PNU General Education Reviewer PDF

Table of Contents
E N G L IS H
• Study and Thinking Skills 7
Prof, Merry Ruth M. Gutierrez
Prof. Ma. Jhona B. Acuna
• A cadem ic W ritin g ................................. .............................................. 2 4
Prof. Ma. Concepcion Y. Raymundo
Prof. Ali G. Anudin
• Speech and Oral C o m m u n ic a tio n ................................................. 4 3
Prof. Alice M. Karaan
Prof. Maria Teresa L. Manicio
• Philippine L itera tu re .............................................................................6 9
Prof. Victor Rey Fuinar
• W orld Literature..................................................................................... 9 4
Dr. Ma. Antoinette C. Montealegre
F IL IP IN O
• Kom unikasyon sa A kadem ikong Filipino 123
Dr. Arscnia R. Emperado
• P agbasa at Pagsulat tungo sa Pananaliksik. 140
Dr. Arsenia R. Emperado
• Masining na P agpapahayag ........................... 166
M A T H E M A T IC S
• Fundam entals o f M athem atics 188
Atty. Antonio V. Ferrer
• C ontem po rary M athem atics 203
Dr, Gladys C. Nivera
W M p n U LET Reviewer
S CIENCE
• Natural S c ie n c e .......................... ..................................................2 1 6
Dr. Leticia V. Catris
SOCIAL SCIEN C E
• Politics and Governance
with the Philippine Constitution................................................. 2 4 4
Dr. Benjamin C. Domingcil Jr.
• Philippine History ........................ ...... ..................... ...... .........2 7 1
Prof. Remedies C. Ong
• Basic Economics with Agrarian Reform .............................. 2 8 4
Prof. Jerick C. Ferrer
Dr. Benjamin M.Domingcil Jr.
• Society and Culture with Family P la n n in g ............................. 2 9 9
Dr. Diony V* Varela
Prof. Minda I. Valencia
• Rizal’s Life and Works and other Heroes and Heroines . . 3 1 3
Dr. Evangeline L. Martin
• P hilosophy......... ............. .............................................................. 3 2 5
Prof. Michael M. Nael
• Introduction to Humanities: Appreciation of the A r t s .......3 6 3
Dr. Anita Navarro
• P sychology.................................................................................. . . 3 7 7
Dr. Priscilla B. Dizon
Dr. Teresita T. Rungduin
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)

• Introduction to Com puters..........................................................4 0 3
Dr. Alice D. Dioquino
A N S W E R K EYS
General Education _ _ _ _ _ ______
Study and
Thinking Skills
Prepared by:
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
Competencies:
General:
Comprehend written text in English
Specific:
Use strategies to efficiently search
for information and learn from
written texts in English
Apply study and critical reading skills

in comprehending English texts
English - Study and Thinking Skills
• -*<xm . ~ .IM
P A R T I -.C O N T E N T U P D A T E
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
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.
• Klein, Peterson, and Simington (1991) claim that study skills are skills
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.
A. Remembering Information
1. Repetition - saying or writing information a number of times
2. Mnemonics - a technique to remember details such as:
a. Acronyms are words that are formed by combining some parts
(usually the first letters) of some other terms. The term is also
used to refer to initialisms, which are combinations of letters
representing a longer phrase.
b. Abbreviations (from Latin brevis “short”) is strictly a shorter form of
a word, but more particularly, is a letter or group of letters, taken
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
build associations with the information to be remembered.
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
remember new words and definitions.
PNU LET Reviewer M W

e. Rhymes are words with similar sounds usually found in poetry and
songs.
f. Graphic Organizers - are visual representations that show how
information is organized.
B. Underlining/Highlighting
Highlighting and underlining engage the reader to select words, phrases
and sentences, as well as, selecting the most important ideas and details
in a reading. It makes information stand out so that you can find it easily
when you go back to the text to study for a test. Systematically using
different colored highlighter pens can make the review process even
easier. Familiarity with the techniques is helpful to find rapidly what the
reader needs when rereading the passage.
Method for Underlining/Highlighting
1. Mark the main ideas and the major details differently. Underline the
main ideas with a double line, and the major details with a single line.
Or use a different color high-lighter pen for each.
2. Find main-idea sentences. Underline the sentences or parts of
sentences that state the main idea of a paragraph. If the main ideas
are only implied, write your own main-idea sentence in the margin.
Find major details and underline these.
3. Circle key words. Use brackets [ ], asterisks (*), or any other symbol to
mark parts that are especially interesting or important to you.
4. Write notes or comments to yourself in the margin. The margins are
good places to put down your own thoughts as you read. Margin notes
can help you connect ideas from different parts of the selection. They
can also help you connect a passage with other material you have
read, comments your teacher has made, or your own experience.
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General Education
C. Notetaking While Reading
Note taking is the practice of writing down pieces of information in a
systematic way. It involves using your own words and a separate notebook
to condense the key ideas you have marked in your text while annotating.
1. SQ3R (Rowntree, 1976:40-64)
a. Survey - flip through the chapter or book and note the layout,
first and last chapters or paragraphs, look at the headings used,
familiarize yourself with the reading.
b. Question - Ask questions about the way the reading is structured
and think about the questions you will need to keep in mind while
reading. Think about whether or not you think the book is relevant
or if it’s current and if it suits the purpose of your study.
c. Read - read actively but quickly, looking for the main points of the
reading - don’t take any notes - you might want to read through
twice quickly.
d. Recall - Write down the main points of the reading and any really
important facts, and opinions that help support the main points.
Also record the bibliographic details.
e. Review - repeat the first three steps over and make sure you
haven’t missed anything. At this point you might like to finalize
your notes and re-read your notes or write down how the material
you’ve just covered relates to your question or task.
2. The PQ5R Study Method
PQ53 is the mnemonic for an effective student regulated approach
to studying the kind of material assigned every day - textbooks.
Gaining new information and ideas from a variety of different textbooks
demands a balanced and flexible network of study strategies.
a. Preview - Know where you’re 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

General Education
at the pictures, charts, and diagrams. Read the wrap-up of the
chapter— the summary and review questions.
b. Question -Work through the chapter - one manageable section at
a time. A section marked off with a boldface or italic sideheading
is likely to be the right size “bite” for you to digest.
Be a human question mark. Go into each section with a question
in your mind. Turn headings, and sometimes topic sentences, into
questions. These should guide you to the main points.
c. Read - Read to find the answer to your question and other
important content. Unknown terms say, STOP! LOOK UP! LEARN!
Remove these roadblocks. Each pictorial aid is saying, “ This is
clearing up something important." Shift into back-and-forth
reading for pictures, diagrams, and charts. Shift your eyes (and
thoughts) back and forth as needed from the printed words to the
pictorial aid.
Speed up and slow down as needed within the passage. Do stop-
and-go reading. Thought time is needed in addition to reading
time. Reread as often as necessary. Do “stop-and-go” reading.
d. Record -Jot down or mark important ideas. Make the key ideas
stand out in some way so they will "flag” you later. Use any
combination of devices. Jot mini notes on a memo slip to be
inserted between related pages or in the book’s margin. Draw
vertical lines in the margin just to the left or right of important
content. Bracket key ideas. Underline or color-accent selectively.
Now you won't have to reread the entire chapter when you return
to review it later. Make key ideas “flag” you.
e. Recite - Students exclaim, I ’ve read that chapter twice, but
I still can’t remember it.” Solve this problem by using the most
powerful technique known to psychologists - the technique of
self-recitation. As you complete a section or a paragraph, ask
yourself, “Just what have I learned here?”

