objectives are arranged from simple to complex. Why is this?
A. set up the problem A. Each level is built upon and assumes acquisition of skills from the previous
B. test the conclusion level.
C. propose ways of obtaining the needed data B. Objectives are broad and value-laden statements that lead to the philosophy
D. help the learners define what is It to be solved of education.
17. Which of the following characterizes a well-motivated lesson? .. C. Be idealistic and ambitious to begin with grandiose scheme for using taxon
A. The class is quiet. omy in all levels.
B. The children have something to do. D. These are guidelines to be taught and learned where teachers and students
C. The teacher can leave the pupils to attend to some activities. evaluate learning.
D. There are varied procedures and activities undertaken by the pupils. 23. Which of the following is NOT true?
1Steamers must be developed not only In the cognitive, psychomotor but also in the A. Lesson plan should be in constant state of revision.
affective aspect. Why is development of the latter also important? . B.. A good daily lesson plan ensures a better discussion.
A. it helps them develop a sound value system. C. Students should never see a teacher using a lesson plan.
J B. Their actions are dominated by their feelings. 0. AHteachers regardless of their experience should have daily lesson plan.
C. It helps them develop an adequate knowledge of good actions. 24. in Music, Teacher I wants to teach the class how to play the piano in the Key ol C.
0. Awareness of the consequences of their action is sharpened. Which of the following should be his objective?
19. Which of the following attributes characterizes a learner who is yet to develop the A. To play the piano in the key of Cchords
concept? B. To improve playing the piano in the key of C
A. The Ieamer can identify the attributes of the concept. C. To interpret property the chords of Key of C in the piano
B. The Ieamer can summarize the ideas shared about the concept. 0. To exhibit excellent playing of piano in the key of C
C. The Ieamer can distinguish examples from non-examples. 25. When using instructional material, what should the teacher primarily consider?
D. The Ieamer gets a failing grade in the test given after the concept has been A. The material must be new and skillfully made.
discussed. B. It must be suited to the lesson objective.
20. The strategy of teaching which makes use of the old concept of each-one-teach- C. The material must stimulate and maintain students' interest.
one' of the sixty's Is similar to D. It must be updated aid relevant to Filipino setting. .
A. peerleaming C. partner teaming
B. independent teaming D. cooperative learning
21. Which part of the lesson does the learnerglvea synthesis of the things learned?
A. Motivation E&luation
B. Application D. Generalization
Dr. Mb. Corazoti B. Si;u.i aiiii Prof. CeJia JVfJUnah PNU LET Reviewer 65
P rin cip le s an d S tra teg ies o f T each in g
T
6. Whichof the following readingskill'belongs to a higher level?
PART III - ENHANCING TEST TAKING SKILLS A. drawing conclusion C. following directions
B. stating the main idea ' D. noting specific details
D irections: Enhance your test taking skills by answering the items below. Write only 7. Which of the following questions is classified as low level?
the letter of the best answer. A. What is Science?
B. How is city differentiated from a province?
1. Student A wishes to write a lesson plan. Which question should s/he asks herself/ C. If given the chance to become a government official, what reform/s will you
himself first? advocate? Why?
A. What materials will I need? D. Who among the Filipino heroes and heroines do you like best? Explain.
B. How will I get things started? 8. Why does the teacher have to plan the day's activities?
C. What do I want to accomplish? A. This is expected by pupils.
D. What exercises will I give my students? B. This is required of a teacher.
2. Which of the following characterizes best an effective classroom manager? One C. The ability of the teacher is
who is friendly yet D. The accompfehment of the objectives Is dependent on the plan.
A rigid C. business-like 9. Which of the following should the teacher use to start the class discussion?
6. demanding D. buddy-buddy A. Narrow question C. Memory question
3. Which of the classroom activities below is effective? B. Convergent question 0. Divergent question-
10. What of the following characterizes best a well-managed class? When learners
_A_ The concept learned is applicable to daily life.
B. The technfyues and approaches used are varied. A. are controlled by the teacher
C. The variety of instructional materials used Is evident. B. blindly obey teachers'instructions
D. The laughter and erôyment of students are contagious. C. pursue their task without inhibition
4. When is praise effective? When it D. are engaged in an activity that leads them to realize the set goal
11. Which of the following belongs to a Iower-order thinking skills?
A ;. describes students present accomplishments
A. Teaching for meaning
B. shows spontaneity, variety and other signs of credibility
B. Encouraging creativity
C. focuses students attention on their own task relevant behavior
0. provides information to students about their competence and the value of C. AsWng convergent questions
. Making the students aware of their mental processes
their accomplishments .
5. .Which of the following is a divergent questiqri? 12. When should Teacher Mundertake the task of setting up routine activities?
A. How is water purified? . A. Every homeroom period
_B. On the very flrstday of school
B. What are the parts of a sentence?
C. What is the most populated country in Asia? C. -Every day at the start of the session
0. What is the formula in getting the weight of an object? D. As soon as the students have adjusted to their schedule
PNU LET Reviewer Dr. Ma. Corazon B. Sigua andProf. Celia M. jflanan
P ro fessio n al E d u catio n P rin cip le s an d Stra tegies o f T eaching
13. Which of the following marks a conducive environment? 20. Asking a series of questions to a student is a violatidh of which technique in ques
. A.Excessivepraise C. Long assignments tioning?
B.Individual competition D. Cooperative learning k _ Wait time C. Redirection
14. Which of the following helps develop critical thinking? B. Prompting questions D. Probing questions
A. 'Asking low-level questions 21. Which of the following should Teacher 0 practice more if he wants tp give his
B. Blind obedience to authority students the opportunity to think critically?
C. Asking convergent questions A. Provide questions witfi dues
D. Willingness to suspend judgment until sufficient evidence is presented J j, Give questions that require analysis
15. Teacher N wants to develop the comprehension skills of his pupils. How should his C. Give questions that deviate from the main topic
questioning proceed? D. AKow the children to ask questions during class discussion
I. literal II. Interpretation IH. Critical IV. Integration 22. Which guideline In asking questions must Teacher P use to develop reflective
thought and critical thinking among her learners?
A I, II, ill, IV C. I, II, IV, III.
. B. I. Ill, II, IV D. IV, III, 11,1 A. Probing C. Wait time
16. Which of the following counters the teacher's role as facilitator of learning? ET Prompting D. Redirection
A^ Does more talk than learners 23. Whfch of the following practices Is an effective way to start a lesson?
IT Does less talk compared to learners ' A. Checking the attendance
C. Makes use of interactive teaching strategies B. Scolding someone who was iate
0. Caters to multiple intelligences in the classroom C. Evaluating the work done the previous day
17. Which of the following practices violates the guidelines in asking questions? D. Reminding the pupils of standards of listening
A. Avoid cognitive memory questions 24. Which of the following routines is the best way to start a class?
B. Call on pupils before asking the questions A. Ringing the be!
C. Use probing questions to follow up incomplete answers . B. Greeting each other
D. Sequence questions so that higher level questions build on the answers to C. Making the children line up
tower level questions D. Asking the children to clean the room
18. Which of the following shows cooperation? 25. What Is the most effective way to distribute papers/materials in class?
A. Doing all the work alone A. Give pupils papers one by one.
0. Let pupils come to the teacher one by one.
B. Letting others copy from you -
C. Collaborating with others the group C. Ask a leader pupil todistribute the papers.
0. Allowing others to dominate in the decision-making . D. Instruct pupils to Get one and pass'.
19. Which of the following violates good discipline?
A. Practice C. Modeling
B. Attention . D. Punishment
Dr. Ma. Cora/.on B. Sigua and Prof". Celia M. Hanan

PNU L E T Reviewer W ffi
C u rricu lu m D evelo p m en t P ro fessio n al E d u catio n
C urriculum : C oncepts, Nature and Purposes
Curriculum 1. FUNDAMENTAL CONCEPTS IN CURRICULUM

.
Curriculum as a cumulative tradition of organized knowledge
Curriculum as an experience .'
Curriculum as an instructional plan
Curriculum as an instructional outcome
Levels of Curriculum
. Prepared by: societal level of curriculum - the farthest from the learners since this is
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga where the public stakeholders (politicians, special interest groups, admin
istrators, professional specialists) participate in Identifying the goals, the
topics to be studied, time to be spent in teaching/learning, and materials
Competencies: to aid instruction:
institutional level of curriculum - refers to the curriculum derived from the
1. Apply approaches to societal level, with modification by local educators or lay people; often or
ganized according to subjects and includes topics ami themes to be stud
curriculum development ied; may also include standards, philosophies, lesson plans, and teaching
2. Align curriculum guides.
instructional level of curriculum - refers to how teachers use the curriculum
components to instruction developed in the societal level and modified in the institutional level, or what
and assessment authorities have determined; involves the teachers' Instructional strategies,
styles and materials used.
3. Distinguish the roles of experiential level of curriculum - the curriculum perceived and experiencari
stakeholders in the delivery byeachstudentandmay, therefore, vary among learners because of Indi
vidual differences. *
of the curriculum Includes both curriculum processes (procedures in creating, using and
evaluating the curricula) and curriculum product or projects, resulting from
curriculum development processes; includes curriculum guides, courses
68 P.NU LET Reviewer Or. Ma. Corazon B. Sigua and Prof. Bert J. Tujft
Pro fessio n al E d u catio n
C u rricu lu m D evelopm ent
of"Study; syllabi, resource uriits and other document that deal with content
. educators have been trained in cognitive approaches aril they have better
' of schooling.
understanding of them
Phenomenology and Curriculum .
II. FOUNDATIONS OF CURRICULUM phenomenologists view the indMdual in relation to the field of which he or
sheoperates .
A. Psychological Foundation different things to different people .
Psychology is a unifying element of the learning process. It forms the basis for phenomenologists attempt to rescue learning theory from the narrow.and
the methods, materials and activities for learning and subsequently serves as rigid behaviorists and from overstress on cognitive processes
basis for many curriculum decisions. the raw data of personal experiences are vital to understanding learning
B. Philosophical Foundation
Philosophy is an important foundations of curriculum because philosophy advo
cated or reflected by a particular school and its officials influences its goals or
aims and content as well as the organization of its curricutum.
1. Edward Thorndike 1. Jean Piaget 1. Abraham Maslow

2. Ivan Pavlov 2. John Dewey 2. Carl Rogers
3. Burrhus Frederic 3. Jerome Bruner 3. Louis Raths
Skinner
Behaviorism and Curriculum

curriculum should be organized so students experience success in mastering
the subject matter Traditional Progressive
highly prescriptive and diagnostic in approach Focus 1 - Intellectual Development
rely on step-by-step procedure, structured methods of learning - certain subjects train the mind
' for students who have difficulty learning, curriculum and instruction can - liberal arts and science build intel development
be broken down into small units with appropriate sequencing of taste aid lectual power - liberal arts, sciences and practical
reinforcement of desired behavior - ready made experiences by written arts develop the whole individual
Cognition and Curriculum and spoken words - acting, acquiring meaning and
the cognitive approach constitutes a logical method for organizing and in- - education conceived as instruction problem-solving .
terpreting learning ' - education conceive as creative
the approach is rooted in thetradition of subject matter . self-learning
* %
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
PNU LET RevleVver 69
C u rricu lu m D ev e lo p m e n t
Focus 2 - Functioning Citizen emphasis on how to think rather than what to think
- intellectual development makes for - development of godd morals and
emphasis on development of insights, understanding and
good citizenship useful skills
skills acquired in creative, reflective, critical thinking
- knowledge and discipline prepare . - direct experience in democratic living
Pragmatism child-centered
utilitarian, subject matter taught naturally
Focus 3 - learners as Individuals In our society subject matter for stimulating exploration and practical
- follow traditional modes of learning - develop own learning modes within action
with prepared curriculum a flexible curriculum main concern is to free the child to do his own thing
- homogenous grouping and special - segregation of learner as undemo frees learners to choose what to learn and believe
grouping cratic Existentialism
no course guides and content outlines
- educated rigorously to accept roles - educated to non conformity, indi learners sets own identities and standards
in society viduality, creativeness fixed, because the ends' of education are absolute and
Focus 4 - Learners as actual/potential workers universal
- vocational education follows liberal - vocational and liberal education liberal arts and science drawn from human wisdom and
arts hand h hand Perennialism classical sources
Focus 5 - Characteristics of curriculum taught subject in customary, separate form rather than
- fixed, absolute - relative combined
- subject matter as important and - subject as important for immediate eliminate extras" and "frills* (music)
taught fa future use use essential skis (3Rs) (English, Science, History, Math &
Essentiallsm Foreign Language)
educate the competent person
based on students Interest
Philosophy Curriculum
Progressivism involves the application of human problems & affairs
upholds goodness and (ruths Interdisciplinary subiect matter, activities and projects
Idealism
religious and values oriented * put curriculum as a means In remaking society and rebuild
concerned with world of ideas and things fixed within ing culture
established subject matter Reconstructionism curriculum should be a catalyst of change
Realism theory and principles before application aims to lead pupils to rational discussions and contract
includes only the essential analysis of Issues .
emphasized reality of things
70 PMU LET Reviewer

Dr. Ma. Corazon B'. Sigua and Prof. Bert J. Tugi
P ro fe s sio n a l E d u catio n C u rricu lu m D evelo pm en t
C. Socio-Cultural Differences in Educationduring the Various Historical Eras

Curriculum discussion should consider the social setting especially the re
lationship between the schools and society and its influence on curriculum I Period Goal Focus Method Course o f General
decisions. Social astuteness is essential for curriculum planners and de Study Characteristics
velopers today. Curriculum decision takes place in a complex social setting Pre-His- Integration Customs Oral Immer None. Not formal; community-
through demands that are imposed by society and that filter down to schools panic of individuals and tradi sion based; noeducational
Era Mo the tribe tions svstem
Spanish Spread of Religion Catechetical Not Nograde level; church-
Influence of Society and Culture based; no educational
Era Christianity instruction; prescribed;
a. inhibit change through traditions use of flexible; not system
b. rate and direction of change corporal centralized
c. correspond to societal changes punishment
d. apply pressure through societal demands rote memori
zation
Ameri Spread of Academic Democratic; Prescribed; Formal; structured; exis
Societal Changes tence of aneducational
can Era democracy English Englishas uniform;
a. science and technology Language mediumof centralized system
b. Improved communication ' and Litera Instruction
c. change family roles i ture
d. population explosions Japa Spread of the Principles Rote memo Preserved; Propaganda tool;
a social mobility nese Era tew Asian of the New rization; use uniform; repressive!? anti-Ameri
f. value crisis Ordeir Order of threat and centralized can and anti-British; mi-
punishment tary-backed existence of
g. subject matter related ta events
aneducational system
h. facilities/materials product of technology
j. active participation of stakeholders Adapted bom Curriculum Development. Philippine Setting, A. Bago 2001 p79
j. accountability
D. Historical Foundations III. TYPES AND PATTERNS OF CURRICULUM

The historical foundation of curriculum reflects the educational focus preva
lent during a particular period or event in Philippine history. This focus could A. Sublect-Centered Curriculum
be made basis or model for curriculum development of recent years The subject centered curriculum designs are the most popular and widely
used curriculum designs. Knowledge and content are integral parts of the
curriculum. Teacher has full control of tfie curriculum.
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga PNU LET Reviewer 71
C u rric u lu m D e v e lo p m e n t P ro fe s sio n a l E d u catio n
1. Separate Subject Design . Limitations

Strengths - the issue of breadth versus depth
- the oldest and best known curriculum design- 4. Process Design
- based on the concept of knowledge Strengths
- is organized by tbe disciplines on scholarly fields of specialized Inquiry - the numerous curricula for teaching critical thinking exemplify this pro
- emphasis on verbal activity, the teacher having the active role cedural design
- easy to deliver because complementary materials are readily available - learning how to learn design
- corresponds to textbook treatment and how teachers are trained as sub
ject specialists B. Learner-Centered Design
Limitations The students are the center or focus of the program. These designs are found
- Isolates and compartmentalizes knowledge more frequently at the elementary school level where teachers tend to stress
- overemphasis on subject matter resulted in a curriculum that is too tech . the development of the whole child.
nical and toe specialized
- Inappropriate for a large number of students 1. Child-CenteredDesign
- stresses content and neglect students reeds, interests and experiences - students are actively involved in their environment
- teachers tends to foster passivity for learning among the students - custom made on students lives, needs and interests
2. Correlated Design - children would attain self-realization through social participation
Strengths - emphasis on the child displaced the emphasis on subject-matter
- an attempt to eliminate the isolation and compartmentalization of sub 2. Experienced-Centered Design
jects without radically overhauling the subject design curriculum - curriculum cannot be pre-planned, that everything had to be done on
- disciplines linked while keeping identities of each the spot
Limitations - heavy emphasis on learners interests and felt needs
- will require the teachers to plan their lessons cooperatively - curriculum would be ever changing in addressing the needs of students
- most class schedules do not allow sufficient block of time for students to
meaningfully study correlated subjects, C. Problem-Centered Designs
3. Broadfield Design / Problem centered designs are organized to reinforce cultural traditions and also
Strengths t address those community and societal needs that are cpentjy unmet The
serves a response to society's demand for integration of knowledge a itf major concern Is with genuine life problems, and the need to adjust or-cater to
more comprehensive models of knowledge the concerns and situation of learners
- dissolves the boundaries in ways that make the information meaningful
for the students 1. Life Situation Design .
- knowledge will no longer be fragmented or linear but multidisciplinary Strengths '
and multidimensional - focus on the^roblem solving procedures-for learning
72 PNU LET Reviewer Dr. M a. Corazon B . Sigua and Prof. B ert J . Tuga
P ro fe ssio n a l E d u catio n C u rric u lu m D evelopm ent
content is organized in ways to allow students to clearly view problem A. Technical-Scientific Approach
areas It reflects the traditional view on-education and formal methods of schooling.
- utilizes past and current experiences of learners as a means of making The technical-scientific approach views curriculum development as something
' them analyze the basic areas of living similar to engineering and architecture which use instruments.and empirical
- lining of subject matter to real situations increased the relevance of the methods in preparing blueprints.
curriculum
Limitations 1. Behavioral-Rational Approach
- ability to determine the scope and sequence of the essential areas of - oldest and still the most preferred aooroach
living - it is a means -end approach which is logical and prescriptive
- tends to indoctrinate youth into the existing condition
- many teachers are not comfortable with it because it departs from cur
ricular tradition maintained by colleges and universities Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler's
2. Core Design Rationale.
- sometimes called social function"
- aims at creating a universal sense of inquiry, discuss and understanding Four Fundamental Principles
among learners of different background
- centers on general education and is based on problems arising out of 1. What educational purpose should the school seek to attain?
common human activities 2. What educational experiences can be provided that are likely to attain these .
- variations of core design purposes?
a) subject matter core would be classified as subject centered design 3. How can these education experiences be effectively organized?
b) areas of living core rooted in the progressive education tradition 4. How can we determine whether these purposes are being attained or not?
- it unifies content, present subject matter relevant to the learners and
encourages active processing of information Flowchart of Taba's (1962) Seven Stages
of Curriculum D evelopm ent
C urriculum Approaches Organization

of content
Several curriculum approaches reflect the developers view of reality, phi-
losdphy, history, psychology, social issues and the domain of knowledge among others. .
An approach expresses a viewpoint about the development and design of curriculums. . Determination Organization A Selection
It can be viewed from a technical and non technical or scientific and non-scientific per
spective Pago, 2001).
CURRICULUM 4 " of what and
how to evaluate
4 -
of learning
experiences
4r of'learning
experience*
Dr. Ma. Corazun B. Sigua ind Prof. Bert J. Tuga

PNU L F t
i
ms
Curri'culuai D ev elo p m e n t P ro fessio n al E d u catio n
2: Systems - Managerial Approach IV. ROLE OF STAKEHOLDERS IN CURRICULUM DEVELOPMENT

- considers the interconnected elements of inputs/throughputs (process)
and output that comprise the educational system Include individuals or groups who directly or indirectly influence and make important
- emphasizes th managerial/ leadership and supervisory aspects Of cur contributions to the curriculum
riculum especially in the implementation and organization process May be categorized as communitv-frasfld twhose influence on the curriculum is at
- a cyclic process ; societal or institutional Idvels) or school-based (whose contributions to the curricu
3. Intellectual-Academic Approach lum are either oh ttie institutional level; Ihistnx^cmal level, or experiential level)
- emphasizes the importance of theories and principles in curriculum plan
ning , - , * A School-based
- Because of the cognitive demands of the approach, it overwhelms many
> Learners
beginning students who usually lack sufficient philosophical and theoret
- the stakeholders of the curriculum, whose needs and abilities are the
ical insights on the subject.
basis of curriculum content solution and whose achievement level mea
sures the effectiveness of the curriculum
A. Mon- Technical/ Non - Scientific Approach > Teachers
- establish direction and Implementation of a particular program
1. Humanistic -Aesthetic Approach - select content to be given emphasis
- promotes the liberation of learners from authoritarian teachers - assist/ contribute in the preparation of the scope and sequence of the
- encourages group learning activities which promote cooperation rather
program
than Individual competition
- attend to the pedagogical concerns such that they modify the curriculum
- emphasis on how to team, not on what to learn
to suit the needs of the teamens help in evaluating the effectiveness of
2. Reconceptuallst Approach
the curriculum
- reflects the existentialist orientation
> School administrators
- purpose of education Is to emancipate society from traditional, outmoded
- supervise curriculum implementations.
orders through Individual free choice
- select, recruit and hire qualified teachers
- emphasize learning experiences that develop.personal self-expression
- admltstudents
.3. RepOnstructfonisnr .
- take charge jp the procurement of school equipment and instructional
- considers the school as an agent of change, an institution of social re materials needed for the effective delivery of instruction
form a Communltv-based
- emphasizes cultural pluralism, internationalism and pluralism which are
> Parents
beyond individual concerns, .
- support and participate in parent-school organizations where prjprities
for the cunicuiunf are set
> Publishers . ,
- 'provide/ develop instructional materials based on the prescribedcurriculum
Dr. M a. C orazon B. Sigua and Prof. Bert J. Tuga

P ro fessio n al E d ucatio n C u rric u lu m D evelo pm ent
> Law makers/government officials e) fend of Knowledge - huingn knowledge that has been jfcrafnul#
- authorize school budget ^ 6 Jd and organfced tor universal useand should be taken Into aefcouot
- enact legislation to effect curriculum change or improvement in shaping the goals.
- issue guidelines in designing and implementing curriculum Levels of Goals
> Community-at-large a) Institutional Goals
- often dictates the purpose, goals and content of school curricula b) School Level or Department Goals
-.recommend directions and Ranges in the curriculum c) Program or Curricular Goals
d) Classroom or Institutional Level
V. CURRICULUM PROCESS
B. CurrtcuiumOeslgnlng (Curriculum Organization)
A. Curriculum Planning C^rffeuliiw desfgn is concerned with the nature and arrangement of the %
b^fcBm ciilar parts. (Also called components or elements).
1. Determinants for Curriculum Planning
the consumer of education
ty to progress economically must progress The Components of Design
c) ^Krtovêdgij - set up an environment which will challenge all stu-

Bwts to master knowledge
2. Needs Assessment
m ib ^ s m ie n t Is completed to Identify the strengths and weaknessesof
tfid s tln g cunlculumsttuatlons and tcfcprovlde dfrections fortheirlrryrove-
^ l | ^ l t is a ^steniatic exploration of the way thfrigTarelind the way they
3. Jprmutertlnfl Sods
Go^s are Statement^ of endpoints or outcomes of educatfon - statement of
purposes. By analyzing school goals, we can determine the scopeoffts entire
Adapted from Exploring the Curriculum

H.H. Wes 1942p2
defined as desirable by a given

shape tbe goals of educatfon in that society
Dr. Ma. Corazon B . Sigua anil Prof. Bert J. Tuga PNU L E T Reviewer m
P ro fessio n al E d u c atio n
C u rricu lu m D evelo pm ent
- developmental rather than terminal

1. Sources of Design '
- SMART
a) Science - The scientific method provides meaninglor the curricu - considers the 3 objective domains
lum design.
2) Selection of Content
b) Society-School should draw its ideas for the curriculum from the - -criteria for selecting content^
analysiyof the social situation. a ). V alidity-if It is authentic
c) Eternal and Divine Sources - Designers should simply draw on the b) Significance/ relevance - consistent with social realities,
pad for guidance as to what Is appropriate content
d) Knowledge-What knowledge Is of most worth?" e) Balance of breadths and depths - coverage
ej Learner - Curriculum should be derived from what we know about d) Leamability - adjustable to learner's a S ility 'T v ^ T
the learners, how he a she teams, forms attitudes, generates inter e) Appropriateness-parallel with ieamer needs and interest
ests and develops values f) Utility-useful on the performance of life activities
2. Dimensions of Curriculum Designs (BASICS)
3) Selection of Learning Experiences
Basics - equitable distribution of content, time, experiences and - criteria for selecting experiences
other elements of design a) Appropriateness - should be appropriate and suitable
to the content, activities and level of development of the
Articulation - interrelatedness of various aspects of the curriculum
learners
(vertical and horizontal)
b) Variety - should include minds on, hands on, and authentic
Scope - the breaths and depths of the curriculum learning experiences
c) Optimal value- should encourage the learners to continue
Integrations - refers to the linking of all types of knowledge and
teaming on their own
experiences contained within the curriculum plan
d) Feasibility- in terms of human, physical and financial
Continuity - vertical repetition and recurring of the content resources
Sequence- provide continuous and cumulative teaming 4. Grade Placement
Principles for Sequence - Involves allocation of content to definite grade capable of learning
a) simple to complex - Considers such factors as: child's ability, difficulty of item, Importance of
b) prerequisite learning ' content, maturation, mental age, experiential background
cj whole to part 5. Time Allotment
d) chronological - Refets to specification of definitetime for subject/course; amount of time
3. Selection of the Curricular Elements . given to a subject
1) Selection of Objectives - Considers such factors as: importance of subject; childs ability; grade
- should describe behavior level average number of days/hours
- stated analytically and specifically
Dr. M a. Corazcm B . Sigua and Prof. B ert J . Tuga
[PNU L E T Reviewer
C u rric u lu m D e v elo p m e n t
Why Evaluate
C. Curriculum Implementation '
Implementation is an interaction between those who have created the pro; 1) Meet demands that current educational reforms have made
gramme and those who are charged to deliver it. According to Ornstein and 2) Provide directions, security, and feedbacks to all concerned
3) Determine appropriate and available resources, activities, content,
Hunkins (1998), implementation:
requires educators to shift from the current programme which they are method or whether curriculum has coherence, balance, articula
familiar with to the new or modified programme. tion, scope, integration, continuity and sequence in order to meet
Involves changes in the knowledge, actions and attitudes of people curriculum goals/ objectives
can be seen as a process of professional development and growth involv What areas in curriculum are qualified for evaluation?
1} mission statement (philosophy)
ing ongoing Interactions, feedback and assistance.
is a process of clarification whereby Individuals and groups come to un
2) sequence (order)
derstand and practice a change in attitudes and behaviors; often involving
3) continuity (without disruptions)
4) scope (depth/ variety of content)
using new resources.
5) articulation (how parts fit)
involves change which requires effortand will produce a certain amount of
anxiety m i to minimize these, it is useful to organize implementation into 6) balance (quantitative and qualitative aspects of content)
manageable events and.to set achievable goals. 7) coherence (relationships among different components)
requires a supportive atmosphere in which there is trust and open commu
nication between administrators, teachers educators, and where risk-taking
E. Curriculum Improvement
- Enriching, modifying certain aspects without changing fundamental con
Is encouraged.
ceptions/elements/ structure
Levels of Operations for Improvement
D. Curriculum Evaluation 1) Substitution - substituting a new book for the current series
The process of delineating, obtaining and providing useful Information for
2) Alternation - adding to instructional time
judging decision alternatives
3) Variations-transferring a successful program
involves value judgment about the curriculum
'Did we do what we wanted to do?'
4) Restructuring-organizing teams for teacher and specialists
5) Value orientation change - shifting from routine instruction to com
Types of Evaluation puter assisted instruction
1. According to approach .
Humanistic vs Scientific Actions that Facilitate Curriculum Improvement
2.* According to scope 1) Change climate and woridng condition to encourage improvement
Evaluation of-Learning vs Program Evaluation 2) Maintain appropriate tempo - '
3. According to tWng 3) Arrange for variety of activities *
Formattve vs Summative 4) Bulk! evaluation procedure
Or. M a. Coraxon B . Sigut ind Prof. Bert J . Tuga PNU L E T Reviewer 77

C u rricu lu m .D ev elo p m en t P r o fe s sio n a l E d u catio n
F. Curriculum Change- ALIGNM ENT TR IA N G LE

- Refers to the basic alteration in the structure and design of learning ex
periences based on conceptions which may be at the school, district or
national le\fei
- To make different by shifting to new goals and means
Principles that Guide Change Process
1) People improve when they detect the desire of the stimulator to im
prove himself.
2) Direction of improvement should be determined cooperatively.
3) People must identify and examine each others centrally held values.
4) People Improve through experience.
5) Divide time between contact individual and with group.
6) People's resistance to efforts of others constitutes major individual
differences.
7) Create a dimats of freedom.
8) Keep channels of communication open.
9) Use power with great care.
10) Operate on a limited number of fronts at a given time. Curricuhimlilangle
Tasted Curriculum - provides valuable feedback about each students under-
VII. CURRICULUM ALIGNMENT
Curriculum Alignment - alignment between curriculum and one or more of Benefits of Curriculum Alignment
the following elements, state standards, standardized test/state test, curriculum 1) Improves students test scores by making sure the Information a
embedded tests, student's assignments, lesson plans, textbooks and instruction teacher teaches in her classroom lines up with the Information cov
Vertical Alignment - planning curriculum across the grade levels from ered on standardized test
kindergarten through high school, building upon insbuction based upon 2) Teachers can coflaborate together more effectively of they all have the '
standards same basic goal for their classrooms.
Horizontal Alignment - alignment of the curriculum being taught by 3) Helps a school or Individual teacher prove the students are learning
teachers in common grade level material that lines up with state standards.
Written Curriculum - specifies what Is to be taught ?nd is produced by the 4) Students can travel from school to school and still have the same
state, the school system, the school and the classroom teacher basic instruction.
Taught Curriculum - what the teacher actually teach in tffe classroom . 5) Ensures an increased In the students academic performance.
78 PttU L E T Reviewer Or. Ma. Corazon B . Sigua and Prof. B ert J . Tuga.
P r o fe s s io n a l E d u c a t io n C u r r ic u lu m D e v e lo p m e n t
PART II - ANALYZING TEST ITEMS A. Yes, because the subject-centered curriculum focuses on the learners needs,
interests, and abilities.
8 . No, because itjs the experience-centered curriculum that emphasizes the
' D ire ction s: Read and analyze each item and select the correct option that answers teaching of facts and knowledge for future use.
each question. Analyze the items using the first 5 Items as your sample. Write only the C. Yes, because the subject-centered curriculum involves cooperative control..
letter of your choice in your answer sheet. D. No, because it is the experience centered and not the subject-centered
curriculum that emphasizes integration of habits and skills in teaming the
1. Which is NOT a provision for the development of each learner in a good curriculum? knowledge component of a subject areas.
A. Extensive arrangements are made for the educational diagnosis of Individual
learners. Analysis:
B. Self-directed, Independent study is encouraged wherever possible and Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric
advisable. ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men
C. Self-motivation and self-evaluation are stimulated and emphasized through tal and moral development of learners. This is possible under an experience-cen-
out the learning opportunities of the school. tered curriculum.
D. The program provides a wide range of opportunities for individuals with same Option B is INCORRECT. While it agrees to the premise that Teacher Lily's con
abilities, needs, and interests. ception about the subject-centered curriculum is not true, this option could not be
accepted because It presents conflicting information. It is' subject-centered curric
Analysis:
Option D is CORRECT. Notice the word NOT in the question above. This entails that ulum, not experience-centered cunriculum, which emphasizes the teaching of bets
the answer to the question Is a provision or activity which does not promote the end knowledge.
development of each learner. While option D mentions of a program which provides Option A and C are INCORRECT. The consideration of learners' needs, interests,
a wide range of opportunities for individuals, it only focuses on Individuals with the and abilities including cooperative practices in the classroom are seme of the im
same level of abilities, needs and interest It fails to consider individual differences. portant traits of experience-centered curriculum.
Option A Is INCORRECT. The provision of extensive educational diagnosis of learn
ers will really help address the specific needs of children. 3. In the elementary level, English literature and Social studies relate well. While his
Options B and C are INCORRECT. Self-directed, independent study and self-mo tory is being studied, different literary pieces during the historical period is being
tivation and evaluation highlight the ability of children to construct and direct, their studied as well.What curriculum design is shown here?
pwn learning. These enable them to develop their potentials to the fullest. A. Separate Subject design C.
B. Correlation design -D.
2. Teacher Lily would like to take part in developing a subject-centered curriculum
because she believes that all subjects in this type of curricuiuifi are geared towards Analysis:
the holistic development of the learner, is her belief about the subject-centered Option C is CORRECT. Subjects are related to one another but individual subject,
curriculum true? maintains its identity. In the question above, English literature and-social studies cor-
- - -- t ; --------------------------in -------------IT 1 - ..........I- *- -------------- *-------------- -------
Dr. Ma.*Cora7X>n B . Sigua and Prof. Bert J.T u g a * P W L E T Reviewer 79

C u r ric u lu m D e v e lo p m e n t P r o fe s s io n a l E d u c a tio n
| relate well. The literary pieces being studied in English literature reflect the culture, Analysis; .
social activities even the problems and issues in each historical period. Option B Is CORRECT. Broadfield design was made to prevent the compartmen-
Options A and B are INCORRECT. Both separate subject design and discipline talization of subjects and integrate the contents that are related to each other. Thus
design are compartmentalized. They stress so much on cluster of topic, content and geography, civics and culture, and history are fused into one subject-called social
academic disciplines. . studies. Eventually, the identity of each subject is lost. Broad field draws around
Option D is INCORRECT. Like correlation design, .broadfiejd design was made to themes and integration.
prevent compartmentalization of subjects. However, unite correlation design, broad Option A is INCORRECT. Correlated design relates the content of two subjects in
field considers wider integration of subjects that are fused into one subject. Thus, order to reduce fragmentation. However, the identity of each subject is maintained.
| the identity of each subject combined is lost. This is not the case in the question above.
Option C is INCORRECT. Separate subjects design is highly compartmentalized
4. This phase of curriculum development involves decisions, among other things, on and fragmented.
grade placement and sequencing of content. Which phase is this? Option D is INCORRECT. Core design revolves around general education and the
A. Curriculum planning C. Curriculum organization problems are based on common human activities.
B. Curriculum evaluation 0. Curriculum implementation
Analysis:
6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identi
fying related concepts in Math. Whatpattern of organizing subjects did Ms. Ortiz
Option C Is CORRECT. Decisions on sequencing of content and grade placement
consider?
are done on the level of curriculum organization/design. In this level, the curriculum
developer determines the scope and sequence of content in each subject based on A. Broadfield C. Cere
the design of the curriculum. B. Correlated D. Separate Subject
Option A, C and D are INCORRECT. Planning involves, among others, diagnosis of 7. Which design is easy to deliver because complementary books and materials are
needs and social demands which will make up the goals/objectives of the curric commercially available?
ulum. This is done at the Initial phase of curriculum development process. Imple A. Experience centered design C. Process design
mentation is more concern on the actual delivery of the curriculum in the schools/ B. Problem design D. Subject centered design
classrooms. This process is conducted after the content, grade placement, etc. had 8. What refers to the matching between the curriculum and the test to be used to
been finalized. Evaluation is the terminal part of the curriculum development process assess the learners?
where the'efficiency, effectiveness, aria impact of the'curriculum are measured. -A. Alignment . C. Articulation
B. Auditing D. Delivery
5. One example of this design of subject-centered curriculum is that which shows 9. Ms. Mateo, a History teacher considers the element of time in arranging the con-,
social studies being combined with geography, civics and culture, and history to tent of her lessons in World History. What way of establishing sequence is given
comprise one subject area. Which design is this? emphasis by Ms. Mateo? . .
A. Correlated C. Separate Subject A. Simple to complex C. Concrete to abstract
B. Broadfletds ' D. Core B. Part to whole 0. Chronological .
K l f PNU L E T Review er Dr. Ma. Cmnz.un B. Sigua and Prof. B ert j . Tuga
P ro fe ssio n a l Education Curriculum Developmcni
v s a B S K s s s s a & a s te s s a s s jB s s s s s^ 8Ba* W Bga' - |IJ! ............ m .BaeagaggaaMaKBgBaggaagggate
10. Mr. Rivera, a new teacher believes that education is a process of development and 15. Teacher Dominguito believes that a new respect for the child is fundamental In cur-
is life Itself; therefore, experience related to the childs need and interest should ' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl
be given primary consideration. What educational philosophy is being exhibited by of the child - the center of the educative process. To which approach in curriculum
Mr. Rivera? does Teacher Dominguito adhere?
A; Idealism C. ProgressMsm Learner-centered C. Problem-centered
B. Reconstructionism D. Realism Subject-centered D. Pragmatic
1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a 16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
member of the school board has one ofthe following primary roles. Which one Captain in the school to solicit inputs for a new curriculum in Social Science which
is this? . highlights indigenous knowledge In the community. What is shown in this situa
A. Support and participate in parent-school organization activities. tion?
0 Authorize school expenditures for curriculum development, implementation A. Community members as supporters of curriculum
and evaluation. 0 } Community members as curriculum resources
a Enact legislations to effect curriculum improvement. C. Community members as managers of curriculum
W&Recommend changes In curriculum. 0. Community members as beneficiaries of curriculum
12*!me schools in the 1 District plan to adopt the reading program used in the 3"* 17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu
District What level of curriculum improvement is used? dents and not on the anticipated needs and interests. What type of curriculum does
A. Variation C. Substitution teacher Bert adheres?
B. Value orientation D. Restructuring A. Subject-centered C. Bqaerience-centered
13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the B. Learner-centered D? Culture-based
curriculum content, it is better that throughout the high school years, economic 18. What type of curriculum divides the school day into different periods such as lan
geography concepts be used to recur and be repeated with depth for effective guage arts, social studies, science and health, arithmetic, etc.?
learning. What criterion in content selection is shown here? A. Correlated C. Integrated
A. Validity C. Significance 8 . Broad fields D. Separate Suttfect
( f ) Continuity D. Leamabillty 19. Which curriculum design element is taking place when Eduardo, a 4* year student
14. ine Filipino learners envisioned by the Department of Education in the light of the can connect the lessons he learned in a subject area to a related content in an
K-12 Curriculum Is other subject area?
A. Technologically literate or toQtsticaHy developed Filipino A. Artculation . C. Continuity
B J Functionallyliterate or logtsflcaHy developed Filipino B. Balance D. Integration
.C. Scientifically Advanced and Values Oriented Filipino
D. National Oriented and internationally Competitive Filipinos .
Dr. Ma. Corazon B . Sigua and Prof. Bert J . Tuga PNU L E T Reviewer 81
C u r r ic u lu m D e v e lo p m e n t P r o fe s s io n a l E d u c a t io n
20. The following curricular changes took place in what particular period? Restore PART III - ENHANCING TEST TAKING SKILLS
Grade VII, double'-single session was abolished and more textbooks were written
by Filipino authors.
A. American Period - C. Japanese Occupation D irections: Enhance your test taking skftls by answering the items below. Write only
B. Philippine Republic D. New Society the letter of the best answer.
21. This concept includes the sub-processes of curriculum planning, organization, im
plementation and evaluation. Which concept is this? 1. What design element establishes the vertical linkage from level to level to avoid
A. Curriculumdevelopment C. Curriculum management glaring gaps and wasteful overlaps?
IS. Curriculum assessment D. Curriculum and instruction ^ Articulation C. Scope
22. If curriculum is the *means", what Is the "end'? B. Balance D. Sequence
A. Strategies C. Technique 2. What refers to the authenticity of the content selected by the curriculum developer?
B. Instruction D. Approaches A. Feasibility C. Significance
23. The curriculum used during this period in Philippine history terminated the use of B. Leamability. 0. Validity
English as a medium of instruction. What period was this? 3. What do we cal the allocation of content to a definite grade capable of learning?
A. American C. Commonwealth A. Time allotment C. Grade level
B. Spanish D. Japanese B. Grade placement D. Maturity level
24. Which of the following statements about the concept of curriculum is NOT quite 4. 'Which pattern of experience centered curriculum centers around the normal
acceptable? activities of children and Is based on each child's needs, Interests and potentials?
A. It refers to all Ihe experiences that both the school and the teacher provide A. Child centered C. Social function
the students with. B. Activity 0. Specific competencies
B. It is the set of acquired knowledge, habits, and skills. 5. Which curriculum development phase focuses on the change which will take place
C. It consists of everything that goes within the school. in certain aspects of the curriculum without changing the fundamental conceptions?
DL It Is a planned action for instruction. A. Curriculumplanning C. Curriculum improvement
25. What process is being undertaken by curriculum developers when they enrich, or B. Curriculumdesign D. Curriculum evaluation
modify certain aspects of a particular program without changing Its fundamental 6. Which is not a component of curriculum designing?
conceptions? , A. Objective . C. Learning experiences
A. Curriculum improvementC. Curriculum, design B. Leamtng content D. Diagnosis of needs
B. Curriculum changeD. Curriculum implementation 7. Which type of curriculum design serves as a response to society's demand for in
tegration of knowledge and enables the learner to see relationship among various
aspects? .
A. Broadfield C. Core
B. Correlated- . .D. Separate subjects
82 IPNU L E T Reviewer Or. M a. Corazon B . Sigu a and Prof. B e n J . Tuga