Look away from the book while you self-recite, or cover the
passage with your hand or with a convenient card (such as 5”x8”
index card). Can you recite the important points to yourself in your
own words? Now look back at the column of print, whenever you
need to, and check your accuracy. Knowing you’re going to self-
recite when you finish a section forces you to concentrate while
you’re reading.
t. Review - Add a last quick run through. Can you recall the broad
chapter plan? Run through the chapter to recall that plan. Next,
run through it section by section, checking yourself once more on
the main points and the important subpoints. Use your cover card
again. Make some quick reviews later on from time to time. Long
term memory does improve grades,
g. Reflect -As you read a passage, turn on your critical thinking. Ask
yourself: “What does this all mean? Is it true? How can I apply it?”
Reading and reflecting should be simultaneous and inseparable -
built right into every step of PQ3R.
3. Annotating - is a system of marking that includes underlining and
notations. A notation system is used for selecting important ideas that
goes beyond straight lines and includes numbers, circles, stars, and
written comments such as marginal notes, questions and keywords.
Annotations are comments, notes, explanations, or other types of
external remarks that can be attached to a document or to a selected
part of a document. As they are external, it is possible to annotate any
document independently, without needing to edit the document itself.
From a technical point of view, annotations are usually seen as metadata,
as they give additional information about an existing piece of data.
How to use annotation:
a. Underline important terms.
b. Circle definitions and meanings.
c. Write key words and definitions in the margin.
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d. Signal where important information can be found with key words
or symbols in the margin.
e. Write short summaries in the margin at the end of sub-units.
f. Write the questions in the margin next to the section where the
answer is found.
g. Indicate steps in a process by using numbers in the margin.
4. The Cornell Method M ------------------------- 8. 5”
This notetaking method has I
been devised 40 years ago
by Walter Pauk, a lecturer at « 2 .5 ”* < ---------- 6” --------►
Cornell University. This method c

is used by dividing the paper in E
D
two columns. The first column 1 ” O
O Note-Taking
is used to enter key or cue 3 Area
words while the second is the o
notes column (for recording
ideas and facts).
There are six steps to Cornell
4 Summaries
2”
note-taking: 1f t
a. Record During the lecture, record as many facts and ideas as
possible in the notes column.
b. Reduce After the lecture, read through the notes taken and
reduce to key words and phrases, or questions. The key words
and phrases are used as cues to help recall the ideas and facts.
The questions are to add clarity to the facts and ideas.
c. Recite Using only the key words, phrases and questions in the cue
word column recite the ideas and facts in the notes column. It is
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.
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(•cncral £ducation
e. Review On a frequent basis, review your past notes by reciting

and reflecting upon them,
t. Recapitulate After you have reduced, recited and reflected upon
your note, you should recapitulate each main Idea using complete
sentences at the bottom of the key word column.
5. Concept maps and Mind maps - The idea Is to map out concepts,
either as they are found or received or during the Review process in
the Cornell or SQ3R method. Mind maps (i.e. hierarchical trees) can
be used to take lecture notes in real time, but more often to organize
concepts into a hierarchical tree. Concept maps allow to visualize
more complex relationships between different concepts. They allow
. for example to integrate old and new knowledge and to construct a
representation of a complex concept. Finally, concept maps also can
be used a design tool. For example, after the initial literature review for
a paper or a thesis, a student may create a conjecture map that relates
theory to design to observable process to outcomes.
6. Charting - is method that helps to summarize the most important
concepts found in articles and to identify implicit relations (what
concepts go together and which authors). This concept charting
technique uses a table with columns representing concepts and rows
representing a text.
7. Outlining -is a short verbal sketch that show in skeleton form the
pattern of ideas in text or a draft prepared for speaking or writing
often with main and sub-ideas highlighted by numbers and letters.
It is a form of notetaking that gives a quick display of key issues and
essential supporting details. It shows indentions, numbers, and letters
to show levels of importance.
Pr«f. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

General Education
T W O A C C E P T E D O U T L IN E F O R M A T S
R om an and A rabic N u m b e r D ecim al N u m b e r S ystem

and Letter S ystem
Title Title
I. 1.
II. 2.
A. 2.1
1. 2.1.1
2. 2 .1 .2
a. 2 .1 .3
b. 2.2
3. 2.2,1
B. 2 .2 .2
1. 2 .2 .3
2. 2 .3
III. 3.
D. Skimming and Scanning

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
skimming a paragraph or a page, you are searching quickly among the
sentences for the answers to your questions.
Here is how to skim:
a. Make sure that you know what information you are looking for, ask
yourself a question, and look for a key word.
b. Move your eyes quickly from line to line and from sentence to
sentence.
c. When you think you have found what you are looking for, stop.

English - Study and Thinki ig Skills
d. Red slowly the part of the line or sentence that tells yoi what you
want to know.
e. Think about the question you were trying to answer.
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.
g. Jot down the answer to the question you’ve asked.
2. Scanning - involves looking quickly through a text to find a specific
word or piece of information. Instead of reading every word in a page,
readers move eyes quickly, searching for what is needed.
Guidelines for Scanning
a. Understand the organization of the material.
b. Stay focused on what you are looking for.
c. Use whatever clues are available to speed your search
d. Confirm your information.
E. Summarizing - is a method used in stating the main idea and significant

supporting details into short, concise statements about the rraterial you
have read. Summaries are are full pieces of writing that fit together a
selection’s facts and ideas in readable sentences and paragr; phs which
are shorter versions of the original.
F. Test-taking Strategies
1. Read to comprehend - concentrate on the main idea of t! e passage
and avoid fixating on details
2. Interact with the passage - predict the topic and activa e schema;
monitor and self- correct
3. Anticipate - read first sentence carefully, it usually gives cl tes of what
is to come
4. Relax - plan your time and concentrate
5. Recall - remind yourself of the author’s main point
6. Understand major question types - testy questions foi ow certain
predictable patterns ________ ______ ______
PNU LET Review r 11
a. Main Idea Questions - ask to identify the author’s main point
b. Detail Questions - check your ability to understand material that
is directly stated in the passage
c. Implied Meaning Questions - deals with the attitudes and
feelings of the writer that emerges behind or between words
wherein favorable and unfavorable descriptions suggest positive
and negative opinions towards the subject
d. Purpose Questions - the purpose of the passage is not usually
stated but implied and is related to the main idea
e. Vocabulary Questions - tests general knowledge as well as the
ability to figure out meaning by using context clues
7. Multiple-Choice and True-False Tests
a. Read all options
b. Predict the correct answer
c. Avoid answers with “ 100 Percent” Words
d. Consider answers with qualifying words
e. Do not Overgeneralyze
f. True statements must be true without exception
g. If two options are synonymous, eliminate both
h. Figure out the difference between similar options
i. Use logical reasoning when two answers are correct
j. Look suspiciously at directly quoted pompous phrases
k. Simplify double negatives by canceling out both
I. Certain responses are neither true or false
m. Validate true responses
n. Recognize flaws in test taking
• Grammar
• Clues from other parts of the test
• Length
• Absurd ideas and emotional words
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General Education
II. R e a d in g C o m p re h e n s io n
A. Critical Reading
1. Recognize the author’s purpose or intent
a. To inform. Authors use facts to inform, to explain, to educate, and
to enlighten.
b. To persuade. Authors use a combination of facts and opinions to
persuade, to argue, to condemn, and to ridicule.
c. To entertain. Authors use fiction and non-fiction to entertain , to
narrate, to describe, and to shock.
2. Recognize the author’s point of view or bias
a. Point of view refers to the opinions and beliefs of the author or of
the reader, and a critical reader must recognize how those beliefs
influence the message.
b. Bias is a word closely related to point of view but tends to be
associated with prejudice, and thus it has a negative connotation.
It is an opinion or judgment that may be based on solid facts or on
incorrect information but leans to one side, unequally presenting
evidence and arguments.
3. Recognize the author’s tone
The author’s tone describes the writer's attitude toward the subject. To
determine the tone, pick up clues from the choice of words and details.
As a critical reader, tune in to the author’s tone by letting attitude
become a part of evaluating the message.
4. Distinguishing fact from opinion
a. Fact is a statement that can be proven true or false. It is an
observation that can be supported with direct evidence and is
something own by actual experience.
b. Opinion is a statement of feeling that cannot be proven right or
wrong. It can be a commentary, position, or observation based
Prof. Merry Ruth M. Gutierrez and Prof. Ma. jhona B. Acuna

General Education
on fact but represents a personal judgment, belief, feeling or
interpretations of these facts,
c. Recognize valid and invalid support for arguments
Fallacy is an error in reasoning that can give an illusion of support.
On the surface it appears to add support but closer examination
shows it to be unrelated and illogical. They are particularly present
in propaganda, a form of writing designed to convince the reader
by whatever means possible. The following list describes some
propaganda techniques:
• Testimonials: celebrities who are not experts state support.
• Bandwagon: you will be left out if you do not join the crowd.
• Transfer: a famous person is associated with an argument.
• Straw Person: a simplistic exaggeration is set up to represent
the argument.
• Misleading Analogy: two things are compared as similar that
are actually distinctly different.
• Circular Reasoning: the conclusion is supported by restating it.
B. Functional Reading
Readings often contain more than just words. Graphics accompany the text
and knowing how to read these visual aids help the reader how to relate it
to the ideas of the selection.
1. Photographs - to interpret photographs, you need to be able to
identify what is being represented and then to infer moods, attitudes,
and relations that help give life to the pictures, particularly if they are of
people.
2. Diagrams - are drawings with labeled parts. Notice what the separate
parts represented and see how they work together. Labels and captions
usually point out the key features and explain how the parts relate to
each other.
Prof. M erry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