C t t r r ic u J a in D e v e lo p m e n t
P r o f e s s i o n a l E d u c a tio n
. 13. To build a sense of pride among Filipino.youth, which should be done in the cur
8. Who controls the subject centered curriculu'm? riculum?
A. Learner- C. Parent A. Re-study our history and stress on our achievements as a people.
B. Teacher D. eacher and parent B. Re-study our history from the perspective of our colonizer.
9. To provide for individual differences in the classroom, how is curriculum designed? C. Replace the study of folklore and mythswith technical subjects.
A. Minimum learning competencies are included D. Set aside the study of local tiistory.
B. Realistic and meaningful experiences are provided 14. What do you call the curriculum when the teacher puts into action all the different
C. Some degree of flexibility is provided planned activities in the classroom?
a Social skills are emphasized A. Recommended Curriculum Taught Curriculum
1 0. To ensure success in curriculum development, which of the following specific ac B. Written Curriculum D. Supported Curriculum
tions should a curriculum leader avoid?
15. Which statement about the subject-centered cuiriculum is NOT true?
A. Work with people not over them.
,J k. There is a high level of cooperative interaction.
B. Use your status frequently to establish discipline.
H . It covers much content in a short period of time.
~C. Keep channels of communication open.
C. The teacher has full control of the classroom activities.
D. Show that you too desire to improve.
D. The main task is mastery of learning.
11. Which of the following is a reason for the continuous appraisal of the existing
16. Schools divide the school hours to different subjects such as reading, grammar,
curriculum in all levels?
literature, math, science, history and geography. What curriculum design is
A. New national policies in government
referred here? ____
B. Changing needs and condition of society
A. Problem-Centered C. Subject-Centered
C. Economic status of the people
B. Learner-Centered 0. Culture-Based
D. Political trust of the country
12. Which of the following best defines curriculum development? 17. Which is NOT a description of the learner-centered curriculum?
A. Emphasis is on the total growth and development of the learners
A. Hie total mental phenomena directly received at any given time.
. B. The planning of learning opportunities intended to bring about certain desired B. Controlled and cooperatively directed by learners, teachers and parents
changes in pupils and the assessment erf the extent to which these changes C. Education is a means to develop socially creative individual
0: Emphasis upon facts and knowledge for future use
have taken place.
18. The K-12 curriculum is otherwise caSed as
C. A continuous cycle of activities in which all elements of curriculum are
A. 2002 Basic Education Curriculum
considered.
D. Education is aiding each child te be socially creative individuals. B. Revitalized Basic Education Curriculum
C. Enhanced Basic Education Curriculum
0. Extended Basic Education Curriculum
PNU L E T Reviewer 8 ;
Or. M a. Coraxon B . Sigua and Prof. B u t J.T u g a
C u r ric u iu n i D e v e lo p m e n t P r o fe s s io n a l E d u c a t io n
19. What refers to an individual or group of individuals who have a direct and indirect 24. Knowledge is true if it is workable." What philosophical foundation supports this
influence in curriculum development? ' ' . statement?
A. Stockholders C. Promoters A. idealism C. Pragmatism
B. Stakeholders D. ^corporators 6 . Realism . 0. Essendalism .
20. What' refers to the appropriateness of the content In the light of the particular 25. As a member of the curriculum committee; your chief concern is to give the child
students who are to experience the curriculum? freedom to choose what to leam and believe, as you allow them to set their own
A. Significance C. Interest identities and standards. What philosophy will you consider?
B. Validity Leamability A. Existentialism C. Idealsm
B. Realism D. Pragmatism
21. Which of the following statements is NOTacceptable?
A. Instruction is the actual engagement of learners in the planned learning
activities.
B. Curriculum determines what assessment should be done, and how to do it.
C. Instruction requires teachers to use a variety of action to accomplish a variety
. of functions.
j l Assessment establishes what is to be accomplished in teaching and learning.
22. Which characteristic of a good curriculum highSghts the psychological nature of
the learner?
A. Provisions are made for the smooth transition and continuing achievement
ofpupils.
B. Curriculum plans in areas which extend over several years are developed
vertically.
C. Classroom practices give attention to the maturity and learning problems of
each pupil.
0. Cooperative planning and teaching provide for exchange of information about
pupil's learning experiences.
23. Objectives must be evaluated in the light of practical considerations, including
teacher competence, availability of instructional materials, time allotment etc.
What characteristic of educational objective is defined by the aforementioned
statement?-
A. Comprehension C. Consistency- .
B. Attainability 0. feasibility'
84 PNU L E T Reviewer Dr. M a. C orazon B . Siguaand Prof..Bert J,.T u g a

P ro fessio n al E d u catio n D e v e lo p m e n t a l R e a d in g
. Theoretical Models in Reading
1. Bottom-up - depicts reading starting with the input of some graphic signals or
stimulus. The role of the reader is to get meaning romthe text based on the stim
ulus or the words used. This is also called data-driven processing.
Dechant (1991), citing Gove (1983), claims that the adherents of the BOT-
TOM-UP MODEL of reading put forward the idea that:
a) it is imperative for readers to recognize every word in a selection so
that they can comprehend it;
P repared b y: b) word and sound-letter cues should be the primary tool that readers
Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez should use so that they can identify unrecognized words;
c) the mastery of a series of word-recognition sklls Is the primary
requirement for reading acquisition;
j Competencies: d) instruction should focus principally on the teaching of letters;
letter-sound relationships, and words;
e) accuracy in recognizing words is significant; and
i 1. Use activities that enhance 0 it is important for readers to have the knowledge of discrete sub-
; critical, creative, and
i metacognitive reading skills. 2. Top-down - oepicts reading beginning with tbe cognitrye processes occurring in
the reader's mind as he. or she. reads! The role of the reader is to give meaning
? 2. Analyze extrinsic and to the text based on the information already held within the reader?store of prior
| intrinsic factors that affect knowledge. This is also called concept-driven processing.
i ' reading performance Supporters oftheTOP-DOWN MODEL of reading, according to Decfiant (1991),
pot forward that:
a) even though readers do not recognize each word, they may be able
to comprehend a selection;
Prpf. Judy C . Bautista and Prof. M erry Ruth M . Gutierrez PNU LET Reviewer 85
P r o fe s s io n a l E d u c a tio n
D e v e lo p m e n ta l R e a d in g
A Reading teach er should be...

b) meaning and grammatical cues primarily.assist readers to identify
unrecognized words;
A. aware of one's thinking process
c) the mastery of a series of word-recognition skills takes a back seat
B. careful in examining ones thinking process and the thinking process of
in comparison to the use of meaning activities;
others
d) . the reading of sentences, paragraphs, and whole selections should
C. practicing ones thinking abilities
be the principal focal point of instruction;
e) reading for meaning is the central objective of reading rather than When teachers do these, the learners are expected to benefit from them so that
the mastery of letters, letter/sound relationships, and words; and they may also be developed to become critical, creative, and metacoanitive
f) the iamount and kind of information obtained through reading is the
readers.
most important aspect of reading.
The reading teacher should bear in mind that a CRITICAL reader:
3. Interactive - depicts reading as the process of constructing meaning through > must carefully examine his/her thinking and the thinking of others, in order to
the dynamic interaction among the reader's existing knowledge, the information
clarify and improve own understanding
suggested by the written language, and the context of the reading situation. . '
> should examine and test suggested solutions to see whether they will wori<
> need to fest ideas'for flaws or defects and must not be inhibited by fear of
The third model of reading, which is the INTERACTIVE MODEL, neither accepts being aggressive and destructive, nor have fear of retaliation, and over-eval
nor rejects the pure and extreme betefs of the iwo earlier models. The advo uation
cates of this model put forward the idea ttiat > should engage in critical thinking activities such as thinking actively, carefully
exploring situations with questions, thinking for oneseif, viewing situations
a) readers process letters and words at the same time as they formu
firom different perspectives, and dtecussing ideas in organized ways
late hypotheses about the meaning of what is on the printed page
(Dechant, 1991); ^
b) meaning simultaneously comes from a combination of different Critical thinkers are -
sources like logographic knowledge, graphemic knowledge, phono Skeptical (Just because it's in print doesn't mean it is right)
Fact-oriented (Give me the facts and convince me that they are the relevant
logical knowledge, orthographic knowledge, morphemic knowledge,
grapheme-phoneme correspondence, lexical knowledge, semantic ones)
Knowledge, syntactic knowledge,'and schematic knowledge (De ' Analytic (How has the worktjeen organized? What strategies has the writer
chant, 1991); and used?)
c) Instruction should give a balanced emphasis to the teaching of * Open-minded ( Be prepared to listen to different points of view; do not be
whole texts and phonics. restricted by personal biases)
Questioning (What other conclusions could be supported by the evidence?)
Creative (What are some entirely different ways of looking at the. problem
orissue?) *
Prof. Ju d y C . Bautista and Prof. M erry Ruth M . Gutierrez

86 PNU L E T Review er
P r o fe s s io n a l E d u c a tio n D e v e lo p m e n t a l R e a d in g
Willing to take a stand (Is the argument convincing? What is my position Dechant (1991) claims that a reading teacher has to have a comprehensive
on the issue?) view that
Show the ability to separate fact from opinion; recognize propaganda That includes the
Reading is
techniques, compare-different sources of information; recognize important .. .enabled by the factors and skills...
a... task of..-.
missing information; draw inferences that are not explicitly stated, and iden letter recognition in visual processes, eye-movement skills,
tify the author's background and purpose aid word recog visual perception, left-to-right progression,
SENSORY nition and kinesthetic perception.
The reading teachershould take into consideration that a CREATIVE reader: PROCESS the association
> uses his/her cognitive processes to develop ideas that are unique, useful,. of 90und with the of hearing and auditory perception
and worthy of further elaboration symbol...
> discovers a new or improved solution to a problem, or a set of new ideas such as, one's world experience, concepts
> organizes ideas In different ways, and makes unusual comparisons and conceptual systems, culture, fund of
PERCEPTUAL- the association
> is not inhibited by conformity, censorship, rigid education, and desire to find linguistic experience, topical knowledge, and
COGNITIVE of meaning with
an answer quickly vocabulary and word meaning; and
PROCESS printed symbols
the within-text context, and the wHhinf-mind
The reading teacher should also remember that a METACOGNIT1VE reader - context
> is aware of one's mental processes such that one can monitor, regulate, and in listening and speaking proficiency, and
having the facility
directthem to a desired end in understanding the phonological, syntactic,
In language
> has the ability to think about and control own learning . and semantic systems
> practices self-regulation and monitoring comprehension by answering the the communica such as, commonality of experience and
LANGUAGE-
tion of meaning similarity of personal schema;
following questions: COMMUNICA from writer to familiarity with writer's mode of expression;
1) Are there any words I don't understand? TIVE PROCESS reader and the and
2) Is there any information that doesn't agree, with what I already know?
apprehension of adequacy of cues in the text to assist the
3) Are there any ideas that do not fit together because I can't tell who or
the meaning by reader in matching personal schemata with
what is being talked about? the reader text schemata.
4) Are there any ideas that do not fit together because I can't tell how the registration of selective attention;
the ideas are related? the visual features rehearsal;
5) Are there any ideas that don't fit together because I think the ideas MEMORY of the word irr chunking;
are contradictory? PROCESS the.sensory store organization;
6) - Is there any information missing or not dearly explained? and In long-term . semantic decoding; and
memory retrieval
M ajor comprehension strategies

Prof. Judy C . Bamista'and Prof. Merry Ruth M . G utierrez PNU L E T Reviewer 87
D e v e lo p m e n ta l R e a d in g P ro fe ssio n a l E d u catio n
"The preparational strategies . > have poorly developed concept of causation .

1 ) previewing > like the elements of rhyme; repetition, and. alliteration
2 ) -activating prior knowledge Stage 2.-Early Reading (Kindergarten and First Grade)
3), setting purpose and goals- > manipulate objects and ideas mentally
.4) predicting . ; . > can reason logically
. The organizational strategies " > have difficulty compreliending underlying principles
1 ) comprehending the main idea > have evolving grasp of the alphabetic principle
2 ) determining important details Stage Three. Growing Independence (Grades Two and Three)
3) organizing details > develop evolving fluency
4) sequencing > extensive reading of both fiction and nonfiction
5) following directions > become more appreciative of stories involving the lives of others
6) summarizing > judge their reading affectively and personally rather than by' using standards
The elaboration strategies > may have difficulty explaining why they like a selection
1 ) making inferences Stage Four. Reading to Leam (Grades Four through Six)
2 ) imaging > wide application of word-attack and comprehension skills
3) generating questions > much greater emphasis is placed on grasping informational text
4) evaluating (critical reading) > vocabulary and conceptual load increase significantly
The metacognitive strategies > words in listening vocabulary increase
1 ) regulating Step 5. Abstract Reading (Grades Seven and Up)
2 ) checking > can construct multiple hypotheses
3) repairing > become more elaborate in evaluation of readings and reflect an evolving
> set of standards forjudging
Stages of Reading Development
Stage One. Emergent Literacy (Birth to Five Years) A reading teacher has to be familiar with
> learn primarily through direct sensory contact and physical manipulation
> perception based conclusions' > Factors that Help Emergent Literacy Learners' Reading Development
> experience difficulty putting experiences into words Background of experiences-exposure to various experiences, opportu
> rapid language growth nities (oral expression, listening, writing) and materials
> explore writing in the form of scrftables, letter-like forms, or invented spelling Language facility - opportunities for oral expression (conversation, dis
> egocentric cussion, oral reports, storytelling, drama, etc.), listening, writing.
> love being read to and cannot hear their favorite tales often enough
8 8 |PNU LET Reviewer Prof.ju d y C . Baurisra and Prof. M erry Ruth M . Gutierrez
P ro fe ssio n a l E d u c atio n D e v e lo p m e n ta l R e a d in g
Interest in reading-oral reading, free silent reading, recreational reading, 2. When is the right time to teach beginning reading?
close reading/study of literature, book clubs, paperbacks, magazines, and - A child is never totally ready or unready to read.
newspapers, poetry reading, poetry etc.. - When learners have achieved unity of their capabilities, abilities
Social and emotional development- Individual and group communica with their interests (Hfttteman, 1978).
tion and participation; structured ei$eriehces so the child feels accepted 3. Appropriate approach in teaching beginning reading
and secure and develops desirable attitudes toward himself and others
(Language is a prime catalyst in social and emotional development). > Balanced Reading Instruction in Practice"
Physical development - Other thangood general health, vision and hear
ing acuity are most important Auditory discrimination of speech sounds FOUR CUING SYSTEMS IN READING
suggests ideas like rhyming words and initial sounds in words. The childs
need to make fine visual discrimination is obvious, suggesting early ac
tivities with forms and shapes, and letter recognition, words beginning or
ending alike, etc.
Intelligence - data attest to the importance of mental age, but do not es
A
Schematic Cues
Graphophonic Cues
Semantic Cues
tablish a particular point on the mental age, continuum as the point below
which children will not achieve success in reading. Pre-reading activities, Syntactic Cues
socioeconomic factors, teachers, methods, and materials must be consid
ered in each individual situation. Start with whole text Grounding instruction in whole texts provides the
basis for meaningful literacy activities. Examples include the shared reading
> Beginning Reading of poems or stories using big books or charts. An active demonstration of
1. Who are beginning readers? the teacher's own composing and spelling processes s extremely powerful,
- Kinder to grade 1 (Gunning, 2003) as he or she models at the chalkboard, thinking aloud about what word will
- Anyone who have not been taught the conventional reading (Sav come next or how a word is spelled.
age,.1994) Focus on knowledge about the parts o f language that may be useful
- A person learning to read in the second language (Folse, 1996) for reading and writing. Responding to all texts only at the holistic level
What are their characteristics? is not enough. Instruction should 'include a planned, systematic effort to
- problem solvers highlight specific textual features and literary devices as a variety of mate
- needing plenty of opportunities for choice rials are read, mitten, and discussed over time. Highlighting specific textual
- motivated through novelty - features helps children form generalizations about language that they.can
- retaining information better if given a chance to master a few things- apply to their own independent-efforts to-read and write. *
well ^ Return to whole texts for application and practice.- Planned opportu
- needing TIME for learning' nities to apply what has'been learned about the parts of language allow
- bringing more thjn an empty shell to school _ students to move, from simply knowing about a, generalization to using
Prof.-Judy C . Bautista and Prof. M erry Rath M. G u rierr PNU L E T Reviewer 89
D evelopm ental R e a d in g P ro fessio n al Education
that knowledge in a purposeful'way. This also acknowledges the"fact that Guided Practice j
isolated language elements behave differently depending on. context. For Individual Practice . ?
. example, the letter s behaves differently when paired with t as oppos&l to Transfer Stage (TS) .1
.h. Words such as lead or wind not only mean different things in different I
contexts, they may be pronounced differently. Effective teginning readers - > How can teachers heipimprove comprehension? j
use word meaning and sentence structure, along withsound-ietter relation assess prior knowledge and help them.relate -it to new ideas in the texts |
ships, to approach unknown words. teach words in the texts that label schemata important to the writer's mes- s
sage i
> The Four-Pronged Approach ( a literature-based integrated approach to help students sharpen cognitive skills they may need to comprehend the ;
teaching beginning reading) ' texts
1) The goal of this approach is the development of: show students the way writers organize printed texts to help them read the j
s a genuine love (or, habit and enjoyment of reading blueprints" more accurately
s critical thinking skills, starting with noting the important details
of a selection, making interpretations, making judgments and > WHATARE EFFECTIVE COMPREHENSION STRATEGIES?
valuing.
s oral language and using the grammatical structures correctly. Before Reading - activities that can activate students' prior knowledge,. ^ 1
* decoding and encoding skills while extending, refining, and sometimes building the schemata
2) Characteristics: 1) Overview- a strategy in which teachers tell students about the selec-
ft is literature-based - uses a story or a poem (aside from a tion or assignment prior,to reading, serves to activate'relevant sche- !
springboard for the other skills) for developing genuine love for mata that students hold in long-term memory aid often enrich and
reading. refine those schemata. Advance organizers and structured overviews
It integrates literature and skills are examples of this strategy.
It Is a balanced approach - uses whole language approach and 2) Vocabulary Preview- a strategy (hat starts from identifying and se
explicit instruction lecting words that may cause problemsrtfiiproceeds to explaining
tt is made up of four components: iri advance these unfamiliar words to students. Teaching problem
D Genuine Love for Reading (GLR) words provides anchors for new information, provides opportunities
O Critical Thinking (CT) to relate unfamiliar concepts to familiar ones, and is one aspect of
D Grammar and Oral Language Development (GOLD): has the . developing the general background knowledge necessary for com-
following parts: . prehension.
Presentation lesson or introduction - uses the story 3) Structural Organizer- a strategy that teaches students to focus at-,
as a springboard tention on Hie ways passages are organized. Before students read 1
Teacher Modeling or Direct Instruction ' an assignment, teachers should point out the basic rhetorical frame-
f *
90 PNU L E T Review er Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez
Professional E d u c atio n D evelo pm en tal R ead in g
works underlying the discourse (enumeration, time order, cause-ef- Teaching Guidelines * -.
fect, problem-solution, comparison-contrast), call attention to specific 1) Show students what to do'before they begin to read in order to im
.plans of paragraph organization, signal words, main idea sentences, prove their comprehension. *
headings, and subtitles. ' . 2) Plan activities to promote active involvement with texts while students
4) Student-Centered Study Strategies - PQRST, Triple STechnlque, read.
0K5R, PQ4R, S4R, P05R are some strategies that provide for pre 3) Help students sharpen, develop and remember their interpretations of
viewing, student-centered questions, and establishment of purpose,, a text with appropriate after-reading activities. ' ,
as well as during- aid post-reading activities. 4) Take steps to help students internalize Instructional strategies so that
5) Teacher-Directed Lesson Frameworks- Directed Reading Activity they become for them learning strategies.
(ORA), Directed Reading-Thinking Activity (DRTA), Guided Reading
Procedure, Reciprocal Questioning (ReQuest) are examples of strate Steps in Applying Selected Strategies
gies that give teachers a plan on which they can build lessons while A. Vocabulaiy Previews
some give students strategies for approaching the texts. 1) Check the assignment and list words that may be important for stu
dents to understand.
While or During Reading activities that can guide reader-text interac 2) Arrange these in a schema that shows the interrelationships particular
tions, while reading Is taking place to the learning tasks.
Question Answering 3) Add to this seherna words students probably already understand in
Inserted Questions order to highlight relationships between the new and the known.
Immediate Oral Feedback 4) Double-check the overview to make sure that major ideas are dearly
Time Lines and Charts shown and In a way that students will understand.
Listing main Ideas 5) Share the structured overviewwiti students, teffing them whywordswere
Outlining placed where they were and asking them to contribute other words.
Paraphrasing 6} As students read, have them relate other new words and Information
Summarizing to the graphic overview.
B. Directed Reading-Thinkfrtg Acttvfty (DRTA)
After or Post Reading- activities that help students remember new ideas 1) The teacher has students survey an assignment using Sties, headings,
and information, while providing teachers with feedback on how well texts and pictures Tifget a general idea of what the author is discussing.
- . lave been understood The teacher regularly asks,
1) Follow-up pre- and durlng-reading activities ' "What do you think this section will be about? Why?*
2) Have students tafl< about what they read. 2) The students read up to a point predetermined by the teacher. '
3) Have students write about what they read 3) The teacher asks similar questions but posed to reflect the reading;
4) Have students make up tests on their reading .. that is, What was it about? Were you correct? Why did you predict
5) Encourage students to respond to reading *creativelyl . incorrectly?' *
I. II . ! I il l I ... .................... 1 I MU.' I ' I........ I I I I
Prof. Judy C. Bautista and Prof. Merry Rath M. Gutierrez PNU LET-fleviewer 91
D ev e lo p m e n ta l R e a d in g P ro fe s sio n a l E d u c a tio n i.
. 4) The group then reads on to the next stopping point, once again read E. Encouraging Students to Talk About What They Read
ing to find answers to their questions. 1) Have students pretend to be television reporters who. must sum up
5) The process continues until the completion of the assignment. a stay' in two minutes. After allowing few minutes for preparation, !
C. Guided Reading Procedure they can have individuals tell the central idea to the group.
1) Prepare students by explaining important concept, building appro 2) Students can be encouraged to explain what an in-class reading was
priate background knowledge, and providing directions for the actual all about to another student absent the day it was read.
reading. 3) Teachers can ask, What do you think are the (four) main important
2) Students read, trying to remember all they can. Ideas of this text?"
3) Students him their books over on their desks and repeat all they can 4) Students can be asked to use the 5Ws plus H" model for some
remember while the teacher records this on the board. selections.
4) The teacher calls attention to information not remembered and
suggests that students reread to discover more. > OHier Strategies in Reading in the Content Areas
5) Students reread.
6) Their new recollections are now recorded on the board but now in 1) Clink and Clunk
outline form. Click and Clunk Is an excellent means to assess what Informa
7) The teacher asks more questions to help students recall more from tion the students have learned and what Information needs to be
their riding and tries to synthesize the new information with the covered in more depth. This strategy helps students recognize
Information obtained by the first reading. the information they do not understand, and assists them in get
8) Immediate feedback is given to students through a quiz. ting the Information they need. It motivates students as they
0. Request attempt to increase the information they understand fdinks^
1) teacher and students read together a section of the text, usually the and decrease what they do not understand (clunks').
first sentence. Procedure
2) The teacher closes the book and invites questions from the group. Have students create two columns on their paper and label them
3) Nextthe students dose their books, and the teacher asks them ques Clink- and "Clunk.' Next have the students read a passage,
tions about what they have read. then Itet wrfiat they really understand (Clink) and what they do not
4) When the teacher believes that students understand that much of the understand (Clunty As a group, discuss the Clunks and try to
text, toe next section is read and steps 1 and 2 are repeated. clarify the information. This can be done through direct teacher
5) Once students become familiar with ReQuest and with the text, the Instruction or ty allowing students who understand the issue to
teacher Incaporates predictions (as In DRTA). explain it to the class.
6) The group rereads the re n tin g sections.
7} The teacher checks out the predictions: Were your guesses right?
Where do you think you went wrong?
92 PMU L E T Reviewer Prof. Judy C. Bautista and Prof. Merry Ruth M. Gucicrrei
P ro fe ssio n a l Education D ev e lo p m e n ta l R e a d in g
LANGUAGE ARTS SOCIAL STUDIES Procedure -

Topic: Parts of Speech Topic: Roman Republic First, instruct students to read the text. Following this, divide the
classinto three groups based on instructional needs. Give each
Clink Clunk Oink Clunk group an assignment: Circle, Seat, or Center. The Circle group
nouns adverbs dictator plebeian covers information in the text with your assistance. The Seat
verbs republic patrician group members work individually or withfn-their group to go. over
adjectives interjections. veto consul the text information using worksheets and study sheets. The
pronouns why it collapsed why a republic was formed Center groups works on projects, individually or In the group,
related to the information covered in the
SOCIAL STUDIES text. After a designated amount of time,
SCIENCE MATH Topic: Fall of Rome
Topic: Equations and Inequalities students rotate to another group.
Circle: Discuss text, including reasons
Clink Clunk Clink Clunk for the fall of Rome. LANGUAGE ARTS
Concentrated saturated solving equations polynomials Seat: Respond to questions and do Topic: Parts of Speech
Matter diluted operations function notation worksheets. Circle: Discussion and clarify the
colloid Center: Create a timeline of the Roman topic for students.
Empire. Seat: Students work identifyfng the
Assessment parts of speech using
After covering the material, discuss the Clink-Clunk list again to SCIENCE worksheets or sWBs sheets.
see if all the Clunk* items can be moved to "Clink.'Those terms Topic: Matter in Solution Center: Students create cards to be
In the Clunk column that are clearly understood can be moved Circle: Discuss the types of solutions. used in a game.
to the Clink column and any terms remaining in the Clunk" Seat: Complete worksheets or respond
column should be explained further. to questions at end of section.
Center: Create charts to classify types of
2) Circle-Seat-Center solutions.
This strategy allows students to work in small peer groups and
go over all the information he teacher would like to cover. The Assessment
strategy is an excellent way to reinforce information in a vari Use teacher observation of information covered during discus
ety of ways: The Circle group focuses on verbal learning, the sion, correct answers on worftsheets, and evaluate of informa
Seat group focuses on visual learning, aid the Center group fo tion covered in projects to determine students' level of compre
cuses on tactile learning. This also allows students who learn hension.
through different modalities the opportunity to learn through
their strength.
Prof. Judy C. fl.iutisca and Prof. Merry Rath M. Gutierrez , PNU L E T Reviewer * 3
3) Jigsaw 4) Partner Prediction .

Jigsaw allows students to work with their peers and to learn This strategy gives students the opportunity to work.with-their
information from one another. This strategy allows for all mem- peers and make predictions about as story or section. Because
bers of the class to receive information about an entire section In students are sharing their ideas with a partner, more students
a text. It is a collaborative strategy that ensures the participation will be able to discuss prediction and they will not feel
of all students. . self-conscious about speaking in front of the entire class. If a
Procedure student is having difficulties with prediction, partner him or her
First, group three to six students in teams. Give each team with someone who is able to dd it, and he or she will have the
member a topic on which to become an expert" The teams
opportunity'to see how the process is done.
then split up and find (he students from the other teams who Procedure
are working on their topic, After working in the topic groups, First, identify places in the text to stop and predict what might
students return to their happen next. Then read the title and first portion aloud and. ask
SOCIAL STUDIES
teams and present the what students think the story will be about Students should be
information they gained.
When studying the five themes of seated next to partners so they can share their ideas with each
geography, assign each member of other. This process is repeated throughout the reading. When
LANGUAGE ARTS a team one of the topics: location, the end of the selection is near, stop and ask how students think
place, human-environment itw ill end.
When reviewing a specific story, interaction, movement and regions.
assign team members with a
LANGUAGE ARTS SOCIAL STUDIES
component such as character, plot,
MATH Topic: Cats on the Run" Topic: Cats on the ftun
setting, problem, or resolution.
Students dtecuss what this story may Students discuss what this story may
Use as review. After studying be about As reading begins, students be about As reading begins, students
SCIENCE fractions, dMde into groups and discuss what might happen in the efceuss what might happen in the
assign each member atopic such story. story. .
Gave each member of a group a topic as adcSng, subtracting, dividing, and
such as adds, bases, and salts. multiplying.
SCIENCE
topic: Plants
Assessment
Students discuss what they know. Beading covers types
Determine students' level of comprehension by the correct num
of trees and flowers. Students discuss how to te8 the
ber of responses In a quiz or through discussion of information
difference and ttMch ones they have seen, and they '
presented by each team.
discuss what else might be covered in the text
IP N U L E T Reviewer
Prof. Judy C. Biurisra and Pro/. Merry Ruth M. Gutierrez
D evelo p m e n tal R e a d in g
Assessment
Assessment
Through teacher observation and discussion/determine accuracy Use discussion, quizzes, and observation to determine if materi
al is understood. Observation should Include monitoring the in
of student predictions. Monitor the involvement of individual,
volvement of Individual students and their responses. Discussion
. students during the paired retelling. Discussion can be used to
can be used to determine students' levels of comprehension by
determine students' level of comprehension by assessing their
assessing their responses after reading. Encourage responses
responses after reading. Encourage responses from students
from students who appear off task. Students should correctly
who appear off task. Students should correctly respond to 80%
respond to 80% of the question during a discussion or given on
of the questions during a discussion. Change partners to increase
a quiz. Encourage students to assist one another.
accuracy if necessary.
6) Think-Pair-Share/Think-Pair-Square
5) Reciprocal Teaching
This Is a partner or group activity that allows students to work
This strategy allows students to begin to work together and to
together to check for comprehension.
teach" each other as they take over the discussion.
Procedure
m Procedure
After reading a story or section of text, students should think of
Begin by dividing the class into small groups. Each group should
things they already know, decide what the reading reminds them
then read and discuss a short section from the text After all the
of,.and determine what might happen next Students then Pair
groups have completed this, bring the entire class together and
and Share* (two students) or Pair and Square' (four students)
discuss the information that was covered. Start by leading the
and discuss the things they have thought about.
discussion, then gradually decrease your input and allow student
Input to increase. Encourage the participation of all students.
LANGUAGEARTS SOCIAL STUDIES
After covering a short story or After covering SouthAmerica, discuss
LANGUAGE ARTS SOCIAL STUDIES
selection, dscuss character, plot, people, culture, religion, land, climate,
Topfc: Short Section of a Story Topic: Earths Human Geography
motivation, setting, and resolutioh. and resources.
AskHie following questions; Why did Ask fte following questions Were
tie main character react as he or die do people Sve?Why do they migrate?
did?What is&ie importance of the Whatproblems wfll the growing sciacE MATH ________
se&ing h tffe story? population cause? - Aftercovering animal habitats, discuss After readng a word problem
what animals need to sutvive and how
diferent animals adapt. what information is given, and vtfiat
mathematical function or formula is
S C IE N C E _____________________
needed to solve the problem.
Goover types of matter, or ask, What is an ecoiystefn?
Prof. Jfudy C . Bautista and Prof. M e rry Ruth M. Gutierrez

PNU LET Reviewer 95
D e v elo p m e n ta l R e a d in g
P r o fe s s io n a l E d u c a t io n
Assessment
Use discussion, quizzes, or tests during or following the activity.
Discussion can be used to determine students' level of compre
hension by assessing their responses after reading. Encourage
D irections: Read and analyze each item and select the correct option that answers
responses from students who appear off task. Students should
each question. Analyze the Hems using the first 5 items as your sample. Write only the
' correctly respond to 80% of the questions during a discussion or
letter of yourcholce in your answer sheet
given on a quiz or test.
. 1. Mrs. Manuel believes in the power of environmental print to develop the pupils'
sight word recognition, print orientation, and even comprehension in a meaningful
way. Which of the following materials is NOT an example of environmental print?
A. Old boxes of powdered milk
B. Chocolate bar wrappers
This question is ail about the development of children's literacy through exposure to
authentic print, which is referred here as environmental print. ChoiceA, B, and C, are
all examples of authentic materials because they are made not for instructional pur
poses but for real-life purposes. Since the question demands to Identify the non-ex-
ampie of environmental print it clearly Implies that choice D is the correct answer.
2. Ms. Custodio teaches preschool. She is preparing to employ a shared book expe
rience activity for her kindergarteners. Which of the following materials should Ms.
Custodio probably need?
A. Flashcards C. Basal texts
Big books 0. Word lists
This question demands for the materials that the teacher should be using in a shared
book experience activity. Choice A and choice D should be eliminated because the
materials are dearly non-examples of books. Leaving B and C as the remaining
options, one has to eliminate choice C because learners are assumed to have the
same basal tads or textbooks- Choice B is the correct answer because big books '
are appropriate for sharing through read-atoudsomething which characterizes a
shared book experience activity.
|P N U L E T Reviewer
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez
P ro fe ssio n a l E d u catio n D e v e lo p m e n ta l R e a d in g
3. Ms. Adona asks her pupil to point to the first word that should be read In the big
book. Then, she asks the pupil to point to the last word to be read. Which of the
following assessment measures does Ms. Adona employ in this situation?
A. Assessment of Reading Comprehension
by having the smallest element of language and building itjnto bigger segments, the
answer must be choice A.
5. Ms. Torres believes ttiat her pupils need direct sensory contact and physical ma
3
Ji. Assessment of Spelling Ability - nipulation in the dassroom'so that they learn easily and recall input effortlessly.
( c \ Concepts about Print Test What is the grade level of Ms. Torres class?
IT Vocabulary Test C. Intermediate
D. High School
This question asks for the assessment measure that the teacher clearly employs to
her student. Choice A should be eliminated since reading comprehension measures This is a.question on stages of reading development. Choices C and Dare obviously
the ability to answer questions through the information gleaned from the premises of not the correct answers because students in the intermediate and high school levels
the text with interaction to the existing schema of the reader. Choice B should also be generally use abstract thinking. Choice'B may be taught through concrete experi
eliminated because the assessment measure described does not state that the read ences. Nevertheless, primary students already begin to grasp the alphabetic principle
er was made to spell words. Choice 0 should also be eliminated because the Ieamer so that they could start learning the abstract symbols of the graphemes and the
was not made to define, or at least tell the meaning of the words that were pointed. phonemes. The pupils under Ms.' Tomes' class obviously need concrete experiences
Choice C is the correct answer because Concepts of Print Test measures the knowl through direct sensory contact sothat later on, they will use these experiences to
edge of readers about reading directionality, upper- and lower-case letters, first and recognize the formal aspects of thelanguage. Therefore, the correct answer is
last words in sentences or paragraphs, and other conventions of printed texts, choiceA.
4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words 6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the
and words into sentences. She uses flashcards so the pupils can sound out language block. He provides varied reading experiences that involve children sitting
syllables and words correctly. What reading model is reflected in Ms. Padilla's quietly, silently reading library books or making a book based on their own experi
instruction? . ences. What theoretical model erf reading does Mr. Morauda show?
) Bottom-Up model C. Interactive model A. 8ottom-Up model C. Interactive model
B. Top-Down model D. Schema model Top-Down model D. Schema model
7. One Grade 3 teacher of English to multilingual learners has just finished reading a
This question shows the theoretical bases of Ms. Padilla's reading instructional prac story aloud to he class. Which of the following is the best post - reading activity
tices for teaching beginning reading. Choice B,.which is the top-down model, . for the learners?
is obviously not the answer because the practice using this model starts with the A. ' Provide students with a guide for reader-text interactions.
teaching of whole texts rather than building on isolated parts. Choices C and EL Have students write about itfrat they have read.
0, recognize the teaching practice of Ms. Padilla, however, the emphasis of these (5? Give them comprehension questions.
models focus on the use of relevant prior experiences, which are considered whole. 0. Let them rest for a while. .
Therefore, since the practice of Ms. Padilla isolates the teaching of beginning reading
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez PNU L E T Reviewer 97
D ev e lo p m e n ta l R e a d in g P ro fe ssio n a l E d u catio n
8. Mr. German is a teacher handling English for a culturally-diverse class. He would 12. ReQuest is a strategy used to develop learners' ability in asking significant ques
regularly read aloud to his pupils, would provide time for free silent reading, recre- tions. llte teacher needs to model questioning skills and let the pupils practic 4%
'ational reading*and .would lend them magazines and newspapers. What factor in same until the learners are ready to use the skill automaticalMWhat is the best
reading does Mr. German want to cultivate among his pupils? reason for teaching the learners this skill? I
A. Emotional/social development k S Learners become purposive when they set their own questions while reading,
B. Physical development f r Teachers become confused by the questions asked by the teamens.
Interestin reading' C. Teachers find time to review the questions of the learners.
Intelligence 0. Learners feel important when they make questions.
9. Mr. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for 13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's
beginning reading instruction. What must he observe before he begins his lessons? vocabulary development program. After going through all the books used by his
The pupils are emotionally prepared for social interaction and competition. fourth grade pupils, he Is still in the dark as to what words need to be included in
I The pupils have achieved unity their capabilities with their interests. his list Which of the following criteria should NOT be the basis of Mr. Gutierrez
The learners can respond to simple questions and instructions. for word selection?^
D. The learners show desire to team in class.
( ) High frequency w ordsv'"^ C. High utility words
10. Teacher Millicent knows well that the text or the print material is one factor that
B. Content area words D. Difficult words
affects reading. So she tries to match the text with the ease or difficulty of stu
14. Mr. Malaya is teaching a 3* year high school class in world history. The students
dents comprehension based on the style of writing. What text factor does Teacher
need note taking, outlining, and study skills. If he wants to help the students team
Millicent consider In the choice of reading materials for her class?
itese strategies, which of the following skills should he model to them first?
A. Organization (} Readability VO Getting main idea
B. Format lT Content B. Sequencing events
11. Ms. MdraHos teaches her grade 6 class how to write a summary of an expository C. Reciprocal teaching
text. In her discussion, she explains what it is, models it through think aloud, and D. Rhetorical patterns of expository texts
Informs her pupils when and how this skill learned in the classroom can be used 15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
even during their own free silent reading. She provides them with guided and inde A. A reader could read a text when he/she uses his prior knowledge to make
pendent practice before she conducts an evaluation. What approach to teaching is sense of the text
reflected in Ms. Morales practice? B. A reader could read a text when he/she selects only the meaningful seg
Indirect Instruction C. Intrinsic Instruction ments In the text
( )l E xiM Instruction 0. Independent Instruction C. A reader could read a text when he/she relates the text to other texts prevl-
ouslyread. . .
( p \ A reader could read a text when he/she can translate the visual symbols to
. ' their aural equivalent
|P N U LET Reviewer Prof. Judy C. Bautista and P.rof. Merry Ruth M. Gutierrez
P r o fe s s io n a l E d u c a tio n . D evelopm ental- R e a d in g
16. Which of thg following reading skills or strategies utilizes a bottom-up procedure 21. Edward is reading a book and he neec$ to know the meaning of the word obliter
in dealing with unfamiliar words? ate.* However, the passage doesrot give enough clues for him to figure out what
C. Predicting outcomes the word means. He decided to use his pocket dictionary so he would know what
D. iking contextual dues the word means. Which of the following strategies should he use so that he would
1; -ead the WORD,-he/she must learn to read the WORLD first. know the meaning of the unfamiliar vyord?.
What does this imply? * Seaming Close reading
A. Students or readers must know the names of the letter first before they w i B. Skimming U vD. Careful slow reading
know what the word means. 22. Ms. Sigua entered the classroom and posted images that she has taken from the
B. Readers must know the sounds of the letters first before they will know what story she is about to tell the students. Before she started telling the story to the
the word means. class, she grouped the students and asked them to make a story out of the pic
( y Words are only representations of the concepts that the child or reader tures posted on the board. Which of the following approaches reflects the practice
knows before encountering the print. of the teacher?
D. The text supples the readers with the necessary knowledge they need to A. Explicit Phonics C. Embedded Phonics
make sense of the print. B. Basal Approach $ Language Experience Approach
18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informa- 23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat,
tional text taken from a science textbook. Which of the tosowing ooes me teacher fat, rat, pat, and bat What approach Is descrbed in this situation?
want to develop in the reader? A. Whole-language approach
A. Print skill Formal schemata B. Language experience approach
B. Content schemata D. Vocabulary knowledge C. Literature-based approach
19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un Phonics approach
derstand a given expository texl Which of the following organizational structures 24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W
might be the one used in the exposition of the text's information? columns. Which of the following reasons DOES NOTjustify such activity?
A. Cause and effect Enumeration-description A. Setting a purpose for reading
B. Comparison and contrast Sequential or chronological B. Activating prior knowledge
20. Which of the following Is theBESI reason gresston is a good metacognitive (W Confirming, revising or rejecting an earlier assumption about a topic
D. Sharing assumptions related to the topic of the text to be read
reading technique?^
A. Headers useTfto search for keywords in a text.
B. Readers use it to read a passage all over again.
& Readers use it to highlight important lines In the text for retrieval purposes.
$ Readers use it to monitor comprehension when the text seems not to make
sense.
Prof. Judy C. Bautista and Prof. Merry Rath M. Gurierrex PNU L E T Reviewer 99
D e v e lo p m e n ta l R e a d in g P ro fe ssio n a l Education
25. Mr. Lilang wants to develop creative thinkinnJn his students even before he asks PART III - ENHANCING TEST TAKING SKILLS
his students to silently read the short story for the day's reading lesson. Which of
the following activities should he provide the students so he could achieve his aim?
Unlocking of'vocabulary words by finding their meaning in the dictionary D irections: Enhance your test taking skills by answering the Items below. Write only
Asking the students to write story impressions out of the posted pictures of the letter of the best answer. .
scenes taken from Ihe story to be read
C. Pronouncing five unfamiliar vocabulary words that will be encountered in the 1. Which of the following results of an IRI graded reading passages is used to predict
story a learner's functional reading level?
D. Asking the students to list down certain experiences they had, which may be A. Scores in a series of spelling tests
related to the main character in the story to be read B. Number of words correctly pronounced per minute
Percentage of oral reading miscues and sight word recognition scores
Percentage of oral reading miscues and percentage of correct answers to
comprehension questions.
Mrs. Sabate handles fourth grade English and is currently teaching simile and
/
metaphor using short stories ter children. Which of the following lessons does she
want the students to better understand?
Author's use of figurative language
Author's point of view
C. Use of text structure
D. Tone and mood
3. Mr. Salvador notices that his student, Robert, cannot decode sight words that are
supposed to be easy for students of his age. Which of the following activities, then,
should Mr. Salvador provide for Robert?
A. Constructing mental maps and graphic organizers
B. Answering comprehension questions using OAR
P Phonemic awareness activities
Dl Spelling drills and games
4.
be ready for abstract reading. Wiat does this imply?
A. Learners on this stage are able to grasp Informational texts.
Learners on this level can construct multiple hypotheses.
<1 Readers on this stage can manipulate objects andideas mentally.
D. Readers on this level judge affectively and personally than by using standanj.
.......... i ........................... .................. i n * i. ......................... .....................
IPNU L E T Reviewer Prof. Judy C. Bautista and Prof. Mrry Ruth M. Gutierrez
professional Education
5. Al the three reading theories recognize the role of the reader and the text In the . 9. Mr. Siruet is a Science Teacher in llocos. He strongly believes that devoting 1(M 5
comprehension process. However, only the interactive model accounts for the role minutes for real-time reading in the classroom aid guiding the pupils' interaction
of the reading situation in the meaning-making process. What factor does the with Science materials before-or after doing an activity is better than just assigning
interactive model consider in the reading process? them to read at home and make sense of the text on their own. What could be the
best explanation for Mr. Siruet's reading practice?
- A.- Outcome (} Context
A. Science is.one subject that calls for inquiry and discovery.
B. Task D. Purpose
B. Science class does not require actual reading time In class.
' 6. The four-Pronged Approach upholds the holistic and balanced instruction in begin
J1 Time can be spent in more meaningful hands-on activities
ning reading. Which of the following principles characterizes Ihe mostimportant UX Experience with print enriches vocabulary and understanding of Science
characteristic of this approach?
concepts.
A. The inclusion of critical thinking skills after reading
10.Teacher Jeremiah Is planning an integration lesson using Social Studies text for his
The development of genuine love for reading
Grade 5 English class. Which of the following is the best thing to do to activate his
C. The integration of whole language, literature, and explicit instruction
pupils' background knowledge?
D. The heavy emphasis on grammar and oral language development
A. Ask several critical questions.
7. The reader's prior knowledge plays a vital role In negotiating meaning and trans
B. Make the pupils prepare an outline.
action with the text To enhance the schemata of the learners, Teacher Arabella
C. Unlock difficult words by using the dictionary
exposes her grade 2 pupils to the pragmatic fff? n* in their day to day
($ ) Present advance organizer of the topic.
life experiences so that they develop1rich vocabulary. What belief does the teacher
11/Ms. Yelena handles Grade 4 classes In Makabayan. Before conducting any discussion,
f iifestjn this situation? . n fv J L n A M ;
she makes sure that her pupils have read the text by allotting 7-10 minutes of
Wort meanings aid textual understanding f
silent reading In the classroom. Which of the following should NOT be done by Ms.
Word pronunciation builds comprehension. Yelena durlng the silent reading activity?
A. Insert questions in selected parts of the text as guide.
C. Word knowledge is learned best In isolation.
D. Word familiarity is gained In the classroom. B. Make students fil in the blanks of the structured overview.
8. in one Grade 6 reading class in public school, Teacher Samantha conducts a regular C. Let students ffll in the L column of the KWL chart.
10 mimjte silent reading of an expository text in. Science. What is the best silent Leave students to do what they want in reading silently by themselves.
reading activity that Teacher Samantha can give her students? 12. te a post-reading activity in any content-area reading class, which of the following
.A. Invite resource person to discuss the content of the material. should be avoided by tie teacher?
($ Prepare reacfing road maps to guide reader-text interactions. A. Have studeife talk about what they read
C. Instruct them to write reflection journals on their notebook.
D. Check understanding by asking post-reading questions. C. Have students prepare make up test on their reading.
0. Go back to the Anticipation Guide for some correction.
Prof. JudyC. Bautista and I rof. Merry Ruth M. G utierrez

PNU LET Reviewer n a i
D ev e lo p m e n ta l R e a d in g P r o fe s sio n a l E d u catio n
13. Reading In the content area aims to help students make sense of the text and 18.'Which of the following activities BEST develops creative reading?
negotiate meaning as readers actively interact with the text. Which of the following ' k Sounding out wnfe while reading
activities will best achieve tflis goal? Giving an alternative ending for a story read
A. Have the reading of toe text be done at home. C. Looking at the author's biography
B. Make them reed silently. D. Rejecting the premises of the author (
Allow students to ask questions. . 19. Which of the following activities should be the last option for a metacognitive
Practice oral reading for fluency. reader if he does not make sense,of the expository text he is reading?
14. A student asked the teacher to ten him the meaning of the word "disestablishmen- Sounding out each word while reading the text
tarianism", which is found in the text that the student read. Instead of explicitly Br Questioning a detail that seems confusing
stating the meaning of the word, the teacher asked the student to segment the C. Rereading a part that suggest multiple meanings
word and look for its base word, prefix, and suffixes so that they may construct the 0. Constructing a graphic organizer for the text
meaning of the word through these word parts. Which of the following vocabulary 20. Mr. Javier has just ended the silent reading activity he provided for his students
strategy did the teacher use to help Vie students arrive at the meaning of the and he deems it necessary to discuss the story. If he wants to model critical reading
unfamiliar word? to his students, which question should he likely ask himself?
A- Semantic feature analysis (q Structural analysis A. Who are the characters in the story?
B. Semantic mapping D. Context dues Why did the main character end up not to be successful?
15. Ronald is about to buy a book. After taking a book from 8% display shelf, he Would it be unfair to dose a fairy tale with a sad ending after the princess
looked at the title, opened it and looked at the table of contents, then the summary meets the prince? Why?
found at the back cover. He realized that what he took from the shelf is not what If I were to write another,beginning of this selection, how would I start this
he needs. Which of the following strategies do you think did Ronald do to decide story?
why he does not need It? 21; Mrs. Corazon wants her students to. respond creatively, to the story they have just
A. Seaming C. Close reading read in class. Which of the following activities should be provided for the students
Skimming D. Carey slow reading so that she could achieve her aim?
f
16. WNch of the following words BESTlends itself to the teaching of structural analysis Writing a summary of the story read
as a strategy to unlock the meaning of an unfamiliar word? Writing a letter to a character In the story
Listing down the events that happenedin the story
A. Special Happiness
B. Preschool m S Undesirable 0. Answering comprehension questions about the story
17. Belinda is having a difficulty comprehending me novel, "Ftorante at Laura, be 22. Which of the following activities js NOT appropriate In helping readers develop
organizational comprehension.of expositoiy texts?
cause Iheauftor's narration seems to.be afferent than the actual r^srTifRwwits
A. Outlining
that have happened In the story. Which strategy should the teacher, model to Be
linda so.she would be abte to understand the text? B. Creating and using graphic organizers
(6 } Unlocking vocabulary words through context
MaWog a Venn diagram C. Rereading the text
Constructing a timeline * D. listing the events ' a Identifying the topic, main idea, and supporting details
t M f PNU LET Reviewer * Prof. Judy C. Bautista and Prof. Merry Rurh M. Gutierrez
23. When Brylte read the sentence, .The. bankruptcy made a run on the ban he
thought that bankruptcy literally ran on the bank. What explains this phenomenon?
A. The reader lacks auditory perception.
B. .The reader lacks sight word recognition.
L The reader has inadequate proficiency In listening and speaking,
p ) There is a mismatch between the reader and.writer's field of experiences.
24. Ms. Jazmln prepared controversial statements, which are taken from the social
studies text that she is about to teach to her students. After this, when she met
her class, she made them agree or disagree to the statements and made them
ejqalain their reasons before they finaHyread the text. What does the teacher clearly
demonstrate In this situation?
A. Reading through elaboration strategies
jk Reading through organizational strategies
(p I Reading through preparational strategies
D. Reading through metacognftlve strategies
25. Mr. Manantan's assessment of his students dearly reveals that they lack proficiency
in identifying the structure of cSfferent types of expositor texts and they have a
difficulty plotting the details of these texts when asked to convert the Ideas into
C. The use of preparational strategies 0 u

D. The use of metacognldw strategies
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez

Educational T e c h n o lo g y 1 & 2 P ro fe ssio n a l Education
Educational Technofogy
a field dedicated to the theory and practice of design, development, utilization,
Educational management and evaluation of process and resources for learning {Association (or
Educational Communicationsand Technology.
Development
Instructional System Print Technologies

Design (ISO) Audio Technologies
Instructional Still Visuals .
Prepared by: Audio - visual Technologies
Prof. Marilou M. Ubina and Prof. John P. Natividad Learner ICTs
Characteristic Electronic Technologies
Competency:
Evaluation Utilization
Choose appropriate principles Problem analysis Media Utilization

Measurement Implementation
in the preparation and Formative Evaluation Institutionalization
utilization of the conventional Summatfve Evaluation
and non-conventional Management

technology tools as well as
Project Management
traditional and alternative Resources Management
teaching strategies . Management of Delivery Systems
* Diffusion of Innovation
104 PNU L E T Reviewer Prof. Marilou M. Uhiiia and Prof. John P. Natividad
Ed ucational T ech n o lo gy 1 & 2 Professional Education
.......................I Ml. I I
on? which teachers and trainers can use to design fcnd-develop the most appro Split-Attentton . Words should be presented as auditory narration rattier than as
priate learning environment. This was constructed by Robert Heinich, Michael Principle visual on-screen text, .
Mdenda of Indiana University and James 0. Russell of Perdue University. Audio-visual aid must be useful to a particular teacher as s/he
worthsfor a particular group of learners.They must helpthe teach
Usefulness/Utility
er to deliver the subject matter in a better way as well as helping
Analyze. Learners .
the learners to learn the subject matter.
gtate Objectives Communication
They must relay information clearly and effectively.
elect Media and Materials Effectiveness
They should catch the interest of the users, stimulate curiosity or
ytflize Media and Materials Interest satisfy the need to know and encourage creativity and imaginative
response among users.
The cost per student of media presentation diminishes as the
Evaluate and Revise Cost Effectiveness
number of students using it increases.
Presentation They must be presented at the right time and at the right way.
They must be handy for the teachers and students to handlethem
Principles In the Selection. Development, and Utilization Portability (Handy)
wed.
of Educational Technologies
Correct facts or information must be in the materials for a better
Correctness.
learning process.
Principle Description/M eaning They must be simple but inspiring for the learners and should not
I They must be focused on helping learners to motivate them in the Simplicity
Purpose confuse them. TTtey must be simple but show creativity.
j teaming process._______________________ The purpose of evaluating the technology is needed for further
Assessment
[They should be appropriate to the level intended in terms of: revisions and improvements.
Appropriateness
j 1. vocabulary level 3. methods of development
i 2. difficulty of concepts 4. Interest FACTORS AFFECTING THE SELECTION OF EDUCATIONAL TECHNOLOGIES
i They must contain purposive activities.
Meaningfulness 1. Human Factors
j They must contribute to the growth & development of learners.
iThey should encompass allround development of varying group 1.1. Learner factors - refers to Ieamer differences that can influence media
; of learners. choice. *
--------- iThey must be responsive to the needs and demands of the a) Individual differences
responsiveness Research suggests that learners differ in:
Authenticity j They must present accurate up to date dependable information. - their preference for learning: by observing (visual learners) or
Spatial Contiguity i Corresponding words and pictures must be presented near rather listening (aural learners)
I than far from each other.
IPNU LET'Revlewer Prof. Marilou M. Ukina and Prof . John P. Naiividad
Professional E d u catio n E d u catio n al T ech n o lo gy 1 & 2
Technology Integration . - The five phases of ADDfE are as follows: * ., /7r@-eL

' It is the process of determining where and how technology fits into teaching and
learning. Roblyer (1997) cited in W ilia m s, M ichael D. (2000). Integrating Technology Analysis ~ d fc & - J7 U
into Teaching and Learnin g, " During analysis, the designer identifies the learning problem, the goals and
objectives, the audience's needs, existing knowledge! and any other relevant
Five Domains of Educational Technology characteristics. Analysis also considers the learning environment, any con
straints, the delivery options, and the timeline for the project.
DOMAINS DESCRIPTION Design
Design It is the planning phase of educational technology. It is systematic process of specifying learning objectives. Detailed storyboards
Development It is the process of producing learning materials from a detailed plan and prototypes are often made, the look and feel, graphic design, user-interface
(design). and content are determined here.
It is the actual use of knowledge and the skills and usually includes the Development
Utilization practical application of information or procedures on a regular basis. It The actual creation (production) of the content and learning materials based on
is the action phase. the Design phase.
It is a dynamic process which allows people to obtain and judge the Implementation
Evaluation worth of data about how students learn specific content information During implementation, the plan is put into action and a procedure for training
under varying instructional condition. the learner and teacher Is developed. Materials are delivered or distributed to
It is the linchpin which binds all the domains of educational technology the student group. After delivery, the effectiveness of the training materials is
Management
together. evaluated.
valuation
This phase consists of (1j formative and (2) summative evaluation. Formative
DESIGN, DEVELOPMENT AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES evaluation involves gathering information during the early stages of the design
process with the focus on M in g out whether efforts are relating as planned,
Instructional Design Models uncovering any obstacle, barriers or unexpected opportunities that may have
emerged, and identifying mid-project adjustments and corrections which can
1. ADDIE Model help insure the success of the project. Summative evaluation is the process of
. collecting data following implementation of the project in order to determine its
The'AODIE-model is a systematic instructional design model consisting of five effectiveness and satisfy the instructional objectives.
(toes: (i) Analysis, (2) Design, (3) Development (4) Implementation, and
(5) Evaluation. 2. The ASSURE Model
' The ASSURE model is an Instructional Systems Design (ISO) process that was
modified to be used by teachers In the regular classroom. The ISP process is.
Prof. Mariiou M. Ubina and Prof. John P. Nacividad PNU LET Reviewer 105
P ro fessio n al Education E d u c a tio n a l T e c h n o lo g y 1 & 2
- their perception of a given message: a factor's/ past experience, Inspires students and teachers by making learning exciting and interesting
and often a cultural difference exists Fosters the development of leadership abilities and teamwork
- their understanding of the conventions used by various media: lan Supports hew Instructional approaches: cooperative learning, inquiry approach,
guage & technical drawings used problem-based leaning, project-based learning and multiple intelligences
b) Attention span u Provides unique opportunities for students to practice, demonstrate and critique
Factorsthat affect howlong a learner can attend to one type of task are communication skills
age, interests learners'motivation Supplies information through multisensory delivery channels, allowing students with
c) Number of Learners various learning styles to assimlate and apply knowledge
Select media that are well suited to the group size you have or, if this Expands classroom "waits and links students and teachers in national and interna
is difficult, modify the group or structure to media you have. tional exchanges
d) Physical disabilities of learners (poor vision, hearing, dyslexia, color
blindness, etc). INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES
1.2. Teacher factors - refer to those factors that affect the success of media
implementation. Selection
I Types U tiliza tio n
2. Instructional Method Advantages L im ita tio n s
The method of instruction dictates or limits our choice of presentation media. Is Printed Readbg levelo f learn Direct student
it self- regulated learning method or lecture/expository? materials are readBy ers. ManyStudents reeding with
3. Practical Constraints avaDabfeIn arangeof are nonreaders or. objectives and/or
topics andformats. proof readers. questions.
Administrative and economic constraints both limit the choice of methods and fltaa&b. Pitted materi Memorization. Some Emphasize the
media 1. Text/Print als maybe used in any critics saytextbooks useofvtsuals
1) Objectives 3) Time Hnli/nrl--- J---------- 1
(I.e.. books, rqumu environm ent promote memorization with text-based
2) Availability 4) Resources perlodcals, They are portable. rather than higher materials.
modules,etc) ftawmfcatText
1KWH
___1 it-l-IJ -I.UI-
uHfMf)Q 8KBIS. Checkthe
canbe used again Passive. Others teachers guide for
Contributions of Educational Technology to Education andagain by many contend that text addtknalmaterials
increases students motivation, self-esteem, self-confidence and academic achievement students. promotes solitary andactivities.
I ----- --- ..H ill. IL 1
SuppSes stimulating environments that encourage student involvement in the learning learning ratner tnan Supplementtext
process cooperative group rtth other media.
Promotes higher -level thinking'skills and student-centered instruction processes.
Offers students diversity, self-paced learning, and opportunities for individual growth ReaSstic format. ' S1&. Some visuals are Usesimple mate
and self expression Visuals provide a simply too small to rialsthat everyone
2. SUIT. representation of vertjal use with a large group can see.
Provides stujlents with unique opportunities to apply skiffs and talents and to interact Visuals t^rinrirtf r
ffnormaoon. and enlarging can be
witt) others in non-threatening environments
. expensive.
Ganges teacher's gnd student's. role into positive directions
Prot MariJou M. Ubifia and'Prof. John P. Nacividad PNU L E T Reviewer 107
Ed ucational T ec h n o lo g y 1 & 2 P ro fessio n al E d u catio n
Readily available and Tmdkmnônat. Provide written '* of the message and is designed forlarge- ' Useappropriate
inexpensive. Visuals or verbal cues revealing information group presentation. pacing.
Visualslack the
arp readily available three-dknenskxia^. to highlight progressively. * Prepamtion required. /Direct students'
2.1. in books, magazines, of the realobjector importantaspects Versatility. Printed materials and attention to the
newspaper,catalogs, scene. of visuals. The overtead projector other non-transpar important parts of
PrintedVisuals
and calendars. Lack of motion. Visors Useonevisual at can beused in normal ent Items, such as theOHT.
(i.e. Pictures,
are static and cannot a time except for room lighting. magazine Mustratfcns, Summarize
graphic orga
show motion. 'comparison. Opaque projector cannotbe projected frequently.
nizers, etc.)'
Holdvisuals allows instantaneous . immediately but must
steady. projection of 2 or 3-di- first be madeinto
mensional objects. transparencies.
Multipurpose. Bothstu- Commmpboe.In Checkthe visiM-
Less abstract and more Storage. Largeobjects Familiarize
dents andteachers can structors often neglect Ryof the board yourself with the
concrete. Real objects can posespecial
use display boards for to give display boards from several problems. Caring for
and modelsprovide object and model.
a variety of purposes. the attention and re positions around . living materialssuch
hands-on learning Makesure objects
Colorful. Displayboards spect they deserveas the room. experiences and . as plants and animals are large enough
2.2. provide color and add Instructional devices. Decide in advance
emphasize real-world can take a lot of lime. to be seen.
Displayed interest to classrooms Notportable. MoA howyoufrian to applications. Possible damage. Indicate actual
Visuals or hallways. display boards are not use theboard. ReadilyAvailable. Materials areoften size, shape, and
(!.e. chalk Participation. Students movable. Print using
Materials are readily complexand fragile. color of objects
board, bulletin can benefit from upper-and lower 3. Real Objects available in the environ- Parts maybe lost or represented by
board, etc.) designing and using case,not al caps broken.
and Models - ment, aroundschool, models.
display,boards in script.
and in the home. Avoid passing
Faceyouraud- A ttract students' single object
enceidonottakto
attention. Students arounddass.lt
theboardwi your can be distracting
respondpositively to
backtotheclass.
both real objects and and students may
2.3. Instructorcontrol. Instnictor depen- Focustheimage their models. play with it while
Projected The presenter can d o it. Theoverhead so it fife the you are trying to
Visuals manipulateprojected projectorcannot be screen. moveon in the
(I.e. Overhead materials on the OHP programmedto display Turn off lights lesson.
projector/ byapplying different information byItself. wer the screen if
Studentand teacher Fixed Sequence. Make surethat aU
ovemaad techniques (e.g. silhou The overhead system possible.
preparation. Students Audiotapes % the students involved
franspa-ren- ette & overlay), pointing does not lend itself Standfacing your
4. Audio and teachers can sequenceof a presen can hear and that
desLCO/ to Important items, Independent study.The class.
Technologies record their own tapes tation, eyen though it other students
DLP, opaque covering part projection system easily and economical Is possibleto rewind or aren't distracted.' |
projector.etc.) ly; they erase and advance the tape to
&
108 PNU L E T Reviewer Prof. Marilou M. Ubin.i a/ul Prcif. Joh n P. Natividad
P ro fe ssio n al Education
E d u c a tio n a l T e c h n o lo g y 1 & 2
reusathemwhen adesired portion. * learjers to observe videos well In seeand hear the
materials become phenomena that might advanceof their presentation.
outdated or nolonger be dangerous to view intended use.- Getstudents
useful. directly. Misinterpretation. mentally prepared
Moststu Pacing. Presenting Usea handout Repetition. Videoatows Documentaries and by briefly re
dents andteachershave Information at the or worksheetto* repeated\tewfng of dramatizations often viewing previous
been using audiocas appropriate pace,can maximize learning a performancefor present complex related study and
sette recorders. be difficult for stu from audiomedia. emulation. cr sophisticated treat evoking questions
4.1. Verbal Message. dents with a rangeof Usea follow-up ments an issue. abouttoday's
Audio cassette Students who cannot skills andbackground activity after each topic.
tapes/record- read can learn from experiences. audio lesson. Ust onthe
ere/players audio media. Accidentalerasure. chaHioaid the
Stim ulating. M bo Just asaudiotapes main points to
media can provide a can bequicldy be covered In the
stimulating alternative to and easily erased presentation.
readingand flstenlng to w4wnnolonger Supportthe
the teacher. needed,theycanbe presentation with
accidentallyerased meaningful fbl-
whenthey should be Jow-upactivities.
saved. OetirNohredin
Locating selections. LMtedreconSng the program.
Studentsand teachers capability. Students
can quickly locate andteacherscannot
selection of CDsand produce their own Ten Commandments in Creating Learning/Presentation Materials
can programmachines CDsascheaplyand
4.2. to play any desired easilyasthey canin Dont overcrowd.
CO sequence. cassettes. Be consistent in format, layout and conventions.
Resistance to damage. Use appropriate typefaces and point uses.
Stains can bewashed
Use bold and italics for emphasis, but dont overuse them.
off andordhary
scratchesdo not affect Use titles, headings, and subheadings to clarify and guide. .
playback. Use numbers to direct through sequences. '
5. Audio-Visuals AfeJfcn. MovingImage Fixedpace. Videotape Checklighting, Use graphics and Illustrations to reinforce ideas.
MotionPic can effectively represent programs run at a seating and Use symbols and Icons as Identifying markers.
tures Meda procedures In which ftodpace. volume control Use color/audio/music to stimulate but not to overpower, the senses.
(Television, motion Is essential. Scheduling. TeaChers- to be sure that Produce the materials with technical excellence - good quality, good audio,
Video& Film) Reat-Ue. Video allows normallymustorder everyone can clear, etc. * #
Prof, MariJou M. Ubina and Prof. John P. Narividad PNU L E T Reviewer U S D
Educational T ec h n o lo g y 1 & 2 P ro fessio n al E d u catio n
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE) Standards and curriculum support-Technology and content- area standards
NATIONAL EDUCATIONALTECHNOLOGY STANDARDS FOR ADMINISTRATORS, are designed to support each other. . .
TEACHERSAND STUDENTS * Requiredpolicies - Policies are in place to ensure legal/ethical use, safe, Internet
use, and equity.
| No. Administrators Teachers Students Access to hardware, software and other resources -There is adequate funding,
Leadership and ' Engage in Professional Technology Operations and purchasing procedures are organized and effective, and procedures are in
1 place to set up and maintain technology resources.
Vision Growth and Leadership Concepts
Facilitate and Inspire Trained personnel - Staff development that includes hands-on, integration
Learning and emphasis, training over time; modeling, mentoring and coaching; and post
II Student Learning and Creativity and Innovation
Teaching training-access to technology resources.
Creativity
Productivity and Model Digital-Age Work Technicalassistance - Continuing support for diagnostic and maintenance
Communication and
III Professional problems for teachers' .and students computers.
and Learning Collaboration
Practice . Appropriate teaching and assessment approaches - Teaching strategies that
are matched to needs and assessment strategies that are matched to the
Support,
Research and Information type of learning being measured.
iv Management and
Fluency
Operations
Design and Develop Critical Thinking, Problem
Assessment and INTEGRATION OF INFORMATIONAND COMMUNICATIONS TECHNOLOGIES (ICTS)
V Digital-Age Learning Expe Solving, and Decision
Evaluation INTO TEACHINGAND LEARNING
riences and Assessments Making
Promote and Model Digital
Social, Legal Integration of Computers to Support Teaching and Learning
VI Citizenship and Respon Digital Citizenship
and Ethical Issues
sibility
Scle:; ion
Types Utilization
Essential Conditions for Technology Integration in the Classroom Advantages Lim itations
Better learning and Equipment Use a display
For technology to have the desired impact on improved teaching and learning, several retention requirement technology that is
nffmuiuuuHa
conditions must be in place: Effectiveness across Startup costs . appropriate forflie
(CD ROM,
learning domains Complexity and number of students.
Videodiscs,
Shared vision for technology integration -This requires coordinated school and Realism lack of standard Install and test all
etc),Com-
district planning with teachers and other personnel at ali levels, budget r Address different ization software in advance
puterand
ing yearly amounts for technology purchases with incremental funding, learning styles and Compatibility of the presentation.
internet
emphasizing teacher training, matching technology to curriculum needs,. . differences Limited intelli Run the software
and keeping current and building in flexibility. . Interactivity gence and skills from the hard
110 PNU LET Reviewer Prof. Marilou M. Ubiiiaand Prof. John P. Nacividad
E d u c a t io n a l T e c h n o lo g y I Sc 1
Professional Education
Categories of Computer-Assisted Instruction (CAll.Jhelr (Jses and Features

Motivation drive so that the
Individualization computer program I Categories Use/Purpose Features
Consistency will respond more Memorize and recall informa- Interactivity
' Learner control quickly. tion Immediate feedback
High speed person * Introduce your Drill and Practice Increase proficiency in a newly Infinite practice
alized responses to presentation. Variable level of difficulty
learned skill or refresh an ex-
learner actions Encourage student istingone. Motivation
Exchange of participation Embedded question
information and through question Assume the primary instruc Branching
collaboration ing and having Tutorial
tional role of teacher or tutor. Dynamic presentation
1 Realism through ' students decide on Recordkeeping
color, music and next steps. Control of multiple variables
animated graphics Direct students' on Represent or model a real
- Dynamic presentation
line explorations of Simulation system, situation, or phenom
Time control
meticulous aspects enon.
Effects of chance
of the curriculum. Motivation.
Use appropriate Instructional
Add an element of fun in CAI. Game structure
pacing. Game Sensory appeal
Promote students' higher-or- Focus on specific problems
Instructional Rotes of Computer der thinking skills, such as types
Problem Solving
logic, reasoning, pattern rec Quantity
1. Role of Computer as a Teacher ognition, and strategies. Variety
Computer is used to present Instructions directly to students. Such use is
usually termed Computer-Assisted Instruction (CAI). Computer-based in 2. RoJes of Computer as a Tool
struction (CBI), computer- assisted learning (CAL). CAI is also termed as 2.1. Informative Tools are applications which provide vast amounts of infor
instructional software. mation in various formats (e.g., text, sound graphics or video, Multimedia
encyclopedia^.
2.2. Communicative Tools are systems which enable easy communication be
tween the teacher and the students or among students beyond physical
barrier of the classroom, (e.g., email, electronic bulletin boards, chat, tele-
conferencing and electronic whiteboards.) .
PNU L E T Reviewer- 111

Prof. Marik>u M . UbjAa and P ro f. Jo h n P. N icividad
P r o fe s s io n a l E d u c a t io n
E d u c a tio n a l T e c h n o lo g y J & 2
' Image processing tools Used to illustrate documents, web pages

Two categories of Communicative Tools
Video development / Create * deo tom ents
2.21. Synchronous (ag., chat or videoconferencing) enables real tools
time (that is, simultaneous).communication.
2.2.2. Asynchronous (e.g, email and electronic bulletin boards), 2.4. Situating Tools are systems whicPi situate users in an environment where
on the other hand, are messaging systems in which the - they may 'experience' the context and happenings, (e.g., Simulations, Vir
exchange of information between people is not 'live*, but is tual Reality). A flight simulation program is an example of a situating Tool
somehow delayed. because it places the user in a simulated flying environment.
2.3. Productivity/Constructive Tools are general-purpose tools that can be
used for manipulating information, constructing one's own knowledge or
visualizing one's understanding. Common examples of productivity tools are INTEGRATION OFTHE INTERNET AND DISTANCE EDUCATION
shown below.
TOSUPPORTTEACHING AND LEARNING
Internet - consists of thousands of connected computer netwod<s around the world that
prepare letters, memos, reports, flyers, rubrics, lesson
connect millions of computers. The Internet is also referred to as the "Net", the "Infor
plans, forms, newsletters sheets, posters, study guides,
mation Superhighway, and'Cyberspace .
Word processing class notes
help students prepare stories, essays, group reports
Common Uses of Internet
use In language exercises (writing and outlining skills)
create class lectures support that features text, audio There at least three major reasons why Internet can be effectively used by
Presentation software and visual elements with special effects teachers and students. These categories of use are communication, information
create student worksheets to accompany class lectures retrieval or direct instruction and general sources
provide students with method for tracking and analyzing
Spreadsheets data and creating charts for it
Categories of Use Example__________Classroom Applications
demonstrate what-If analyses visually
Support asynchronous communication of
organize and provide easy access to lists of academic
Individual learners; exchange ideas; and
resources
Databases 1. Communication . to team from each other in two or more
provide support for students tracking data
Inter- locations using emails
prepare teacher resource inventories, personalized letters,
personal Allow synchronouscommunication of two
Desktop publishing
create newsletter, brochure, flyers, posters, books . exchanges . Instant Messaging users on the Internet by typing messages
software
(IM) . back and forth to one another In real
create test item banks,
Test generator/test time.
generate various versions of tests
item banks
administer test online
Prof. M arilou M. U bina and Prof. John P. Nacividad
P ro fe ssio n al Education E d u c a t io n a l T e c h n o l o g y 1 & 2
*
Allow synchronous communication of Popular way for teaching students how
Chat two or many people on the Internet at the Scavenger Hunts to find and use information resources
same time'. available on the internet,
Using Bits activity structure, two or more inquiry-oriented activities in which some
classrooms (located anywhere in the or'all of the information used by learners
world) can study a common topic togeth is drawn from the Web. This approach
Global classroom was developed by Bemie Dodge and Tom
er, sharing what they are learning about WebQuests
the topic during a previously specified March at San Diego University, and it has
time period. become one of the most
2. Information
Email, newsgroups, and electronic popular ways of using the Web in
Retrieval/
Electronic appear- boards can also host* special guests Education.
Direct instruc-
ances (e.g. authors, musicians, etc.) with whom Provide educational software, commercial
students can correspond, on instructional demos" which you can take to your
internet-connected subject matter , software schools computer laboratory
specialists from universities, government, Instructional
Electronic men business or other schools can serve as software sites
toring electronic mentors to students wanting (driil and practice Find software which is designed to teach
to explore specific topics of study in mi sites, tutorials some contentor topic and not just to give
interactive format on an on-going basis sites, simulaticin information.
Information sites, storybooks
exchanges and soon.)
(favorite quotes, Provide thematically-related information Locate lesson plans and other teaching
Teacher Sites
student-written exchange of students andteacherV ideas.
Infor 3. General r .
book reviews, collections around the globe Increase awareness and access to muse-
mation Sources Museums and
school safety umcoiiections and to see exhibits online
collection virtual sites
rules, etc.) without actually being physically there.
elaborate to electronically publish a
Electronic pub-
common document (e.g. newsletter, Distance Education
lishing
electronic journal, etc.)
Information . In this type of online activity, students Distance education refers to an organized instructional program in which teacher
Problem and learners are. physically separated. Distance education Is also referred to as
searches (e.g. are provided with clues and must use
solving e-leaming, online education and webor computer-based training; this learning
puzzle, game, reference, sources (either electronic or
projects metfxJd is distinctively intended to be done remotely (not in a classroom) via
treasure hunt, etc.) paper-basedTto solve problems
Prof. M arilou M . U bin a and Prof. John P. Nacividad PNU L E T Reviewer 113
E d u c a tio n al T e c h n o lo g y 1 2 _______ I ................... .................................................. .... ................. ......... i
Varieties of Computer applications for distance education are: . ..

/ virtual means, (http://wmt.ehow.com/facts_4870122_defmitionrdstance-e6u- _
cation.html) ' . Computer-assisted instruction (CAI) - uses the computer as a
- self-contained teaching-machine to present individual lessons.
Synchronous distance education refers to situations where teacher and
Computer-managed instruction (CMI) - uses the computer to
students meet a t the same time but in different places, as in live video
organize instruction and track student records and progress. The
broadcast or an audio teleconference. .
Asynchronous distance education refers to circumstances where both time instruction itself need not be delivered via a computer, although
and place are different. CAI is often combined with CMI.
Computer-mediated education (CME) - describes computer
Hybrid Courses are courses that combine the elements of face-to-face
applications that facilitate the delivery of instruction. Examples
teaching and leaning with elements of distance education.
include electronic mail, fax, real-time computer conferencing, and
World-Wide Web applications.
Some of the Most Important Benefits of Internet and Other Distance Resources
Computer-based multimedia (CBM) - HyperCard, hypermedia,
Easy and rapid communication
and a still-developing generation of powerful, sophisticated, and
Access to expert resources and information not locally available
flexible computing tools have gained the attention of distance ed
Access to up-to-date information
ucators in recent years. The goal of computer-based multimedia
Easy sharing of information and products
Is to Integrate various voice, video, and computer technologies
Support for a cooperative group work into a single, easily accessible delivery system.
Support for teaming information and visual literacy -
It is a foundational element of distance education programs and the basis
from vyhich all other delivery systems have evolved. Various print formats
How is Distance Education delivered? Print
are available including: modules, textbooks, workbooks, study guide,
A wide range of technological options are available to the distance educator.
course syllabi, and case studies.
They fall into four major categories:
Category Description DISTANCE EDUCATION TECHNOLOGIES
Instructional audio tools include the interactive technologies of telephone,
Voice audioconferencing, and short-wave radio. Passive (i.e., one-way) audio FORMATS OF PRINT-BASED DISTANCE EDUCATION TECHNOLOGIES
tools include tapes and radio.
Instructional video tools include stiH images such as slides, pre-produced Format Description
moving images (e.g., film, videotape), and real-time moving images com As in traditionally delivered courses, textbooks are the basis and pri
Video Textbooks
bined with audioconferencing (one-way or two-way video with two-way mary source of contentfor the majority of distance-delivered courses
audio). Typically, distance educators use study.guides to reinforce points
The term date" is used to describe the broad category of instructional com made during class and through the use of other delivery systems.
D3ta Study guides
puter tools which are used to send and receive information electronically. They will often include exercises, related readings and additional
resources available to the student.
Prof. Marilou M, Uhina and Prof. John P. Naiividad
E d u catio n a l T e c h n o lo g y ! & 2
In two-way interactive video, Students at two different schools

In a distance education, context workbooks are often used to provide also called video conferencing, working on the same science
course content in an interactive manner. A typical forrtiat might con both sending and receiving project make live presentations to
tain an overview, the content to.be covered, one or more exercises Two-way video
sites are equipped with cam each other about thfeir research
or case studies to elaborate the points being made, and a quiz or test eras, microphones, and video findings. -
Workbooks
(with answer key) for self-assessment, in addition, there is typically monitors.
some
form of feedback, remediafion, branching, loop to recycle, through
COMPinER-BASH) DISTANCE EDUCATION TECHNOLOGIES
the Instructions, as needed.
A comprehensive and well-planned course syllabus is the founda I Technology Description Examples
tion of many distance-delivered courses. It provides course goals and CD-ROMs or DVD-ROMs Self-study courses in discipline
objectives, performance expectations, descriptions of assignments, CD-ROMs
can be mailed to learners for such as foreign language and
Course syllabus related readings (often by session), grading criteria, and a day-by- and DVD-
correspondence study on home business education.
day overview of the material to be covered. The syllabus must be ROMs
computers.
as complete as possible in order to guide the students through the
E-mail supports asynchro Electronic communication between
course in the absence of daily contact with the instructor.
nous personal communication an instructor and studentsor
If written imaginatively, case studies are an extremely effective in E-mail between teacher and learners, instructor and parents
structional tool. In fact, case studies are often designed around the between teacher and parents, or Class "discussion* via an email list
limitations of print and intended to spark the students' imaginations among individual learners.
Case studies as they place themselves in the particular case under consideration. Computer conferencing systems, Online class discussion, forums,
Many case studies present a content-based scenario. They raise also known as discussion or debates
Questions, pose alternative solutions, and then branch students to
Computer- forums or bulletin boards, Sharing student works, such as
. different sections of the text.
conferencing permit two or more individuals papers or projects, to permit peer
to engage In an asynchronous review and critique.
VIDEO- BASED DISTANCE EDUCATION TECHNOLOGIES text-based dialogue.
* Synchronous a- real-time in . Live student interaction with an
Technology D escription Examples
teraction in which individuals expert
Broadcast video, like radio, is Educational programming on the
interact by typing message Collaboration between students
a synchronous technology that public television Chat or
back and forth to one another. from different schools about a
One-way. video involves transmission of both instructional courses offered via Instant
Chat room interactions re - mutual project
audio and video information to local cable companies Messaging
semble group conversations ' Online office hours" when, dis-
a mass audience. I *
and become popular places -tant student can contact their
for electronic socializing. instructor
Prof. Marilou M. O'biriii and Prof.John P. Nacividad

Ed ucatio n al T ech n o lo gy 1 & 2
Instant messaging is similar Site facilitator acts as a bridge between the students and the
.*
to chat but normally involves instructor. To be effective, a facilitator must understand the
only one to one communica- students being served and the instructor's expectations. Most
ton. Facilitators importantly, the facilitator must be willing to follow tie direc
tive established by the teacher. At a minimum, she/he sets up
Web-based instruction also Complete courses on almost any
equipment, collects assignments, proctors tests, and acts as
known as oniine-leaming, can topic
the instructor's on'-sife eyes and ears.
Web-based present content, provide links to - Online supplements to tradition
instruction information at other locations, These individuals are the silent heroes of the distance edu
al face-to-face courses.
and serve as a focal point for cation enterprise and ensure that the myriad details required
distance education experience. for program success are dealt with effectively. Most success
.
ful distance education programs consolidate support service
Support Staff
functions to include student registration, materials duplication
KEY PLAYERS IN DISTANCE EDUCATION
and distribution, securing of copyright clearances, facilities
scheduling, processing grade reports, managing technical
Key Players Description
resources, etc.
Meeting the instructional needs of students is the cornerstone
Effective distance education administrators are more than idea
of every effective distance education program, and the test by
people. They are consensus builders, decision makers, and
which all efforts in the field are judged.
referees. They work closely with technical and support service
The success of any distance education effort rests squarely on personnel, ensuring that technological resources are effec
the shoulders of the faculty. Administrators
tively deployed to further the Institution's academic mission.
Special challenges confront those teaching at a distance. For Most importantly, they maintain an academic focus, realizing
example, the instructor must: that meeting the instructional needs of distant students is their
Develop an understanding of the characteristics ultimate responsibility.
and needs of distant students with little first-hand
experience and limited, If any, face-to-face contact.
Adapt teaching styles taking into consideration the Considerations and Decisions to Select the Best Delivery System
needs aid expectations of multiple, often diverse, Consider the goal, learner characteristics, the learning and performance contexts,
audiences. objectives, and assessment requirements.
Develop a working understanding of delivery tech Reviewthe instructional analysis and identify logical grouping of objectives that win be
nology, while remaining focused on their teaching taught it appropriate sequences.
role. Plan the learning components that will be used in the instructions.
Function effectively as a skilled facilitator as well as Choose the most effective student groupings for learning.
content provider._______________________ Specify effective media and materials that are within the range of cost, convenience,'
and practicality for the learning context. ________
Prof. Mariloli M. Ubiiia and Prof.John P. Natividad
I PNU LET Reviewer
, E d u c a tio n a l T echno lo gy J & 2
Professional E d u catio n . *
_ - - - _
o
EVALUATING INSTRUCTIONAL RESOURCES ' PART II - ANALYZING TEST ITEMS
In evaluating Instructional resources, several questions you should ask yourself are Im
D irections: Read and analyze edfch item and select the correct option that answers
portant regardless of the type of resource you are considering:
each question. Analyze the items using the first 5 items as your sample. Write only the
1. Does the content match the curriculum?
letter of your choice in your answer sheet.
2. Is the content accurate, up to date, and appropriate for the students?
3. Do'the materials teach and/or reinforce teaming effectively?
1. Which of the following statements has a very limited definition of educational tech-
4. Do these resources enhance instruction?
- nology?
5. Is the resource easy for the teacher and students to use?
A. It is a profession composed of various job categories.
6. Are the materials of high quality technically?
B. It refers to the computers used for teaching and learning.
7. Is the use of this resource practical for my teaching setting (cost, needed equip
C. It indudes audiovisual materials, interactive multimedia and self-instrucHonal
ment, etc.)?
materials.
0. It is the development, application, and evaluation of systems, techniques and
aids to improve human teaming.
Answer:B
The answer is letter B because it is confined to computers only. OptionsA, C, & 0 on
the other hand are more encompassing and they describe the different dimensions
of educational technology.
2. Which of the following statements is correct, about the domains of educational

technology?
A. Design is the production stage while development is the planning stage,
B. Both the design and development are the planning stage.
C. Evaluation is synonymous with implementation.
D. Utilization Is the actkxi-phase.______________ _______________ -
Answer: D
The answer is letter D because It refers to the actual use of an educational technol
ogy. Letter A is incorrect because the words design and development were inter
changed. Letter B, Is also incorrect because it is only the word, 'design which refers'
to planning stage*. Letter C is incorrect because evaluation is not synonymoos tfith
implementation.
Prof. Marilou M. Ubinaand Prof. John P. N'atiridad