3. Word Charts - presents information in summary form to make
material easy to find. Instead of using sentences in a paragraph, a
writer can present complex information in chart form.
4. Statistical Tables - present numbers in chart form. Often, the
numbers appear in columns with headings to explain what the
numbers represent.
5. Graphs - present statistics visually with lines, bars, or circles that
show how statistics compare with each other.
6. Maps - visually condense material to show relationships. It is a diagram
that places important topics in a central location and connects major
points and supporting details in a visual display that shows degrees of
importance which uses space in a free and graphic manner.
7. Charts - give information in an abbreviated outline form
C. Active Reading
1. The main idea of a passage is the core of the material, the particular
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
passage into a general, all-inclusive statement of the author’s message.
Steps in determining the main idea
a. Recognize general and specific words - look for specific ideas
presented in the sentences and decide on a general topic or
subject under which ideas can be grouped. The general term
encompasses or categorizes the key ideas and is considered the
topic of the list.
b. Recognize general and specific phrases - topics of passages are
more often stated as phrases rather than single words.
c. Recognize the General Topic for Sentences - study paragraphs are
composed of sentences that develop a single general topic.
d. Recognize General and Supporting Sentences - sentences are
related to a single subject, with two of the sentences expressing
PNU LET Reviewer 13

specific support and one sentence expressing the general idea
about the subject.
e. Differentiate Topic, Main Idea, and Supporting Details
f. Questioning for the Main Idea
• Question: Who or what is this about?
• Question: What are the important details?
• Question: What main idea is the author trying to convey about
the topic?
2. Stated Main Ideas - are directly stated, particularly at the beginning
of a passage. Such an initial main idea statement, thesis statement,
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
author's message and connects the supporting details.
3. Unstated Main Ideas - When the main idea is not directly stated,
it said to be implied, which means it is suggested in the thoughts
that are revealed. In this case, the author has presented a complete
idea, but for reasons of style and impact has chosen not to express
it concisely in one sentence. As a reader, it is your job to connect the
details systematically and focus the message.
4. Getting the Main Idea of Longer Selections - longer selections
have several major ideas contributing to the main point and many
paragraphs of supporting details. To pull the ideas together under one
central theme, an additional step is necessary: Simplify the material
by organizing paragraphs or pages into manageable subsections and
then deciding how each subsection contributes to the whole.
The following questions can help you determine the central theme
for a longer selection:
a. What is the significance of the title? What does the title suggest
about the topic?
b. How do the first paragraphs suggest the topic or thesis?
c. Under what subsections can the paragraphs and ideas be grouped?
14 PNU LET Reviewer

(icncr.tf Education
d. How do these subsections support the whole?
e. What is the overall topic?
f. What point is the author trying to convey?
5. The supporting details develop explain, and prove the main idea.
They can be facts, descriptions, and reasons that convince the reader
and make the material interesting. Details answer questions and paint
visual images so the reader has an experience with the author and
sees what the author sees and understands.Details can be ranked by
their level of importance in supporting a topic. Some details offer major
support and elaboration, whereas others merely provide illustrations
to relate the material to the reader’s prior knowledge and make
visualizing easier.
How does a reader grasp the main idea of a selection?
a. Determine the topic of the text. Use the title to predict the topic.
b. Ask yourself, "What about the topic is discussed?” to point out the
focus of the topic.
c. Review the title to hypothesize about the writer's pattern of text
organization. Generally, the rhetorical pattern chosen showcases
the main idea and the supporting ideas.
Doing the three steps given will help the readers to come up with a
main idea even prior to the reading of the actual text. The formula to
construct or state the main idea is:
mi = p + f + 1
Where
mi = main idea
p = pattern of organization
f = focus of discussion
t = topic

General Education
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
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
between your main idea and the writer’s main idea, revise or change
your hypothesis before you gather the support ideas.
Evaluate the notes you have written, and synthesize the ideas you
gathered from steps 1-4 to summarize the informational text in two or
three sentences. The formula for summary of an expository text is:
S e t = m i + si + (sd)
Where
Set= summary of expository text
mi = main idea (p + f + 1) ■
si = support idea
sd = support detail
Prof. Merry Ruth M. Gutierrez and Prof, Ma. Jhona B. Acuna

P A R T II - A N A L Y Z IN G T E S T IT E M S
A. S a m p le Test Ite m s
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
answer for each item.
1. Proposal A:
I strongly propose that colleges and universities allow smoking among students in
the campus during break as a way of easing pressure and tension caused by heavy
academic demands.
A. a psychologist C. a student who smokes
B. a parent D. a student leader
This is a question on critical thinking, specifically on noting point o f view. The
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
PNU LET Reviewer 15

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
A, physician will not talk about the risks o f smoking in this manner and perhaps would
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
D, might not advocate smoking, but will offer different explanations. The best answer is
choice C. Among the choices, only a fire chief would explainreasons the way it was done
in the proposal because o f which smoking is not viewed positively.
3. How would a tobacco grower explain the reason of the proposal for smoking?
A. Smoking indirectly boosts the country’s economy.
B. Smoking relaxes the nerves and this helps control negative emotions.
C. Smoking has always been a part of male identity and superiority over
women.
D. Smoking benefits the people who consider the plant as their source of
income.
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
is a tobacco grower who would encourage smoking for business reasons. Choice A is
perhaps from an economist's view, while Choice B could be made by a plain smoker
trying to justify the act. Choice C might be a statement by a sociologist talking about
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.
16 PNU LET Reviewer

General Education
B. P ra c tic e Test
Read the selection and answer the questions that follow. Write only the letter of the
best answer for each item.
1 Forjail his ability to travel over a sandy desert without water, the camel has a nasty
temper and the spirit o f revenge. He's not happy until he pays back a wrong, actual or
seeming. Knowing this, camel drivers and others who use camels a lot have devised an
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
out o f sight. He hides near the road on which the camel will pass. He then takes off his
clothes and throws them down on a heap, which vaguely resembles a sleeping person.
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
walks away. The driver comes out of hiding, mounts the avenged beast, and rides off.
4 It makes one think of the baby who bumps its head against the leg o f the table, turns
around, and hits the leg in punishment.
-from 1000 Stories You Can Use by Frank Mihalic
1. What is the passage mostly about?

A. a camel and his driver
B. a driver’s way to trick an angry camel
u a camel’s attitude when angry
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

General Education
5. What does the writer think about the camel’s driver?
( K ) The driver is wise and clever. ,
~ B. The driver is a fool.
C. The driver is loving and kind.
D. The driver is a friend of a camel.
6. What is implied by the statement, "He’s not happy until he pays back a wrong,
actual or seeming”?
A. The camel does not forgive any offense.
B. The camel never stops seeking revenge.
C.. The camel pays for his happiness by doing the right thing.
C ^ T h e camel’s happiness is making right the wrong done against him.
7. What haDDens after the camel has trampled all over the clothes of the driver?
B. The camel smells the clothes.

C. The driver comes out of hiding.
D. The driver walks away form the camel.
A study made a number of years ago said the more education a man has, the less likely
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
disastrous if he/she fails. An inventor fails all the time and it is a triumph if he succeeds once.
Consequently, if education is an inhibition to invention, it is due entirely to the form by which
we rate things and not because of any intellectual differential.
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,
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
8. What relationship is shown between education and invention?

A. The former is the cause of the latter.
B. Education is not useful for the inventor.
C. One's education guarantees an invention.
/B ) Education does not encourage a person to be an inventor.