Educations] T ech n o lo gy 1 S i 2 P ro fessio n al Ed ucation
3. Us. Gomez is planning to integrate technology in her Mathematics class. Which'of 8. Which is the best reason why teachers state the objectives before"using instruc
the following would be the logical steps in doing this? tional media?
I. Set tfte objectives A. To secure available materials.
II. Analyze the learners B. To prepare the materials beforehand.
III. Utilize the materials with showmanship C. To determine which media to ifce best.
IV. Evaluate the performance of the students D. To be able to practice how to operate the equipment
A. I- M -IV C. l-ll-IV-lii 9. Which of the following should Mr. Rivera primarily consider in determining his
B. II-I-IIWV D. II-1-IV-III teaching- learning objectives' and use of instructional media?
4. Which of the. following is a limitation of models and real objects in teaching and A. The assessment tool to be used
learning? B. The learning activities
A. They pose problems on storage. C. The learner
. B. They make learning more concrete. D. The teacher
C. They provide hands-on teaming experiences. 10. Which of the following technologies provide iconic experiences to students/chil
0 . They are readily available in the environment, around school, and in the dren?
home. A. . Video and books C. Radio and recordings
5 . Which group of technologies has the highest degree of concreteness? B. Pictures and videos D. Modules and periodicals
A. realia are) computer 11. Which of these technologies used in the classroom are arranged from the most
B. video, picture, and television symbolic to muttfeensory?
C. digital video, Rim, versatile compact disc A. Real objects, print, audio-visual materials, and visual materials
D. book, imaginative literature, programmed instruction B. Visual materials, audio visual materials, print and computers
6. Mrs. Del Prado placed text together with the relevant graphics on the same page C. Visual materials, print, audio-visual materials and realia
in her multimedia presentation. Which principle did she apply? D. Print, audio, visual materials, computers and realia
A. Split attention C. Cost effectiveness 12. Which of the following is inappropriate in using printed visuals such as diarts,
j}.. Spatial contiguity D. Communication effectiveness graphs, and drawings?
7. Mrs. Olivarez presented real samples of rocks in her General Science class. What A. Provide written or verbal cues to highlight important aspects of visuals.
(principle did she apply? B. Present the instructional materials simultaneously,
A. Appropriateness C. Responsiveness d Use materials fta t everyone <ari see.
B. Authenticity D. Simplicity 0. Make the presentation suspehsefui.
118 PNU L E T Reviewer P rof. Marilou M . Ubirin and Prof. John P. Nacividad
P r o fe s s io n a l E d u c a tio n E d u c a tio n a l T e c h n o lo g y 1 (J; 2
1 S. SUsan wants to learn more English. SpBcrfically, she wants to improve her listening 1'7. With the fast-paced evolution of technologies nowadays, why are teachers en
skills. She has a CD player, a tape recorder and has internet access. As an English couraged to shift gradually from a teacher-centered instruction to a learner-cen
teacher, what do you suggest? tered instruction?
I. CDs with English listening drills I. A (earner-centered instruction focuses on transformation of facts.
II. Tapes with English listening drills II. Students wori< on tasks determined and controlled by the teacher.
III. Internet websites such-as Go4English, English Language Listening III. Students could collaborate and work on authentic tasks in a iearn-
Lab, or Randall's listening Lab er-centered instruction.
A. I and 11 I or III . I V . A learner-centered instruction supports inquiry approach and
B. II and III (p . I, II and IH authentic assessment,
14. Which of the following statements is incorrect about the contributions of technology A. II and IV only d. 1, III and IV only
to student teaming? B. l.H andlV only DT 11.Ill and IV only
A. The quality of learning can be improved. 18. Ms. Hernandez employs student -centered instruction as the learners create their
B. The delivery of instruction can be more interesting. digital portfolios jn her computer class, What could be developed among them
C. The method of teaching and learning becomes more interactive. throughthis approach?
D. The role of the teacher can be changed Into knowledge dispenser. A. Repetition and active learning
15. Mr. Tamate. an ICT teacher takes into account technology standards to address B. Mastery of skills & information delivery
the needs of the students and help than adapt with the changing society and C. Information processing and passive learning
technology. Which of the following standards is an exception? D. Construction of knowledge and information exchange
A. Creativity and innovation 19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
B. Research and Information literacy following should he avoid?
C.- Model dlgltal-age work and leaning A. Consider technical quality.
' D .; Technology operations and concepts B. Apply different computer effects per slide.
Vinluan, a computer teacher demonstrates understanding of local and global ' C. Present information through graphic organizers.
issues and exhibits ethical and legal use of information and communications tech D. Use contesting colors for text and background.
nology tools. Which is true about her? 20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of
A. She models digital-age work and teaming. the following is the most effectiye way of doing it?
JB, She facilitates and inspiresstudent teaming and creativity. A. Let the pupils surf a friendly letter from the Internet.
/ C. > She promotes and models digital citizenship and responsibility. B. Have the pupils write a friendly letter and send it through an email.
E>. She designs and develops digital -age learning experiences and assess Cl Have the pupils fomarti a downloaded friendly letter to others via email.
ments. . D. le t the pupils write a friendly letter using word processing and have it
" critiqued try their
Prof. Marilou M . U binuand Prof. John P. Nariridad PNU L E T Review er 119

Profcssioiiifl E d ucatio n
E d u c a tio n a l T ech n o lo gy > & 2
.21-. Which of the following computer-based instructional materials can be used to learn PART III - ENHANCING TEST TAKING SKILLS
new concepts?
A. Games C. . Simulation
B. Tutorial- D. Drill and practice
Directions: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
2 2 . Prof. Deia Cruz would like to create a presentation material for her lesson on the
types of Computer-assisted lnstruction:To make her presentation effective, which ?
1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an ele
A. Situating tool C.- Productivity tool
mentary school where there are enough resources for instruction. She wanted to
B. Infonnative tool D. Communicative tool
start preparing her instructional materials. Which is the most systematic process
2 3 . Prof. Debs Santos is thinking of an online teaming approach by which content
in doing this?
provides links to information at other locations and serves as a focal point for a
A. Design - utilization - evaluation - development
distance education experience. Which of the-following should she use?
B. Design - development - utilization - evaluation
A. Teleconferencing C. Web-based instruction
C. Development - design - utilization - evaluation
B. Self-paced program D. Computer-aided instruction
D. Development - utilization - evaluation - design
2 4 . Which is NOT a basic consideration in selecting and evaluating the content of an
2. Which is the most important reason why teachers need to preview their instruc
educational technology tool?
tional materials that will be used in the class?
A. Does it match the content?
A To gain confidence in using them
B. Can It be easily dismantled?
B. To encourage viewers to be more focused
C. Will it motivate and maintain interest?
C. To avoid potential problems that might occur while materials are in use
D a Is there evidence of its effectiveness?
D. To ensure appropriateness of the materials with the objectives and target
25. Your father wanted to finish his long dreamed course but he wanted to do it at
audience
home during his free time. Would you recommend an online learning?
3. After Ms. Rivas planned her lesson in English, she found out that the materials at
A. Yes, because online learning is the "in thing.
hand do not match her objectives. Which is the best thing that she can do?
B. No, because online learning inhibits student-teacher interaction.
A. Modify the available materials.
C. No, because hiring a helper would enable him to attend regularly in his class.
B. Teach the lesson the following day.
D. Yes, because he could learn at his own pace using a wide spectrum of
JX Change the objectives to match'with the available materials.
technologies.
Dvi Carryout the lesson as planned and use the materials at hand.
4. Prof. Balagtas used worksheets, manipulatives, and models in teaching math to
help her students understand the lesson and love the subject. What did she bear
in mind when she used these materials?
A. Appropriateness C. Breadth
B. Balance t>. Variety
Prof. Marilou M. Ubin.i ami Prof. John P. K niividad

P ro fessio n al E d u catio n E d u catio n al T e c h n o lo g y ] & 1
5. With the increasing use.of edocatiflnal technology inside the classroom, what role 11. Prof. Ruiz uses projected visuals such as Digital Liquid. Prqector (DIP) in presenting
tefixpected of the teacher? her lesson. What could be her main reason for'using it?
'^ .fa c ilita to r C. knowledge giver .A ^ T h e projected materials are readily available.
Researcher D. Source of information V They are more abstract than any other visuals.
6. It is impractical to bring real objects to the classroom so Aaron constructed a C. Most projected visuals can be obtained at no cost.
three-dimensional visual instead.Which of the followhg did he construct? D. She can easily prepare her own transparencies in advance.
A. Chart ' C.; Model 12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year
B. Cartoon "O'. Graphic organizer High School class. However, she found out that it was ineffectively used in the
7. You asked your students to show a two-dimensional illustration of what they have classroom. When is technology considered INEFFECTIVE?
understood from what they have read. Which of the following non-projected A. When it promotes mastery of the lesson
visuals are you referring to? B. When it makes viewing more interesting
.AT -Graphic organizer C. Model C. When it helps attain the objectives of the lesson
iT Print materials D; Reaiia D. When it induces alienation on the part of (he learners
8. There are several reasons why teachers are reluctant in using electronic media in 13. Your principal purchased new computer units for your Learning Resource Center.
Hie teaching-learning process. Which is the most common reason? Which of the following should be your last consideration in using the technology?
A! The limited exposure of teachers to new equipment A. Computers can be used for entertainment.
S. Their incompatibility to diverse needs of the learners 3 . Computers can be used for research activity.
C. The difficulty in integrating technology in the curriculum C. Computers can be used for interactive presentation.
D. The excessive availability of local technology in the community D. Computers can be used to reinforce discussion of difficult concepts in class.
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in 14. Computers can be classified according to the roles they play namely communica
Filipino. In which activity in the teaching-learning process is It very effective? tive tool, informative tool, and constructive tool. What is the other role of computes
In developing listening skills . C. in composing poems . not mentioned in this item?
B. in teaching creative writing ' 0. In building concepts Instructional tool C. Utility tool
10. Plants, pebbles, and blocks are just some of the effective instructional materials $5.. Starting tool D. Application tool
readily found in the environment if they are utilized properly. Which of the following 15. Which of the following categories of CAl will you use in your class if your objective
is lNCORRECT about their classroom use? is to increase proficiency in a newly learned skill or refresh an existing one?
'K. \Pass a single object around the class. A. Tutorial t . b ill and practice
B. Familiarize yourself with the object or model before its actual utilization. Bk Simulation Cr Instructional game
C. Use-tbe objects as springboard in encouraging students' active participation. 16. Which of the following is an ineffective use of Presentation software?
D. Make sure that the reaiia and model are large enough to be seen by the A. Darken the roan. C. Read directly from the slides.
whole class, B. Use appropriate pacing. D. Allow interaction with the learner.
Prof. M arilou M . Ubinu and Prof. Joh n P. Nacindad PNU L E T Reviewer 121
P ro fessio n al E d u catio n E d u c a t io n a l T e c h n o lo g y 1 8c 2
5. With tbe increasing use of educational technology inside the classroom, what role 11 .-Prof: Ruiz uses projected visuals such as Digital Liquid Projector (DIP) in presenting
E xp ected of the teacher? her lesson. What couW be her main reason for using it?
% .facifitator C. Knowledge giver A i-T h e projected materials are readily available.
B .' Researcher D. Source of information . . / They are more abstract than any other visuals,
6. It IS impractical to tiring real objects to the classroom so'Aaron constructed a u Most projected visuals can be obtained at no cost.
three-dimensional visual, instead.Which of the following did he construct? D. She can easily prepare her own transparencies in advance.
A. Chart . c. v Model 12. Ms. Samonte used a film clip in teaching Social Studies conceptsto her First Year
B. Cartoon 'D . Graphic organizer High School cfeiss. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
7. You asked your students to show a two-dimensional illustration of what they have
A. When it promotes mastery of the lesson
understood from what they have read! Which of the following non-projected
B. When it makes viewing more interesting
visuals are you referring to?
C. When it helps attain the objectives of the lesson
Graphic organizer C. Model
D. When it induces alienation on the part of the learners
B. Print materials D. Realia
13. Your principal purchased new computer units for your Learning Resource Center.
8. There are several reasons why teachers are reluctant in using electronic media 1ft
Which of the following should be your last consideration in using the technology?
the teaching-leaming process. Which is the most common reason?
A. Computers can be used for entertainment.
A: The limited exposure of teachers to new equipment
8 . Computers can be used for research activity.
3 Their incompatibility to diverse needs of the learners
C. Computers can be used for interactive presentation.
C. The difficulty in integrating technology in the curriculum
D. Computers can be used to reinforce discussion of difficult concepts in class.
0. The excessive avaSabSityof local technology in the community
14; Computers can be classified according to the roles they play namely communica^
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
tive tool, informative tool, and constructive tool. What is the other role of computers
Filipino, in which activity in the teaching-leaming process is it very effective?
not mentioned In this item?
In developing listening skills C. In composing poems
Instructional tool C. Utility tool
B. In teaching creative writing D. In building concepts
5 . Situating tool D. Application tool
10. Plants, pebbles,-and bloctcs are just some of the effective instructional materials
readily found in the environment if they are utilized properly. Which of the following 15. Which of the following categories of GAI will you use in your class if your objective
' is to increase proficiency in a newly learned skijl or refresh an existing one?
Is INCORRECT about their classroom use?
. A:\Pass a single object around the class. ' . A. Tutorial . it. jferill and practice
'B. -'Familiarize yourself with the object or model before its actual utilization. B. Simulation IT Instructional game
C. Use the objects as springboard in encouraging students active participation. 16. Which of the following is an ineffective use of Presentation software?
0. Make sure that the realia and model are. large enough to be seen by the A. Darken the room. , . C.' Read directly from the slides. .
whole class. . B. Use appropriate pacing. _ D. Allow interaction witti the (earner.
PNU LET Reviewer 1 2 1

Prof. Marilou M. UbiAa and P rof. John P. h'arividad
E d u c a tio n a l T ech n o lo gy ] & 2 P ro fe ssio n a l Ed ucatio n
17. Which of the Mowing is NOT an example of a communicative tool? 23. Which instructional tool application will you introduce to your glass if your objective
A. Chat *. C. Teleconferencing is to help them find and use information resources available in the internet?
-B- Electronic mail D. Multimedia encyclopedia A.. Webquests Scavenger Hunt
18. Why is one-way cfelivefy of information a misuse of communication tools? B. Hybrid course D. Distance education
A . Because the teacher expects the student to study more 24. ' In the delivery of distance education; what-computer application is used to orga
B. Because it requires activities that focus on thinking than responding . nize instructions and track students records and progress?
C. Because It enables the usersto focus more on higher level cognitive activi A. Computer-baBe<tMulflmedia
ties 8. Computer-assisted Instruction
D. Because this kind of practice lessens interaction capabilities of communica C. Computer-mediated Education
tion tools f o /) Computer-managed Instruction
19. Internet consists of thousands of connected computer networks around the world. 25. Mien is distance education as effective as the traditional instruction?
Which term does NOT refer to Internet? A . When the method, technologies and assessment used are appropriate to the
A. NET C. Cyberspace" required competencies.
. On-line D. 'Information Superhighway" B. When the course requires more face-to-face communication between the
20. Which technology tool can Prof. Soriano use to communicate asynchronous^ with students and teachers.
her students? C. When students depend more on their online mentor.
A. Chatandblog D. When there is'student-to-student interaction.
B. Chat and instant messaging
C .. Blog and video conferencing
0 . Electronic bulletin board and email
21. In your computer subject, you allow your class to chat as part of your' motivation
before discussing to them the roles of computer as a tool. How is chat used in this
context?
A. Informative tool C. Communicative tool
B. Application tool 0 . Situating tool
21 Which statement is INCORRECT about computer conferencing?
A- It refers to live student interaction with an expert.
8 . It is also known as discussion forum or bulletin board.
C: It also refers to online class discussions, forums or debates.
D. It permits two or more individuals to engage in asynchronous text-based
dialogue.
:-------------......----- -------------
122 P N U L f T Reviewer Prof. M arilou M . L'bin.i anti Prof. John P. Natividad
A ssassn icn t a n d E v alu atio n f L earn in g 1
| PART 1 CONTENT UPDATE
Assessment BASIC CONCEPTS
Test . An Instrument designed to measure any characteristic,
and Evaluation
quality, ability, knowledge or skill. It comprised of Items
in the area it is designed to measure.
Measurement A process of quantifying the degree to which some
one/something possesses a given trait. Le., quality,
o f Learning 1 Assessment
characteristic, or feature.
A process of gathering and organizing quantitative or
qualitative data into an interpretable form to have a
basis for judgmoit or decision-making,
Prepared by: it is a prerequisite to evaluation. It provides the infor
Dr. Marilyn Ubina-Baiagtas and Prof. Antonio G. Dacanay mation which enables evaluation to take place.
Evaluation A process of systematic interDretatkxv analysis, ap
praisal or judgment of Die worth of organized data as
j Competency: basis for decision-making. It Involves judgment about
the desirability of changes in students.
Traditional Assessment It refers to the use of pen-and-paper objective test.
i Apply principles in constructing Alternative Assessment It refers to the use of methods other than pen-and?
j and interpreting alternative/ paper objective test which includes performance tests,
projects, portfolios, journals, and the likes.
; authentic forms of high quality
Authentic Assessment ' It refers to the use of an assessment method that
: assessment simulate true-to-life situations. This codti be objec
tive tests that reflect real-life situations or alternative
methods that are parallel to what we experience ii) real
life.
Dr. Marilyn Ubina-Balagta* and Prof. Anronio G. Dacanay

A sse '- .ji t E iia E v alu atio n o f L e a rn in g 1 P ro fe ssio n al E d ucatio n
.......... " 1,,F1 1 i
PURPOSES OF CLASSROOM ASSESSMENT 3. Assessment AS learning - this is done for teachers to understand and perform
well their role of assessing FOR and OF learning. It requires teachers to undergo
1. Assessment FOR Learning - this Includes three types of assessment done be- training on how to assess learning and be equipped with the following competen
. fore and during instruction. These are placement, formative and diagnostic, cies needed in performing their work as assessors. _
a. Placement - done prior to instruction
Its purpose is to assess the needs of the learners to have basis in planning Standards for Teacher Competence In Educational Assessment of Students
for a relevant instruction. (Developed by the American Federatio n^ Teachers National, Council on Measurement In Educa
Teachers use this assessment to know what their students are bringing into tion, National Education Association)
the learning situation and use this as a starting point, for instruction.
The results of this assessment place students in specific learning groups to 1. Teachers should be skilled in choosing assessment methods appropriate for
facilitate teaching and learning. instructional decisions.
t b. Formative - done during instruction 2. Teachers should be skilled in developing assessment methods appropriate for
This assessment is where teachers continuously monitor the students' level instructional decisions.
of attainment of the learning objectives (Stiggins, 2005) 3. Teachers should be skilled in administering, scoring and interpreting the results of
The results of this assessment are communicated clearty and promptly to both externally-produced and teacher-produced assessment methods.
the students for them to know their strengths and weaknesses and the 4. Teachers should be skilled in using assessment results when making decisions
progress of their learning. about individual students, planning teaching, developing curriculum, and school
c. Diagnostic - done during instruction improvement
This is used to determine students recurring or persistent difficulties. 5. Teachers should be skilled in developing valid pupil grading procedures which use
It searches for the underlying causes of students learning problems that do pupil assessments.
not respond to first aid treatment. 6. Teachers should be skilled in communicating assessment results to students,
It helps formulate a plan for detailed remedial instruction. parents, other lay audiences, and other educators.
2. Assessment OF Learning - this is done after instruction. This is usually referred 7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappro
to as the summative assessment. priate assessment methods and uses of assessment information.
it is usedto certify what students know and can do and the level of their
proficiency or competency.
Its results reveal whether or not instructions havesuccessfully achieved,the
curriculum outcomes.
The information from assessment of learning is usually expressed as marks
or letter grades. . .
The results of which are communicated to the students, parents, and other
stakeholders for decision making. .
. It is also a nnwfirfi il factor that m ilrl naup. thp w av fn r erii rational r e fo r m
124 PNU LET Reviewer Dr. iVfariiyn Ubina-Balagtas and Prof. Antonio G. Dacanay
P ro fessio n al E d u catio n Assessm en t an d E valu atio n o f L e arn in g 1
PRINCIPLES O f HIGH QUALITY CLASSROOM ASSESSMENT Learning Targets and their Appropriate Assessment Methods
i Principle 1: Clarity and Appropriateness of Learning Targets Targets Assessment Methods
Objelac Ess:,y PfclMnwnct; Oral a u c Oti-.srva-

Learning targets should be clearly stated, specific, and center on what is Base;) tio n ing titm R e p irt
-----------
truly important. Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Learning Targets Skills 1 3 5 2 5 3
(MeMilan, 2007; Stlgglns, 2007)
Products . 1 1 . 5 2 4 4
Knowledge Student mastery of substantive subject matter
Affect 1 2 4 4 4 5
Reasoning Student ability to use knowledgeto reason and solve problems
Note: Higher numbers indicate better matches lt.g. 5 =N gl!, l = tow)
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products Modes of Assessment
Affective/Disposition Student attainment of affective states such as attitudes, I Mode D escription Examples Advantages Disadvantages
values, interests and self-eflicacy.
Traditional The paper-and Stan Scoring is Preparation
r --------------- ----- ----------- ------- pen- test used dardized objective of the instru
i Principle 2: Appropriateness of Methods i in assessing and Administration ment is time
knowledge teacher is easy because consuming
Learning targets are measured by appropriate assessment methods. and thinking - made students can Prone to
Assessment Methods skills tests take the test at guesshgand
! the same time cheating
Objei.iti'e tssav Pirrionnatice 0. c 'i L..-. 0t. ! Perfor A mode of Practical Preparation of Scoring
Supply Sfl 'cHm
mance assessment .Test the instrument tends to be
Stan , M u tt* * Restricted Presentations Oral Ild M M l AttkKte that requires Oral and is relatively easy subjective
Answer Chow P ip a s B am ta- Formal Survey
Response Projects Sodometrfc
actual demon , Aural Test ' Measures be without
Sons
Comple Matching Extended Mhtmcs Gonfmnces Devices stration of skills * Projects, havior that can rubrics
tion Test Te Dsmonstra- W entaw Question or creation of . etc not be deceived Administra
Response ttyns naires
products of as the? are tion is time
True/ EritfbMons , Inventories
learning demonstrated . consuming
False "Pofttoks .
* and observed
Dr. Marilyn Ubiha-Hal.igrus and Prof. Anconio G. Dacanay PNU L E T Reviewer w m

A ssessm en t an d Evalu ation o f L earn in g 1 ' Professional Ed ucation
Portfolio A process of Working * Measures Develop revealed by the measuring instrument is correlated with the scores obtained in
gathering mul Portfolios students growth ment istime another external predictor or measure. It has two purposes: concurrent and pre
tiple indicators Show and develop consuming. dictive. ;
of student Portfolios' ment * Rating a. Concurrent validity - describes the present status of the individual by cor
progress' Docu Intelligence-fair tends to be relating the sets of scores obtained from two measures given at a close in
to support mentary subjective terval
course goals Portfolios without b .. Predictive validity - describes the future performance of an individual by
in dynamic, rubrics correlating the sets of scores obtained from two measures given at a longer
ongoing and time interval.
collaborative . 4. Construct Validity - Is established statistically by comparing psychological traits
process. or factors that theoretically influence scores in a test.
a. Convergent Validity-is established if the instrument defines another similar
---- ------ _- -- - - - - ------------ trait other than what it is intended to measure.
i. Principle 3: Balance I E.g. Critical Thinking Test may be correlated with Creative Thinking Test.
b. Divergent Validity - is established if an instrument can describe only the
A balanced assessment sets targets in all domains of learning (cognitive, affective, intended trait and not the other traits.
and psyebomotof) or domains of Intelligence (verbal-linguistic, logical-mathematical, E.g. Critical Thinking Test may not be correlated with Reading Comprehen
bodily-kinesthetic, visual-spatial, musical-rhythmic, Intrapersenal-soclal, intraper- sion Test
sonal-lntrospection, physical world-natural, existential-spiritual).
A balanced assessment makes use of both traditional and alternative assessments.
i Principle 5: Reliability >
i Principle 4: Validity i Reliability - it refers to the consistency of scores obtained by the same person when
retested using the sameor equivalent Instrument.
Validity - is the degree to which the assessment instrument measures what it intends
to measure. It is also refers to the usefulness of the instrument for a given purpose. It
is the most important criterion of a good assessment instrument. Type of Reliability S tatistical
Method Procedure
Measure Measure
* t UuXk I n*-*- -'- -
ways tfi csiaoftwiHis raiany Test-Retost Measure of Give a test twice to Pearson r
1. Face Validity - is done by examining the physical appearance of the instrument to Stability the same learners
make it readable and understandable. with any time interval
2. Content Validity - Is done through a careful andcritical examination of the objec between tests from
tives*of assessment to reflect the curricular objectives. several minutes to
3 . Criterion-related Validity - is established statistically such that a set of scores. several years.
126 PNU L E T Review er Dr. Marilyn Ubina-Bilagtas and Prof. Antonio G. Dacanay
P ro fessio n al Ed ucation A ssessm en t a n d E valu ation o f L e a rn in g 1
r _ . ______ __ .
Equivalent Forms Measure of ' Give parallel forms Pearson r Principle 7: Practicality and Efficiency i
Equivalence of tests with close
time Interval between When assessing learning, the information obtained should be worth the resources and
forms. time required to obtain it. The factors to consider are as follows:
Test-retestwith . Measure of Stabili Give parallel forms of Pearsortr
Teacher Familiarity with the Method. The teacher should know the
EquivaJent Forms ty and Equivalence tests wltfv Increased
strengths and weaknesses of the method and how to use It.
time Interval between
Time Required. Time Includes construction and use of the instrument and
forms.
the interpretation of results. Other things being equal, It Is desirable to
Split Half Measure of Internal Give a test once to . Pearson r& use the shortest assessment time possible that provides valid and reliable
Consistency obtain Scores for Spearman results.
equivalent halves of Brown Formula Complexity of the Administration. Directions and procedures for admin
the test e.g. odd- and istrations are dear and that little time and effort is needed.
even-numbered Items. Ease of Scoring. Use scoring procedures appropriate to a method and
Kuder-Rictiar^n Measure of Internal Give the test once Kuder-Richard- purpose. The easier the procedure, the more reliable the assessment Is.
Consistency then correlate the pro son Formula 20 Ease of Interpretation. Interpretation is easier If there Is a plan on how to
portion/percentage of and 21 use the results prior to assessment.
the students passing Cost Other things being equal, the less expense used to gather infor
and not passing a mation, the tetter.
given Item. i Principle ft Continuity ~~ ~ - - - - -j
L - -------'------------------- J
Assessment takes place in all phases of instruction. It could be done before, during
^Principle 6 : Fairness J aid after instruction.
Activities Occurring Prior to Instruction

A fair assessment provides all students with an equal opportunity to demonstrate
Understanding students' cultural backgrounds, interest?, skills, and abilities
achievement The key to fairness are as follows:
* as they apply across * range of learning domains and/or subject areas
Understanding students' motivations and their interests in specific class
Students have knowledge of learning targets and assessment.
content
Students are given equal opportunity to leam.
Clarifying and articulating the performance outcomes expected erf pupils
Students possess the pre-requisite knowledge and skills.
Planning instruction for individuals or groups of students
* Students are tree from teacher stereotypes. .
Students are free from biased assessment tasks and procedures.
Or. Marilyn Ubina-Balagraa and Prof. Anronio G. Dacanay PNU L E T Reviewer 127
P ro fe s sio n a l Education
A.ctivtties Occurring During Instrtjction Criteria of Authentic Achievement (Burke, 1999)

1. Disciplined Inquiry - requires in-depth understanding of the problem and a move
Monitoring pupil progress toward instructional goals
beyond knowledge produced by others to a formulation of new ideas.
Identifying gains and difficulties pupils are experiencing in learning and
2. Integration of Knowledoe -considers things as a whole rather than fragments
performing
Adjustipg instruction ofknfiwledge
3. Value Bevond Evaluation - what students do have some value beyond the class
Giving contingent, specific; and credible praise and feedback
room
Motivating students to team
.r ------
Nidging ttie extent of puj^f attainment of instructional outcomes
i Principled 0: Communication i
L. ^
Activities Occurring After the Appropriate Instructional Segment
(ig . lesson, class, semester, grade) Assessment targets and standards should be communicated.
Describing the extent to which each student has attained both short- and Assessment results should be communicated to important users.
long-term instructional goals Assessment results should be communicated to students through direct
Communicating strengths'and weaknesses based on assessment results to interaction or regular ongoing feedback on their progress.
students, and parents or guardians r n
Recording and reporting assessment results for school-level analysis, ^Principle 11: Positive Consequences j
evaluation, and decision-making
Analyzing assessment information gathered before and during instruction Assessment should have a positive consequence to students; that is, it
to understand each students' progress to date and to Inform future instruc should motivate them to team.
tional planning Assessment should have a positive consequence to teachers; that is, it
Evaluating the effectiveness of instruction should help them improve the effectiveness of their instruction
Evaluating the effectiveness of the curriculum and materials in use
i Principle 12: Ethics 1
i Principle 9: Authenticity ]
Teachers should free the students from harmful consequences of misuse or
Features of Authentic Assessment 0ur*e, 1999) overuse of various assessment procedures such as embarrassing students
and violating students' right to confidentiality.
Meaningful performance task
.* Teachers should be guided by laws and policies that affect their classroom
Clear standards and public criteria
Quality products,and performance
Administrators and teachers*should understand that it is inappropriate to
Positive Interaction between the assessee and assessor
use standardized student achievement to measure teaching effectiveness.
Emphasis on meta-cognition and seif-ervaluation
Learning that transfers # . '
Dr. Marilyn Ubina-Balagtas and Prof. Antonio G. Dacanay

A ssessm en t a n d E v alu atio n o f L earn in g 1
'PERFORMANCE-BASED ASSESSMENT
examiner to demonstrate mastery of the skijls .
Formats: s&uctured (interview questions are set at once) and unstructured
Performance-Based Assessment is a process of gathering information about stu
(interview questions depend on the flow of conversation)
dent's learning through actual demonstration of essential and observable skills and
4. Product-based- examinees create,a work sample or a product utilizing the skills/
creation of products that are grounded in real world contexts and constraints. It is an
abilities
assessment that is open to many possible answers and judged using multiple criteria or
Formats: restricted (products of the same objective are the same for all stu
standards of excellence that are pre-speclfied and public.
dents) and extended (students vary in their products for the same objective)
5. Portfolio-based - collections of works that are systematically gathered to serve
Reasons for Using Performance-Based Assessment
many purposes
Dissatisfaction of the limited information obtained from selected-response
test.
Influence of cognitive psychology, which demands not only for the learning
How to Assess a Performance
of declarative but also for procedural knowledge.
1. Identity the competency that has to be demonstrated by the students with or
Negative impact of conventional tests e.g., high-stake assessment,
without a product
teaching for the test
2. Describe the task to be performed by the students either individually or as a group,
It isappropriate in experiential, discovery-based, Integrated, and problem-based
the resources needed, time allotment and other requirements to be able to assess
teaming approaches.
the focused competency.
Types of Performance-based Task
7 Criteria in Selecting a Good Performance Assessment Task (Burke, 1999)
1. Demonstration-type- this is a task that requires no product
Generalizabflity - the likelihood that the students performance on the task
Examples: constructing a building, cooking demonstrations, entertaining
will generalize the comparable tasks.
tourists, teamwork, presentations
Authenticity-The task is similar to what the students might encounter in the
2. Creation-type -th is is a task fliat requires tangible products
real world as. opposed to encountering only in the school.
Examples: project plan, research paper, project flyers
Multiple Fod - The task measures multiple instructional outcomes.
Teachability - The task allows one to master the skill that one should be
Methods of Performance-based Assessment
proficient in.
1. Written-open ended - a written prompt is provided
Feasibility - The task Is realistically implementable in relation to its cost,
Formats: Essays, open-ended test
space, time, and equipment requirements.
2. Behavior-based - utilizes direct observations of behaviors in situations or
Scorability-The task can be reliably and accurately evaluated.
simulated contexts
. Fairness-The task is fair to all the students regardless of their social status
Formats: structured (a .specific focus of observation is set at once) and
or gender.
unstructured (anything observed is recorded or analyzed)
3. Interview-based - examinees respond in one-to-one conference setting with the
3. Develop a scdring rubric reflecting the criteria, levels of performance and the scores,
Dr. Marilyn Ubina-B.ilagus and Prof. Anronio G. Dacanay *
Assessm ent a n d E valu ation o f L ea rn in g 1
. PORTFOLIOASSESSMENT " 7 ^ &

Types of Portfolios ' & & & **< * & A e -k w ? fa t
Portfolio Assessment is also an alternative to pen-and-paper objective test (t is a pur Portfolios could come in three typesrw6rk% show, of-wcumentary.' /
poseful, ongoing, dynamic, and collaborative process of gathering multiple indicators of 1. The working portfolio is a collection of a student's day-to-day works which reflect
the learner's growth and development. Portfolio assessment is also perfoimtfice-based his/her learning. . . -
but more authentic than any performance-based task. 2. The show portfolio is a collection of a student's best worl.
3. -The documentary portfolio Is a combination of a worMng and a show portfolio.
Reasons for Using Portfolio Assessment
Burke (1999) actually recognizes portfolio as another type of assessment and is consid S t e p s i o P o r t f o l i o ^
ered authentic because of the following reasons:
It tests what is really happening in the classroom. p u fu * * -
It offers multiple indicators of students'progress.
It gives the students the responsibility of their own learning.
It offers opportunities for students to document reflections of their learning.
It demonstrates what the students know in ways that encompass their per
sonal learning styles and multiple intelligences.
It offers teachers new rote in the assessment process.
( alows -teachers to reflect on the effectiveness of their instruction.
It provides teachers freedom of gaining insights into the student's develop
ment or achievement over a period of time.
Principles Underlying Portfolio Assessment

there are three underlying principles of portfolio assessment content, learning, and
equity principles.
1 . Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to become
active and thoughtful learners.
3. JEquity principle explains that portfolios should allow students to demonstrate 11 y y * A bJ u W
their learning styles and multiple intelligences.
rf t J f M
130 I PNU LET Reviewer D r. M arilyn Lrh;na-6a!agta5 and Prof. Antonio G . Dacanay
A ssessm en t and E v alu atio n o f L e a rn in g 1
TYPES OF RUBICS*
DEVELOPING RUBRICS ' *
I Type D escription Advantages Disadvantages
Rubric is a measuring instrument used in rating performance-based tasks, It is the key
Holistic It describes the It allows fast assess It does not clearly.
to corrections'' for assessment tasks designed to measure the attainment of leaning
Rubric overall quality of ment. describe the degree
competencies that require demonstration of skits or creation of products of learning.
a performance or It provides one score of the criterion
It offers a set of guidelines or descriptions in scoring different levels of performance
product, in this ru to describe the overall satisfied nor by the
or qualities of products of learning. It can be used in scoring both the process and the
bric, there is only performance or performance or
products of learning.
one rating given quality of work. product.
to the entire work It can indicate the ft does not permit
Similarity of Rubric with Other Scoring Instruments
or performance . general strengths and differential weighting
weaknesses of the of the qualities of a
Rubric is a modified checklist and rating scale. product or a perfor
work or performance.
1. Checklist
mance.
presents the observed characteristics of a desirable performance or product
the rater checks the trait/s that has/have been observed in ones perfor Analytic It describes It clearly describes . It is more time
mance or product. Rubric the quality of a whether the degree consuming to use.
2. Rating Scale performance or of the criterion used It is more difficult to
measures the extent or degree to which a trait has been satisfied by one's product in terms in performance or construct
work or performance of the identified product has been
offers an overall description of the different levels of quality of a work or a dimensions and/or satisfied or not.
performance criteria for which It permits differential
uses 3 to more levels to describe the work or performance although the they are rated weighting of tfie
most common rating scales have 4 or 5 performance levels. independently qualities of a product
to give a better or a performance.
Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale picture of the It helps raters pin
and checklist. quality of work or point specific areas
performance. of strengths and
weaknesses.
Ana-Ho It combines the It allows assessment It is .more complex
listic key features of multiple tasks using that may require
Rubic of holistic and . appropriate formats. more sheets and
analytic rubic. time for scoring.
PNU LET R eview er j

Dr. Marilyn Ubina-Balagcas and Prof. Anrohio G. Dacanay
A ssessm en t an d Evalu ation o f L earn in g 1 P ro fe ssio n a l Ed ucation
Important Elements of a Rubric PART II - ANALYZING TEST ITEMS
Whether the format is holistic, analytic, or a combination the following information

should be made available In a rubric. Directions: Read and analyze each item and select the best option that will
Competency to be tested - This should be a behavior that requires either a adequately dhswer each question. Analyze the Items using the first 5 items as your
demonstration or creation of products of learning. sample. Write only the letter of your choice on your answer sheet.
Performance TaskTTie task should be authentic, feasible, and has multiple
fed. 1. Who among the teachers described below is doing assessment?
* Evaluative Criteria and their Indicators - These should be made clear us A. Mrs. Bautista who is administering a test to her students.
ing observable traits. B. Mr. Ferrer who. is counting the scores obtained by the students in his test.
* Performance Levels- These levels could vary in number from 3 or more C.
* Qualitative and Quantitative descriptions of each performance level - all ;
These descriptions should be observable and measurable. Prof. Cuevas who Is planning for a remedial instruction after knowing that
students perform poorly in her test
Guidelines Wien Developing Rubrics
The correct answer is C because assessment is represented by the grade, which
Identify the important and observable features or criteria of an excellent is the result of the collection of data that could be used for. easy judging of stu
performance or quality product dents performance. Option A refers to testing, which is one of the techniques when
Clarify the meaning of each trait or criterion and the performance levels. assessing learning. Option B refers to measurement because it refers to the quan
Describe the gradations of quality product or excellent performance. tification of data which is like computing the scores obtained in a test. Option 0
Aim for an even number of levels to avoid the central tendency source of refers to evaluation because it involves judgment (i.e. students perform poorly) and
error. decision making (i.e. planning for remedial instruction).
Keep the number of criteria reasonable enough to be observed or judged. 2. Mr. Fernandez is judging the accuracy of Ihese statements- Which statements will
Arrange the criteria in order in which they will likely to be observed. he consider as correct?
Determine the weight /points ofeach criterion and the whole work or per I. Test is a tool to measure a trait
formance in the final grade. II. Measurement is the process ofquallfying a given trait
Put the descriptions of a criterion or a performance level on the same page. ill. Assessment is the gathering of quantitative and qualitative data.
Highlight the distinguishing traits of eaoh performance level. IV. 'Evaluation is the analysis of quantitative and qualitative data for
Check if the rubric encompasses all possible traits of a work. decision making.
Check again If the objectives of assessment were captured in the rubric.
A. I and II only C. .1, B, arel
B., Ill and IV only O l,il,and lV i.
132 PNU LET R eview er ' Dc. Marilyn Ubifia-Balagtas and Prof. Antonio G. Dacanay
Professional Education - A ssessm en t an d E v a lu a tio n o f L earn in g 1
The correct answer is D because the first, third and foi/rthareTOTTecfstaternents. 5. Who among the teachers below performed a diagnostic assessment?
The first describes correctly a test. This is also true to the third statement which A. Ms. *Santos who asked questions when the discussion was going on to know
correctly describes assessment. The last sentence is also a correct description who among her students understood what she was trying to emphasize. '
of evaluation. Among the four, it is only the second statement, which is wrong B. Mr. Coiubong who gave a short quiz after discussing thoroughly the lesson tc
because measurement is not the process of qualifying but rather quantifying data. - determine the programs of learning.
, C-, Ms.,Ventura: theêcilifiessops which
3.- If I have to use the most authentic method of assessment, which of these proce ^%tydertts failed tb .: ?
dures should I consider? D. Mrs. Lopezwho administered a readiness test to the incoming grade one pupils.
A. Traditional Test C. Written Test
s'B. Pefformance-based Assessment > D. Objective Assessment The correct answer is C, diagnostic assessment, since the purpose of the assessment
is to find out what the students failed to understand that wouid require remedial instruc
The correct answer is B because among the four methods presented, it Is only tion. OptionsA and Bare formative assessment while D Is placement assessment
performance-based assessment that requires actual demonstratfonof skills or cre
ation of products of learning, which simulate what we really need to do in real life.
6. You are assessing FOR learning. Which of these will you likely do?
A. Giving grades to students
Options A, C, and D are all pen-and-paper tests which usually require low level
B. Reporting to parents the performance of their child.
thinking skills only. In real life, what these exams capture could be easily forgotten
C. Recommending new policies in grading students.
after the exam because they are usually just memorized without applications in
Ass^sing the strengths an# weaknesses of students. *
real life.
7. NuS. Saplan is planning to do an assessment OF learning. Which of these should
she include in her plan considering her purpose for assessment?
4. After doing the exercise on verbs, Ms. Boritlo gave a short quiz to find out how well 0 How to give immediate feedback to student's strengths and weaknesses
the students have understood the lesson. What type of assessment was done? b. How to determine the area of interest of learners
A. Summative Assessment C. Diagnostic Assessment _Cj. Hwtoc^student'sacliievem ent
ig .; D. Placement Assessment D. Ho^to desftn Induction '
The correct answer is B, formative assessment, since the purpose of the assess
8 . You targeted that after instruction, your students should be able to show their abil
ity to solve probtems with speed and accuracy. You then designed a tool to mea
ment is to find out what the students have understood from the exercises about
sure this ability. What principle of assessment did you consider in this situation?
the lesson presented in the form of a quiz. The result erf formative assessment
gives immediate feedback about the students' learning for the day. Option A, sum-
rnative test, covers a broad range of lessons usually In the form of Final Test or
(tu Assesimenf should have a positive consequence on student's learning
Achievement Test. Option C, diagnostic test, aims to determine recurring problems
that should bfe an input to remedial or any follow up lesson. Option D, placement
V.Assessment should be reliable.
D. Assessment should be fair.
.assessment, is rpore.on determining the area or group a learner is most fit in order
to receive ah appropriate instruction.
Dr. Marilyn Ubina-Batagtas and Prof. Antonio 6 . Dacanav PNU L E T Reviewer 133
P ro fe ssio n a l Education
Assessm en t an d E valu atio n o f-L carning 1 BMWBMBggggWaag8JII.XUIUJ', Ull'lMiUMÛBaaMCBnMIIIW W B J L IIJIWMIIWWW8WmBWWaB!MWB!aHBJUtJUiUBWBMMB

Refer to thicas In answering items 14-15
9. Ms. Ortega tasked her students to show how- to play basketball. What learning
Twoteacher? of the samegrade level haveset the following objectives for the day's lesson:
A. Knowledge Skills * . At the end of the period, the students should be able to: -
B. Reasoning /'D . Producfe A. construct bar graph; and
10. Mr. Ravelas made an essay test for the objective Identify the planets lathe solar B. interpret bar graphs; '
system". Was the assessment method used the most appropriate for the given
objective? Why?
To assess the attainment of the objectives, Teacher A required the students to construct
A. Yes, because essay test is easier to construct than objective test.
a bar graph for the given set of data then she asked them to interpret this using a set of
B. Yes, because essay test can measure any type of objective.
questions as guide. Teacher B presented a bar graph then asked them to interpret this
C. No. he should have.conducted oral questioning.
0 NO ha *h,W hauo toct > using also a set of guide questions.
14. Whose practice is acceptable based on the principles of assessment?
11. Mr. eidto wants to test students knowledge of the differ* nt places in the Philip-
t
TeacherA
pines, meir capnai ana rneir products and so he gave his s udents an essay test. If
Teacher B
j were the teacher, will you do the same?
No, the giyinQ pt iiri otsfective rrK>re apfropriate than the use of essay., C. Both Teacher A and B
8 .^suchi^tiorêssinebtisjnappropriatebecauseessayis difficult. D. Neither TeacherA nor Teacher B
C, Yes, essay test could measure more than what other tests could measure. 15Jfl/hieh is true about the given case?
D. Ybs, essay test is the best in measuring any type of knowledge. (fh ) Objective A matched with performance-based assessment while B can be
12. What type of validity does the Pre-board. Examination possess if its results can assessed using the traditional pen-and-paper objective test.
explain how the students will likely perform in their licensure examination? B. Objective A matched with traditional assessment while B can be assessed
using a performance-based method.
A. conopent C: construd C. Berth objective A and B matched with performance-based assessment.
^ pwdjefly*. * . D. content D. Both objective A and B matched with traditional assessment.
13. Ms! AMz wants to determine if the students scores In their Final Test is reliable. 16. In the context of the Theory of Multipie Intelligence, which is a weakness of the
However, she has only one set of test and her students are already on vacation. paper-penc# test?
Wiat test of reUabiifty can she (P ) It puts non-linguistically intelligent at a disadvantage.
E It Is not easy to administer.
C. ftutfflzessomuchtime. -
Equivalent Forms 0. It lacks reliability.
est-Retest with Equivalent Forms
- -
Dr. Marilyn Ubiiu-Balagtas and Prof. Antonio G. Dacanay
P ro fe ssio n a l E d u c atio n A ssessm en t a n d E valu atio n o f L e a rn in g 1
17. Mr. Umayam is doing a performance-based assessment for the -days lesson. 22. Mrs. Catalan allowed the students to develop their own portfolio In their own style
Which of the following will most likely happen? as long as they show all the non-negotiable evidences of learning. What principle
A. Students ar.e evaluated (n one sitting. in portfolio assessment explains-this practice?
6 ^)Students do an actual demonstration of their skill. A. Content Principle jj^ ) | t ^ ?rihciple s
CT Students are evaluated in the most objective manner. B. Learning Principle Dr iPircxJocf Pffnc^Jle
D. Students are evaluated based on varied evidences of learning. 23. How should the following steps in portfolio assessment be arranged logically?
18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of I. Set.taqjets
some laboratory equipment and measurement tools and the students ability to II. Select evidences
follow the specified procedures. What mode of assessment should Miss del Rosario III. Collect evidences
IV. Rate Collection
A. Portfolio Assessment ^ Traditional Assessment V. Reflect on Evidences
B. Journal Assessment Perfprrnarice^BasedAssessment A. I, H, 111,1V, V C. I, II, III, V, IV
19. Mrs. Hilario presented the lesson on baking through a group activity so that the 0 I,111,II, V, IV D. I, III, V, II, IV
students will not just learn how to .bake but also develop their interpersonal M s . 247wiich could be seenin a rubric?
How should this lesson be assessed? ' I. Objectivein a high-level of cognitive behavior
I. She should give the students an essay test explaining how they baked H. Multiple criteria in assessing teaming
the cake. III. Quantitative desertions of the quality of work
II. The students should be graded on the quality of their baked cake ' IV. Qualitative descriptions of the quality of work.
using a rubric. A. 1, and II only JL I, II, and III
III. The students in a group should rate the members based on their ^ 8 . j t l|l,fflidnly '/> I, II, III, and
ability to cooperate in their group activity. 25. The pupils are to be judged individually on their mastery of the singing of the
IV. She should observe how the pupils perform their task. national anthem and so their teacher let them sing Individually. What should the
teacher use in rating the performance of the pupils considering the fact that the
r
l, II, and lUonly C. I, II, IV only
;u, HI, and fV only D. I, II, III, and IV teacher has only one period to spend in evaluating her 20 pupils?
f
Analytic C. Bther holistic or analytic
a teacher has setobjectives in ail domains or learning targets and which could Holistic D. Both holistic and
be assessed using a single performance task, what criterion in selecting a task
should she consider? . .
nM GeneraHzability ' O f MtilSpiefocl : j
K Fairness 0. Teachability
21. Which term refers to the collection of students' products and accomplishments in
a given period for evaluationpurposes?
Diaiy C. Anecdotal record
jflflfb ljp * D. -Observationreport-________ PNU L E T Reviewer 135
Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay
A sJcssnicpt and E v alu atio n o f L e a rn in g 1 P ro fessio n al E d u catio n
5. The students of Mrs. Valino are very .noisy. To keep them busy, they were given
' any test available in the classroom and then the results were graded as a way to
mnish them. Which statement best explains if the practice is acceptable or not?
Direction: Enhance your test taking skills by answering the items below. Write only QC/The practice is acceptable because the students behaved well when they
tie letter of the best answer. were given a test
B. The pracfice Is not acceptable because It violates the principle of reliability.
1. Mrs. Pua Is judging the worth of the project of the students In her Science class p r^ c ^ : a^ptabte.te
based on a set of criteria. What process describes what she is doing? D. The practice is acceptable since the test results are graded. 1
A. Testing . f ^ f ^ jn ^ 6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do?
B. Measuring D. Assessing 4. Placement Assessment
2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex B7 Diagnostic Assessment / ^ ^ i M ^ t iv e i^
plains the difference? 7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out
( f ) Measurements who among them can already read The result was used to determine their sec-
^ 8 giving meanir tions. What kind of test was given to them?
B Measurement is the process of gathering data wtiiieevaluation is the process A. Diagnostic
of quaiittfymy the data gathered. B. Formative a Summative"
C. Measurement is the process of quantifying data while evaluation is the 8 . The grade six pupils were given a dbgriosicjest in addition and subtraction of
process of organizing data. whole numbers to find out If they can proceed to the next unit. However, the results
D. Measurement is a pre-requisite of assessment while evaluation is the of the test were very low. What shocM the teacher do?
pre-requisite of testing. A. Proceed to the next lesson to be able to finish all the topics in the course.
3. Ms. Rfcafort uses alternative methods of assessment Which of the following will B. Construct another test parallel to the given test to determine the consistency
she NOT likely use? the scores.
C. Oral Presentation ^wAcount the frequency of errors to find out the lessons that the majority of
iW lecii^ Journo VVriting D. Developing Portfolios students need to raleam.
s. Camba aims to measure a product of lemming. Which of these objectives will D. Recoiri the scores then inform fa parents about the very poor performance
she most likefy set tor her insbrubtBrli? - . of their chVd ln mathematics.
A. Show positive attitude towards learning common nouns # 9 . Mrs. Nogueras Is doing an assessment OF learning. At what stage of instruction
B. Identify common nouns in a reading selection should she do it?
using (^m onhbuiW ; A. before instruction C. prior to Instruction
TTTW Yfiam nw noun in a sentence |^ ,e ft^ |is tn p b n | * _D, during the iristnjctional process
|P N U LET Reviewer Dr. Marilyn Ubifia-Bala gras and Prof. Antonio G. Dacanay
Assessm ent a n d E v alu atio n o f L earn in g 1
P ro fe ssio n al Ed ucation
13. If Mr. Paraiso vyill have to make a scoring rubric for the student's output, what for
*10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils.
mat is better to construct Considering that the teacher has limited time to evaluate
Before she finalized the test, she examined carefully If the test items were con-
theirwork?
Analytic Rubric C. Either A or B
^ ^ f+itolfcsrttcfftitwig; D. Neither A nor B
* C. predictive validity
sctM pnnclpal has 3 teacher applicants all of whom graduated from the
BT owiaBent validity - D. construct validity
same institution and are all licensed teachers. She only needs to hire one. What
11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English. should she do to choose the best teacher from the three?
Which of the following activities will fielp achieve her purpose?
I. Give them a placement test.
A. II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
; C. Administers single test but to tfo different groups of students. IV. Study their portfolios to examine the qualifies of the students' outputs
/Âdm inister two different tests but to the same group of students. when they were in College.
A. I and II. ( lS la n d ll.IV .
Refer to the situation below in answering items 12 and 13.
ft II and M. W - ll/^ a id W ' ?
A teacher set the following objectives for the day's lesson: 15. What should be done first when planning lor a performance-based assessment?
At the end of the period, the students should be able to: D^grmine Jthe "table..of spedflcations1'of the tasks.
A. Identify the parts of a friendly letter;
B. construct a friendly letter using the MSWord; and Set the criteria in scoring the task.
C. stow interest towards the day's lesson D. Prepare a scoring rubric.
To assess the attainment of the objectives, Ms. Cidro required the students to con 16. To maximize the amount of time spent for performance-based assessment, which
struct a friendly letter and have it encoded at their Computer Laboratory using the MS jn e should be done?
Word. The letter should inform ones friend about what one has learned In the day's n tij Plan a iask that can be used for Instruction and assessment at the same
lesson and how one felt about it. Jtfme. .
B. Assess one objective for one performance task..
12. Which is NOT true about the given case? C. Set objectives only for cognitive domains.
A. Ms. Cidro practices a balanced assessment D. Limit the task to one'ijieeting only.
B. Ms, Cidro's assessment method is performance-based.
Ms. Cidro needs a rubric In scoring the work of the students.
(p.JM s. Cidro's assessment targets are all in the cognitive domain.
Dr.'Marilyn Ubina-Balagtas and Prof: Antonio G. Dacanay

P ro fess ion ai Education
Assessm ent an d E v alu atio n o f L ea rn in g 1
22. When planning for portfolio assessment, which should you do first?
17. Who among the teachers below gave the most authentic-assessment task for the
/V O setB ie tanjets-fprportWioas^ment. ^
objective Solve word problems involvir the four basic operations?
N rExhibitdnefow oitf M l tie proud of isles collection.
A. Mis. Juliano who presented a word probleminvolving the four fundamental
C. Select evidences that could be captured in one's portfolio.
operations and then asked the pupils to solve it.
D. Reflect on one's collection and identify strengths and weakness.
B. Mrs. Mandia who asked her pupils to construct a word problem for a given
23.'Which kind of rubric is BEST to use in rating students projects done for several
nuftber sentence that involves four fundamental operations and then asked
them to solve the word problem they constructed. *
J
; Analytic v C. Either holistic or analytic
C. Mis. Malang who asked her pupils to construct any word problem that
> Holistic D. Both holistic and analytic
involves the four fundamental operations and then asked them to show how
to solve it. 24. Which Is NOTTRUE of an analytic rubric?
Mrs. Pontipedra who asked her pupils to construct any word problem that k It Is time consuming.
involves the four fundamental operations then formed them by twos so that It is . e ^ ^ f ^ ^ s M ji^ t iie hpiistiq: njbric
each pair exchanged problems and helped solve each other's problem. t T It gives' one's level of performance per criterion.
18. Which is WRONG to assume about traditional assessment? D. It allows one to pinpoint the strengths and weaknesses of one's work.
A. It can assess individuals objectively. 25. Ms. Bacani prepared a rubric with 5 levels of performance described as 5- excel
EL It can assess individuals at the same time. lent, 4-very satisfactory, 3-satisfactory, 2-needs improvement 1- poor. After using
(B It is easier to administer than performance test this rubric with these descriptions, she found out that most of her students had a
r jL Itcan assess fairly all the domains of intelltgence of an individual. rating of 3. Even those who are evidently poor in their performance had a rating of
19. which statement about fjerforjnarê-basKi assessment is FALSE? satisfactory. Could there be a possible error in the use of the rubric?
|t erftph^sizes merely process A. Viw, the teacher could have CQf(Wt|^, the flirKri^lty ^rgr.
B. It also stresses doing, not only knowing. 3L. Yes, the ieachef Could have committed the central'tendency source of errpr.
C. It accentuates on process as well as product - 0 No, Itls jiB t common to see more of the students having a grade of 3 in a
/( d) Essay tests are an example of performance-based assessments. 5-point scale.
20 /Tjnder which assumption is portfolio assessment based? . D. No, such result is acceptable as long as it has a positive consequence to the
3Sj) Portfolio assessment is a dynamic assessment. students.
Assessment should stress the reproduction (rfkrowledge.
C. An individual learner is adequately characterized by a test score.
> An
21: Whlch is a gciod portfolib evidence of a student's acquired knowledge and writing
skll,s?
A Project Reflective Journal -
B. Test Results viJ? Critiqued Outfits
Dr. Marilyn l/bma-Balagcas and Prof. Anconio G. Dacanay

P ro fessio n al Education A ssessm en t a n d E v alu atio n o f L e arn in g 2
Assessment PART I - CONTENT UPDATE
WHAT 18 A TEST?
and Evaluation It is anrinstrument or systematic procedure which typically consists of a set of ques
tions for measuring a sample ofbehavlor.
It is a special form of assessment made under contrived circumstances especially
of Learning 2 so that it may be administered

it is a systematic form of assessment that answers the question, "How well does
the individual perform - either in comparison with others or in comparison with a
domain of performance task.
An Instrument designed to measure any quality, ability, skill or knowledge.
Prepared by:
Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay
PURPOSES I USES OF TESTS
Competencies: s Instructional Uses of Tests

grouping learners for instruction within a class
identifying learners who need corrective and enrichment experiences
1. Apply principles in constructing and measuring class progress fa any given period
interpreting traditional forms of assess assigning grades/marks
ment. guiding activities for specific learners (the slow, average, fast)
V Guidance Uses of Tests
2. Utilize processed data and results in . assisting learners to set educational and vocational goals
reporting and interpreting learners' improving teacher, counselor and parents' understanding of children with
performance to improve teaching and problems
'* preparing Information/data to guide conferences with parents about their
learning. children
3. Demonstrate skills in the use of tech determining Interests in types of occupations not previously considered tr
niques and tools in assessing affective known by the students
predicting success in future educational or vocational endeavor
learning.
Or. Marilyn Ubma-Balagcas and Prof. Anronio G. Dacanay PN U L E T Reviewer 139

Assessment a n d Evalu atio n o f L earn in g 2
tnous responses.
v'Administrative Uses of Tests
iii. Matching Type - consists of two parallel columns with each word,
determining emphasis to be given to the different learning areas in the
' ' number, or symbol in one column being matched to a word sentence,
curriculum ' .
or phrase in the other column. The items in Column I or A for which a
measuring the school progress from year to year -
match is sought are called premises, and the items in Column II or.B
. determining how well students'are attaining worthwhile educational goals
from which the selection is made are called responses,
determining appropriateness of the school curriculum for students of dif
b. Free Response type or Supply Test- requires the student to supply or
ferent levels of ability
give the correct answer.
developing adequate basis for pupil promotion or retention
i. Short Answer - uses a direct question that can be answered by a
word, phrase, number, or symbol.
Classification of Tests According Format ii. Completion Test-consists of an incomplete statement that can also
be answered by a word, phrase, number, or symbol
I.
Standardized Tests - tests that have been carefully constructed by experts in the 2. Essay lype- Essay questions provide freedom of response that is needed to
light of accepted objectives.- adequately assess students' ability to formulate, organize, integrate and evaluate
1. Ability Tests-combine verbal and numerical ability, reasoning and computations. ideasand information or apply knowledge and skills.
Ex.: OLSAT- Otis Lennon Standardized Ability Test a. Restricted Essay-lim its both the content and the response. Content is
2. Aptitude Tests - measure potential In a specific field or area; predict the usually restricted by the scope of the topic to be discussed.
degree to which an individual will succeed in any given area such art, music, b. Extended Essay - allows the students to select any factual information v
mechanical task or academic studies. hat they think is pertinent to organize their answers in accordance with *
Ex.: OAT- Differential Aptitude Test their best judgment and to integrate and evaluate ideas which they think
II. Teacher-Made Tests - constructed by classroom teacher which measure and appropriate. '
appraise student progress in terms of specific classroom/instructional objectives.
1 . Objective Type-answers are in the form of a single word or phrase or symbol
a Limited Response Type - requires tie student to select ttie answer from Other Classification of Tests
a given number of alternatives or choices.
I. Multiple Choice Test - consists of a stem each of which presents Psychologlcat Tests - aim to measure students' intangible aspects of
three to five alternatives or options in w h ic h only one is correct or behavior, i.e. intelligence, attitudes, interests and aptitude.
definitely better than the Q ther. The correct option choiceor alternative . > Educational Tests - aim to measure the results/effects of instruction.
in each iterfi is merely called answer and the rest of the alternatives Survey Tests - measure general level of student's achievement ova- a
are called distractprs or decoys or foils, broad range of learning outcomes and tend to emphasize norm - referenced
ii. True - False or Alternative Response - consists of declarative - interpretation
statements that one has to respond or mark true 6 r; false; right or Mastery Tests-measure the degree of mastery ol a limited set of specific-,
wrong, correct or incorrect, yes or no, fact or opinion, agree or dis learning outcomes and typically use criterion referenced interpretations.
agree and the. like. It is a test made up of items w h ic h allow dfchoto-
D r. Marilyn Uhifu-Baiagt.is and Prof. Antonio G. Dacanay
140 PMU L E T Reviewer
P ro fessio n al E d u catio n Assessm ent and E v alu atio n o f L e arn in g 2

Verbal Tests -one in which words are very necessary and the examinee Assessment of Affective and Other Won - Cognitive Learning Outcomes
should be equipped with vocabulary in attaching meaning to or responding
to test items. ' Affective and Other Non-Cognitlve Learning Outcomes
Non -Verbal Tesls1- one in n$ich words are not that important, student Requiring Assessment Procedure Beyond Paper-and-Pencii Test
responds to test items in the form of drawings, pictures or designs.
Standardized Tests - constructed by a professional item writer, cover a Affective/rJon-cognitive
large domain of learning tasks with just few items measuring each spe Sample Behavior
Learning Outcom e
cific task. Typically items are of average difficulty and omits very easy and
very difficult items, emphasize discrimination among individuals in terms Concern for the welfare of others, sensitivity to social
Social Attitudes
of relative level of learning. issues, desire to work toward social improvement
Teacher-Made-Tests - constructed by a classroom teacher, give focus Open-mindedness, risk taking aid responsibility, resource
Scientific Attitude
on a limited domain of learning tasks with relatively large number of items fulness, persistence, humility, curiosity
measuring each specific task. Matches item difficulty to learning tasks, Expressed as self-perception as a learner in particular
without alternating item difficulty or omitting easy or. difficult items, em Academic seif-concept
subjects (e.g. math, science, history, etc.)
phasize description of what learning tasks students cari and cannot do/
Expressed feelings toward various educational, mechani
perform. Interests
cal, aesthetic, social, recreational, vocational activities
Individual Tests - administered on a one - to - one basis using careful
oral questioning. Feelings of satisfaction and enjoyment expressed toward
Appreciations
Group Test - administered to group of individuals, questions are typically nature, music, art, literature, vocational activities
answered using paper and pencil technique. Relationship to peers, reaction to praise and criticism,
Adjustments
Objective Tests - one in which equally competent examinees will get the emotional, social stability, acceptability
( same scores, e.g. multiple - choice test
Subjective Tests - one in which the scores can be Influenced by the
opinion/judgment of the rater,_e.g. essay test Affective Assessment Procedures/Tools
Observational Techniques - used In assessing affective ami other non-cognitive
Power Tests - designed to measure level of performance under sufficient
time conditions, consist of items arranged in order of increasing difficulty. learning outcomes and aspects of development of students.
Speed Teste - designed to measure the number of items an individual Anecdotal Records - method of recording factual description of students'
can complete in a give time, consists of items approximately of the same behavior.
. '
level-of difficulty. .
Effective use of Anecdotal Records
1. Determine in advance what to observe, but be alert for unusual behavior.
2. Analyze observational records for possible sources of bias.
. 3. Observe and record enough.of the situation to make the behavior meaningful.
4. Wake a record of the incident right after observation, as much as possible.
Dr. Marilyn Ubina-Balagcai and Prof. Antonio G. Dacanay 1 PNW L E T Reviewer 141
A ssessm en t an d E valu ation o f L earn in g 2 Professional Education
5. Limit each anecdote to a brief description of a single incident. tive rating to the subject of the attitude scale'on a number of bipolar
6. Keep the factual description of the incident and your interpretation of it, sep adjectives such as good-bad, friendly-unfriendly etc.
arate. III. Llkert Scale - an assessment instrument which asks an individual
7. Record both positive and negative behavioral incidents. to respond to a series pf statements by indicating whether she/he
8 . Collect a number of anecdotes on a student before drawing inferences con strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or
cerning typical behavior. strongly disagrees (SO) witti each statement Each response is asso
9. Obtain practice in writing anecdotal records. ciated with a point value, and an individual's score is determined by
summing up the point values for each positive statements: SA - 5, A
Peer appraisal - is especially useful in assessing personality characteristics, - 4, U- 3, D - 2, SD - 1 . for negative statements, the point values
social relations skills, and other forms of typical behavior. Peer - appraisal would be reversed, that is, SA -1 , A - 2, and so on.
methods include the guess - who technique and the sodometric technique.
Guess* Who Technique - method, used to obtain,peer judgment or peer Personality assessments - refer to procedures forassessing emotional adjust
ratings requiring students to name their classmates who best fit each of a ment Interpersonal relations, motivation, interests, feelings aid attitudes toward
series of behavior description, the number of nominations students receive self, others, and a variety of other activities, institutions, and situations.
on each characteristic indicates their reputation in the peer group. Interests are preferences for particular activities.
Sodometric Technique - also calls for nominations, but students indicate Example of statement on questionnaire: I would rather gook ten write a
their choice of companionsfor some group situation or activity, the number letter.
of choices students receives serves as an Indication of their total social Values concern preferences for life goals* and "yvays of life , in contrast to
acceptance. Interests, which concern preference for particular activities.
Self ' repent techniques - used to obtain information that is inaccessible Example: I consider it more important to have people respect me than to
by other means, including reports on the students attitudes, interests, and admire me.
personal feelings. Attitude concerns feelings about particular social objects - physical objects,
Attitude scales - used to determine what a student believes, perceives.or types of people, particular persons, social institutions, government policies,
feels: Attitudes can be measured toward self, others, and a variety of other and others.
activities, Institutions, or situations. Example: I enjoy solving math problem,
Types: . a. Nonprojective Tests
" I. Rating Scale - measures attitudes toward others or asks an. S Personality Inventories
individual to rate another individual on a number of behavioral Personality Inventories present lists of questions or statements describ
dimensions on a continuum from gbod to bador excellent to poor; ing behaviors characteristic erf certain personality traits, and the indi
or on a number of items by selecting the most appropriate response vidual Is asked to indicate (yes, no, undecided) whether the statement
category along 3 or 5 point scale (e.g., 5-exeellent, 4-above average, describes her qr him. .
3-average, 2-beiow average, 1-poor) ' I t may be specific and measure only one trait, such as introversion
II. Semantic Differential Scale - asks an individual to give a quantita- extroversion, or may be general and measures number of traits.
142 PN U L E T Reviewer Dr. Marilyn Ubina-Balagtas and Prof. Anconio G. Dacanay

P r o fe s s io n a l E d u c a tio n A ssessm en t a n d E valu atio n o f L ea rn in g 2 .
Creativity Tests Projective Tests

Projective tests were developed in an attempt to eliminate some.of the.
characteristics that are related to creative behavior. major problems inherent in the use of self - report measures, such
One such trait is referred to as divergent thinking. Unlike convergent as the tendency of some respondents to give socially acceptable* fe-
thinkers who tend to took for the right answer, divergent thinkers tend sponses.-
to seek alternatives. . The purposes of such tests are usually not obvious to respondents; the
Interest Inventories individual is typically asked to respond to ambiguous items.
An interest Inventory asks an individual to indicate personal like, such The most commonly used projective technique is the method of asso
as kinds of activities he or she likes to engage in. ciation. This technique asks the respondent to react to a stimulus such
as a picture, inkblot, or word.
_______ :______________ , Checklist -an assessment instru
STAGES IN THE DEVELOPMENT & VALIDATION OF AN ASSESSMENT INSTRUMENT ment that calls for a simple yes-no
judgment It is basically a method
of recording whether a character
istic is present or absent or wheth
er an action was or was not taken
i.e. checklist of student's daily
activities
*Note: Hemswith difficulty index within .26 to .75andwith discrimination index from .20 andabove are to be retained. Items with difficultyindex*within .25 to .75
tu t with (Sscrimination indexof .19 and belowor with discrimination index of .-20and abovebut with difficulty index not within .26 to .75 shouldbe revised, items
with difficulty index not within .26 to ,7Sand with discrimination index of .19 and below should be rejected/discarded.
Dr. Marilyn Ubina-Balagras and Prof. Anronio G. Dacanav PNU LET Reviewer
A s s e s s m e n t aud Evaluation of L earn in g 2 P ro fe ssio n a l E d ucatio n
General Suggestions for Writing Assessment Tasks and Test items d. If opinion is used, attribute'it tosome source unless the ability to identify
opinion is being specifically measured.
1. Use assessment specifications as a guide to item/task writing. e. Use proportional number of true statements and false statements.
2 . Construct more items/tasks than needed. f. ' True statements and false statements should be approximately equal in
3 . W rite the items/tasks-ahead of the testing date. ' length.
4 . W rite each test item/task at an appropriate reading level and difficulty. 2. Matching Type
5 . W rite each test item/task in a way that it does not provide help in answering other a. Use only homogeneous, material in a single matching exercise.
test items or tasks. b. Include an unequal number of responses and premises and instruct the
6. W rite each test item/task so that the task to be performed is clearly defined and it pupil that responses may be used once, more than once, or not at all.
calls forth the performance described in the intended learning outcome c. Keep the list of items to be matched brief, and place the shorter responses
7. W rite a test item/task whose answer is one that would be agreed upon by the at the right.
experts. d. Arrange the list of responses in logical order.
6. Whenever a test is revised, recheck its relevance. e. Indicate In the directions the basis for matching the responses and premises,
. f. Place all the items for one matching exercise on the same page.
Specific Suggestions g. Limit a matching exercise to not more than 10 to 15 items.
3. Multiple Choice
A. Supply Type of Test a. The stem of the item should be meaningful by itself and should present a
1. Word the item/s so that the required answer is both brief and specific. definite problem.
2. Do not take statements directly from textbooks b. The item stem should include as much of the item as possible and should
3. A direct question is generally more desirable than an incomplete statement. be free of irrelevant material.
4. If the item is to be expressed in numerical units, indicate the type of answer c. Use a negatively stated stem only when significant learning outcomes
wanted. require it and stress/highlight the negative words for emphasis..
5. Blanks for answers should be equal in length and as much as possible in d. All the alternatives should be grammatically consistent with the stem of
column to the right of the question. the item.
6. When completion items are to be used, do not include too many blanks. e. An item should only contain one correct or clearly best answer.
f. Items used to measure understanding should contain some novelty, but
B. Selective Type oTTests not too much.
1 . Alternative - Response . g. All distracters should be plausible/attractive.
a Avoid broad, trivial statements and use of negative words especially dou h. Verbal associations between the stem and the correct answer should be
ble negatives. avoided. , .*
b. Avoid long and complex sentences, . i. The relative length of the alternatives/options should not provide a clue
c. Avoid multiple facts or including two ideas in one statement, unless cause .to the answer. .
- effect relationship is being measured.
144 PNU L E T Reviewer Dr. Marilyn Ubiria-Bniagcas and P rof. A nton io G . Dacana
Profcssioriiil Education A ssessm en t and E v alu atio n o f L e a rn in g 2
j. The alternatives should be arranged logically. . Minor Characteristics

. k. The correct answer should appear in each of the alternative positions and
approximately equal number of times but in random order. c. Administrability - The test should be easy to administer such that the di
I. Use of special alternatives such as none of the above" of all of the above- rections should clearly indicate how a Student should respond to the test/
should be done sparingly: task items and how much time should be spent for each test item or for this
m. Always have the stem and alternatives on the same page. whole test.
n. Do not use multiple choice items when other types are more appropriate. d. Scorability - Tfie test should be easy to score such that directions for scor
4. Essay Type of Test ing are clear, point/s for each correct answer(s) is/are specified.
a. Restrict the use of essay questions to those learning outcomes that cannot e. Interpretability - Test scores can easily be interpreted and described in
be satisfactorily measured by objective items. terms of the specific tasks that a student can perform or his/her relative
b. Construct questions that will call forth the skills specified in the learning position in a clearly defined group.
standards. f. Economy - The test should save time and effort spent for its administration
c. Phrase each question so that the students task is clearly defined or in . and that answer sheets must be provided so it can be given from time to time.
dicated
d. Avoid the use of optional questions. Factors Influencing the Validity of an Assessment Instrument
e. Indicate the approximate time limit or the number of points for each ques 1. Unclear directions. Directions that do not clearly indicate how to respond to
tion. . the tasks and how to record the responses tends to reduce validity.
f. Prepare an outline of the expected answer in advance or scoring rubric. 2. Reading vocabulary and sentence structure are too difficult Vocabulary
aid sentence structure that are too complicated for the students would result
in the assessment of reading comprehension; thus, altering the meaning of
Qualities/Characteristics Desired in an Assessment Instrument assessment result.
3. Ambiguity. Ambiguous statements in assessment tasks contribute to misin
Major Characteristics terpretations and confusion. Ambiguity sometimes confuses the better stu
dents more that it does the poor students.
a. Validity - the degree to which a test measures what it is Supposed or intends - 4. Inadequate time limits. Time limits that do not provide students with enough
to measureJt is the usefulness of the test for a given purpose, it is the most time to consider the tasks and provide thoughtful responses can reduce the va
important quality/characteristic desired in an assessment instrument. lidity of interpretation of results. Rather than measuring what a student knows
b. Reliability - refers to the consistency of measurement; i.e., how consistent or. able to do in a topic given adequate time, the assessment may become a
test scores or other assessment results are from one measurement to ah- measure of the speed with which the student can respond. For some contents
other. It the most important characteristic of an assessment .instsument next (e.g., a typing test), speed may be important. However, most assessments of
to validity.1 - achievement should minimize the effects of speed on student performance.
H E H aB n aM M B M H M n B S B aaB aaaw saR n M H M M B M an ai
Dr. Marilyn Ubiria-Balagtas and Prof". A nton io 0 . Dacanay PNU L E T Reviewer 145
A ssessm en t and Evaluation o f L e a rn in g 2 P r o fe s s io n a l E d u c a tio n
5. Overemphasis of easy - to assess aspects of domain at the expense of test scores than a group with homogeneous ability.
important, but hard - to assess aspects (construct underrepresentation). 3. Item difficulty. In general, tests composed of items of moderate or average
It is easy to develop test questions that assess factual knowledge or recall and difficulty (.30 to .70) will have more influence on reliability than those com
generally harder to develop ones that tap conceptual understanding or higher posed primarily of easy or very difficult items.. . .
- order thinking processes such as the evaluation of competing positions or 4. Item discrimination. In general, tests composed of more discriminating items
arguments. Hence, it is important to guard against undenrepresentation of will have greater reliability than those composed of less discriminating items.
tasks getting at the important, but more difficult to assess aspects of achieve- 5. Time limits. Adding a time factor may improve reliability for lower - level
ment. cognitive test items. Since all students do not function at the same pace, a
6. Test items inappropriate for the outcomes being measured. Attempting time factor adds another criterion to the test that causes discrimination, thus
to measure understanding, thinking skills, and other complex types of achieve improving reliability. Teachers should not, however, arbitrarily impose a time
ment wth test forms that are appropriate only for measuring factual knowl limit. For higher - level cognitive test Items, the imposition of a time limit may
edge wli invalidate the results. defeat the intended purpose of the items.
7. Poorly constructed test items. Test items that unintentionally provide clues
to the answer tend to measure the students alertness in detecting clues as levels or Scales of Measurement
well as mastery of skills or knowledge the test is intended to measure.
8. Test too short If a test is too short to provide a representative sample of the
performance we are interested in, its validity will suffer accordingly. 1 Level/Scale C h ara cteris tics Exam ple
9. Improper arrangement of items. Test items are typically arranged in order Merely aims to Identify or Number reflected at the back shirt
of difficulty, fith the easiest items first. Placing difficult items first in the test 1. Nominal
label a class of variable of athletes
may cause students to spend too much time on these and prevent them from Numbers are used to ex
Oliver ranked t" In his class while
reaching items they could easily answer. Improper arrangement may also . 2. Ordinal press ranks or to denote
Donnaranked 2*
influence validity by having a detrimental effect on student motivation. position in the ordering.
10. identifiable pattern of answer. Placing correct answers in some systematic hahrenheit and Centigrade mea
pattern (e.g., T, T, F, F, or B, B, B, C, C, C, D, 0, D) enables students to guess the Assumes equal intervals or sures of temperature.
answers to some items more easily, and this lowers validity. distance between any two 'Zero point (toes not mean an ab
3. Interval
points starting at an arbi solute absence of warmth or cold
trary zero. . or zero in the test does not mean
- Improving Test Reliability
complete absence of learning.
Has all the characteristics
Several test characteristics affect reliability. They include the following: Height, weight
of the Interval scale except
1. Test length. In general, a longer test is more reliable than a shorter one be 4. Ratio *a zero weight means no weight
that it has an absolute zero
cause. longer tests sample the instructional objectives more adequately. at all
point
2. Spread of scores. The type of students taking the test can influence reliability.
A groupof students with heterogeneous ability will produce a larger spread of
146 PNU L E T Reviewer Dr. Marilyn Ubina-BaJagrasand Prof. Aruunio G. Dacanay

P r o fe s s io n a l E d u c a tio n A ssessm en t a n d E v alu atio n o f L earn in g 2
Shapes, Distributions and Dispersion of Data 2. Skewed Distributions of Test Scores
1. Symmetrically Shaped Test Score Distributions A. Positively Skewed Distribution
A. Normal Distribution or Bell Shaped Curve
Numbci ol studem
|.) < Seor ...
{*)
B. Negatively Skewed Distribution

B. Rectangular Distribution
i
Mumb, of Sludwts
0>
*D
c
a>
3
cr
a;
|-| 4---------- 5cor* > |t|
Test Scores
3. Unimodal, Bimodal, and Multimodal Distributions of Test Scores
C. U-Shaped Curve
A. Unimodal Distribution
Df. Marilyn Ubmn-Balagcas and Prof. Anronio G. Dacanay PNU L E T Reviewer 147
A s s e s s m e n t and E v alu atio n o f Learning 2
C. Wide, Short Distribution: Heterogeneous Performance

B. Bimodal Distribution
C. Multimodal Distribution
Descriptive Statistics
Descriptive Statistics - the first step In data analysis is to describe or summarize the
data using descriptive statistics
1 D e sc rip tiv e S ta tistics When to use and C h aracteristics
4. Width and Location of Score Distributions 1. Measures of Central Tendency

A. Narrow, Tail Distribution: Homogeneous, Low Performance - numerical values which describe the average or typical performance of a given
group in terms of certain attributes.
- basis in determining whether the group is performing better or poorer than the other
groups
Arithmetic average, used when the distribution is nor
a. Mean
mal/symmetrical or beH-shaped. Most reliable/stable
Point in a distribution above and below which are 50%
of the scores/cases;
b. Median
Midpoint' of a distribution; Used when the distribufion
B. Narrow, Tali Distribution: Homogeneous, High Performan
Is skewed
Most frequent/common score in a distribution; Oppo
site of the mean, unreliable/unstable; Used as a quick
c. Mode
description In terms' of average/typical performance of
the group. .
0 TttSwrn so
Dr. Marilyn Ubifia-Balagtas and Prof. Anconio G. Dacanay
148 IP N U L E T Reviewer
P ro fe ssio n al Educatio/i
A ssessm en t an d E v a lu a tio n o f L e a rn in g 2
II. Measures of Variability-
t indicate or describe how spread the scores are. The larger the measure of variabil Indicates the percentage of scores that fall below a
ity the more spread the scores are and the group is said to be heterogeneous; the given score; Appropriate for data representing ordinal
smaller the measure of variability the less spread the scores are and the group is said a. Percentile Ranks scale, although frequently computed for interval data.
to be homogeneous. ' Thus, the median of a set of scores corresponds to the
50* Dercentlle.
The difference between the highest and lowest score;
Counterpart of the mode it is also unreliable/unstable; A measure of relative position which Is appropriate
a Range when the data represent an Interval or ratio scale; A
Used as a quick, rough estimate of measure of vari-
abllity. z score expresses how far a score is from the mean
b. Standard Scores in terms of standard deviation units; Allows all scores
The counterpart erf the mean, used also when the dis
b. Standard Deviation tribution is normal or symmetrical; Reliable/stable and from different tests to be compared; In cases of neg
ative values transform z scores to T scores ( multiply z
so widely used
score bv 10 plus 50)
Defined as one - half ofthe difference between quartile
3 (75* percentile) and quartile 1 (25% percentile) in a Standard scores that tell the location of a raw score in a
c. Quartile Deviation or specific segment in a normal distribution which is divid
distribution;
Seml-inter quartile Range ed into 9 segments, numbered from a low of 1 through
Counterpart of the median; Used also when the distri c. Stanlne Scores
bution is skewed. a high of 9
HI. Measures of Relationship Scores falling within the boundaries of these segments
- describe the degree of relationship or correlation between two variables (academic are assigned one of these 9 numbers (standard nine)
achievement and motivation). It is expressed in terms of correlation coefficient from Tells the location of a score in a normal distribution having
d.T-SCores
-1 to 0 to 1. a mean of 50 and a standard deviation of 10.
Most appropriate measure of correlation when sets of
data are of Interval or ratio type; Most stable measure
a. Pearson r of correlation; Interpreting Tet Scores
Used when the relationship between the two variables
is a linear one
Type of Score Interpretation
Most appropriate measure of correlation when variables
b. Spearman-rank-ofder
are expressed as ranks Instead of scores or when the
Conrelation or Spearman Reflect the-percentage of students in the norm group
data represent an ordinal scale; Spearman Rho is also Percentiles
Rho surpassed at each raw score in the distribution
interpreted In the same way as Pearson r
IV. Measure of Relative Position . Linear Standard Scores ' Number of standard deviation units a score is above
- indicate where a Score is in relation to all othier scores in thedistribution; they make (z-scores) (or below) the mean uf a given distribution.
it possible to compare the performance of ao individual in two or moredifferent tests.
Or. Marilyn Ubina-Balageas and Prof. Antonio G . Dacanay

A s s e ss m e n t and Evaluation o f L e a rn in g 2 P ro fessio n al Ed ucation
Location of a score in a specific segment of a nor Student Progress Reporting Methods

mal distribution of scores.
Stanines 1, 2, and 3 reflect below average perfor Name Type of code used
Stanines mance.
Stanines 4,5, and 6 reflect avera'ge performance. Letter grades A, B, C, etc., also'+ and *-* may be added.
Stanines 7,8, and 9 reflect above average perfor Number or percentage
mance. Integers (5 ,4 ,3 ,...) or percentages {99,98,...)
grade
Normalized Standard Score
(T-score or Location of score in a normal distribution having a Two-category grade Pass - fail, satisfactory - unsatisfactory, credit - entry
normalized 50 10 system) mean of 50 and a standard deviation of to. Checklist and rating Checks ( V ) next to objectives mastered or numerical ratings
scales of the degree of mastery
None, may refer to one or more of the above but usually
Narrative Report
does not refer to grades
GIVING GRADES
Guiding Principles for Effective Grading
Grades are symbols that representa value judgment concerning the relative quality of
1. Discuss your grading procedures to students at the very start of instruction.
a student's achievement during specified period of instruction.
2. Make clear to students that their grade will be purely based on achievement.
3. Explain how other elements like effort or personal-social behaviors will be
Grades are important to:
reported.
inform students and other audiences about student's level of achievement
4. Relate the grading procedures to the intended learning outcomes or goal/
evaluate the success of an instructional program
objectives.
provide students access to certain educational or vocational opportunities
5. Get hold of valid evidences like test results, reports presentation, projects and
reward students who excel
otherassessments, as bases for computation and assigning grades.
6. Take precautions to prevent cheating on test and other assessment measures.
Absolute Standards Grading or Task - Referenced Grading - Grades are assigned 7. Return all tests and other assessment results, as soon as possible. . .
by comparing a student's performanpe to a defined set of standards to be achieved, 8. Assign weight to flie various types of achievement included in the grade.
targets to be learned, or knowledge to be acquired Students who complete the tasks, 9. Tardiness, weak effort, or misbehavior should not be charged against achieve
achieve the standards completely, or learn the targets are given the better grades, ment grade of student.
regardless of how weil other students perform or whether they have worked up to their 10. Be judicious/falr and avoid bias but when in doubt (in case of borderline student)
poteofial. - # review the evidence. If still in doubt, assign the higher grade..
Relative Standards Grating or Group - Referenced Grading - Grades are assigned 11. Grades are black and white, as a rule, do not change grades.
on the basis of student's.performance compared with others in class. Students'per- 12. Keep pupils informed of their class standing or performance.
forming better than most classmates receive higher grades.
150 PNU .LET Reviewer Dc. M arilyn U biru -B alagtas and Prof. Antonio G. Dacanay
Pro fessio n al Education A ssessm en t a n d E v alu atio n o f L earn in g 2
CONDUCTING PARENT - TEACHER CONFERENCES
.The following points provide helpful reminders when preparing for and conducting
parent-teacherconferences. D irections: Read and analyze each item and select the correct optionthat answers
each question. Analy2e the Items using the first 5 items as your sample.Writeonly the
1. Make plans for the conference. Set the goals and objectives of the conference letter of your choice in your answer sheet.
ahead of time.
2. Begin the conference in a positive manner. Starting the conference by making 1. In a positively skewed distribution, the following statements are true EXCEPT'
a positive statement about the student sets the tone for the meeting. A. Median is higher than the Mode.
3. Present the student's strong points before describing the areas needing 6. Mean is higher than the Median.
Improvement. It is helpful to present examples of the students work when C. Mean is lower than the Mode.
discussing Ihe student's performance. D. Mean is not lower than the Mode.
4. Encourage parents to participate and share information. Although as a
The correct answer Is C since what is asked is not true about positively skewed
teacher you are in fcharge of the conference, you must be willing to listen to
distribution. Option A Is true about positively skewed distribution, that is median
parents and share information rather than "talk at them.
is greater than the mode. Option 8 is also true, mean is greater than the median.
5. Plan a course of action cooperatively. The discussion should lead to what
Option D is also true, that mean is greater than the mode.
steps can be taken by the teacher and the parent to help the student.
6. End the conference with a positive comment At the end of the conference,
thank the- parents for coming and say something positive about the student, like 2. Which of the following questions indicate a norm - referenced interpretation?
Erfc has a good sense of humor and I enjoy having him In class." A. How does the pupils' test performance in our school compare with that of
7. Use good human relation skills during the conference. Some of these skills other schools?
can be summarized by following the dos and donts. B. How does a pupil's test performance in reading and mathematics compare?
C. What type or remedial work will be most helpful for a slow - learning pupil?
D. Which pupils have achieved mastery of computational skiHs?
The correct answer is A because the performance of the pupils in the test is
compared with othef schools. Option 8 is wrong because what is being compared
. is the pupil's performance In reading and math. Option C is wrong there is no men
tion of one's performance compared with others. Option D is also wrong because
what is implied is the pupils' achievement or mastery in relation to the domain of
performance task.
Dr. Marilyn Ubiha-Balagtas and Prof. A nronio G . D acanay PNU L E T Reviewer m a

P ro fe ssio n a l Ed ucation
Ms cssmcnt and Evalua tio n o f L e a rn in g 2
6. In a normal distribution, which of the foltowing is true?