9. According to the selection, what is true about an inventor?
A. An inventor succeeds in all endeavors.
B. An inventor always succeeds in the first attempt.
C. An inventor gives up on the first failure of the experiment.
D. An inventor experiences failures several times before he/she succeeds.
10. How are the ideas mentioned in this statement connected, “If education is an
inhibition to invention, it is due entirely to the form by which we rate things” ?
A. The sentence enumerates reasons for invention.
B. The sentence conveys the result of being uneducated.
The sentence compares education and invention.
D. The sentence gives cause-effect relationship between education and
invention.
11. What is the writer’s view about failure?
A. It is disastrous.
B. It is an inhibition to invention.
C. It hinders one’s desire to succeed.
D. It helps people learn and get near their goal.
12. What could be the message of the selection?
A. Success comes to those who persevere.
Failure reflects one’s limited intellect.
C. Success brings pride to one’s country.
D. Failure stops people from inventing things.
It is said:
That there is hardly a bar o f music which Beethoven did not rewrite a t least a dozen
times.
That Bryant rewrote THANATOPSIS a hundred times.
That Gibbon rewrote his AUTOBIOGRAPHY nine times.
That Plato wrote the first sentence o f his REPUBLIC nine times.
That Virgil spent 12 years writing his AENEID.
- from 1000 Stories You Can Use by Frank Mihaiic
PNU LET Reviewer 17

13. What does the word bar mean in the selection?
A. A vertical line drawn to show division of notes
B. A strip of wood used for obstruction
C. A gate closing a road
D. A railing in a court
14. What could be the reason for capitalizing some words in the selection?
A. They show the importance of greatness.
B. The reflect insights on human nature.
C. They stand for concepts difficult to understand.
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.
B. They are admired for who they are.,
C. They are born to succeed in life.
(JP They are recognized in their discipline.
16. Which is the best statement that tells the main idea of the selection?
A. One's greatness is the product of brilliance.
B. Perseverance makes one reach his or her goal.
C. Success is measured by one’s effortless creation.
D. Success is for every person who waits for it patiently.
18 PNU LET Reviewer

General Education
The Cook's Prayer
Lord o f all the pots and pans and things,

Since I ’ve no time to be
A saint by doing lovely things,
Or watching late with Thee,
Or dreaming in the dawnlight,
Or storming heaven's gates,
Make me a saint by getting meals
And washing up the plates.
- From 1000 Stories You can Use by Frank Mihalic
17. Who is speaking in the poem? ,

A. A saint B. The Lord C. A cook ^ D. A wife
18. Which of the following tells what the speaker does?
A. Watches late at night
B. Dreams in the dawnlight
C. Storms heaven’s gate f
D. Washes up the plates
19. How does the speaker in the poem regard the saints?
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

General Education
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
shrouded in old iinen covers, and a t the veiled mirrors. The words that the Old Man
had spokeh to him the first time had wormed their way into his memory like firm roots.
Chance was an orphan, and it was the Old Man himseif who had sheltered him in the
house ever since Chance was a child. Chance's mother had died when he was born. No
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
to understand much o f what others were saying to him or around him. Chance was to
work in the garden, where he would care for plants and grasses and trees which grew
there peacefully. He would be as one o f them: quiet, open hearted in the sunshine and
heavy when it rained. His name was Chance because he had been born by chance. He
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
ruined forever. Therefore, he could not look for a place in the life led by people outside
the house or the garden gate. Chance must lim it his life to his quarters and to the
garden; he must not enter the other parts o f the household or walk out into the street.
His food would always be brought to his room by Louise, who would be the only person
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
was told or eise he would be sent to a special home for the insane where, the Old Man
said, he would be locked in a cell and forgotten.
Chance did what he was told so did black Louise.
-Excerpted from Being There byJerzy Kosinski
21. “It was the Old Man himself who had sheltered him in the house since Chance
was a child.” What does this suggest about their relationship?
The Old Man was Chance's
A. guardian C. father
B. brother D. landlord

22. What would most likely happen to Chance if he were to venture outside the
house?
A. He would be locked up in a cell and forgotten.
B. He would end up in a special home for the insane.
C. He would develop a successful gardening business.
D. He would not understand the world around him.
23. Which of the following paragraph details does not support the conclusion that
Chance is very limited in his abilities?
A. While some could learn to read and write, Chance would never be able to
manage this.
B. Nor would he ever be able to understand much of what others were saying
... around him.
® Chance was to work in the garden, where he would care for plants and
grasses and trees.
D. ... he must not enter other parts of the household or walk out into the
streets.
24. From the details of the passage, what type of person may Chance be compared to?
A. an insane adult C. an ungrateful son
Bj, an unhappy teenager (§? an obedient child
25. What is the overall purpose of the passage from this novel?
A. compare and contrast the characters of the Old Man and Chance
B. provide a background description of Chance and his life
C. explain the heredity (similar disabilities) of Chance’s mother
D. promote the health benefits of peaceful gardening
PNU LET Reviewer 19

r
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
i
Read the selection and answer the questions that follow. Copy the letter of the besl
answer for each item.
1 What must occur to enable us to remember a friend's name, a fact from history,
or an incident from our past? The act o f remembering requires the successful completion
of three processes: encoding, storage, and retrieval. The first process, encoding, involves
transforming information into a form that can be stored in memory. Sometimes we encode
information automatically, without any effort, but often we must do something with the
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
associations can markedly improve your ability to recall names and other information. The
careful encoding o f information greatly increases the chance that you will remember it.
2 The second memory process, storage, involves keeping or maintaining information in
memory. For encoded information to be stored, some physiological change in the brain must
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
permanent memory may not form. That is why a person who has been in a serious car
accident could awaken in a hospital and not remember what has happened.
3 The final process, retrieval, occurs when information stored in memory is brought to
mind. Calling George by name the next time you meet him shows that you have retrieved
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
one o f the three.
4 Similar steps are required in information processing o f computers. Information is
encoded (entered in some form the computer is able to use), then stored on disk, and later
retrieved on the screen. You would not be able to retrieve the material if you had failed to
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
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

General Education
1. What was the selection mostly about?
A. remembering George Bush
B. processes in human memory
C. processing information using computers
D. steps in improving retention
2. What rhetorical pattern was used in the selection?
A. chronological ' C. cause-effect
B. comparison-contrast D. enumeration
3. What do you think was the purpose of highlighting some words in the selection?
A. to enumerate effects of memory
B. to discuss reasons of the process
C. to emphasize the processes involved
D. to relate the information to prior knowledge
4. Which of the highlighted words is not a major process in memory?
A. retrieval C. storage
B. encoding ? 0. consolidation
5. Which of the processes in memory should happen first?
A. retrieval C. storage
B. encoding D. consolidation
6. What type of change in the brain is needed for the storage of information?
“A. psychological
B. psychosocial
7. Why does memory fail, according to the selection?
A. when encoding does not happen
*B. when any one of the three fails
C. when consolidation does not take place
D. when retrieval is impossible
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuiia

General Education
8. Which of the following statements can be deleted from the selection?
A .' JTyou meet George at a party, you might associate his name with George
Washington.
B. Encoding involves transforming information into a form that can be stored
in memory.
C. Storage is the second memory process.
D. Retrieval is the final process in memory.
Which of the following could be the best title for the selection?
A. Human Brain and the Computer
B. The Three Processes in Memory
C. Improving One’s Memory
D. My Memory and I
Music Can Heal Mental Wounds but Only in the Right Hands
By Eva DorotheeSchmid
1 Human beings have known about the healing properties o f music since Biblical
times - according to the Old Testament for example. David soothed King Saul's aching
brow by reaching for his harp.
2 There are also many references to the healing potential o f music in texts left
behind by the ancient Greeks.
3 The same properties are not put to good use in the modern field o f music therapy.
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

10. The writer discusses
A. the causes of music therapy C. the music in Biblical times
the effects of musicD. the music for life
11. The ideas are arranged using______ as a pattern of organization.

A. enumeration C. cause-effect
B. problem-solution D. chronological
12. The writer defines a concept/term in paragraph
A. 1 B. 2 C. 3 ' D. 4
13. Accordingto the selection, the following are the effects of music except
A. emotional healing
B. pain tolerance
* C. academic excellence
D. behavioral change
14. There are____ effects of music mentioned in paragraph 3.
A. 2 B. 3 0 ) 4 D. 5
15. The writerwants to explain
A. that music can replace medicine
how music can be useful for well-being
when music can complement medicine
D. why music is popular
PNU LET Reviewer 21

The Dangers o f Acid Rain
Acid rain refers to all types o f precipitation - rain, snow, sleet, hail, fog - that is
acidic in nature. Acidic means that these forms o f water have a pH lower than 5.6
average o f rainwater. Acid rain kills aquatic life, trees, crops and other vegetation,
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
leach into underground water sources.
Rain is naturally acidic because carbon dioxide, found normally in the earth's atmosphere,
reacts with water to form carbonic acid. While “pure" rain's acidity is pH 5.6 to 5.7,
actual pH readings vary from place to place depending upon type and amount o f other
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
below seven are acidic while those above it are basic or alkaline. Every point on the pH
scale represents a tenfold increase over the previous number. Thus, pH 4 is 10 times
more acidic than pH5 and 100 times more acidic more so than pH 6. Similarly, pH 9 is
10 times more basic than pH 8 and 100 times more basic than ph 7.
- from Manila Bulletin, October 2007
16. What is the average pH of rainwater?