.I What is fhe performance of a student in the National Achievement Test (NAT) if-he
-A. median= mode * mean C. median * mode * mean '
obtained/got,a stanine score of 5?
B. median * mode = mean - if f f l mean - median = mode
A. Between average and above average
7. Which of the following situations may lowenfie validity of a test?
B; Between average and below average
A. Mrs. Josea increases the number of items measuring each specific skill
C; Belowaverage
from three to five.
0. Average ___________ '__________. .
B. Mr. Santosa simplifies the language in the directions for the test.
I He correct answer is D, stanine 4, 5, 6 reflect average performance, while fc ) Miss Lopeza removes the items in the achievement test that everyone
I sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above would be able to answer correctly.
I aitrage performance. There is no such thing as between average and above aver- J). None of the above. .
| age a between average and below average in stanine scores. So options A, B, and .8. In a negatively skewed distributionwhich of the following statements is true?
I Cre all wrong. A Mode is lower than the mean. C. Median is higher than mode.
wS Mean is lower than the mode. D. Mode is lower than the median.
4. Based on the figure, which is true about the distribution? 9. m a negatively skewed distributionthefollowing statements are true EXCEPT
A. Mean = 55, median = 48, mode = 34 A. Mean is'not higher than the median.
B. Mode =46, median = 40, mean = 37 y B. Median is lower than the mode.
C. mean = 63 median = 63 mode = 63 . Mean Is lower man the mode,
0. The (fetribution is mesokurtic. ____ n j/ Mode is less than the median.
10. Miss Cortez administered a test to her class and the result Is positively skewed.
Thecorrect .answer.is option C because the figure is an illustration of a normal What kind of test do you think Miss Cortez gave to her pupils?
disWbution (bell - shaped). Option A describes a positively skewed distribution. Posttest C. Mastery Test
Opfon B illustrates a negatively skewed distribution and option D is wrong because Pretest 0. Crtterton-referenced Test
tfie ijgure is bell-shaped or a normal distribution. 11. The result of the test given by.teacher A showed a negatively skewed distribution.
What kind of test did teacher A give?
5. I quartile deviation is to median, what is to mean?
A. The test is difficult It is moderately difficult
A. standard deviation C. range
B. His not too easy nor too difficult sQ f It is easy
B. mode D. variance '
12. When the distribution is skewed to the right, what kind of test was administered?
The correct option Is Option A, standard deviation is the counterpart of the mean. A. Difficult Avefege/moderately difficult
However, Option B, Just like the mean Is a measure of central tendency. C range is a B. Easy DCPartly easy - partly difficult
measure of variability and the counter part of mode, and option 0, variance is simply
standard deviation squared.
Dr. Marilyn Ubina-fialngtis and Prof. Antonio G. Dacanay

P ro fessio n al E d ucatio n A ssessm en t a n d Evsrluacion o f L e a rn in g 2
13. In a negatively skewed distribution, what kii eacher B have? 20. Goring performed better than 65% of the total number of examinees in the district
A. Very good achievement test. What is his percentile rank?
B. Very poor
P35 ? P66
14. In a positively skewed distribution the students are
P05 P75
A. Very good C. Average )ich is a guidance function of a test?
( f) Very poor D. Normally distributed ' Identifying pupils who need corrective teaching
15. In a positively skewed distribution, which of toe following statements is true? Predicting success In future academic and vocational education
A. Mode = 67 while Median = 54 Mean = 73 while Mode = 49 Assigning marks for courses taken
B. Median = 53 while Mean = 41 jf . Median = 34 while Mode = 42 Grouping pupiis for instruction within a class
16. Which statements represent criterion - referenced interpretation? 22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his
A. Lucresia did better in solving the linear equation than 80% of representative pupils got very high scores in the test. What measure of central tendency should
Algebra students. he use to describe their average performance the subject?
B. Lucresia's score indicates that she is able to solve about two thirds of all . A. Mean Mode
one - variable linear equations of such complexity. J . Median ' (I. Range
C. Students who have reached Lucresia's level on linear equations usually 23. Which o# the following indicates how compressed or expanded the disiribuSon
succeed In the subsequent unit on simultaneous equations with special help of scores is?
or extra time; i.e., Lucresia is ready to move ahead. A. Measures of position C. Measures of correlation
7 H All of the above. B. Measures of central tendency Measures of variability
17/wnard obtained a 97 percentile rank in an aptitude test. This means 24. TTie proportion passing the upper and lower group is .80 ami .35, nespectivjy.
1 $ He answered 97% of the items correctly. What is the index of difficulty?
B. He belongs to the 97% of the group who took the test. A. .38 @ .40 C. .58 D. 1.02
C. 79% of the examinees did better than her on the test. 25. Mr, Gringo tried to correlate the scores of his pupils in the Social Studies test vti
0. He surpassed 97% of those who took the test. their grades in the same subject last 3rd quarter. What test validity is he trytg
18. Which set of scores has the least variability? to establish?
Set 1 0, 5, 10, 15. 20 A. Content validity 'Q j Concurffent validity
Set 2 25, 35, 45, 55 B. Construct validity D. Criterion-related validity
Set 3 0, 2, 8, 15, 26
to
Set4 505, 501, 503.
S e t1 B. Set2 C. Set3 D. Set 4
19. Standard deviation is to variability as mode to______
- F '.
A. Correlation Cental tendency
B. Discrimination . M3. Level of difficulty
Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay PNU L E T Reviewer 153
A ssessm en t an d E valu atio n o f L e a rn in g 2 * P ro fe s sio n a l E d u catio n
7. In a normal distribution curve, what does a T score of 60 mean?

A. Two SDs below the mean G. One SOM ow the mean
8. Two SDs above the mean One SD above the mean
D irections: Enhance your test taking skills by answering me items below. Write only

the letter of the best answer. For items 8 to 13; what does each figure/disiribution on the right indicate?
1. If a test item has a difficulty index of 0.06, how would you describe the test item?
It is very easy. It is very difficult. mean > median > mode
It moderately difficulty. D. It is difficult. mean< mode> median
2. Two sections have the same mean but the standard deviation of section 2 is higher mean >mode < median
than section 1. Which of the two sections is more homogeneous? mean < median cmode
A, Section 1 C. BothAandB 9.
(Bt) Section 2 D. None from the above / aJ mode < mean < median
3. Miss Corteza administered a test to her class and the result is positively skewed. *-ft mode > mean >median
What kind of test do you think Miss Corteza gave to her pupils? C. median < mode > mean
/^ P o s tte s t C. Mastery Test D. none of the above
( j y Pretest D. Criterion-referencedTest
4. In his second item analysis, Mr. Gonzales found out that more from Ihe lower 10 .
group got the test item 15 correctly. What does this mean? equal (mans, unequal standard deviations
The item has become more valid
B.TTte Item has become more reliable.
The item has a positive discriminating power.
$ equal means, equal standard deviations
unequal means, equal standard deviations
D. unequal means unequal standard deviations
D. The item has a negative discriminating power. 11-
5. is 25th percentile as median is to what percentile? A. unequal means, equal standard deviations
WU 40th percentile _C. 50*1percentile T L unequal means, equal standard deviations
o. 60*1percentile D. 7&b percentile /D equal means, equal standard deviations _
6. Which is implied by a positively skewed scores distribution? tI equal means, unequal standard deviations
A. The mean, the median, and the mode are equal. 12.
EL Most of the scores are high. A. unequal variability, equal means, different shapes
w !) Most of the scores are low. . B. unequal means, equal variability, different 3hapes _
o. The mode Is high. & equal variability, equal means, different shapes
D. unequal variability, unequalmeans, different shapes
154 IPNU L E T Reviewer Dr. Marilyn Ubifia-Baiagtas and Prof. Anconio G. Dacanay
P ro fe s sio n a l E d u c a tio n A ssessm en t an d Evaluation o f Learning 2
13. 21. Mr. Lapromeso asked his pupils to indicate on a piece of paper I k names of
unequal means, equal standard deviations their classmates whom they would like to be with for some groupacfiiity, what
equal means, unequal standard deviations assessment technique did Mr. Lapromeso uge?
C. equal means, equal standard deviations A. Self-report technique ~ ( 3 Sociometric tecMque
11_ unequal means, unequal standard deviations B. Guess-who technique D. Anecdotal technique
14. In conducting a parent - teacher conference, which of the following is NOTtrue? 22. Which of the following assessment procedures/tools is useful in assessing social
A Be friendly and Informal C. Be willing to accept suggestions relation skills?
Be a kn ow -it all person D. Be careful In giving advice A. Anecdotal record T^P eer appraisal
15. In a frequency distribution, what is the midpoint of the class Interval whose lower B. Attitude scale QTÂnyof foeatw*
and. upper limits are 99.5 and 109.5? & < r\ 23. If the proportion passing for the upper and lower group is .90 and 30 respecfcve-
A. 107.0 B. 105.0 " fc /^ 0 4 .5 D. 102.5 ly, what is the discrimination Index?
16. In a frequency distribution, what is the intervSTsize of the class whose lower and A. .40 B. .50 7 a ).6 0 ft .TO
upper limits are 9.5 ajjd 19.5? 24y.W(iich Is an example of affective learning oJrane?
A. 11.0 10.0 C. 9.0 D. 5.0 , Interpret stimuli from various modalities to provide data neededin noting
17. Given a mean of 55~aml a standard deviation of 8, what two scores indude one adjustments to the environment
standard deviation below and above the meatf B. Judge problem and issues in terms of situations involved thanin ions of
A. 46and63 B. 47and64 ( d ) 47and63 D. 46 and 64 fixed dogmatic thinking
18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds C. Appreciate the quality and worth of the story read
to two standard deviation above the mean? 0. None of the above
A. 70 J3. 71 C. 72 W 73 25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of
19. What principle of test qonstruction is violated when one places very difficult items her test. She found out that four of the items of the test obtained fe Mowing
at the beginning; thus creating frustration among students particularly those of difficulty and discrimination indices and as follows:
average ability and below average?
Item Number Difficulty Index DIscrmaHcBlula
All the items of particular type should be placed together in the test
1 .58 M
The items should be phrased so that the content rattier than the form of the
statements will determine the answer. . 2 .92 M
C. All items should be approximately 50 percent dfficutty. 3 .09 .32
0. The items of any particular type should be arranged in an ascending order 4 .93 .15
" v of difficulty.
20. Mrs. Del Salvatier would likq to find out how well her students know each other, Which of the above items should she discard In her item pool?
what assessment Instrument would best suit her objective? Item 1 C/ Item 3
A. Self-report Instrument Guess-who technique Item 2 J L Item 4
B. Sociometric technique /u /A I I of ttie above
Dr. M arilyn U bitia- Balagtas and Prof. Antonio G . Dacanay PNU L E T Reviewer 155
Teachipg P ro fessio n Professional Education
Teaching
Profession I. BASIC CONCEPTS
Relevant laws
P repared b y:
D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan
Teaching )
Competencies:
Determine ways and means to ensure the high stan

dards of personal and professional development Relevant Laws: refers to legal acts, decrees, ordinances, ordere, memoranda,
circulars and the like that were approved by proper authorities and have
become legal bases In the conduct of educational prooess, in general, and
Determine the roles of the teachers as active members
of teaching, in particular, In the Philippine setfing. -
of the community and as global citizens responsible for
the outcomes of their actions and for developing other Teaching: refers to the profession concerned with classroom nstrudion at
citizens the elementary and secondary levels in accordance w ii the curriculum
prescribed by the Department of Education w M cr obpart-time or full
Apply the four pillars of learning in responding to the time basis in public or private schools (R. A. 7836 :fWSpptoe Teachers'
aspirations of the community: learning to know, learning Professionalization Act of 1994)
to do, learning to live together, and teaming to be
Teachers: refers to all persons engaged in teaching atftedementary and sec
Apply ethical standards on situations involving teachers ondary levels, whether on full-time or part-time tais.Jndudmg industrial
relationships with various groups of people. ' arts or vocational teachers aid all other peraons performing supervisory
and/or administrative functions in aH schools In theaforesaid levels and
Reflect on professional teacher's accountability to the qualified to practice teaching under this Act (R A 7836 FWppineTeachers
learners performance and achievement and to the ProfessionalizationAct of 1994)
teachers total involvement in the teaching profession.
156 PNU L E T Reviewer Dr. Danilo K . Villena and h a C C d i M. Uatua

Professional Education T e a c h in g P r o fe s s io n

II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE m Makes information and events
PHILIPPINES ' Makes information readily learnable
Facilitates the comprehension of information and events
A. Decree Professionalizing Teaching (P.D. 1006): Providing for the Profes Interprets information to learners
sionalization of Teachers, Regulating their Practice in the Philippines - m Communicates information in a manner that pupils/students
and for other Purposes. . comprehend
Some of the provisions are as folows: 3. ASa Knower 4
Teachers have significant and imperative role in building a strong nation, Knows much about the general fields of knowledge
more specifically in developing proper and desirable attitudes among the Masters thoroughly, the subject matter of his/her field of spe
citizenry whom they have direct and continuing interaction cialization
Incentive and motivation that may increase teachers' morale must be pro Brings learners to the world of ideas
vided them. Provides accurate information to pupils/students
Like all other professions, teaching also requires a number of years of high Answers readily pupils/students'questions
er education studies. 4. sAsa Pl(w^r ^ Ideas*
B. Philippine Teachers Professionalization Act of 1994 (R. A. 7836): An Act Carries stiKfents to new insights and knowledge
Strengthening the Regulation and Supervision of the Practice of Teaching leads children to wide ranging and unlimited inquiry
in the Philippines and Prescribing a Licensure Examination for Teachers Develops new ideas and practices to meet the needs and demands
and Otter Purposes: ofthe.time
It was promulgated for: 5.' ^ a Q e c fs ^ M ^ :;
the promotion, development and professionalization of teachers and the Deckles on what objectives should be established
teaching profession Decides on the type of instructional program that could best
supervision and regulation of the licensure examination. achieve the objectives
* Decides on what body of information should be conveyed
Decides on the most effective methods, techniques, approaches
III. VARIED ROLES OF TEACHERS and materials that will facilitate the attainment of the objectives.
Decides on the most appropriate grouping that would best ben
t . i|f^ l|re c to n > f | ;| efit the learner. -
Plan and otgahizes learning activities 6 .' As a Judge Âchievement
m Leads pupils/students through the learning episodes lD^n%s' fs Worth achtevirYg
Controls the whole learning situations . Defines ability levels of pupils/students
Appraises the effectiveness of the learning situations Evaluates pupils/students/levels of achievement
. 2. | As-an Information Processor Determines who will be promoted or retained
* Aralyzeff iriformatiai and events *
Dr, D anilo K . Villena andProf. C elia M. Italian PNU L E T Reviewer 157

T each in g P ro fessio n P ro fe ssio n a l E d u c a tio n
7. As aGounselor
Establishes effective relationship with'the individual pupil/stu IV. RELEVANT LAWS ' .
dent _ .
* Collects pertinent information about each pupil/student A. Article XIV, 1987 Philippine Constitution ( Education, Science & Technology,
Receives confidences Arts, Culture & Sports) - This is the very fundamental legal basis of
Guides pupil/student in understanding himself education in the Philippines. It stipulates the following:
.Gives advices The right of all citizens to quality education at all levels
Assists pupils/students to find solutions to his/her own problems Provision for complete, adequate and integrated system of education
8. As h Free public education in the elementary and secondary levels
" Develops a functional moral and ethical code Availability of scholarship grants, loan programs, subsidies and other incen
Creates acceptable moral atmosphere tives for deserving students in the public and private schools
. Establishes norms for behavior within and outside the classroom Provision for non-formal, informal and indigenous teaming systems
9. As a Model fof the Youth | - Inclusion of the study of Constitution in the curriculum
m Exemplifies the scholarship and ideals valued by society Education to put emphasis on the inculcation of nationalism & patriotism
Demonstrates acceptable sets of values as wet as other values deemed important in developing better person and
10. Asa Personal Culture * responsible dtlzen
' ^-Po&esses a broad general cultural education Supervision and regulation of all educational institutions by the state
Is well-informed of current developments in various fields of Sole ownership of educational institutions by at least 60% of the capital
science from Filipino citizen
Appreciates arts and literature Tax exemptions for. non-stock and non-profit educational Institutions
Demonstrates adequate skills in the use of language Enjoyment of academic freedom (teachers, students, Institutions) in all
1 1 . A? aiGom eiiflittyiin# institutions of higher learning
Participates actively in ttie life of the community State's protection for academic, non-academic and non-teaching personnel
Interprets the school program to the public Highest budgetary allocation for education
Brings parents to participate in school activities Filipino as the national language; Filipino and English as official languages
Utilizes the resources of the community to develop significant for use In communication and instruction
(matter Creation of National Language Commission
Promotion of science and technology
Articulates social, political, and economic traditions Preservation and anijchment of Filipino culture .
Develops cultural values Promotion of physical education and other related programs
Transmits culture
,* < ~ \/O c T E c H TKt FO c A l - t e ^ - D 4
Enriches cultural growth pf pupils/students
v e p b t> - c .r te r >
158 PNU LET Reviewer Dr. Danilo JC. Villciu and Prof. Celia M. Ilanan
^ P ro fe ssio n a l E d u c a tio n T each in g Profession
B. Education Act of 1982 (Batas Pambansa 232, September 11,1982); An b) School administrators" or ail persons occupying policy
Act Providing For The Establishment And Maintenance Of An Integrated implementing positions having to do with the functions of
System Of Education: Declares/defines/describes among all. others the the schools in all levels.
following: c) "Academic'non-teaching personnel" or those persons
> Aims of Philippine Educational System: (Section 4) holding some academic qualifications and performing
1) Provide for a broad general education that will assist each individual academic functions directly supportive of teaching, such as
in the peculiar ecology of his own society to: a) attain his potentiate registrars, librarians, research assistants, research aides,
as a humanbeing; b) enhance the range and quality of individual and and similar staff. .
group participation in the basic functions of society: and, c) acquire d) Non-academic personnel or all other school personnel
the essential educational foundation of his development into a pro not falling under the definition and coverage of teaching
ductive and versatile citizen; and academic staff, school administrators and academic
2) Train the nations manpower in the middle-level skills for national de- . non-teaching personnel.
velopment 4) "Schools or institutions recognized by the State which undertake
3) Devfelop the profession that will provide leadership for the nation in educational operations.
the advancement of knowledge for improving the quality of human > Rights of Parents (Section 8)
life; and 1) Organize by themselves and/or with teachers
4) Respond effectively to changing needs and conditions of the nation 2) Access to any official record directly relating to their children
through a system of educational planning and evaluation. > Rights of Students (Section 9)
> "Educational Community"refers to those persons or groups of persons as 1) Receive relevant quality education
such or associated in institutions involved in organized teaching and learning 2) Freely choose their field of study and continue their course therein
systems (Definition and Coverage, Section 6). The members or elements are: 3} School guidance and counseling
1) "Parents" or guardians or the head of the institution or foster home 4) Access to his own records
which has custody of the pupil or student 5) Issuance of needed school records/documents within 30 days from
2) Students" are ftose enrolled in and who regularly attend educa request
tional institution of secondary or higher level of a person engaged 6) Publish a student newspaper and similar publications
in formal study. "Pupils' are those who regularly attend a school of 7) Free expression .of opinions and suggestions; to effective channels of
elementary level under tbe supervision and tutelage of a teacher. communication
3) /:%n5onne/,'or aHpersons working for an educaScnal bislHution, 8} Form, establish, join and participate in organizations and societies
which includes Bie fotowing: recognized by the school
a) "Teaching or academic staff or all persons engaged In 9) Be free from involuntary contributions
actuaheaching and/or research assignments, either on > Rights ofSchool Personnel (Section 1Q)
full-time-or part-time basisjn all .levels of the educational 1) free expression of opinion and suggestions; to effeetive channels of.
' system. communication
Dr. DaniJo K. ViMcna and Prof. Celia M, Ilanan PNU L E T Reviewer

P ro fessio n al Evocation
Teaching Profession
> Teachers Obligations (Section 16) .

' 2) Be provided with free legal service . 1) f erform their duties in accordance with the overall goals and objec
3) Establish, join and maintain labor organizations and/or professional '
tives of the schools
and self-regulating organizations 2) Accountable for the efficient and effective attainment ef learning
4) Be free from involuntary contributions .
objectives
> Special Rights and/or Privileges of Teaching or Academic Staff
- 3) Render regular reports and monitoring ofieach of ffie students' academic
(Section 11) .
performance
1) Be free from compulsory assignment not related to their duties as
4) Attend to their professional advancement and growth and maintain
defined by law
their professionalism at all times
2) Intellectual property
5) Exercise.objectivity and fairness in dealing with students' scholastic
3) Be accorded due respect and protection as persons in authority
marfcs and grades
4) Choose alternative career lines for purposes of career development
6) Actively participate in the total development of. the school and
> Special Rights of School Administrators (Section 12)
community
1) Sufficient administrative discretion for efficient and effective perfor
> School Administrators' Obligations (Section 17)
mance of functions
1) Perform their duties according to the overall goals and objectwes of
. 2) Accorded due respect and protection as persons In authority
the school
> Rights of Schools (Section 13)
2) Efficiently and effectively manage and administer the school
1) Provide for proper governance of the school 3) Develop and maintain a healthy school and conducive school envi
2) Forinstitutions of higher learning, the right to determine on academic ronment
grounds who shall be admitted to study, who may teach, and what 4) Assume and maintain professionalism in the conduct of their woric
shall be subjects of the study and research
5) Render adequate reports on the performance of school personnel
> Duties of Parents (Section 14)
6) Observe due process and fairness in disciplining teachers and o8r
1) Help carry out the educational objectives of schools
personnel
2) Enable their children to obtain, as much as possible, complete
7) Maintain adequate records and submit reports as required byproper
education authority.
3) Cooperate with the school in the implementation of curricular and > Obligations of Academic Non-Teaching Personnel (Section 18)
co-currfcular programs
. 1) Improve themselves professionally
> Duties and Responsibilities of Students (Section 14)
2) Assume and promote a healthy and conducive-learning and service
1) Develop to the fullest his potentialities for service .
environment
2$ Uphold the academic integrity of the school
> Fonnal Education refers to the hierarchically structured and chronotogicaBy
3) Promote and maintain the peace and tranquility of the school graded learning organized and provided by the formal school system andfor
4). Participate actively In the total development of the community which certification Is required in order for the learner to progress through the
5) Exercise his rights responsibly
* Dr. Danilo K . Villena and Prof. Celia'M . Hasan

160 !PNU LET .Reviewer '
P r o fe s s io n a l E d u c a t io n T each in g P ro fessio n
grades or move to higher levels (Definition, Section 20); the main instrument > Specialized Educational Services-These are services to meet the special
for the achievement of the country's educational goals and objectives (Dec needs of certain clientele. It includes the following ( Section 24):
laration of Policy, Section 19). The levels of formal education are: 1) Work Education or Practical Arts - aims to develop the right
1) Elementary Education - the first stage of compulsory, formal educa- attitudes towards work; and technical-vocational education,
tion primarily concerned with providing basic education and usually post-secondary but non-degree programs leading to one, two or
corresponding to the first six or seven grades, including pre-school three year certification in preparation for middle-level occupations.
programs (Definition, Section 20): Its objectives are to: (Section 21) 2) Special Education - the education of persons who are physically,
a) provide the knowledge and develop the skills, attitudes and mentally, emotionally, socially or culturally different from the so-called
values essential to personal development . "normal" individuals.
b) provide learning experiences that prepare them for con 3) Non-formal Education -any organized school-based educational
structive and effective involvement activities undertaken by education department aimed at attaining
c) promote and intensify the child's knowledge and identifica specific learning objectives for a particular clientele, especially the
tion with and love for the nation and the people to which he illiterates and the out-of-school youth and adults. Its objectives are to:
belongs; an.d ' a) eradicate illiteracy and raise the level of functional literacy
d) promote work experiences that prepare the children to of the population
engage in honest and gainful work b) provide unemployedand underemployed youth and adults
2) Secondary Education - The state of formal education concerned with appropriate vocational/technical skills for them to
primarily with continuing basic education usually corresponding to become more productive and effective citizens: and
four years of high school (Definition, Section 20). Its objectives are c) develop among the clientele proper values and attitudes for
to; (Section 22) personal, community and national development.
a) continue to promote the objectives of elementary education - C. R. A. 4670 - MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (June 18,
b) equip the students with skills for productive endeavor or for . 1966) enacted to promote and improve the social and economic conditions of
higher education public school teachers, their working and living conditions, their terms of employ
3) Tertiary Education - post secondary schooling leading to a degree ment and career prospects (Declaration of Policy, Section 1).
in a specific profession or discipline (Definition, Section 20). Its 1) Recruitment and Qualification (Section 3)
objectives are to (Section 23): * DepEd to define dearly recruitment policy with respect to selec-.
a) provide a broad general education program tion and appointment of teachers
b) train the nation^ manpower in the skMsrequired for national Minimum educational qualifications for teacher-appiicants:
development * Bachelor's Degree in Bementary Education for teachers
c) develop the professions for leadership of the nation in the kindergarten and elementary grades;
d) advance knowledge ttirough research work for improving Bachelor's Degree in' Education or its equivalent with a
quality of human life. ' major or minor of_a Bachelor's degree in Arts er Science
Dr. Danilo K. Viflcna and Prof'. Celia M. Ilanan* PNU L E T Reviewer 161
reaching Profession P ro fessio n al E d u c a tio n
with at least 18 units of Professional Education for No transfers whatsoever shall be made-three months before any
teachers of the secondaiy schools; local or national election. '
Bachelor's degree In the field of specialization with at . m The Government shall pay all the necessary transfer expenses of
least 18 professional units in Education for teachers of the teacher and his/her family.
. secondary vocational and two years technical courses; 5) Safeguards In Disciplinary Procedures (Section 8)
. Master's degree with a specific area of specialization for ' Every teacher shall enjoy equitable safeguards at each stage of
teachers of courses in the collegiate level. any disciplinary procedure and shall have:
.The School Superintendent may appoint under temporary status, The right to be Informed, in wrfttng, of the chargers;
. applicants who don't meet the minimum qualifications The right to full access to the evidence in the case;
2) Probationary Period (Section 4) The right to defend himself by a representative of his
m No probationary period preceding regular appointment shall be choice
imposed if the teacher possesses the appropriate civil service The right to appeal to clearly designated authorities
eligibility; 6) Administrative Charges (Section 9) Administrative charges against
A period of not less than one year from and after the date of a teacher shall be heard Initially by a Committee composed of the
t-ti____ i____
the appointees provisional appointment be given to an applicant foifowfnQ.
who meets the minimum educational qualifications but lacks the School Division Superintendent or his duly authorized represen
appropriate civil service eligibility. tative win should have at least the rank of a division supervisor
3) Tenure of Office (Section 5) as Chairman.
m Stability on employment assured of teachers with permanent Representative of the local, or in its absence, any existing pnovin-
appointment cial or national teachers organization
Permanent appointment shall be extended to provisional teachers * A Division Supervisor
after having rendered at least ten years of continuous, efficient Two members designated by the Director of Public Schools
and faithful service In such position. T? Committee shall submit its findings and recommen
4) Consent for Transfer Transportation Expenses( Section 6) dations to the Director of Public Schools within thirty
No teacher shall be transferred from one station to another with (30) days from the termination of the hearings.
out the his/her consent, except for cause. The members of the Committee shall be appointed by
The School Superintendent may effect the transfer of the teacher Ihe Education Secretary if the School Superintendent is
when the exigencies of service so requires the complainant or an interested party.
-The School Superintendent must previously notify the teacher 7) No discrimination whatsoever In the entrance to the teaching
to be transferred and the reason or reasons for such transfer. profession, or during its exercise or in the termination of services,
The teacher subject for transfer may appeal to the Director of based on other than professional consideration (Section 10).
Public Schools if he/she feels the reason/s is unjustifiable.
162 PNU LET Reviewer Dr. Danilo K . Villena and Prof. Celia M. Ilanan
P ro fessio n al Ed ucation le a c h in g Profession
8) Married teachers, both of whom are'public school teachers may be 15) No person shall make any deduction whatsoever from the salaries
employed in the same locality (Section 11). of teachers except under specific authority of law authorizing such
9) Academic Freedom shall be enjoyed by teachers in the discharge deductions. (Section 21)
of their professional duties, particularly, with regard to teaching 16) Compulsory medical examination shall be provided free of charge
and classroom methods.(Sectfon 12) for all teachers; medical treatment, if found necessary, shall also
. 10) Teaching Hours (Section 13) be accorded free by the government entity paying the salary of file
Teachers are. required to render not more than 6 hours of actual teachers (Section 22)
" classroom teaching a day. 17) Teachers shall also be protected against the consequences of
In the exigencies of service, any teacher may be required to ren employment injuries in accordance with existing laws. (Section 23)
der more than six hours but not more than eight hours of actual 18) Study Leave (Section 24)
classroom teaching a day upon payment of additional compen Teachers are entitled to a study leave not exceeding one year
sation at the same rate as his regular remuneration plus at least after seven years of service;
25% of his basic pay * Teachers granted on study leave shall be entitled to at least 60%
11) Additional Compensation (Section 14) of their monthly salary; o l d *rocy>e< c * r tc *
Additional compensation of at least 25% of the teacher's regular m Noteacher shall be allowed to accumulate more than one year of
remuneration must be paid to teachers who render co-cuiricular study leave, unless, s/he needs an additional semester to finish
and out of school activities outside of the teacher's six hours of his/her thesis for a graduate study in education or allied course;
actual classroom teaching. . No compensation shall be due to the teacher after the first year
12) Salary Scales of teachers shall provide for a gradual progression of such study leave;
from a minimum to a maximum salary by means of regular incre Study leave period shall be counted for seniority and pension
ments, granted automatically after three years to teachers with at purposes.
least an efficiency rating of satisfactory, (Section 18) Teachers on study leave shaU be compensated provided he takes
13) Cost of living Allowance (COLA) (Section 18) the regular study load and passes at least 75% of his courses.
Given to teachers to keep pace with the rise in the cost of living 19) An indefinite sick leave of absence shall be granted to teachers
m Shall automatically follow changes in a cost of living index when the nature of the illness demands along treatment that will
Secretary of Education recommends to Congress at least annu exceed one year at the least (Section 25)
ally, the appropriation of the cost-of-living allowances of public 20) Salary increase Upon Retirement. One range salary raise upon re
school teachers. tirement shad be the basis of the computation of the lump sum of the
14) Special HardshipAllowance equivalent to at least 25% of teacher's retirement pay are) the monthly benefits thereafter. (Section 26)
monthly salary shall be given to teachers assigned In areas where 21) Teachers shall be free to establish or join organizations of their,
teachers are exposed to hardship such as difficulty in commuting to choosing. (Section 27)
the place of work or otter hazards peculiar to the place of employ- ' _ / o o y o ^JU a ) '
ment as determined by Education Secretary (Section 19).
*Dr. Danilo K. Vjllena and Prof. Celia M. Ilaiwn PNU LET Reviewer 163
re ach in g Pro fessio n P ro fe s sio n a l E d u catio n
22) National Teachers Organizations shall be consulted in the formu Refrain from engaging in the promotion of any political, religious
lation of national educational policies and professional standards, or otherpartisan interest;
and in the formulation of national policies governing the social se ** Exercise tiis right of suffrage, and all other constitutional rights;
curity of the teachers (Section 29) Refrain from using his position or official authority to influence
23) The Secretary of Education shall formulate and prepare the neces or coerce the political actions or behaviors of other persons;
sary rules and regulations to implement the provisions of this Act Enjoy academic freedom and be responsible in taking the privi
antf shall take effect thirty days after publication in a newspaper of legedf expounding the product of his researchers and investiga
general circulation (Section 30). tions in the interest of the nation.
24) The Secretary of Education shall submit td'Congress annually the 2) The Teacher and the Community (Article III)
necessary budgetary estimates to implement the provisions of this Prcwide an environment conducive to learning and youth develop
Act (Section 31). ment;
25) Any person who shall willfully interfere with, restrain or coerce Prewideleadership and initiative for the betterment of the community;
any teacher in the exercise of the rights guaranteed by this Act, Refrain from engaging in all sorts of immoral activities;
or who shall in any other manner, commit any act to defeat any Study, understand and promote local customs and traditions;
of the provisions of this Act, shall upon conviction, be punished Keep the community informed about school's works, activities
by a fine of not less than one hundred pesos nor more than one and accomplishments;
hundred thousand pesos, or by imprisonment, in the discretion of Establish and maintain harmonious relationships with other pro
the court (Section 32) fessionals, government officials and practically, all people.
D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS Attend freely one's church and worships as appropriate without
Adopted pursuant to the provisions .of paragraph (e), Article II, R. A. 7836, using his position-to influence others;
otherwise fcnown as the Philippine Teachers Professionalization Act of 3) The Teacher aid the Profession (Article IV)
1994, and paragraph (a), section 6, P.D. No. 223, as amended. Manifest pride in the nobility of the teaching profession
The Code spells out very dearly the ideals and standards of teacher's rela Always be at his/her best in the practice of the profession
tionships with various education stakeholders: Avoid making improper misrepresentations in the process of
1) The Teacher and the State (Article II) seeking support for the school
As a trustee of the cultural and educational heritage of the Engage actively and continuously in ones' professional grovyth
nation, the teacher is duty bound to transmit to learners such and advancement
heritage and must exert the best effort possible to promote obe m Live up-to the nobility and integrity of the teaching profession.
dience to the laws of the state; 4) The Teacher aid the Teaching Community (Article V)r
Help carry out the declared policies of the state; Beimbued with the spirit of professional loyalty, faithfulness and
Demonstrate full commitment and devotion to duty; oooperativeness with others in the teaching profession
164 IpHU LET Reviewer Dr. D a n ilo K . V illen aan d P rof. C elia M. flanan
P ro fessio n al E d u catio n Teaching p ro fessio n
Sincerely acknowledge/recognize assistance received from subordinates except for a just cause.
colleagues . Ensure that public school teachers are employed in accordance
Organize and turn over records and other data to his/her successor with pertinent civil service rules and private school teachers, in
m Keep information confidential until after it has been formally accordance with the contracts.
released 7) The Teachers and the Learners (Article Vllf)
Seek correctives, for unprofessional/unethical conduct of an Determine the academic marks and promotion of learners in
associate accordance with generally accepted procedures of measure
Submit to proper authorities any justifiable criticism against an ment and evaluation.
associate Recognize that the first and foremost concern of the teachers is
Apply for a vacant position for which s/he is qualified provided the interest and welfare of the learners.
that all qualified candidates are given opportunity to be consid * Make no prejudice or discrimination against any Ieamer.
ered. Avoid accepting favors and gifts from learners, their parents or
5) The Teacher and the Higher Authorities in the Profession (Article VI) others in exchange for requested concessions.
Support the legitimate poHcies of the school and the administration Refrain from accepting any remuneration from tutorials rendered
regardless of personal feeling or private opinion. to their own students.
Make no any false and anonymous accusations or charges . Evaluate the learner's work only on merit and quality of academic
against superiors. performance.
Observe proper protocol in transacting official business. In a situation where mutual attraction and subsequent love
Consider the welfare and interest of the learners when seeking develop between teacher and Ieamer, the teacher shall exer
redress against all forms of injustice and in raising grievances cise utmost professional discretion to avoid scandal, gossip and
to the administration. preferential treatment of the Ieamer.
m Recognize the principle that appointments, promotions aw) Desist from inflicting any form of corpora) punishmenton offending
transfers are made only on the basis of merit and are needed in pupils/students; make no deductions from the learner's scholas
the interest of service. tic grade as a punishment for student's offense
Live up to his contract, i.e. employment terms and conditions Setend needed assistance to ensure maximum development of
6) The School Officials, Teachers, and Other Personnel (Article VII) learners and prevent or solve leader's problems and difficulties.
Show professional courtesy, helpfulness and sympathy towards 8) The Teachers and JheRarents( Article IX)
teachers and other personnel. Establish and. maintain harmonious relationships with parents
Ckxisiderpofcy formulation and change innovations as cooperative and treat them with utmost respect.
responsibility. inform parents of the progress and all sorts of deficiencies of
Attend to.the professional growth of teachers, i.e. promotion, their children.
recognition, attendance to in-service trainings. .. Be tactful in dealing, with parents regarding their children's
Never dismiss or recommend for dismissals teacher or other deficiencies. .
Dr. DaniJo K . Villena and Prof. C elia M . Marian PNU LET Reviewer 165
P ro fe ssio n al Education
Teaching Profession
Seek parents cooperation for the proper guidance and improve 1) Examination, Registration and License Required j Article ill.
ment of the learners. Section 13) *
' Discourage the parents from making ill remarks and unfounded All applicants for registration as professional teachers shall be
criticisms about the school as a whole. required to undergo a written examination.
m Hear parents complaints with sympatfiy.and understanding. A valid certificate of registration and a valid professional license
9) The Teacher and Business ( Article X) from the Commission are required before any person Is allowed
Engage in legitimate income generating activities. to practice as a professional teacher in the Philippines.
2) Scope of Examination (Article III, Section 14)
m Maintain a good reputation with respect to financial matters.
Settle promptly all debts and/or make satisfactory arrangement The examination for teachers in the elementary level shall con
on his private financial affairs. sist of two (2) parts, namely: professional education and general
education.
** Avoid acting as agent of any business venture engaged in fur
The examination for teachers in the secondary level shall con
nishing textbooks and other school commodities, of which, he
can possibly exercise influence in their purchase or distribution. sist of three (3) parts, namely: professional education, general
10) The TeacherAs A Person (Article XI) education, and field of specialization.
Live with dignity at all times wherever he/she is. 3) Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching Profession, and Cancellation of Temporary
Race premium upon self-respect and self-discipline.
m Serve as a model worthy of emulation. or Special Permit ( Article III, Section 23)
Conviction of any criminal offense by a court of competent
Recognize GOD as Guide of his own destiny and of otiiers.
11) Disciplinary Action (Article XII )* jurisdiction
Immoral, unprofessional or dishonorable conduct
Revocation of the Certificate of Registration and License as a
Professional Teacher Declaration by a court of competent jurisdiction for being
mentally unsound or insane
m Suspension from the practice of teaching profession
m Reprimand or cancellation of temporary / special permit Malpractice, gross incompetence, gross negligence or serious
Sec. 23, Article III, R. A 7836 and Rule 31, Article VIII, Rules ignorance of the practice of the teaching profession
The use of or perpetration of any fraud or deceit in obtaining a
and Regulations Implementing R. A 7836
certificate of registration, professional license or specialftBmporary
E.PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R. A. 7836):
permit
An Act to Strengthen the Regulation and Supervision of the Practice of
Chronic inebriety or habitual use of drugs
Teaching in the Philippines and Prescribing a Licensure Examination for
Teachers and ForOther Purposes Violation of any of the provisions of this Act, the rulea and regula
tions and other policies of the Board and theCommlsston, and
A professional license signed by the Chairman of the Commission and
the code of ethical and professional standards for professional
bearing fte registration number and date of issuance and the .month of.
teachers .
expiry or renewabllity shall likewise be issued to every registrant; paid reg
istration fee is good for three consecutive years ' .
*
Dr. D anila K . Villena and Prof. C elia M. Ilanan
1 6 6 PNITLET Reviewer
T e ac h in g P ro fe ssio n
of not less than six (6) months nor more than five (5) years, or both,
Unjustified or willful failure to attend seminars, workshops, con at the discretion of the court
ferences and the like or the continuing education program pre a) Any person who practices the teaching profession in the
scribed by the Board and the Commission. Philippines without being certified in accordance with the
4) Registration and Exception ( Article III, Section 26) Upon approval provisions of this Act
of the application and payment of the prescribed fees, the cer b) Any person who represents or attempts to use as his own
tificate of registration and professional license as a professional certificate of registratian that of another;
teacher shall be issued without examination as required in this c) Any person who gives any false, or fraudulent evidence of
Act to a qualified applicant, who at the time of the approval of this any kind to the Board or any member thereof in obtaining a
Act is: certificate of registration as teacher;
A holder of a certificate of eligibility as a a teacher issued by d) Any pawn who impersonates any registrant of the same or
the Civil Service Commission and the Department of Education, different name;
Culture and Sports; or e) Any person who uses a revoked or suspended certificate of
m A registered professional teacher with the National Board for registration;
Teachers under the Department of Education, Culture and Sports 0 Any person who/ in connection with his name, otherwise
pursuant to P. D. No. 1006; or assumes, uses or advertises any title or description tending
Not qualified under paragraphs one and two but with any of the to convey or convey the impression that he is a teacher
'following qualifications to wit; without holding a valid certificate; aid
An elementary or secondary teacher for five (5) years g) Any person who violates or abets the violation of any of the
in good standing and a holder of Bachelor of Science In provisions of this Act.
Education or its equivalent; or F. AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED
An elementary or secondary teacher for three (3) years SEVENTY-EIGHT HUNDRED AND THIRTY-SK (R. A. NO. 7836), OTHERWISE
in good standing and a holder of a masters degree in KNOWN AS THE PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF
education or its equivalent 1994" {R. A. 9293)
5) Inhibition Against the Practice of the Teaching Profession Article 1} Section 2. Section 26 of the same Act is hereby amended to read
IV, Section 27) as follows: ' -
Except as otherwise allowed under this Act, no person shall . "Sec 26. Registration and Exception. - No person 'shall engage in
practice or offer to practice Ihe teaching profession in the Phil- teaching and/or act as a professional teacher as defined in this Act
* ippines or be appointed as teacher to any position calling for a whether in the preschool, elementary or secondary level, unless the
teaching position without having previously obtained a valid cer- person is a duly registered professional teacher, and a holder of a valid
tificate of registration and a valid license from, the Commission. certificate of registration and a validprofessional license or a holder of
6) Penal Provisions (Article IV, Section 28)The following shpll be punish a valid special/temporary permit.
able by a fine of not less than FiveThousand Pesos (P5,000.00) nor
more than Twenty thousand pesos ( P20,000.00) or imprisonment
PNO LET Reviewer 167
Dr. Danilo K . Villena and Prof. C elia ,M. llanan
T e a c h in g Pro fessio n P ro fe ssio n a l E d u catio n
T ............................... I................. I -II
Professional teachers, who have not practiced their profession b) Public Officials - includes elective and appointive officials
for the past five (5) years shall fake at least twelve (12) units of and employees, permanent or temporary whether in the
education dourses, consisting of a least six (6) units of pedagogy career or non-career service, includingmilitaryand police
and six (6) units of context courses or the equivalent training personnel.
and'number of hours to be chosen from a list of courses to be c) Gift - refers to a thing or a right disposed of gratuitously,
provided by the Board and the Department of Education, before or any act of liberality, in favor of another who accepts it,
they can be allowed to practice their profession in the country. and shall include a simulated sale or an ostensibly onerous
m Those who have failed the licensure examination for professional disposition thereof. It shall not include unsolicited gift or
teachers, with a rating of not lower than five percentage points nominal or Insignificant value not given in anticipation of, or
from the passing general average rating, shall be eligible as pain exchange for, a favor from a public official or employee.
ra-teachers upon issuance by the Board of a two-year special d) Receiving Gift - includes the act of accepting, directly, a
permit, renewable for a non-extendible period of two (2) years gift from a person other than a member of his family or
The para-teachers shall be assigned to areas where there is a relative as defined in this Act.
shortage or absence of a professional teacher, as identified and e) Loan - covers both simple and commodatum as well as
provided by the Department of Education and the Autonomous guarantees, financing arrangement or accommodations
Region for Muslim Mindanao (ARMM) education department to intended to insure the approval
the Board for professional teachers end to (he Commission. f) Substantial Stockholder-means any person who owns
A special permit may also be issued by the Board to a person directly or indirectly,-shares qf stock sufficient to elect a
who has excelled and gained international recognition and is a director or a corporation.
widely acknowledged expert in his or her respective field of spe g) Family of Pubfc Officials or Employees - means that their
cialization. spouses and unmarried children under 18 years of age.
2) Section 4. References to the term "Department of Education, Culture h) Person - includes a natural and juridical persons unless the
and Sports, in Section 4 (a) and Section 25, and the term "DECS context indicates otherwise.
in Section 20, of the same Act, are hereby amended to read as i) Conflict of Interest - arises when a public official or em
'Department of Education" DepEd, respectively. ployee is a member of a board, an officer, or a substantial
G. CODE OF CONDUCTAND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND stockholder of private corporation or owner or has a
EMPLOYER. A. 6713) substantial interest inthe business, and the interest of such
1) Definition of Terms ( Section ) corporations or business, or his rights or duties therein, may
a) Government - includes the national government, local be opposed to or affected by the faithful performance of
government, and all other instrumentalities, agencies, official duty. .
or branches of the Republic of the Philippines including j) Divestmentis the transfer of title or disposal of interest
government-owned and controlled corporations, and iheir in property byvoluntary, completely and actually depriving
subsidiaries., or dispossessing oneself of his right or title to it in favor of
1 6 8 PNU LET Reviewer Dr. Danilo K . Villena and Prof. C elia M . Ilanan
Professional -Education T eaching Profession
a person or persons other than his spouse and relatives as 3) Duties of public Officials and Employees (Section 5)
defined in the Act. a). Act promptly on letters and requests within 15 working days
k) Relatives-refers to any and all persons related to the from receipt thereof.
public official or employee within the fourth civil degree of b) Submit annual performance reports within 45 working days
consanguinity or affinity, including bilas, inso and balae. from the end of the year.
2). Norms of Conduct of Public Officials and Employees ( Section 4) c) Process documents and papers expeditiously with no more
a) Commitment to Public Interest - upholding the public than three (3) signatories
interest over and above personal interest d) Act immediately on the publics personal transactions
b) Professionalism - performing and discharging ones duties e) Make documents accessible to the public.
with the highest degree of excellence, professionalism, 4) Prohibited Acts and Transactions (Section 7)
intelligence and skill a) Financial and material interest in any transactions requiring
c) Justness and Sincerity - remaining true to the people at the approval of their office
all times; not discriminating against anyone; respecting b) Outside employment and other activities related thereto:
the rights of others; refraining from doing acts contrary to owning, controlling managing or accepting employment
law, good morals, good customs, public policy, public order, as officer, employee, consultant and the like; engaging in
public safety and public interest. the private practice of their profession; recommending any
d) Political neutrality-providing service to everyone without person to any position fn a private enterprise.
unfair discrimination or regardless of party affiliation or c) Disclosure and/ or misuse of confidential Information
preference. d) Solicitation and acceptance of gifts
e) Responsiveness to the public - extending prompt, cour
teous, and adequate service to the public. V. OTHER RELATED LAWS
f) Nationalism and Patriotism - being loyal at all times to the
Republic and the RHpino people; promoting the use of locally BA 9155 : (3overhahce of BasIc Education Act of 2001
produced goods, resources and technology; maintaining R A 6728: GovernmentAssistance to Students and Teachers of Private
aind defending Philippine sovereignty Education
g) Commitment to democracy - committing to democratic R.A. 7722: An Act Creating the Commission on Higher Education
way of life and valups, maintaining the principle of public R. A 7784 : An Act Strengthening Teacher Education in the Phippines
accountability, and manifesting by deeds the supremacy of by creating Centers of Excellence (COE); creating a Teacher Education
civilian authorttyowr the military. axincS for the appropriation of rational network wrfth elementary schools,
h) Simple living - leading modest lives appropriate to their Isgh schools and/or part for laboratory purposes.
positions and income; not indulging In extravagant or osten RA.7796 :AnActCreating1heTechnical Education artdSkiteDevetopment
tatious display of wealth in any form. Authority (TESDA). ' '
Dr. Danilo K . Villens and Prof. C elia M . Ilanan PNU L E T Reviewer 169
Teaching Profession P ro fe ssio n a l Education
' Educational Assistance Act of 1976: Study Now Pay Later Plan - merit Assistance to Students and Teacters in Private Education Act
P. D. 176: Ownership, Control andAdministration of Educational Institutions RA 8525 :i|998 Act Establishing "Adopt-A-School Programf allowing
Commonwealth Act 578: Confers the status of person in authority upon private schools, companies to assist/support public schools in upgrading
teachers; principals and professors. and modernization of public schools particularly those in poverty-stricken
R.A. 6655 and DECS Order #44 s. 1988: AnAct Establishing and Providing provinces.
for A free Public Secondary Education and For Other Purposes; otherwise R .A 8 4 # f: Prescribing the jCOde of the National flak'/tothem*:f | | f
known as Free Public Secondary Act of 1988." Coat of Arms and Other Heraldic Items and Device^ of the Philippines
R.A. 4090: Provides for state scholarships in Science, Arts and Letters for
the Poor but Deserving Students. Creating a State Scholarship Council to R A. T N g: An Act To Lengthen the ^chool Calendar |r p |^ jt y |^ p d
integrate, systematize, administer and Implement all program scholar
ships aid appropriating funds thereof. R A, 8190$ An Act Granting Priority to Residents of the Barangay, Minici-
R. A. 5447: Creation of a Special Education Fund Act enacted in 1968 paBtyor City Where the School is Located in the Appointment or Assign
(to be constituted from the proceeds of an additional real property tax ment of Classroom Public School Teachers.
and certain portion of the taxes on Virginia type cigarettes and duties R A 6972: amAct Establishing A Day Care Centerjin Every Barangay,
imposed on imported tobacco leaf. Activities shall be limited to: instituting Therein A Total Development and Protection of Children Pro
1) organization and extension of classes gram, Appropriating Funds Therefor, and For Other Purposes
2) construction and repair of school buildings (aiding provincial, municipal, An Act lntegrating Prug Preyen^fand Conti^ in the Inter
city and barrio schools) mediate and Secondary Curricula As W lil As In The Non-formal, informal
3) acquisition of school sites and Indigenous Learning Systems and For Other Purposes Appropriating
R. A. 6139: regulated the sectarian schools/private schools in charging Therefor. And For Other Purposes
higher tuition fees. R &774B ; An Act Providing For the Establishment of Congressional
R. A 7687: an Act instituting / establishing scholarship program for City, and Municipal Libraries and Barangay Reading Centers Throughout
courses that wHl encourage the students to pursue careers in science The Philippines.
and technology. (Science and Technology Scholarship Act of 1994) El ft. 76774 Anti-Sexual Harassment Act of 1995
R.A. 7743: Establishment of city and municipal libraries R.ft.-9163,: National Service Training Program (NSTP) of 2001
R. A. 8292: Higher Education Modernization Act of 1997; establish and R. A. 6139: An Act To Regulate Tultion and Other School Fees of Private.
maintain and support a complete, adequate, and integrated system of Educational Institutions
education relevant to the needs of the people and society. RA 10627: Anti-Bullying Act of 2013
R.A;6850:AnActToGrantCivilServiceBigibilityUnderCertainConditions RA 10533: Enhanced Basic Education Act of 2013
To Government EmployeesAppointed Under Provisional orTemporary-Sta- RA 9485: Anti-Red Tape Act of 2007
tus Who Have Rendered a Total of Seven (7) Years of Efficient Service E.0.66: Prescribing Rule on the Cancellation or Suspension of Classes,
R. A. 8545: amending R. A. 6728 An Act Providing Government Assis Work in Government Offices due to Typhoons, Flooding, Other Weather _
tance to Students and Teachers of Private Education ; Expanded Govern- Disturbances and Calamities
170 PNU LET Reviewer Df. D anilo K . V illena and Prof. Celia M. Ilanan
Teaching P ro fessio n *
Professional Education
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VI. FOUR PILLARS OF LEARNING

Department Orders/Memoranda/Circulars
1. Learning to Know - focuses on combining broad general Knowledge and basic
. DECS Order #5, s. 1974: Bilingual Education Policy
education with the opportunity to work on a small number of subjects in the light
DECS Order # 52, s. 1987: mandates the use of (he regional languages as
of rapid changes brought about by scientific progress and newfonns of economic
auxiliary mediumof instruction .
and social activity.
DepEd Order No. 4, s. 2002: Basic Education Curriculum;
Learning how to learn and to discover, as to benefit from ongoing educa
DepEd Order No. 25 s. 2002, the 2002 Basic Education Curriculum shall be
tional opportunities continuously arising throughout life.
implemented in all public schools during year 2002-2003
. Developing the faculties of memory,, imagination, reasoning, and problem
CMO #30, s. 2004 - Revised Policies and Standards for Undergraduate solving
Teacher Education Curriculum
Understanding about one's environment
DepEd Order No. 54, s. 2013: Guidelines on (he Implementation of School
Communicating with others
Feeding Program
2. Learning to Do - emphasizes on the learning of skills necessary to practice a
DepEd Order No, 32, s. 2013: Reiterating DECS Order 53, s. 2001
profession or trade.
(Strengthening the Protection of Religious Rights of Students
Applying In practice what has been learned
DepEd Order No. 22, s. 2013: Revised Guidelines on the Transfer of
Developing vocational/occupational and technical skills
Teachers from One Station to Another
Developing social skills in building meaningful Interpersonal relatfohs
DepEd Order No. 74, s. 2012: Guidelines on the Selection of Honor Pupils Developing competence, social behavior, aptitude for team work
and Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum Enhancing the abBlty to communicate and work with others
DepEd Order No. 73, s. 2012: Guidelines on theAssessment and Rating of Managing and resolving conflicts
Leamjng Outcomes Under the K to 12 Curriculum 3. Learning to Be - priorffees the development of the human potential to the fullest
DepEd Order No. 16, s. 2012: Guidelines on the Implementation of the
Tapping the talents hidden with each Individual
. Mother Tongue-Based Multilingual Education (MTB-MLE)
Develop personal commitment and responsibility for the common good
DepEd Order No. 103, s. 2011: Creation of Indigenous Peoples Education
4. Learning to Live Together - emphasizes understanding of others, fteir history,
Office (IPsED)
traditions and cultures, and also, living and interacting peaceful together
DepEd Order No. 83, s. 2011: Disaster Preparedness Measures for Schools
Appreciating the diversity of the human race
DepEd Order No. 52, s. 2011: Strengthening Environmental Education in
Being recepflveteolherB and encounter others through diaiogueand debate'
Public and Private Schopls '
Caring about others
DepEd Order No. 57, s. 2010: Implementation of the Basic Education
Working toward common objectives in cooperative undertakings
MADRASAH Program for Muslim Out-of School Youth and Adults
Managingand resolvingconflicts
DepEd Order No. 24, s. 2010: Basic Education Research Fund
DepEd Order No. 15, s. 2010: Empowering Schools to Allow Students with
Unpaid Fees to TakeTheir Final Exams
DepEd Order No. 14, s. 2010: Guidelines on Official Travels Abroad
Dr. D anilo K . V illena anil Prof. Celia M . Hanan

Professional E d ucatio n
T e a c h in g Profession
Analysis: '
Option C is the correct answer because Section 16 of the Magnp Cacta for Teachers
states that salary scales of teachers shall provide for a gradual progression from a
[ minimum to a maximum salary by means of regular-increments, granted automatically
1. Which of the following emphasizes the right of citizens to quality education?
after three years to teachers with at least an efficiency rating of satisfactory.
A. The basic education level G. The graduate level
B. Tertiary level D. All levels 5. Which of the following is NOT recognized by The Magna Carta for Public School
Analysis: Teachers?
Option D is the correct answer because the Constitution's concern for quality A. Quality education depends primarily on the quality of socio-economic status
' education covers all levels. of teachers.
6 . Advancement in education depends on the teachers' qualifications and
2. Which educational level/s provide/s for free and compulsory education as stipulated
ability.
in Article IV, Section 2 of the Philippine Constitution? C. Education is an essential factor in the economic growth of the nation.
A. Elementary level C. Elementary & secondary levels D. Education is development and vice-versa._________ ____
B. Secondary level D. Tertiary level
Analysis:
Analysis:
Option 0 Is the correct answer because it was never mentioned/stated in Magna
Option A is the correct answer because elementary education is compulsory for
Carta for Public School Teachers Declaration of Policy.
all children of school age.
6. What appointment can be given to TeacherA who possesses the minimum qualifi
3. VWt o among Die following is in the category of non-academic personnel as provided
cations but lacks the appropriate civil service eligibility?
for under EducationAct of 1982?
A. Contractual basis Provisional
A. Guidance counselors C. School nurse B. Permanent u. Substitute
B, School principal 0. School librarian
7. Which of the following rights is intended for parents under Education Act of 1982?
Analysis: A. The right to academic freedom
Option C is the correct answer because s/he does not fall under the definition B. The right to privacy of communication
and coverage of teaching and academic staff, school administrators and academic 0 The right to seek redress of grievance
non-teaching personnel. a The right,to h i access to the evidence of the case
8 . What can help achieve relevant quality education? .
4. How is gradual progression of teacher's salary from minimum to maximum done?
A. strong curriculum C. school-community relations
A. Regular increment every year
(ff) competent instruction D. competent administrator
B. Increment after ten years of service
C. Regular increment every 3 years
. D. increment after five years
Dr. D anila K . Villcna .\nd Prof. Celia M. Ilanan

Pro fessio nal Ed ucatio n T e ac h in g P ro fessio n
9. Which of the following provisions under the Magna Carta for Public School 15. Teacher Chas beenteaching for 7 straight years and therefore qualifies for a study
Teachers will most likely Rfomote teachers' welfare and defend their interests? leave with pay for one year. Should she pursue it, how much pay is she entitled
A be promoted In tank and salary to receive?
B. regulate their social involvement A 50% of monthly salary C. 70% of monthly salary-
C. undergo and participate in professional development /1/ 60% of monthly salary- ^ D. 100% monthly salary-
05) establish, join, and.maintain professional & self-regulating organizations 16. which of the following laws strengthens teacher education in the Philippines
10Twiat does "teachers are persons in authority imply? through the establishment of centers of excellence?
A. Teachers cannot be charged. A. R. A 7722 C. R. A. 7796
No person can assault a teacher. R .A 7784 D. R.A7834
C. Teachers have immunity from arrest 17. What does free public secondary education under the law mean?
D. Decisions made by teachers are deemed right. A Right of every student to enter public secondary schools
11. Who among the following characterizes a professional teacher? B. Free from being screened to enter public secondary schools
A. An education graduate who received honors Free from payment of school fees identifies and authorized by law
8 . A teacher who has taught for at least six years Free from payment of tuition and other fees for students enrolled in pubic
C. A teacher who has attended national seminars on teaching secondary schools
CD> A teacher who qualifies for a permanent position under R. A. 4670 18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher
12. Who are covered by R. A. 4670? F in a hazardous area; and Teacher G in a place where standard of living is high.
A Teachers in all levels Who is entitled to a hardship allowance?
B. Teachers in all public elementary schools A. Teacher0 (E ) TeacherF
OTeachers in both public and private schools B. Teacher E D. Teacher G
(^/Teachers in public elementary end secondary schools 19. Teacher H contracted an illness that required rest for more than one year. Which
13. Teacher 8 has been in active service for 10 years when he decided to pursue leave should she apply for?
higher studies. Under R. A. 4670, what-kind of leave of absence can s/he avail of? A. sick leave C. vacation leave
A Indefinite leave @ study leave B. personal leave (2p indefinite leave
8 . scholarship leave D. vacation leave 20. A school personnel can avail of free legal service under certain circumstances.
14. When can teachers be required to workon assignment not related to their duties? Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said
A When wi probation service?. - " -
B. When found inefficient A Yes, she should defend herself.
. B. No, if funds are not available.
C. No, it might bring some disagreements in school.
D. No, the case is not related to her professional duties..
Dr. D.miJo K . Villena and Prof. C *Iia M . Hanan . PNU L E T Reviewer 173
T u r i n g Profession P ro fessio n al E d u catio n
2, Teacher J discusses conflicts between warring groups in Mindanao. Which pillar 25. Which of the following could be the reason for the teacher's suspension from the
should he stress more? . ' practice of the teaching profession?'
. A. Learning to be C. Learning to do Immoral, unprofessional or dishonorable conduct
B. Learning to live together0. Learning to know Observing proper procedures in obtaining a certificate of registration
2i Teacher K teaches in a public school in her locality. Due to teacher shortage, her C .' Faithfulness to the code of ethical and professional standards for professional
classroom teaching starts from 6am and ends at 3pm. Is the assignment given
her just? D. Willingness to attend seminars, workshops, conferences and the like or the
A Yes, the situation demands that she render longer teaching hours. continuing education program prescribed by the Board and the Commission.
B. Vfes, as long as she signs a conforme letter to that effect.
C. No, rendering longer teaching hours would make the1teacher tired and
exhausted.
^ No, Magna Carta for Public School Teachers states that In the exigencies of
service, any teacher may be required to render more than six hows and not
more than eight hours of actual ciassroom teaching a day. '
23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national
high school In her province. Since she has been rated outstanding in her perfor
mance, can she be exempted from taking the LET?
A. Yes, that Is a privilege that must be given to teachers whose performance is
outstanding.
B. Yes, If approved by PRC.
r> N o, RA 7836 states that no person shall practice or offer to practice the
^teaching profession in the Philippines or be appointed as teacher to any
position caHng for a teaching position without having previously obtained a
valid certificate of registration and a valid license from the Commission.
0. No, professional license is required of all teachers regardless ofage aid
teaching performance.
24. Which of the following statements Is NOT true about the Code of Ethics for Pro
fessional Teachers?
(A The Teacher must select which information to keep confidential
u. The Teacher must demonstrate full commitment and devotion to duty
C. The Teacher must'manifest pride in the nobility of the teaching profession
0. The Teacher must make no prejudice or discrimination against ahy ieamer
mm a a sEaBE4.w.i<WigLSssgaagBWPsa",ig vi h igs
H E 'B PNU LET Reviewer ~ Dr. DaniJo K . Villena and Prof. C elia M. Ilanan
P ro fessio n al E d u c a tio n Teaching Profession
PART IK - ENHANCING TEST TAKING SKILLS 6. Is holding a rally to protest the delay of benefits due a person ethically acceptable?
A. Yes, when hold while on official time. .
B. Yes, when hold outside the official time.
1. Ms. Sanchez, a BSE graduate, has ma passed the LET yet On what capaeity.can C'. Yes, whan hold with approval of the principal. .
she be hired? ' D. Yes, when hold together with parents and students.
A. Permanent status 7. What should a teacher do when he/she falls in love with his/her student?
B. Emergency status for one year A. Court the student at home.
C. Provisional for not less six months B. Propose and marry the student
D. Provisional for not less than one year J ^W a it tifl the student is no longer under his/her tutelage.
2. Teacher M suffers from hypertension and experiences difficulty in speech. Which C D. >Act normally as if nothing happens and the student does not exist.
would be affected if he continues teaching? - 8. 'When a Principal starts to exercise his/her powers over making and promoting
A. Personality C> Effectiveness students, is his/her action acceptable?
B. Punctuality D. Devotion to duty /C Yes, when the teacher cannot make decision on time.
3. Teacher N wants to continue with her study leave for another six months after 8 . Yes, when there is abuse of judgment on the part of the teacher.
completing a school year. Couid she be allowed? C. No, teachers are more knowledgeable of their student's performance.
A. Yes, if her grades are excellent. D. No, grading and promoting students are exclusive functions of teachers.
B. Yes, but without compensation. 9. Teacher R was asked by her principal to teach pre-school class in addition to tier
C. No, other teachers should have the chance. regular grade one class. What will be the basis for her additional compensation?
D.. ;Noj study leave should not exceed one year, A. Her basic salary
4. Teacher 0 tutors her students, who have difficulty coping with Math, after class B. Perfomance rating
hours. Is her act ethical? C. Number of years of service
A. Yes, provided she receives just compensation. D./Her regular salary+ 25% of her basic pay
B. Yes, provided she does not require a fee from the parent 10. Which of the following shows responsiveness of public officials and employees?
C. No, that Is unfair to other students. A. Avoiding wastage in public funds
D. No, she should be free after her official time. B. Formulating ryles and policies regarding work
5. Teacher P, the English coordinator, was assisted by-Teacher Q throughout the A Providing public information of thefr policies and procedures
celebration of English Week. What should Teacher.P do to acknowledge Teacher 6 ) Encouraglng appreciation of government services
Q's assistance? 11.Teacher S, a Science teacher has been accused of sexual harassment by one of
A. Buy her a gift. her students. What should the school principal do?
B. Keep quiet about the assistance received. A. Ask the teacher to surrender to the police. '
C. Mention formally to" the principal the assistance received.' B. Tell the teacher to stop reporting to school.
D. Make an announcement giving due recognition of the assistance received. . C. Advice the teacher to transfer to other school.
D. Create a committee to investigate the accusation.
Dr. 'Danilo K. Villena and Prof. C elia M . I liman PNU L E T Reviewer 175
T each in g P ro fessio n
P r o fe s sio n a l E d u catio n
12. Teacher.T receives a love letter from one'of her third year high school student in
17. A schools academic coordinator has been found to have engaged in gambling
English. Whgt should Mr. Martin do? .
. which has caused him to be absent most of the time. Can his certificate of regis
A... Read her letter to the tration as a teacher be revoked?
B. le t the student express her feelings through letters. A. No, unless he's proven guilty.
C. Return-the letter to the student and tell her not to do it again. B. No, because he's protected by his rights as a teacher.
D. Surrender the letter to tie parent of the student. G. Yes, because he's Incompetent.
13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed
0. Yes, because habitual gambling is a dishonorabte conduct and is against the
to recognize. What should the principal do? ' practice of teaching. '
A. Subject Mr. Nico to a disciplinary measure.
18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher fcyi'Pd by the
B. Just keep quiet about the behavior of Mr. Nico.
Civil Service Commissioner and the then DECS, whHe Mr. Crnz is a registered
C. Call Mr. Nico to the office and clarify things out with him.
professional. Who is allowed to practice the teaching profession in the Philippines?
D. Send Mr. Nico a memo requiring him to explain his behavior. A. Mr. Santos, because of his CSCeligibility certificate.
14. Which of the following manifests "Commitment to democracy" as explained in
B. Mr. Crnz, because their credentials are both recognized by law.
R.A.6713?
C. Both of them, because their credentials are both recognized by iaw.
A. Maintaining the principle of accountability.
; D. Neither of the two because they did not take and pass the LET.
6 . Committing to democratic values and ways of life. 19: What is R. A. 6713 also called?
0 , Manifesting by deeds the supremacy of civilian authority over the military.
A. Ethical Standards for public Employees
D. All of the above.
B. Code of Ethical Standards for Government Officials and Employees
15. Teacher U was ordered by her principal to come to school on four consecutive C. -*Code of Conduct and Ethical Standards for Public Officials and Employees
Saturdays for the training of the students' ecfitorial staff of their school paper. Is
t>. Code of Ethical Standards and Conduct for Government Officials &
this allowed Mnder RA 4670? Employees
A Yes, providedthe teacher is compensated.
20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should
B. No, because it's not within the regular functions of the classroom teacher. she focus her attention more?
. Yes, because its part of the teachers other duties. A. General education
0. No, because it's not dearly indicated In the law. a Specialization
16. Dr. Velasco, a schools division superintendent acted on the complaint filed by a C. Professional education
group of parents against the alleged misconduct of a particular teacher. She issued D. General education & professional education
a memorandum requiring her to lake a leave of absence for a week while the com
21. What norm of conduct is manifested by being loyal to the republic and to the
plaint Is being heard yet Was the action of thei superintendent legal? Filipino people? .
A. Yes,-because she is the superintendent
A. -Professionalism . c. Responsiveness to the public
B r, No, because the compIsM has not been heard yet B. Nationalism & patriotism D. Honesty
C. Yes.the superintendent has disciplinary authority over teachers.
. D. No, the superintendent has no disciplinary authority over teachers.

. * Dr. Daniio K . V illem and Prof. C elia M . Ilanan
22. Mr. Salazar, a school superintendent, filed his statement of'assets and liabilities
upon assuming to office. Under what ethical standard does this practice fall?
A. Divestment
B. Prohibited Acts and Transactions
,; C. Statement of Assets and Liabilities
ffc System of Incentives
23. Principal B acted on the letter of complaint received by his office 30 days after
saying he was preoccupied by more important things the past days, is his reason
acceptable?
A. Yes, because he has to prioritize things.
' B. No, RA 6713 states that public officials and employees must act promptly on
letters and requests within 15 working days from receipt thereof.
C. Yes, because the letter of complaint can wait & is of no urgency.
D. No, the reason is simply unacceptable.
24. Which of the following Is NOT in the norms of conduct under RA6713?
A. professionalism C, commitment to public interest
B. justness and sincerity D. responsiveness to the private
25. Which of the following is true about the teacher as a person under the Code of
Ethics for Professional Teachers?
A. Uve with dignity at all times wherever he/she is
' B. Serve as a model worthy of emulation
C. Place premium upon self-respect and self-discipline
b. All of the above
\ _<
Dr. Danilo K ViJIena and Prof. CcJia M . Ilanan

S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm en ts in Education P r o fe s s io n a l E d u c a t io n
Social Dimensions PART I - CONTENT UPDATE
in Education/ I. GLOBAL AND NATIONAL CONTEXTS OF EDUCATION-

SOCKD-CULTURAL, POLITICAL, ECONOMIC
AND ENVIRONMENTAL
Developments A Global Contexts of Education

1. Different Conceptions of Globalization
in Education Globalization as a process (or set of processes) which embodies a

' transformation in the'spSfial organization of social relations and trans
actions, expressed in transcontinental or interregional flows and net
Prepared by: works of activity, interaction and power (Held and McGrew, et al, 1999)
P ro f. A rth u r S. A b u len c ia and P rof. Rita Bum anglag-Ruscoc Globalization are processes of change which underpin a transformation
in the organization of human affairs by linking together and expanding
human activity across regions and continents" (Held, McGrew, Gold-
Competencies: blatt, Perraton, 1999:15).
Globalization is evident In the following situations/conditions:
a) the evolution of global systems of communication and
1. Determine the roles of the teachers as active transportation
members of the community and as global b) the technological advancement of internet and telecommu
citizens responsible for the outcomes of their nications
actions and for developing other citizens. c) the Incorporation of local, regional, and national economies
into a worldwide global economy
(Interculturai Communication, Gender and d) an increase in Interaction between societies, resulting in
Development, Globalization and Education) global culture, which exists along with an array of distinctive
local, national, and regional cultures;
2. Apply the Four Pillars of Learning/Education in e) the emergence of a world-wide international system that is
eroding the traditional boundaries between domestic and
. understanding the relation between or among international politics;
the individual, school and society (Four.Pillars 0 the increasing impact of human activity upon the planet's
o f Learning) ' ecosystem, and the increasing constraints on human activity _
178 PNU LET Reviewer * Prof. ArthurS. Abultyicia and Prof. Rita Bumanglag-ituvcoc
P ro fessio n al Education S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
imposed by the limits of the system; and

g) an expanding global consciousness that enhances/expands uriivery:iitkacy and universal access to education
our awareness of being members of the global human . s educational quality as a key component of equity;
species, with the world as our community. / education as lifelong education
s education as a human right
> impact of Globalization on Education v' education for peace, tolerance, and democracy
Economic Impact v / eco-pedagogy, or how education can contribute to sustainable
Increasing commercialization/commodification and the corporate takeover ecological development
of education. s new technologies of information and communication
Branding, globalization and learning to be consumers 2. The Soeio-Cultural Context of Education *
Movement of higher education toward supporting the nations' wealth ' In the 1960s, Marshall McLuhah popularized the term global viltaje
(growth) asopposed to focusing on the liberal education of undergraduates. to describe the effect that the ability to connect and exchange ides
Changing role of education in terms of preparing students for the world of instantaneously would bring to the world.
work Cultural globalization is the rapid traversing of ideas, attitudes d
r' Pollticallm pactr values across national borders. This sharing of ideas generally lets
The threat to the autonomy of national educational systems by globalization. to an interconnectedness and Interaction between peoples of dwe^
Reduction of state and government support and subsidy tor education cultures and ways of life.
Increase and close partnership of higher education with industry and gov The Clash of Civilizations, a theory, proposed by Samuel P. Huntings,
ernment-sponsored techno science initiatives that people's cultural and religious Identities will be the primary sou*
" De-localization and changing technologies and orientations in education. of conflict in the post-Cold War world and argued that conflict in %
More protection and regulation of intellectual property rights future will be along cultural and religious lines.
Certain loss of nation-state sovereignty and weakening of the notion of the Changing Values and Morality
"citizen" as a unified and unifying concept. l. The Enyftprîrven^l Context - Changing Environmental Landscapes
Socio-cufturatlmteact 'R&oetee sfoftageis $ The European Commission has identified 1!
Creation of "tensions* ( UNESCO- Learning the Treasure Within) mineral raw materials, including several metals and metal group),
/ Between the individual and the universal which have high supply risks and could face shortages resulting fron
Between the local and the global limited production sources and high demand. Among the minerals a
.s Between tradition aid modernity the critical list are antimony, beryllium, cobalt, fluorspar, gallium, ger
J Between the infinity of information and the limitation of human manium, graphite' indium, magnesium, niobium {also known as co-
capacity to assimilate knowledge lumbium}, platinum group metals (PGMs), rare earths, tantalum and.
J Between short term and long term considerations tungsten. ' s
. Between spiritual and material * -f .p&pjtal: and q&alityot |fe : the populations of most countries
Prof. Archur S. Abultmcia and Prof. Rira fiumanglag-Ruscoe PNU L E T Reviewer 179
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n P r o f e s s i o n a l E d u c a tio n
wifi age significantly overcoming years, demanding structural societal

Knowledge limited to the local ^
1 to the globalized knowledge, values,
responses, to adapt to changes such as a shrinking workforce ^ attitudes, and skills interfaced with
Changing Technology at an exponential rate scene
local wisdom
Mutton as a global issue
to more modem strategies of
4. The PoHtical-Economic Context of Education - Concern for Human Dignity
teaching and learning jvith the
and Human Development
From traditional pedagogies | freedom to use mixed modes of
instruction and more interactive
technology
II. MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION
3. A holistic and integrated approach to education
A. Major Paradigm Shift in Education to the development of values and
attitudes, skills and competencies,
F ram To not through classroom instruction
From knowledge as the only { alone but the entire school culture
1. Leamer-cartwedandlearning-oriented curriculum j
learning outcome sought and atmosphere; its vision and
Change in Hie rote of the teacher . mission, co-curricular activities,
to fadtator and motivator of learning
as sole purveyor of knowledge . the human climate established by
to more open and multiple relationship existing therein
From rigid selection of students | standards taking into account the to more attention being given to
based on single and fixed criteria ' learner's multiple intelligences, From knowledge-dominated , | ^ values education and emotional
aptitudes, and interests. curriculum learning. The heart of education
to more flexible teaching styles is the education of the heart.
_ that respect the uniqueness of the to more interdisciplinary and
From prescribed pedagogy ^ From rigid subject matter
learner's intelligences, motivations, multi-disciplinary approaches to
needs, and situations. boundaries ^
problems and Issues.
2. Contextuafeedleaming 4, Ufetong Education for All
to contextualized thanes generated
^ from he global realities and the
Prerorganbed subject matter h|
culture which Is relevant, meaning a n d ^ M M e d u c a ln J ^
ful and useful to the learner
aaMBwaaawe em *m i^ i w s w j ai^ awwiim'9h j isfeaassaBBBBmaeaaasegacTM^ss *

18 0 PNU LET Reviewer Prof. A rth u r S . Abutcncia and Prof. Rita Buniangf.ig-Ruwioe
P r o fe s s io n a l E d u c a tio n Social D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
B. Characteristics (Êducation Alternative Education covers all educational activities that fall outside the
tor the 21st Century traditional school system (including special programs for school dropouts
and gifted students, home schooling).
Alternative Education describes different approaches to teaching and learn
ing other than state-provided mairtsfream education, usually in the form of
public or private schools with a special often Innovative curriculum and a
flexible program of study which Is based to a large extent on the individual
student's interests and needs.
Development Education - strives for quality of economic, social, andpo
litical development in all countries; fairness in relationship between and
within countries; equitable and meaningful linkages between developed
and developing countries.
Global Education - involves learning about those problems and isaes
which cut across national boundaries and about the intercomectedms
of systems - cultural, ecological, economic, political, and technological.
Peace Education is education which empowers people with the skit,
C. New Developments in Education: Trends and Directions attitudes, and knowledge to:
Transformative Education - an educational process that brings about deep s build, maintain, and restore relationships at all levels of hum>
and significant changes (for the better) in an individual and ultimately cul interaction
minates in similar changes at the societal level, principally brought about s develop positive approaches towards dealing with conflicts-
through innovative and creative teaching and learning, curriculum reform from the personal to the international
and appropriate policy at the school level create safe environments, both physically and emotionally, thj
Inclusive Education-education based on theright of all (earners to quality nurture each Individual
education that meets basic learning needs and enriches lives. Focusing ^ create a safe world based on justice and human rights
particularly on vulnerable and marginalized groups, it seeks to develop the s build a sustainable environment and protect it from exploltatioi
full potential of every individual. The ultimate goal is to end all forms of and war. . -
discrimination and foster social cohesion. (UNESCO) Multicultural Education - emphasizes oneself and others through the ex
An inclusive curriculum treats the knowledge and experience of women, ploration of concepts of cultural diversity, similarities, prejudices, and cut- ' -
racial groups and ethnic groups as being just as valid and relevant as the tural understanding. Developing tolerance Is a key value in learning to live
knowledge of dominant groups in mainstream academic discourse together in harmony
Alternative Education - non-traditional type of approach to education Human Rights Education - promotes understanding of human, rights con
based on the belief that there'are fnany varied pathways to become edu- cepts and values tti enable learners to comprehend and transform condi
' ca'ted in many types of educational environments and sejtings, and utilizing tions which give rise to human rights violations aid exalts dignity andworth
different, variety of structures.
Prof. Arthur S. Aiiutcnri* arid Prof. Rita Bumangfag-Ruscoe
S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm ents in Ed u catio n P ro fe s sio n a l E d u c atio n
of the human person. * Peace education has developed as a means to achieve these goals. It is
* Civic/Citizenship Education - focuses on the study of the basic concepts, education that is directed to the full development of the human personal
beliefs and-values underlying our democratic political community and con ity and to the strengthening of respect for human rights and fundamental
stitutional order - draws its content chiefly from four disciplines: political freedoms*. It promotes understanding, tolerance and friendship among all
science, jurisprudence, history, and economics. nations, racial or religious- groups and furthers 'the activities of the United
Civic Education - learning for effective participation in democratic and de Nations for the maintenance of peace. (Article 26," Universal Declaration of
velopment processes at both local and national levels. It is an important Human Rights)
means for capacity development on the societal level by empowering peo Peace education is an integral part of the work of the United Nations. Through
ple with civic knowledge, skills and dispositions for effective civic engage a humanizing processof teaching and learning, peace educators facilitate hu
ment man development They strive to counteract the dehumanization of poverty,
Environmental Education - rethinks human-earth relationships, fosters a prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi
vision of education for sustainable development, promotes care for the en nating the possibility of global extinction through nuclear war, peace
vironment and builds a global culture of ecological responsibility. education currently addresses the broader objective of
Gender Studies - promotes gender equality and harnessing the rale of building' a culture of peace. In this global effort, pro-
women In development Peace X Sressive educators worldwide are teaching the
Future Studies -anticipates the fulure and cope with its challenges values, standards and principles articulated
and Imagines possible and probable futures. Students are en- X Personal: assault, rape, in fundamental UN instruments such as
couraged to -envision a preferred future that will help shape / brutality, terrorism, murder, the UN Charter, Human Rights docu
their present action. / ethnic cleansing, ments, the Convention on flie Elimi
nation of All forms of Discrimination
Against Women (CEDAW), the Con
III. PEACE AND HUMAN RIGHTS EDUCATION vention on the Rights of the'Child
(CRQ, the Vtorld Declaration on
1. Peace Education Education (or AH, and many others.
A. Origin of Peace Education The core relationship between
D In 1945, the United Nations was established to "save suc violence and peace:
ceeding generations from the scourge o f w$r", "to reaffirm
faith In the.. .dignity and worth of the human person [and] in
the equal rights of men and women", 'to establish conditions
under which justice and respect for. the obligations arising from
treaties and other sources of international law can be maintained Source:UnitedNations CyberSchoolBus
and to promote social progressand better standards of life hi larger free
dom... '.(Preamble to the UN Charter)
IPNl) LET Reviewer P ro f. A rthur S . Abulencia and Prof. Rita Bum anglag-Ruscoe
Professional Education S o c ia l D im e n s io n s i n E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n
.............................. . i ' = a ;.a r ,= ,g.,= .................... ....
; Patience
* Responsible citizenship
Imagination
* Leadership, vision
KNOWLEDGE
Self awareness, recognition of prejudice
Issues relating to:
Conflict and war .
Environment/ecology
Nuclear and other weapons
Justice and power
Theories of conflict analysis, prevention and resplufcn
Culture, race, gender, religion
Human rights, responsibilities
Globalization
Labor
Poverty and international economy
International law and Criminal court
United Nations and international systems, standafc
and instruments
Healthcare, AIDS
Drug trade
ATTITUDES
Ecological awareness
Self respect
Tolerance
SKLLS Respect for human digntty and difference
Communication, active listening and reflection Intercultural Understanding
Cooperation Gender sensitivity
Empathy Caring and emphaty
. Critical thinking and problem solving Non-violence and reconciliation *
Artistic arid aesthetic Social responsibility-
- Mediation, negotiation and conflict resolution ' Solidarity, world mindedness
Prof. Arrhur S. Abulencia and. Prof. Rita Bumanglag-Ruscoc PNU L E T Reviewer i
P r o f e s s i o n a l E d u c a t io n
S o c ia l D im e n s io n s in - E d u c a r io n / D evelo p m en ts in E d u c a t io n
* their citizens about the principles of the UDHR. Most of these countries have
2. Human'Bights Education
incorporated the principles of the UDHR into their constitutions. The UDHR
. A. Human Rights Defined
specifies minimal conditions of a dignified life..
Inherent entitlements which come to every person as a consequence of
Article 26, paragraph t
being human
"Educationshallbedirectedto the full developmentofthe humanpersonallyand
Human rights are universal, legal, guarantees protection of individuals and
to the strengthening ofrespedforhuman rights and fundamentalfreedoms'"
groups against actionsand omissions that interfere with fundamental free
F. UDHR - Basic Principles
doms, entitlements and human dignity.
Concept of human being and equality
B. Characteristics of Human Rights
- Every human being is bom free and equal in rights and dignity,
Human rights are:
and endowed with reason and conscience. And thus every human
Founded on respect for the dignity and worth of each person
being is expected to act toward other human beings in a spirit of
Universal - applied equally and without discrimination to all people
brotherhood/sisterhood.
Inalienable - no one can have his or her human rights taken away other
- Non-discrimination
than in specific situations
- Race, color, sex, language, religion, political or other opinion, na
Indivisible, interrelated and interdependent - it is inappropriate to respect
tional or social origin, property, birth or ottier status, political status
selected human rights only.
of country or territory are not bases for exception in human rights.
C. Universal Declaration of Human Rights Respectandobsftrt&fce-'
A common standard of achievement for all peoples and all nations.
- Respect for ail human rights is expected from all human beings.
Urges peoples and governments to educateALL peoples about their human
- Universal observance of human rights is achievable through pro
rights and freedoms.
gressive measures.
Calls for securing universal and effective recognition and observance of
human rights through progressive national and international measures.
D. UNESCO Guidelines
in the context of the family, community and in some cases, groups.
"Human rights' and fundamental freedoms" are those defined in the United
G. Different Kinds of Rights
Nations Charter, the Universal Dedarationof Human Rights and Ihe International
Covenants on Economic, Social and Cultural Rights and on Civil and Political
According to Nature
Civil Rfehfa ,
Rights.
Aip rights of individuals to be protected from,arbitrary interfprenctby
E. International Context Universal Declaration of Human Rights
government in their life, li)erty;and property. . :
The Universal Declaration of Human Rights (UDHR) was drafted by the UN
Commission on Human Rights chaired by, then first lady, Eleanor Roosevelt.
The UDHRwas adopted by the 56 member nations of the UN General Assembly
on December 10,1948'. ,
December 10th is celebrated around the world as International Human Rights
Day. The 192 member states in the U.N., upon membership, agreed to educate