A. 5.6 B. 14 C. 100 D. 10
17. Why is rain naturally acidic?
A. because water reacts with atmosphere
B. because of carbon dioxide's reaction with water
C. because of acid
D. because of the atmosphere
. What affects the variation in the actual pH readings?
A. the type of gases
B. the amount of gases
rC. the type and amount of gases
D. the kinds of plants in the area
22 PNU LET Reviewer

General Education
19. What are free hydrogen ions?
A. electrically-changed ions
j B . electrically-charged atoms
C. water measured on a scale
D. electronically-charged atoms
20. Which is not directly stated as an effect of acid rain?
A. death of marine life
B. damage of monuments
C. reduction of soil fertility
D. extinction of human race
Not much is known about the early history o f printing with movable type. There
is evidence, however, that hand-set printing with movable type was first invented in
China and Korea. A t a later time, it was developed in Europe. In the 1400s, Laurens
JanzoonKoster o f Holland, and Panfilo Castaldi o f Italy, are thought to have made the first
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
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
o f high quality.
Born in Mainz, Germany, in about 1397, Gutenberg was trained as a goldsmith,
but he became a partner in a printing office in about 1436. It was in his hometown o f
Mainz that he began the project he is most famous for: printing o f the Mazarin Bible. To
finance this great project, he borrowed money from a lawyer named Johann Fust and
form a printer. He was unable to pay back the money, however, and as a result lost both
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
required hand-setting particular pieces o f type, locking them into place, and then printing
on wooden flatbed handpresses. The rate was slow compared to modern printing; 300
to 500 sheets a day printed on a single side was considered a good rate production.
Though not much is known about Gutenberg's life, his name lives on as a person who
contributed significantly to the technology o f human communication.
Prof. Merrv Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

General Education
21. What is the main topic of this passage?
At A history of early printing
B. Gutenberg’s contribution to printing
C. The printing of the Mazarin Bible
D. Gutenberg’s life in Germany
22. The author infers that the most significant aspect of Gutenberg’s 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 elem
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

PNU LET Reviewer

English - Academic Writing
Academic
Writing
Prepared by:
Prof. Ma. Concepcion Y. Ray in undo and Prof. Ali G. Anndin
Competencies:
Use English accurately,

meaningfully, and appropriately
in written discourse
24 PNU LET Reviewer

General Education
• ip' -• ' *3?
PART I - C O N TE N T UPDATE
I. C O M M O N SENTENCE ERRORS
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.
There are several reasons why a group of words may seem to act like a
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

or a series of such phrases, but it’s still lacking a proper subject-verb
relationship within an independent clause:
In Japan, during the last war and ju st before the armistice.
2. It describes something, but there is no subject-verb relationship:

Working far into the night in an effort to salvage her little boat.
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 Espinoza’s 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.
Prof. Ma. Concepcion Y. Raymundo and Prof. Ali ( I. Anudin

General Education
Dependent-Word Fragments
Some words that begin with a dependent word are fragments. Following is a list of
common dependent words. Whenever you start a sentence with one of these words,
you must be careful that a fragment does not result.
Dependent Words
after if, even if when, whenever even though
although, though in order that where, wherever until
as since whether who, whose
because that, so that which, whichever how
before unless while /- what, whatever
B. Run-on Sentences and Comma Splice

A run-on is two complete thoughts that are run together with no adequate sign
given to mark the break between them. Some run-ons have no punctuation at
all to mark the break between the thoughts. Such run-ons are known as fused
sentence: they are fused , or joined together, as if they were only one thought.
Three ways to correct run-on sentences:
1. Place a semi-colon in between the two sentences

Jim's father passed the board exam for merchant marine officers; he will
be the captain o f the ship next month.
2. Add a transitional marker: a subordinating conjunction, or a coordinating

conjunction (it depends upon the nature of the sentence) between the
two sentences
Jim ’s father passed the board exam for merchant marine officers, and he
will be the captain of the ship next month.
Prof. Ma* Concepcion Y. Raymundo and Prof. Ali G. Anudin

3. Divide the sentence into two.
Jim's father passed the board exam for merchant marine officers. He will
be the captain of the ship next month.
• A comma splice is committed when a writer uses a comma without the

proper connective. This, according to Tiempo and Tiempo, "destroys the
unity of the sentence". (Tiempo & Tiempo, 1980) The sample sentence
below looks almost the same with the sample run-on sentence. The
only difference is the fact that the sentence uses a comma to divide
the two independent clauses.
The crowd cheered loudly when the band emerged from the backstage,
Eric stood quietly.
Fused Sentences
The bus stopped suddenly. I spilled coffee all over my shirt.
Mario told everyone in the room to be quiet his favorite show was on.
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
>■alone is needed.
Comma Splices
The bus stopped suddenly, I spilled coffee all over my shirt.
Mario told everyone in the room to be quiet, his favorite show was on.
C. Dangling and Misplaced Modifiers

We often use phrases to describe words within sentences, and we determine
the meaning of our sentences by placing these descriptive phrases next to the
words they point to or “modify.” For example, the sentence, “ I saw a boy running
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.
PNU LET Reviewer 25

Misplaced Modifier
Sometimes we become careless and place descriptive phrases far away from the
words they modify, making our sentences unclear or inaccurate. We call these
phrases misplaced modifiers. For example, in “I was told that I had been awarded
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
make the meaning of this sentence clearer by repositioning the phrase: “I was told
by my professor that I had been awarded the scholarship.”
Dangling Modifiers
Other times we write descriptive phrases that point to or modify words that are
not clearly stated in our sentences, making our sentences illogical. We call these
phrases dangling modifiers. For example, in "Walking to college on a subzero
morning, my left ear became frozen,” the underlined phrase modifies "my left ear.”
This doesn’t make sense; some person must have been doing the walking. We can
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
so that it has a logical subject and verb in it: “When I was walking to college on a
sub/ero morning, my left ear became frozen.'’
Examples of Dangling and Misplaced Modifiers

1. On July 20,1969, American astronauts Neil Armstrong and Edwin "Buzz” Aldrin
landed on the moon, watched by nearly a fifth of the world’s population.
Revision
Watched by nearly a fifth of the world’s population, American astronauts Neil
Armstrong and Edwin “Buzz” Aldrin landed on the moon on July 20,1969.
( I he world was not watching the moon; the world was watching the astronauts.)
2. Attei seeing the benefits of reduced employee turnover, absenteeism, and lateness,
onsite daycare, is being provided more frequently as a perk for working parents.
26 PNU LET Reviewer

General Education
Revision
3. After seeing the benefits of reduced employee turnover, absenteeism, and
lateness, more and more companies are providing onsite daycare as a perk for
working parents.
(Onsite daycare is not seeing the benefits of reduced turnover, absenteeism, and
lateness; companies are seeing these benefits as a result of onsite daycare.)
4. An author who did not receive much attention until after her death, readers of
all ages enjoy Emily Dickinson’s poetry today.
or
Readers of all ages enjoy Emily Dickinson’s poetry today, an author who did not
receive much attention until after her death.
Revision
Today, readers of all ages enjoy the poetry of Emily Dickinson, an author who
did not receive much attention until after her death.
(The phrase, an author who did not receive much attention until after her death,
should modify Emily Dickinson rather than readers or Emily Dickinson’s poetry.)
5. Cost-efficient and convenient, many of today’s corporate employees are being

trained through computer-assisted instruction.
Revision
Cost-efficient and convenient, computer-assisted instruction is being used by
many companies to train employees.
(The descriptive words, cost-efficient and convenient, modify computer-assisted

instruction rather than today's corporate employees.)
6. Having submitted the conference registration form after the deadline,

special permission by the chairperson was needed before she could give her
presentation.
Prof. Ma. Concepcion Y. Raymundo and Prof. Ali G. Anudin

General Education
Revision
Having submitted the conference registration form after the deadline, Susan
needed special permission from the chairperson before she could give her
presentation.
(The example doesn’t make sense as it is written. Someone must have submitted
the form late. According to the revision, Susan submitted the form late.)
7. When purchasing a cellular phone, the wide variety of calling plans and features
overwhelms many people.
Revision
When purchasing a cellular phone, many people become overwhelmed by the
wide variety of calling plans and features.
(The calling plans and features aren’t purchasing cellular phones. People purchase
cellular phones.)
D. Faulty Parallelism
Words in a pair or series should have parallel structure. By balancing the items
in a pair or series so that they have the same kind of structure, you will make
the sentences clearer and easier to read .
Nonparallel (Not Balanced)

My job includes checking the inventories, initialing the order, and to call the
suppliers.
Parallel/Balanced
My job includes checking the inventory, initializing the orders, and calling the
suppliers.
(A balanced series of -in g wordsxhecking, initialing, calling

The game -show contestant was told to be cheerful, charming, and with
enthusiasm.
Parallel/Balanced
The game -show contestant was told to be cheerful, charming, and
enthusiastic.
(A balanced series of descriptive words: cheerful, charming, enthusiastid)

Grandmother likes to read mystery novels, to do needle point, and browsing the
Internet on her home computer.
Parallel/Balanced
Grandmother likes to read mystery novels, to do needle point, and to browse
the Internet on her home computer.
(A balanced series of to verbs: to read, to do, to browse)

We painted the trim in the living room; the wallpaper was put up by a
professional.
Parallel/Balanced
We painted the trim in the living room; a professional put up the wallpaper.
(Balanced verbs and word order: We painted. , . ; a professional put up. ..)
E. Faulty Coordination
The Coordinating Conjunction

Coordinating conjunctions connect words, phrases, and clauses.
And, but, for, nor, or, so, and yet— these are the seven coordinating conjunctions.
PNU LET Reviewer 27

Look at the examples that follow:
1. The bowl of squid eyeball stew is hot and delicious.
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
claws trimmed.
4. Rocky terrorizes the poodles next door yet adores the German shepherd across
the street.
5. Rocky refuses to eat dry cat food, nor will he touch a saucer of squid eyeball
stew.
6. I hate to waste a single drop of squid eyeball stew, for it is expensive and time-
consuming to make.
7. Even though I added cream to the squid eyeball stew, Rocky ignored his serving,
so I got a spoon and ate it myself.
F. Subordination
Subordination, however, emphasizes the idea in the main clause more than the
one in the subordinate clause. Generally, the patterns look like these:
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
Punctuate coordinating conjunctions correctly.
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General Education
Three patterns in writing use coordinating conjunctions. Add commas when
required.
Pattern 1 — Connecting two main clauses
When you connect two main clauses with a coordinating conjunction, use a comma.
The pattern looks like this:
m ain clause + , + coordinating conjunction + main clause
Here is an example:
While I am at work, my dog Floyd sleeps on the bed , and my cat Buster naps
in the bathtub.
Pattern 2 — Connecting two items
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:
item + 0 + coordinating conjunction + item
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:
Prof. Ma. Concepcion Y. Raymundo and Prof. Ali G. Anudm

General Education
item + , + item + , + coordinating conjunction + item
Here is an example:
Swatting olives off the kitchen counter, dragging toilet paper streamers through
the house, and terrorizing Jacques Cousteau, the parakeet, have consumed
another of Buster’s days.
Subordinating Conjunctions
A subordinating conjunction joins a subordinate clause to a main clause.
An adverb clause is always introduced by a subordinating conjunction.

A noun clause and adjective clause sometimes are.
Adverb clause: Before you go, sign the log book.
Noun clause: He asked if he could leave early.
Adjective clause: That is the place where he was last seen.
A subordinating conjunction is always followed by a clause.

Many subordinating conjunctions can be other parts of speech.
Adverb:Jill came tumbling after.
Preposition: Jill came tumbling after Jack.
Subordinating Conjunction: Jill came tumbling after Jack had fallen.
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
A good paragraph contains several related sentences that support one main
idea, which is limited to and focused in one sentence. This sentence helps
guide the reader through the related sentence in the paragraph. The term used
to identify this main idea is topic sentence.

A topic sentence has two parts:
A topic (key word or phrase)
A direction or general word, which may be a conclusion an opinion, or a
statement about the topic.
For example, the following sentences could be topic sentences:
Doing housework can be very boring.
Browsing in a library is an exciting experience.
My trip to the botanical garden taught me a lot.
You could use each one of these sentences as a topic sentence because each main
idea is limited to and focused into two essential parts: a topic (key word or phrase)
and a general direction (conclusion or opinion) about the topic:
Topic Direction or General Word
Doing housework is very boring.
Browsing in a library is an exciting experience.
The paragraph
A paragraph has three parts:
1. a topic sentence
2. support sentences *
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
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 day’s lunch money to pay for her
meal. I had a terrible time because she could not dance. To make matters
worse, I had a cut on my lip that hurt when I kissed her.That’s the last blind
date I w ill ever have.
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Elements of a Strong Paragraph
Strong paragraphs need to have the following elements: completeness, logical or
sensible order, unity and coherence.
Completeness
A paragraph must have enough information in it to give the reader a clearer picture
or a full discussion of its main idea ( the topic sentence). A paragraph without
details or examples will be vague and unconvincing . A paragraph that does not
have enough information is called incomplete or undeveloped.
Example of an undeveloped paragraph.
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 complete paragraph:
Dancing can be good exercise. The constant arm and leg movements are
like aerobics. They can be a really good workout if the dance lasts long enough.
If the dance requires lots of quick movements, many calories can be used up,
and more fat will be burned. Some dances require movements that are like
stretching, so flexibility and muscle tone will be increased. Dancing can help
maintain weight and can be beneficial exercise to everyone.
Logical Order
All the support sentences should be in clear, logical order. Sometimes the order
of these supporting details does not matter. Other times, however, it does matter
because if the sentences are not in logical order, the reader misses the main point
of the paragraph.
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General Education
Illogical Order
I opened the front door of my house and went inside.
I walked up the front steps to my front door. —
Logical Order
I walked up the front steps to my front door.
I opened the front door of my house and went inside.
Unity
All sentences in a good paragraph relate to the topic sentence (main idea). When
any idea doesn’t relate specifically to the topic sentence, then that paragraph lacks
unity or is not unified.
Example of a unified paragraph:
American scientists are working hard to gather facts about sea turtles
called leatherbacks. The observers work, no matter what the weather is like-
on clear days or in pouring rain. They count the turtles as they come ashore.
When the turtles lay their egg, the scientists walk up and down the beaches
for many hours at a time. They count the eggs in the sand. Then, later,they
count the eggs that hatch. These biologists know that they are collecting
information that will someday be important to other scientists.
Coherence
One of the most important considerations in writing a paragraph is coherence-
the way all the sentences should be clearly connected to each other. Without
connecting words or phrases , supporting ideas may be hard to follow and
sometimes may even seem to be unrelated to the topic sentence and to each other.

General Education
The following paragraph has all the coherence it needs:
When Sue was a child, she learned from her dad how to be a hard worker.
For example, she always helped in the yard. Many times they mowed the lawn
together. Sue emptied the grass catcher ( which her dad did not overfill), and
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
the sun was gone, making sure the edges of the lawn were n ea t. In this way,
Sue learned to stay with a job until she had done well and could feel proud
of her effort.
Table of Transitional/Cohesive Devices

Function Transitional/Cohesive Device
To show addition again, also, and, and then, besides, equally
important, finally, first, further, furthermore, in
addition, in the first place, last, likewise, moreover,
next, or, still, then, too
To compare also, in comparison, in the same way, likewise,
similarly
To contrast although, and yet, at the same time, but,
conversely, despite, even so, even though,
for all that, however, in contrast, in spite of,
nevertheless, nonetheless, notwithstanding,
on the contrary, on the other hand, otherwise,
regardless, still, though, yet
To give examples or after all, as an illustration, certainly, even, for
intensify example, for instance, indeed, in fact, it is true
that, namely, of course, specifically, that is, to be
sure, to illustrate, to tell the truth, truly