pN(J LET Reviewer Prof. Arthur S. Abulencia and Prof. Rica Bumangiag-Ru.vcoc
184
P r o fe s s io n a l E d u c a tio n
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s fn E d u c a t io n
* Ai-cordtno to Becfflilftt
6. Children's welfare . * Right of children
indHntfMftqli?
Are rights that may be etfercised by every individual such as those in 7. Women Right to equality-
the UDHR 8. Rule of law and good Right to administrative due process
Colle<$v0'r1gl7t$ governance Right to the rule of law
Are rights given to a;spp<$ed;;vulneaWe grp$ may beexer Rights of participation
cised .because ones M ef^rship to' 'such community jsuch as right
to'cfevefopnyiit, Mnen's rights, childrens ^rights, Indigenous people's
righte. etc.
IV. GENDER EDUCATION
Are rights Relieved to be based on reason or given by Supreme Being A. Difference between Gender and Sex
Legifffght^ ' Sex * actual Ijfehîcaldlfferficesbefayeeir mate? and feijnales;.a distincfionbe-
According to implementation ? sexual differences between females and males include different chromo
immediate somes (genetic material), foe gB5( glands; hormones and sex organ.
Are those rights that States can readily implement because these are Gender - the different rote, psponsMifies andSxp&taVdasdl womena rt (m
depeedenton the S ^ 'p o ^ lilM 0 r$ ' la n 3 iS ltfc i rigftts socially assigned label and personal definitiis
Progress(y8?lne(BroffhfeV as male or female including the corresponding socially defined rights >d
Aretfrose rights whose implementation is dependent on availabiiiiyof
the states resources and thus can only be enjoyed gradually GendearJs a m a tiK .d fc ^ as to what is consider
H. Human Rights and Issues masculine and feminine
Gender relations describe the.social meaning of female and male; ttv
what is considered appropriate and inappropriate behavior or actty
Issues Human rights
for men aid women.
1. Food and health Rights to food, health, habitat and economic security Gender roles which are learned, may change over time and vary vrid^
2. Land, language and Rights of minorities and indigenous peoples ' . within and between cultures. *
culture Right to ancestral land The social meaning of being female or male is theresult of the hfet<n
of that society, influenced by the nature of economy that evolved ovt
3. Environment Right to environmental protection
tim8, religious beliefs and political system.
4. Labor and the work Right to work Patriarchv is.a set of beliefs and \9 luib which fay down-the Supposedly 'prop*
place Rights of workers W tlonS' between mfemantfwoffien, between women and women, betwea _
5. Education Right to education . . men and men. It Is a deeply entrenched and Integrated-system of (flak'
dominance and-that it has built itself into We structures of society and tft
Prof. Arthur S. Abulencia and Prof. Rira flumangiag-Ruscoe
PNU L E T Reviewer 1 8 5
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n P r o fe s s io n a l E d u c a t io n
consciousness of men and women. It is integrated in the'value system! world needed to secure employment after leaving full-time education, and
view and socialization process, reproduced in the family, school and church the earnings of men and women with similar qualifications and
as well as in media and'political exercises. experience are equal.
The four dimensions of gender equality are related, but that relationship is com
^heir full human rights and commute to and benefit from economic; soeial, plex and not necessarily linear. Parity in enrollment and greater gender equality
c^l^fc|rfflrp<aitidaldevelopimept. parity and equity are the building blocks - in schooling can, and often do, coexist with inequalities outside of education.
df eqiiali^ In education.
B. THE MULTIPLE DIMENSIONS OF GENDER EQUALITY IN EDUCATION
There are.four main dimensions of gender equality: V. MULTICULTURAL EDUCATION
1) Equality of access means that girls and boys are offered equitable
opportunities to gain admission to formal, non-forma!, or alternative A. Multicultural education defined:
approaches to basic education. Actual attendance, rattier than en "Multicultural education is a field of study and an emerging discipline whose
rollment, is a better indicator of whether access has been achieved. major aim Is to create equal educational opportunities for students from diverse
2) Equality in the learning process means that girls and boys receive eq- racial, ethnic, social-class, and cultural groups. One of its important goals is
uitable treatment and attention and have equal opportunities to leam. to help all students to acquire the knowledge, attitudes,- and skills needed to
This means that girls and boys are exposed to the same curricula, function effectively in a pluralistic democratic society and to interact, negotiate,
although the courseworkmay be taught differently to accommodate m l communicate with peoples from diverse groups in order to create a civic
the different learning styles of girls and boys. Equality in the learning and moral community that works for the common good."
process also means that ail learners should be exposed to teaching Mutticuituratism is a philosophy that recognizes ethnic diversitywithin a society
methods and materials that are free of stereotypes and gender bias. and that encourages others to be enlightened by worthwhile contributions to
In addition, it means that boys and girls should have the freedom to society by those of diverse ethnic backgrounds. Liberal multicuituralism focuses
leam, explore, and develop skills in all academic and extracurricular on cultural diversity, celebrating ethnic variety, and teaching tolerance. It as
offerings. sumes the existence of pre-existing cultures, which reiate to, and interact with,
3) Equality of educational outcomes means that girts and boys enjoy each other, but does not examine the hierarchies of power underpinning these
equal opportunities to achieve and outcomes are based on tfieir in interactions. This approach has been criticized for Disneyfying, commodifying,
dividual talents and efforts. To ensure fair chances for achievement, and depoliticizing difference (Mitchell, Antipode 25),
the length of school careers, academic qualifications, and diplomas Critical mufficufturaiism sees multiculturalisip as concerning 'majorities'- as
should not differ based on a person's sex. Mechanisms for evaluating much as 'minorities', and is concerned .with the institutions and practices
indiwjuarachievement should also be free of any gender bias. forming the whole society. It sees inequalities of power, and racism, as central,
4) Equality of external results occurs when the status of men and women, emphasizes recognition and rights, and advocates the multiculturalization' of
their access to goods and resources, and their ability to contribute to, society (Jackson, Geography 87).
participate In, and benefit from economic, social, cultural, and political Schools are expected to serve the human needs of cultural socialization, trans
activities are equal. This implies that career opportunities, the* time mission, and self perpetuation, and teach academic skills. Every action that they
186 PNU L'ET Reviewer Prof. Arthur S. Abulcncisi and Prof. Rita Bumanglag-Ruscct:
Social Dimensions in Educafion/ Developments in E d u catio n
take is, unavoidably,' culture_bound. Effective understanding of the educational
process in a pluralistic society requires that teaching and learning be viewed as A. Principles and Characteristics of the Four Pillars of Education
aspects of various cultural .milieus (Kimball, 1978).
B. Benefits of the global perspective of multicultural education:
IHEEQUB PIUARS OF EDUCATION
1). Multicultural education increases productivity because a variety of
mental resources are available for completing the same tasks and it
promotes cognitive and moral growth among all people. Learning to
LeariringtoDtfJ
2) Multicultural education increases creative problem-solving skills
through the different perspectives applied to same problems to reach
solutions. the mastering of application of the develop
3) Multicultural education increases positive relationships through them^tejments wfiat learners ment of such
achievement of havej^med qualities as:
4) common goals, respect, appreciation, and commitment to equality prknon&h intp richness of lit j
among the intellectuals and students. practices-, personality,
5) Multicultural education decreases stereotyping and prejudice through Closed linked #sglifaiw : thecomptexitjj
direct contact and interaction among diverse Individuals. of his fornis
6) Multicultural education renews vitality of society through the richness * appreciation of expression
of the different cultures, of its members and fosters development of a education and of the diversity andhisvariou f
broader and more sophisticated view of the world. work skills offtehuman commitments
training. race as individual,
member
VI. THE FOUR PILLARS OF EDUCATION
*Education throughout life Is based upon the fourpillars ofeducatforf UNESCO Die Four Pillars of Education form the basis for the UNESCO report Learning: The Tra
sure Within published in 1966, The pillars form an integrated whole and cannot I)
If education is to succeed in Its tasks, curriculum as Its core should be

restructured or repacked around the four pillars of learning: teaming to
know, learning'to do, learning to live together, and learning to be. Four
'Pillars of Learning' for fte Reorientation and Reorganization of Curriculum: y. imag
Reflections and Discussions Zhou Nan-Zhao' ' ination, reasoning, problem-solving, arid the ability to think in a ooherent
and critical way. It is 'a process of discovery', which taKfestime and invotes
going more deeply into the information/knowledge delivered through sub -
JectteacWng. .
Prof. Arthur S. Abulencia and Prof) Rira Bumangiag-Ruscoe
PNU L E T Reviewer I
S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d ucatio n P r o fe s s io n a l E d u c a tio n
Learning to kpow involves mastering the instrument of knowing and under y capability of encountering others, and resolving conflicts through
standing: . dialogue
s to leam to learn and to discover ' s competency in worlting towards common objectives.
v' to understand about his/her environment Learning to be - is based on the principle that the aim of development is
s to think in a coherent and critical way the complete fulfillment of man, in all the richness of his personality, the
s to acquire a knowledge of the scientific method and instruments complexity or his forms of expression and his various commitments - as
/ to develop a scientific spirit and an inquiring mind individual, member of a family and of a community, citizen and producer,
s to acquire independence of judgment inventor of techniques and creative dreamer. 'Learning to be' may be
Learning to do - implies application of what learners have learned or interpreted in one way as learning to be human, through acquisition of
known into practices; It is closely linked to vocational-technical education knowledge, skills and values conducive to personalty development in its
and work skills training. The function of learning is no longer limited to work intellectual, moral, cultural and physical dimensions. Its purpose includes:
but responds to participation in development; a matter of social as well as ' s to be human, for development of mind and body, intelligence,
of occupational skills. . sensitivity, aesthetic sense, personal responsibility and spiritual
It calls for new types of skills which is more behavioral than intellectual. values
Learning to do thus implies a shift from skill to competence, or a mix of . to develop the qualities of imagination and creativity
higher-order skills specific to each individual. Thus 'learning to do' means, s the complete fulfillment of man, in all the richness of his per
among other things: sonality
s ability to communicate effectively with others ^ the full flowering of human potential, the tapping of the hidden
s aptitude toward team work treasure within each individual
s social skills in buildng meaningful interpersonal relations s a very individualized process and at the same time one of con
adaptability to change in the world of work and in social life structing social interactions.
J competency in transforming knowledge into innovations and B. The Four Pillars of Education and their Implications to Teaching -
job-creation Learning and the Curriculum
s readiness to take risks and resolve or manage conflicts. The four pillars of learning relate to all phases and areas of education. They
Learning to flve togettter - implies an education that emphasizes discovery support and interpenetrate one another and should therefore be applied as ba
of others and experience of shared purposes throughout life. Specifically, it sic principles, cross-cutting themes and generic competencies tor integration in
implies the development of such qualities as: and across subject areas or learning domains.
s knowledge and understanding of self and others
s appreciation of the diversity of the human race and an aware Pillars of Learning for Reorienting Curriculum Objectives
ness of the similarities between, and the interdependence of all 1) Learning to be .
humans s reflects a shift from an instrumental view of education, as a
J empathy and cooperative social beljavior in caring and sharing process one submits to achieve specific aims (e.g. economic
s respect of other people and their cultures and value systems . productivity) to a humanistic view of education that emphasizes
ntiirrrrmr*~rn irir^ ^ -.-r .. '
PNU LET Reviewer . . Prof. Arrhu&S. Abulcncia and Prof. Rica Bumangiag-Pvusco.-
S o c ia l D im en sio n s in E d u c a t io n / D ev e lo p m e n ts in E d u catio n
/ School curriculum can no longer be purely academic and

the development of the complete person' (Delors, p.86).
college-bound; it has to impart .employable siHs, and positive
implies an education aimed at ail-rounded development and
attitudes toward work
full flowering of the human potential of individual learners. Thus
school curriculum should be more balanced, taking into account
not only the cognitive- intellectual dimension of personality but
its spiritual, moral, social skills and values aspects.
* Implies development of a curriculum which aims at cultivat
ing qualities of imagination and creativity; acquiring universally
shared human values; developing aspects of a person's poten
tial: memory, reasoning, aesthetic sense, physical capacity and
communication/social skills; developing critical thinking and ex
ercising independent judgment; and developing personal com
mitment and responsibility
2) Learning to Live Together
J stresses an important educational goal of contributing to so
cial cohesion, inter -cultural and inter-national understanding,
peaceful Interchange, and harmony, it Implies a radically new
curriculum domain, in which relevant knowledge and a range
of skills and values should be taught and caught to resolve and
manage conflicts for peace in famiV, at school, in community
and in the world at large.
3) Learning to Leam
v' implies shift from 'schooling' to learning throughout life and
that school education is only part or a phase of the learning con-
tinuum; curriculum should therefore not attempt to 'teach' or
cram the young minds with discipline-based details, apart from
the fundamental knowledge, basic skills and universal values
which will prepare thd pupils for further learning.
4) Learning to do
/ Emphasizes closer Mcage between education and the world
of work. One central function of education is to prepare young
learners to be successful workers and responsible citizens in
their adulthood..
*
P r o f. Arthur S. Abulenda'and Prof. Rira Butnanglag-Ruscoe

S o fiiS D im e n sio n s in E d u c a tio n / D e v e lo p m e n ts in 'E d u c a tio n P ro fe s sio n a l E d u c a tio n
wi' - .1 II. 7 | |
The correct answer Is 8 because all the other options (A, C, & D) are traditional
PART II - AN A LYZIN G TEST ITEM S characteristics of education .Option B: Lifelong education for all is one of the key
features of 21st Century education.
Directions: Read and analyze each item and select the correct option that answers 4. What.Is the measure of relevance in education?
each question. Analyze the items using the first 5 items as your sample. Write only the A. Democratization of access
tetter your choice in your answer sheet.. B. Functionality and meaningfulness
C. Ability to sustain education through the future
1. Which of the following conditions manifests trend of globalization? D. Excellence and effectiveness
A. Establishment of stronger boundaries between and among nations. iîiTiilrinrawrtanBirCTffrfffr,*a^W8aMBaMBaâ8aesawaea88saaaaaBaaaBBaeaaBWBBBBwaq8aaaeBBagaBgaBaaBas
B. Increased awareness on the importance of national cultures and traditions. The correct answer is B. Relevance connotes ability to meet the expected roles
C. Less and less impact of human activity on the planet earth and functions..
D. The incorporation of local and national economies into a worldwide global 5. What is the concern of Multicultural Education?
economy - .....
'___________.
aattfB a a A. Anticipating the future and imagining possible and probable futures.
j The correct answer is letter D. ASthe other options are the opposites of globalization B. Gender equality and harnessing of the role of women in development.
I which connote integration of systems and network iri one global structure. C. Promoting care for the environment and building a global culture of ecological
responsibility.
2. According to the Delots Report, there are a number of main tensions central to the D. The exploration of concepts of cultural diversity, similarities, and prejudices to
problems of the twenty first century that we need to overcome. One of them is the promote cultural understanding.
challenge to an individual how he or she can adapt to the changing world without
The correct answer Is Dbecause it specifically describes the tenets of Multi cultural I
forgetting or turning his/her back from the past. What kind of tension or conflict is
Education. Option A is about global education; Option 8 involves Gender Education; I
manifested in this situation?
Option C describes Environmental Education. I
A. Tension between tradition and modernity
B. Tension between the global and the local
C. Tension between the universal and the Individual 6. Which erf the following may be considered an economic impact of globalization on
D. Tension between long term and short term considerations education?
(A/ Increasing comme/pialization of education and the corporate takeover of ed:
The correct answer is B. It is withtn this tension that the individual is challenged to j ucation
balance his/her attempt to adapt to the changing world without compromising his own. ) EL. Weakening of tfie notion of the "citizen as a unified and unifying concept.
ujj?)-New technologies of information and communication creates new approaches
3. Which of the following features represents the new paradigm shift in education?
toleaming .
A. Traditional pedagogies
D. Reduction of state and government support and subsidy for education
8 . Lifelong education for all
C. Rigid subject matter boundaries
D. Knowledge as the only learning outcome :
Prof. ArthurS. Abulencia and Prof. Rita Buinangtag-ftuscoc
P r o fe s s io n a l E d u catio n - . S o c ia l D im e n sio n i-in E d u c a t io n / D evelo p m en ts in E d u c a t io n
'1.1 L-...IBI .11. ' ^1! Tr , -1U 1U __1_
/
7. Whigh of the following aptly describes Marshall McLuhans' concept of global village? 11. What educational approach perspective recognizes the knowledge and experience
A. .The idea that because of rapid globalization and development in technology, of women, racial groups andethnic groups as being just, as valid and relevant as the
the world has become one global village where -Increased diversity and dif- knowledge of dominant groups in mainstream academic discourse?
ference among people has become more pronounced than ever. Transformative Education C. Inclusive Education
( k y Rapid integration of the planet .thnough media and technology where events m y Multicultural Education D. Global Education
in one part of the work) could be experienced from other parts In real-time, 12 . flow does the notion of cultural relativity and variability affect the teaching-learning
similar to what human experience was like when we lived In small villages. processes in school?
C. Global Village is the kind of global world we are experiencing, characterized by A. .The students' varied cultural background will in no wayaffect the way hey will
fundamentalism, apathy and conflict brought about by clashes of cultures. leam the lessons in school.
0. People's cultural and religious, identities will be the primary source of conflict, B. The students can readily adjust to the way the teacher initiates feaming in
in the post-Cold War world as evidenced by the conflict between fundamentalist school because children are adaptable beings no matter what culture tie y
Muslims and flie western world. _ comefrom.
8 . When planning her lessons and units, Mrs. Jones is careful to include books and re . (C ?) The child's cultural background influences the children's way of interjretring
sources from a variety of cultures and ethnic groups. What kind of education is this? and viewing the world; hence, teachers must consider the children's w o rld
A. Multilingual education OM ulticultural education view when teaching.
B. Transformative education D. Gender free education D. The teacher should be wary of differing cultural points of view and must make
sure that students will see things the same way.
9. Which of the following is NOTa characteristic of globalization?
A. Stretching of social, political and economic activities across political frontiers, 13. Wt&h among the following Is the focus of Civic Education?
regions and continents. jffi^P rom ote understanding of human rights, concepts and values to erub/e
B. The growing magnitude of interconnectedness and flows of trade, investment learners to comprehend and transform conditions which give rise to buna n
s- rights violations.
and migration.
C. A speeding up of global interactions and processes through world-wide sys- /jP Learning for effective participation in democratic and development p ro c e s s
sO terns of transportation and communication. at both local andnatfonal levels.' . .
/ jy The expansion of economic protectionism and isolation of poor countries. C. Foster a vision of education for sustainable development and care for be
environment
. 10. Which of the following illustrates the.major paradigm shift in education in the 21st
century? D. Empower people with the skills, attitudes, and knowledge totuild a peacelui
shift from rigid subject matter to a more Interdisciplinary and multidisciplinary world based bn justice and human rights.
pedagogical approach. . 14. Which of tbe following initiatives would"NOThelp a school address diversity?
Using ability grouping.
B. Shift from values education and emotional learning to knowledge dominated
Using cooperative team$. . .
curriculum-
C. From contextualized themes generated from global and local realities to C. Working with neighborhood groups.
pre-organized subject matter D. Using culturally relevant teaching methods / *
D. From more flexible learning styles to a'prescribed pedagogy .
Prof. A rthur S . A bulencia ami Prof. Ria Bumanglag-Riucoe PNU L E T Reviewer 1 9 1

P ro fe ssio n a l E d u c atio n
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15. If the teacher is emphasizing the development of the (earners competency to 20. UNICEF and UNESCO are two key UN agencies which are (Particularly active advo
transform knowledge into innovations and job-creation, what pillar of education cates of education for peace. Which of the following is not supported by UNESCO.
does s/he is actually promoting? in promoting peace, in the sclwois?
C. Learning to Ijve Together A. Uphold children's basic rights as outlined in the Convention on the Rights of
D. Learning to Be the Child (CRQ
B. Develop a climate that models peaceful and respectful behavior among all
16 hi which emphasizes learning to be human, through acquisi
members of the learning community
tion of knowledge, skills and values conducive to personality development?
. C. Demonstrate the principles of equality and non-discrimination in administra-
A. Learning to Know ' Learning to Live Together
_ tive policies
B. Learning to Do v ? Learn9 toBe vdN Enable the teachers to stress peace-making in Social Studies classroom only
17. A class is composed of students coming frtfrn several ethnic communities in
when necessary
cluding Muslims and lumads. They seem to have difficulty understanding each
21. One way to advance peace education is through partnerships of various
others' behavior and points of view. What should the teacher do?
non-governmental organizations, education institutions, United Nations spe
(R ) Introduce multlculturalism in the class and provide activities for practice.
cialized bodies which link ideals of peace with research and practice. One such
ET Threaten the students that if there are students who do not behave and
significant example is the Hague Agenda for Peace and Justice for.the 21st Centu
tolerant of their classmates, s/he will be dropped from class.
ry. What is the aim of the Agenda's Global Campaign for Peace Education?
C. Inform students that they wid all be learning new ways of thinking and be
A. Helps coordinate local initiatives and unite educators in the common practice
having in this class, so they might as well leave their cultural idiosyncrasies
^ of educating for a culture of peace.
. at home.
f BJ Supports the UN Decade for a Culture of Peace and Non-violence for the
0. Assign bright students to monitor and control behavior of poor students.
Children of the World and to introduce peace and human rights education
18. Which of the following qualities should be developed by. foe pillar, Learning to Live
into aHeducational institutions.
Together?
C. Brings together multiple traditions of pedagogy, theories of education, and
Strong appreciation of the diversity of the human race
international initiatives for the advancement of total human development and'
N r Readness to take risks and resolve or manage conflicts
care for the environment through teaming.
C. Scientific spirit and an Inquiring mind
D. Serves to enhance learning across subjects like conflict resolution initiatives.
D. Complete fulfillment of humans, in all the richness of his/ her personality
19. Which of the foflowing statements about Gender is correct?
A. Gender is biologically 3etermined.
Gender is socially and culturally constructed.
C. Gender roles are the same in all societies.
D. Gender is an ascribed status in society.
Prof. Archur S. Abulencta and Prof. Rita Bumjnglag-Ruscoe

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22. The impact of conflict on children whether as victims of war or child soldiers has 25. What is celebrated every December 10?
been brought to world attention through media, international organizations and eye Mother Language Day .
witness accounts. What is best thing to do to help children affected by conflict? Human Bights Day
jO Employ education to regain parts of a lost childhood and to facilitate the ex- E.. Earth's Day
v ' periences that support healthy social, emotional and intellectual growth and D. International Day of Tolerance
development
B. Provide employment opportunity for them as well as their parents to attain
financial independence
C. Offer them to migrate in neighboring country as foreign refugees
0. Secure their safety by imposing strict curlew hours
23. The United Nations is committed to address climate through mitigation and adap
tation.Which of the following the best way of addressing the issue?
A. Deepen strategic aid operational collaboration, with international and regional
organizations,, including international financial institutions and regional de
velopment banks, and other stakeholders.
B. Developing a policy framework that identifies basic elements needed to
__ prevent human rights violations.
(Cy Facilitate and execute agreements on reducing emissions from deforestation
^ and forest degradation to protect forests and sustain the livelihoods of the
people who depend on them.
D. Enhancing collaboration among humanitarian organizations, particularly from
the global South, at the local, national and regional levels, to strengthen com
munity resilience and emergency response, and establishing a monitoring
system to assess progress on the implementation of preparedness measures.
24. Why are educational environments very crucial to pease education?
A. The social, cultural, economic, arid political contexts in which educators work
shape the specific content and methods they choose for peace education.
B. The variety of different'educational settings from liiral to urban, school-based
to community ami within formal curricula or non-formal popular education
projects are relevant to peace education.
C. Many teactiers infuse peace education into traditional academic subjects suoh
as literature, mattr, science, history, language, civics, and the arts. .
([pA II of the above , .
Prof. Arthur^. Abulncia and Prof. Rira Bumanglag-Ruscoe PNU L E T Reviewer I

S o c ia l D im e n s io n s in E d u c a tio n / D evelopm ents in E d u catio n P r o fe s sio n a l E d u catio n
5. The rapid traversing of ideas, attitudes and values across national (jorders that
generally leads to an interconnectedness and interaction between peoples of di
verse cultures and ways of life. What is being referred to?
D irections: Enhance your test taking skills by answering the items below. Write only A. Cultural Globalization C. Multiculturalism
the I 8. Fundamentalism D. Clash of civilization
6 . Which is considered a political impact of globalization?
1. What kind of tension is referred to when people prefer to have quick answers and A. Changing rote of education in terms of preparirnj students for the world of work
ready solution to many problems even If it calls for a patient, concerted, negotiated 8 . The threat to the autonomy of national educational systems by globalization.
strategy of reform? . (C. Reforms in education as lifelong education
A. Tension between modernity and tradition D. Branding, globalization and learning to be consumers
6 . Tension between long term and short term considerations 7. What United Nation Decade are we celebrating for 2005-2014?
C. Tension between spiritual and material A. Educating for Culture of Peace
D. Tension between individual and the universal B. Educating for International Understanding
2. In what strands of the four pillars of education implies a shift from skijl to compe (C.' Educating for Sustainable Development
tence, or a mix of higher-order skills specific to each individual? D. Promoting the Rights of the Elderly
A. Learning to Know C. Learning to Live Together 8. With the growing competition brought about by globalization, what is preferred by
most employers in hiring their employees?
B. Learning to Do D. LeamingtoBe
3. Which of the following Is NOT true about the Four Pillars of Learning? A. flexible C. quick
A. The pillars of learning stress the goal of contributing to social cohesion, in B. selective D. none of the above
ter-cultural and inter-national understanding, peaceful interchange, and har 9. Which of the following characteristics does NOT describe contextualized learning
mony. as a major paradigm shift in education?
B. The Pillars of Learning imply a shift from 'schooling' to learning throughout A. From limited access to time-bound and space limited education, to borderless
life by'learning how to team" education, lifelong learning for all in a learning society.
C. The pillars of learning stress the importance of closer linkage between educa B. From traditional pedagogies to more modem strategies of teaching and
tion and the work) of work. learning.
D. The Pillars of Learning adheres to the instrumental and purely academic view C. From knowledge limited to the local scene to the globalized knowledge,'values,
of education that focuses on the achievement ol specific aims of education attitudes, and skills interfaced with local wisdom,-
such as economic productivity. * D. Pre-organized subject matter to localized themes generated from the global
4. Which pillar of education of J: Delors (UNESCO) focuses on voc-tech relevant to realities and the culture relevant, meaningful and useful to the learner.
people-centered human development?
A. Learning to Know . C. Learning to Live Together
8 Learning to Do D, ^Learning to Be
s 8 a a ^ a a ' ^ _ 1'1 ...i - i ~ BB a r r jW T V j r:r s--;' n r , ............... -
P ro f. A rthur S. Aliuft'nci.i and Prof. Rica Uumanijiag-RusciiK
S ^ f e l PNU LET Reviewer
S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d u c a tio n
10. What current trend in education focuses on the study of the basic concepts, be 15. Which of the following is N.0T a characteristic of Multicultural Education?
liefs and values underlying our democratic political community and constitutional A. Personally empowering C. Pedagogically humanistic
or.der? B. Socially transformative ' ( E Culturally discriminating
A. Civic Education C. Peace Education 16. What is the character of education that manifests democratization of access and
inclusivity?
B. Development Education D. Multi-cuttural Education
1 1 . Which of the following is the first target of the Millennium DevelopmentGoalsA. Relevance C. Quality
(MDG's) formulated by member states of the UN in September 2000? B. Sustainability , Equity
A. Reduce child mortality 17. What is the kind of education that emphasizes human-earth relationships and
B. Eradicate extreme poverty and hunger fosters a vision of education for sustainable development to. build a global culture
C. Reduce death due to HIV/AIDS and malaria of ecotogical responsibility?
D. Achieve universal access to primary, education A. Human Rights Education C. Environmental Education
12. Which among the following statements about Human Rights Education (HRE) is B. Development Education T 3. Global Education
correct? 18. Which of the following is NOT a benefit of multicultural education?
A. HRE is more of the responsibilities of the state to implement human rights law A. .Multicultural education increases positive relationships through achievement
rather than the protection of the rights holders of common goals, respect, appreciation, and commitment to equality among
B. HRE should focus more on rights based on law in books, rattier than on the teachers and students.
'law in real-life'. B . 1 Multicultural education decreases stereotyping and prejudice through direct
C: HRE needs to focus on the values, principles, and standards of human rights contact and interaction among diverse individuals.
and how they can be translated into day-to-day actions C. Multicultural education promotes independence of various eflinic groups in
D. Human Rights Standards vary from, society to society and HRE therefore development and supports fragmented view of the world.
should also vary in terms of approaches and methods D. Multicultural education renews vitality of society through the richness of the
13. What is the implication of globalization to the practice and experience of educa different cultures of its members and fosters development.
tion? 19. Which erf the following is N.OTone of the benefits of mass media?
A. Increase of state and government support and subsidy for education A. Mass media decreases prejudice and discrimination.
8 . Commodification and the corporate takeover of education B. Mass media enriches the educational programs.
C. Greater autonomy of national educational systems C. Mass media increases student's exposure to diversity.
D. Delocalization of technologiesand orientations in education D. Mass media helps-provoke discussion of current issues.
14. Which of the following skills correspondsto the Four Pillar'of Learning, Learning 20. Which among the following rights manifests rule of law and good governance?
to live together"? A. Right to education_ , C. Right of participation
A. Empathy and cooperative social behavior B. Right to environment protection "D.' Right to work
B. Personal commitment-and sense of responsibility 21.. Which amongihe following is NOTa core principle of human rights?.
C. Adaptability to c/iange in the world of work A. Human Dignity . ' g. Universality.
D. Reasoning and problem solving skills - B. Non-discrimination '. D. lndependency
Prof. Arthur S. AbiiJencia and Prof. Rita Bunianglag-Riiscoe

~ PHU L E T Beviewer g C E f
S o c ia l D im en sio n s in E d u c a t io n / D evelo p m en ts in E d u catio n
22. Hoyf are human rights principles reflected in the activities-of national and local
governments?
A. Legislating laws to include human rights education in all levels of schooling-
B. Organizing local exhibit or event to highlight the children's talents and local
products
C. Asking the community leaders to volunteer in (he construction of a barangay
hall
D. Lobbying to the UN High Commission for Human Rights to allocate higher
budget for Philippines' Commission on Human Rights.
23. Which of the Mowing could be a reason to justify peace education as a series of
teaching encounters" or teaching-learning process?
A. Desire for peace
B. Nonviolent alternatives for managing conflict
C. Skills for critical analysis of structural arrangements that produce and legiti-
. mize Injustice and inequality
D. AHof the above
24. Which' of the following is accurate in regard to working with parents in diverse
classrooms?
A. The parent's culture is important, but should not influence their children's
' education.
B. Teachers should demonstrate their "expertise" to parents to show they know
best
C. teachers should strive to use a variety of ways to keep parents informed,
including parents who cannot speak English or Filipino.
D. The importance of the family's influence on childrens education has diminished
over the past few years.
25. Which of the following is NOT a guiding statement of peace education?
A. Peace education teaches stu<Jents what to think rather than howto think.
6, Peace education emptoysholistic and participatory approach.
- C. Peace education aims not to reproduce but transform.
D. Peace education builds bridges of support among key participants.
196 [PMU L E T Reviewer

P ro fe ssio n a l E d u catio n A n sw er K e y
ANSW ER KEY
Foundations of Education Child and Adolescent Principles and Strategies

Principles and Theories of
Development of Teaching
Learning and Motivation

. 1. A 1. B 1. B 1. D
1, B 1. C
1. B 1. C
2. B 2. A. 2. e
2. B
2. A, 2. A 2. 0 2. C
3. B 3. D 3. C 3. C
3. D 3. A 3. C 3. A
A. C 4. C 4. 0 4. A
4. 0 4. B 4. A 4. D
5, 0 5. C 5. D 5. A
5. A 5. 0 5.. A 5. - A
6. C 6. A 6. A 6. C 6. 6. A
7. C 7. C 6. C 6. B C
7. B 7. A 7. A 7. A 7. A
8. A 8. A 7. A
8. 0 8. C 8. 0 8. C 8. D
9. C 9. B 9. C 8. C
9. C 9. C 9. C 9. A 9. D
10. B 10. B 10. A
10. C
11.C to. C 10. C 10 . D 10. D
1 1 .0 11.C 11.C 11. C 11. C 11. C
12. B 11. A
12.8 12.0 12. D
12 . B 12. B 12 . B 12. B
13. A 13.0 13. A 13. B
13. A 13. A 13. A 13. D
14. A T4. A 14. B 14. A
14. B 14. A 14. C 14. D
15. B 15. A 15. B 15. B
15. C 15. C 15. D 15. A
16. B 16. C 16. B 16. C
16. B 16. A 16. D 16. A
17. D 17.0 17. C 17. C
17. C 17.0 17.0 17. B
18. C 18.0 18. C 18. B
18.0 18. C 18. A 18. C
19.0 19. B 19. A 19/C
. 19. B 19. B* 19. A 19. D
20. B 20. A 20 . C 20 . 0 20. A
20. C 2 a. B 20: D '
2 1.8 21. C ' 21. D 21. C
21. B 21 . C 21 . B
22 . B 22. A 22.0 2 1.0
22.0 22. A . 22. B 22. A , . 22. A . .
23. C 23. C 23. C 3.0
23. A 23.0 23. C 23. C
2 H.D 24.0 24. B. 24. B
24.0 24. B 24..A 24.8.
25. C . * 25.0
25. D 25. B 25. B .... 25. 0-
25. A *

A n sw er K ey
P r o fe s sio n a l E d u catio n
Curriculum Development Developmental Reading

Educational Technology . Assessment and Evaluation
1*2 of Learning 1
Part II ^ Part III Part II P art III

Part II Part III . Part 11 Part III
1. D 1. A 1. D 1. D
2. A 1. B 1. B 1. C 1. C
2. 0 2, D 2. B
3. B 3. C 3. C 2. D Z D 2. 0 2. A
3. C 3. A
4. A 4. B 3. B 3. A 3. B
.4. C 4. A
5. C 4. A 4. D 4. B 4. C
5. B 5. C ' 5. A
6. B 5. C 5. C
6. B 6. 0 6. C 5. A 5. A
7. A 7. A 7. A 6. A 6. C 6. D 6. A
7. D 7. C 7. C
8. A 8. B 8. C 8. B 7. B 7. A
9. C 9. B 9. D 8. C 8. A 8. A 8. C
9. D 9. C 9. D
10. B 10. C 10. D 9. C 9. A
10. C 10 . 0 10. A
1 1 . 0. 11. B 11. D 10. B 10. A
11.0 11.A 11.B
12. B 12. A 12. B 11. D 11; A
12. C 12. B 12. D
13. B 13. A 13. D 13. C 12. B 12. D
14. A 14. C 13.0 13. A 13.-B 13. B
14. B 14. C
15. B 14. D 14. B 14. A 14. 0
15. A 15. A 1.5. D
16. D 15. C 15. C 15. A 15. B
16. B 16. C 16. B
17. B 16. C 16. C 16. A 16. A
17! C 17. D 17. C
18. B . 17. C 17.0 17. B 17.0
18. D 18. C 18. C
19. A 18.0 18.0 18.0 18.0
19.0 19. B 19. D
20. C 19. B 19, B 19. B 19. A
20 . B 20.0 20. D
20. D
21. A 21.. B 20 . D 20. D 20. C
21. A 21. D
21, B 21. B 21. C
22. D 22. C 21. B
22 . B 22. C
22. A . 22. C 22. A
23. D . 23. D 23.0 23. D .22. C
24. C 23. C 23..C 23. B 23. A
24. C 24. C 24. C
25. B 24. B 24..B 24. B . 24. B
25. A 25. A . . 25. B
25. D 25. A . 25. B 25. B
|PNU L E T Reviewer
X n sw cr K e y
Assessment and Evaluation Teaching Profession

of Learning 2 Social Dimensions in
Education/ Developments
in Education
Part II Part III
1. C 1. C 1. D 1. D
2. A 2. C 2. C 1. D 1. B
2. A
3. B 3. C 3. B 2. B 2. B
3. D
4. D 4. C 4. B 3. B 3. D
4. C
5; C 5. D 5. D 4. B 4. B
5. A
6. D 6. C 6. C 6. B 5. D 5. A
7. D 7. C 7. C- 6. A 6. B
7. D
8. B 8. D 8. B 8. C 7. 8 7. C
9. D 9. D 9. 0 8. C 8. A
9. D
10. A 10. B 10. C 9. D 9. A
10. B
11.A 11.D 11. D tO. A 10. A
11.D
12. C 12 . D 12. C 11. C 11. B
12. A
13. D 13. C 13. C 12. C 12. C
13. A
14. B 14. D 14. D 13. B 13. B
14. B
15. C 15. D 15. A 14. A 14. A'
15. C
16. B 16. B 16.0 15. B 15. D
16. B
.17. C 17. D 17. 0 16.8 16. D
17. D
18. B 18. C 18. C 17. A 17. C
18.0
19. D 19. D 19. C 18. A 18. C
19. C
20. C . 20. D 20. D 19. B 19. A -
20. B
21. B 21. C ' 21: B 21. B 20. D 20:C
22 . C 22. D 22. B 21. B -21.0
22. B
23. C 23. C 23. B 22. A 22. A
23. D
24. B . 24. A 24. D 23; C ' 23.-D
24. C
25. D 25. A 25. D 24. D 24. C .
. 25. C
25. B 25. A
PN U L E T Reviewer 199

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Table of Contents

W M pnU LET Reviewer

Study and I. S tu d y S tra te g ie s a n d T h in kin g S kills

Thinking Skills curriculum on their own.

PNU LET Reviewer M W

14 PNU LET Reviewer

C. One's education guarantees an invention.

i 1. What was the selection mostly about?

-from Steps to College Reading by Dorothy U. Seyler

- from Manila Bulletin, August 2007

21. What is the main topic of this passage?

Academic PART I - C O N TE N T UPDATE

1. It may locate something in time and place with a prepositional phrase

4. It may even have a subject-verb relationship, but it has been

1. Place a semi-colon in between the two sentences Comma Splices

F. Subordination Pattern 2 Connecting two items

s u b o rd in a te c la u s e + , + m ain c la u s e item + 0 + coordinating conjunction + item

Punctuate coordinating conjunctions correctly. Here are some examples:

My cat Buster has beautiful blue eyes but a destructive personality.

Pattern 3 Connecting three or more items in a series

A subordinating conjunction is always followed by a clause. The paragraph

The following is an example of a paragraph that has these three parts.

Completeness Logical Order

Example taken from: http://daria-przybyla.suite101.com/example-of-a-narrative-paragraph

An argumentative essay presents premises and conclusions regarding an

40 PNU LET Reviewer

22. The main idea of the paragraph is found in

Speech and Oral PART I - C O N T E N T U PD A TE

A. Aspect and Tenses of Verb

PERFECT PROGRESSIVE Common Stative Verbs

Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio

B. Order of Determiners in a Noun Phrase

E. Indefinite brick PLURAL we us ours

Prof. Alice M. Karaan ant! Prof. Maria Teresa L. Manicio

after because now that until AUXILIARY USES PRESENT/FUTURE PAST

expectation Class is supposed to past ability 1 could dance

-s/ /-z/ /-9Z/ 1. Stress

The sustained terminal as in 232 is characterized by a slight O R A L C O M M U N IC A T IO N a n d L A N G U A G E F U N C T IO N S

4. Commonly Used Intonation Contours

Asking for a Favor Responding Expressions for Telephone Conversations

Interrupting Excuse me for interrupting, but...

2. At this time next week, I _

I. E arly literary historians d iv id e d Ph ilip p in e literatu re in English

Literature into fiv e p eriods.

The Period of Orientation (1898-1909)

Prof. Victor Rey Fumar PNU LET Reviewer 69

70 PNU LET Reviewer Prof. Victor Rev Fumar

Post-Liberation Period (1945-)

Prof. Victor Rcy Fumar PNU LET Reviewer 71

72 PNU LET Reviewer Prof. Victor Rey Fumar

Prof. Victor Rey Fumar PNU LET Reviewer 73

74 PNU LET Reviewer Prof. Vi. tor Rey Fumar

10 Compute the square o f guilt against an integral B ien ve n id o L u m b e ra an d C y n th ia N o g ra le s L u m b e ra in

III. T h e D e v e lo p m e n t o f P h ilip p in e L iterature in English (S in c e 1 900)

IV. J o s e p h in e S e rra n o a n d T rin id a d A m e s in A S u rv e y o f

V. S ilverio B a lta z a r e t al in L ite ra tu re P a s t a n d P re s e n t (1981)

Pi of. Victor Rcy Fumar PNU LET Reviewer 75

ng Pilipinas I. A ng L iteratu ra ng Pilipinas

Competencies: A. Dalawang anyo ng Panitikan

76 PNU LET Reviewer Prof. Victor Rev Fumar

General Education English - Philippine Literature

Prof. Victor Rey Fumar PNU LET Reviewer 77

78 PNU Li T Reviewer Prof. Victor Rcy Fumar