To summarize, repeat, or all in all, all together, as a result, as had been

conclude noted, basically, finally, in brief, in conclusion,
in other words, in particular, in short, in simpler
terms, in summary, on the whole, that is,
therefore, to put it differently, to summarize
To indicate place above, adjacent to, below, elsewhere, farther on,
here, near, nearby, on the other side, opposite to,
there, to the east, to the left
To indicate time after a while, afterward, as long as, as soon
as, at length, at that time, before, currently,
earlier, eventually, first (second, third, etc.),
finally, formerly, immediately, in the meantime,
in the past (future), lately, later, meanwhile, now,
presently, shortly, simultaneously, since, so far,
soon, still, subsequently, then, thereafter, until,
until now, when, while
To indicate cause and accordingly, as a result, because, consequently,
effect for this purpose, hence, otherwise, since, so, then,
therefore, thereupon, thus, to this end, with this
object
The Thesis Statement
In a nutshell, a thesis statement:

• tells the reader how you will interpret the significance of the subject matter
under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect
from the rest of the paper.
PNU LET Reviewer 31

• directly answers the question asked of you. A thesis is an interpretation of a
question or subject, not the subject itself. The subject, or topic, of an essay
might be on Poverty or a movie analysis; a thesis must then offer a way to
understand the issue or the the movie.
• makes a claim that others might dispute.
• is usually a single sentence somewhere in your first paragraph that presents
your argument to the reader. The rest of the paper, the body of the essay,
gathers and organizes evidence that will persuade the reader of the logic of
your interpretation.
You can tell if your thesis is strong if you can answer the following:
• Do I answer the question? Re-reading the question prompt after constructing
a working thesis can help you fix an argument that misses the focus of the
question.
• Have I taken a position that others might challenge or oppose? If your thesis
simply states facts that no one would, or even could, disagree with, it’s
possible that you are simply providing a summary, rather than making an
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 reader’s first response is
“how?” or “why?" your thesis may be too open-ended and lack guidance for
the reader.
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General Education
Broadly, thesis statements can be divided into 3 categories:
• Analytical: An analytical thesis basically provides a comprehensive insight
to some important issue and the tacts that are related to the issue plus the
analytical aspects of the same.
For example, “An analysis of the ferruginous hawk reveals two kinds of
flight patterns: patterns related to hunting prey and patterns related to
courtship. ”
• Expository: This is the simplest of all types of thesis, the expansionary thesis
principally puts forth some facts and simplified explanations regarding a
specific idea, in front of the people.
Example: Watching too much television may lead to physiological and
psychological problems.
• Argumentative: The third type is that of the argumentative thesis and presents
arguments between two view points.
Example: Smoking should be banned in all public places.

General Education
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
There are various Writing Genres or Patterns of Paragraph Development, and each
pattern or genre has a specific function. Often, these genres are merged with each
other to make the written output more effective.
Narration
• 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
mode of paragraph development to the extent that it tells a coherent story.
Larry suddenly woke up from a deep sleep. The sun was dazzling his half-open
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
approached the bench right next to the window. For a moment, he thought, he heard a
tapping sound coming from the attic. Then again he heard the sound only this time it
seemed to be somewhat closer. He looked outside the window and saw a man going by
the left side o f the road. On seeing Larry, the man approached his garden's fence and
whistled. A t this point, Larry recognized Nick and waved his hand. He quickly got dressed
and was about the get down to open the gate, but he again heard someone murmuring
in the other part o f the house. Larry decided to go to the attic and see what was causing
this, now buzzing, sound. He got to the second floor o f his house and looked toward the
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

Descriptive Essay
• The descriptive essay reties on concrete, sensory detail to communicate its

point.
• 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
other words that would describe the topic, i.e., beautiful may be different from
pretty, cute, gorgeous, etc.
Sample Descriptive Paragraph
The Blond Guitar

by Jeremy Burden
My most valuable possession is an old, slightly warped blond guita r-th e first
instrument I taught myself how to play. It's nothing fancy, ju st a Madeira folk guitar,
a ll scuffed and scratched and finger-printed. A t the top is a bramble o f copper-wound
strings, each one hooked through the eye o f a silver tuning key. The strings are stretched
down a long, slim neck, its frets tarnished, the wood worn by years of fingers pressing
chords and picking notes. The body o f the Madeira is shaped like an enormous yellow
pear, one that was slightly damaged in shipping. The blond wood has been chipped
and gouged to gray, particularly where the pick guard fell o ff years ago. No, it's not a
beautiful instrument, but it still lets me make music, and for that I will always treasure it.
PNU LET Reviewer 33

Process Essay
• A process essay may either be “How to do” or “How something works”

• In a “How to do” essay the objective of the writer is to tell the reader how a
certain product is produced. Most often, this type of essay uses the first person
point of view because it “demonstrates” how something is does to the reader,
(e.g. How to apply for the Fulbright Scholarship Grant)
Sample Process Paragraph
The writing process has four distinct phases. (2) The first is invention, which is
aided by any number o f techniques, including free-writing, mind-mapping and outlining.
(3) In this first stage, it's important for a writer not to edit but to let ideas flow and to
simply get them down on paper. (4) After invention, comes the first draft— the stage
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.
(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
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
repeat these four phases more than once, or skip a phase and go back to it, making the
writing process more cyclical than linear.
Comparison-Contrast
• A comparison-contrast essay presents the relationship between two items; this

may be in the form of similarities and differences.
• This essay may be organized by using either the “point-by-point organization”
or the “block organization”
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General Education
Point-by-Point or Alternating Arrangement
I. Introduction in which you state your purpose

II. First difference
A. Topic 1
B. Topic 2
III. Second difference
A. Topic 1
B. Topic 2
IV. Third difference
A. Topic 1
B. Topic 2
V. Conclusion
• In the “block organization” , the focus is on the two topics.
Block Arrangement
I. Introduction in which you state your purpose

II. Topic 1
A. Similarity/Difference or Factor 1
B. Similarity/Difference or Factor 1
C. Similarity/Difference or Factor 1
III. Topic 1
A. Similarity/Difference or Factor 1
B. Similarity/Difference or Factor 1
C. Similarity/Difference or Factor 1
IV. Conclusion

General Education
Sample Comparison-Contrast Paragraph
A scientist and a poet both strive for perfection: the poet refines his sensibilities,
while the scientist reduces everything to precise measurements. Both share the beauty
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.
Cause-Effect
• The cause-effect essay presents the reasons or results for something.

• There are two possible ways to outline a cause-effect essay: (a) single cause,
multiple effects or (b) multiple causes, single effect.
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 writer’s stand—-whether he/she agrees or not. However, it
should be noted that an argumentative essay is different from an opinion simply

English - Academic W riting
because an argumentative essay shows evidences and support details, while
most opinions are based on beliefs and personal ideologies.
• Premises are reasons that support conclusions, while a conclusion is the key
assertion, or claim.
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 country’s economy. We
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.
We all know that this is the oldest profession and legalizing this will allow more
revenues. How? Well, basically, legalizing prostitution Is tantamount to taxation. Each
prostitute will be taxed. Hence, a portion o f their profits will contribute to the needs of
the nation.
PNU LET Reviewer 35

P A R T II.- A N A L Y Z IN G T E S T IT E M S
. jsp . ’ -• ^
S a m p le T est Ite m s
1. Oliver jumps every New Year season. Believing that he will become taller. The
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
taller.
C. Oliver jumps every New Year season. He believes that he will become taller.
D. Believing that he will become taller, Oliver jumps every New Year season.
The answer is B. Fragments may be corrected by making one o f the sentences a

subordinating clause (just like A & Dj. Fragments may also be eliminated by simply
making two sentences (just like C). B is not acceptable simply because it led to another
common sentence error: Faulty Coordination.
2. Which of the following will best complete the sentence below?

The demonstrators were so enraged__________
A. because they threw tomatoes to the effigy and burned it afterwards.
B. since they threw tomatoes to the effigy and burned it afterwards.
C. that they threw tomatoes to the effigy and burned it afterwards.
D. for they threw tomatoes to the effigy and burned it afterwards.
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
demonstrators did because o f their anger.
K t g j i PNU LET R eview er

General Education
3. All of the transitional/cohesive devices below may be used when writing a

comparison-contrast essay, except
A. consequently C. conversely
B. nevertheless D. similarly
The answ er is A. “Consequently" would be more useful in a cause-effect essay. A ll the

other options may be used when comparing and contrasting.
1. What is the topic sentence for the following paragraph?

1. Visiting a dentist can be an uncomfortable experience. 2. One has to make
an appointment with the dentist first. 3. The dentist normally examines the
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
anything than go to the dentist.
(0Sentence 1 C. Sentence 4
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
B. Cause-Effect (^ P ro c e s s
3. All of the following are fragments except:
A. Dozens of young artists gathered for the concert,
d ) Sipped at the steaming cup of coffee.
The young boy impressed at the sight of the men marching off to war.
D. A collection of quotations from famous contemporary politicians.
4. Which of the following is not a run-on sentence?
A. I play the piano for many musicals moreover I give lessons to twenty students.
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.

General Education
5. All of the following contain a dangling modifier except:

A. To compete in the race, a form must be completed. _
B. When the cat scratched at the door, we let her in.
/u ) Wrapped in my blanket, the cold was no problem.
JZ While taking the inventory, the store was closed.
6. What pattern of paragraph development was used in the excerpt below?
A. Comparison-ContrastC. Description
( b ) Cause-Effect J ) Process
7. which of the following sentence construction follows the rule on coordination
and subordination?
My father was upset all day he could not see his car keys.
Smoking has been proven dangerous to people's health, yet many continue to
smoke for various reasons. For young people, smoking often represents maturity and
individuality. Many smoke as a way to reduce tension. In addition, the regular smoker
becomes addicted psychologically and physically to the nicotine in cigarettes.
A. My father was upset all day, but he could not see his car keys.
J3. My father was upset all day, yet he could not see his car keys.
C. My father was upset all day, and he could not see his car keys.
My father was upset all day because he could not see his car keys.
. What makes the sentence below wrong?
Patrick bought a new car-a Mitsubishi Lancer Evolution Vlll-last week.
Q y The indefinite article V 'w a s overused.
B. The verb “bought” should have been “has bought. ”
£ . The verb “bought” should have been “has been buying. “
D. The writer should have used a dash instead of a hyphen.
All of the following have misplaced modifiers except:
The pianist played a new composition sitting on the piano bench.
We heard the bus crashed on the radio.
C. We boarded the train with three suitcases heading toward our ancestral
home in llocos Sur.
D. I arranged the flowers for my mother using the new vase.
Prof. Aia. Concepcion Y. Raymundo and Prof. Aii G. Anudin

English - Academic W riting
10. Which sentence in the paragraph does not support the main idea in the topic
sentence?
1. Adult reentry students often have special needs. 2.They may have time
restraints caused by families and jobs as well as by school. 3. Reentry students
are willing to put in the extra time to be successful. 4. Since they sometimes
work slowly than younger students, they may require more time to complete
tasks. 5. As adults grow older, their vision is not as keen so classroomsjneed
excellent lighting with little glare. 7. Also, reentry students may experience
hearing problems, making it hard for them to hear everything that is said in
the classroom. 8.These problems, although not serious, do not need to be a
barrier to education.
A. Sentence 2 < |2 se n te n c e 4
B. Sentence 3 ' ndt Sentence 5
11. All of the following are parallel except:
A. She left me angry, frustrated, and wearing a frown.
B. We have things to do, people to see, and places that should be visited.
0 I enjoy the job because of the opportunities it offers, the fringe benefits I
receive and I earn a good salary.
D. My father prepared the main course and fixed the dessert.
12. "Which would be the appropriate subordinator to be used to complete this
sentence?
______ _______she finally grew accustomed to the dark, she noticed a small
chest in the corner of the room.
@ When While
B. Where D. Because
13'. All of the following show faulty use of coordinating conjunctions except:
A. Marian sings in the choir, for she is a soprano.
( D The clock chimed nine times, but JC knew he had overslept.
C. I studied the children, and they were watching in awe as theparade floats
went by.
D. I tried to sleep, yet the thought of tomorrow’s math exam kept me awake.
PNU LET Reviewer 37

14. Which of the following is a comma splice?

A. In the back of the room, Nina sat with her arms crossed, glaring at her
English teacher, Mr. Reyes, she wanted him to realize that English was her
least favorite.
j Mike loves to play computer games, especially Tomb raider. He imagines
that all of the villains are his problems, and he gets satisfaction blasting
them to bits.
C. Michelle is terrified of spiders, so when she found one in the bathroom, she
panicked. Refusing to shower for three days to use the restroom, she drove
to her neighborhood Jolibbee.
D. Rommel likes to put peanut butter on his pancakes instead of syrup. The
smell is appealing, but I wouldn’t want to eat anything so sticky that early
in the morning.
15. Which illustrates the proper use of a comma?
When you call, and need someone, Rommel will come
When you call and need someone Rommel, will come.
C. When, you call and need someone Rommel will come.
D. When you, call and need someone Rommel will come.
16. Which illustrates the proper use of a (;) ?
A. JC knows every part of the game therefore; he should be made captain.
B^_ Harry is interested in business; John prefers medicine as a profession.
C. After Jason had finished playing; he opened the door and looked at the
~ glowing sky.
(" dJ Marla had planned exactly what she would say consequently; she held the
attention of the audience and made her point.
17. Which illustrates the appropriate use of an (‘ )?
I saw a store window fillled with artists supplies'.
Alice’s mother always goes with us.
Do you spell this word with two rs’ ?
D. Your’e not very helpful.
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General Education
18. Which is a sample of a proper use of ( “ “ )?

£ ^ P' Irene laughed nervously and began, "Ladies and gentlemen.”
Irene laughed nervously and began, “Ladies and gentlemen.
C. “Irene laughed nervously” and began, ladies and gentlemen.
D. “Irene laughed nervously and began, ladies and gentlemen."
19. All of the following proper subordination except:
& The storm had passed and flood waters had receded as long as rescue
teams flew into the stricken valley.
& The mayor could not win the party’s bid even though she was popular with
the people.
We finally could sit down to dinner when the telephone rang.
Mature trees can survive almost any weather condition or change while
saplings are much more vulnerable.
20. Which of the following is not a fused sentence?
A r Cecille is a real hypochondriac when her stomach hurts, she is certain that
she has a bleeding ulcer, and if she has a backache, she starts to believe
that she has cancer of the spine.
B. Snoopy, my cat, loves to nap on warm appliances when he sleeps on top
of the television, his tail swipes the screen like a windshield wiper.
C. When Jason shaved his head, his mother worried that he had joined a cult the
real reason for the bald head, however, was that Matt could get more attention
and sympathy from the girls who thought he was sick with a dread disease.
© Mayang’s mumbling often gets her in trouble.Just the other day, in fact, the
market vendor misunderstood Mayang’s instructions and cut the fish in half
when Mayang had asked her just clean the fish.
21. If you are to arrange the following sentences, which sentence do you think tells
why the topic on society is important?
A. All societies are constantly changing - some rapidly and some very slowly
It is passing through a period of extensive transitions that have far reaching
social and cultural consequences.

General Education
Jfr. Modern society is dynamic, constantly changing, and either progressing or

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.
( # ) Theresa was worried about receiving good marks on the test, which was
very hard.
C. She is worried about the results of the test.
D. The outcome of the test made Theresa so worried.
23. Which among the following is not a type of thesis statement?
A. Analytical thesis statement C. Argumentative thesis statement
B. Expository thesis statement £T. Literary thesis statement
24. “The life of the typical college student is characterized by time spent studying,
attending class, and socializing with peers.” This is an example of
A. Analytical thesis statement C. Literary thesis statement
%. Expository thesis statement D. Argumentative thesis statement
25. Which two questions is essential in writing the supporting details of an
argumentative paragraph?
A. Why and So What? C. Where and When?
How and Why? D. When and Why?

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
1. Which among the following may be used to fill in the blank?

One of the obvious differences between colleges and universities is the degree
programs they offer. Usually, colleges have limited course offerings.______________ universities
offer a wide range o f degree-programs to choose from. They even offer graduate degree
programs, such as master’s and doctorate.
A. Similarly C. Furthermore
B. Likewise ( I p On the other hand
2. When quoting a source, what should be done if a writer encounters an
erroneous statement, such as the one below?
This philosophies is very essential in curriculum designing, because they serve
as the guiding principle of curriculum designers.
Change ‘philosophies’ into ‘philosophy.’
B. Insert the Latin abbreviation ‘sic’ at the end of the statement.
C. Insert the Latin abbreviation ‘sic’ after ‘philosophies'
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
groom’s 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’
PNU LET Reviewer 39

4. The sentence below is wrong because
Half of the applicants passed the exam the other half of them flunked the test.
A. It is a run-on sentence. l & k It is a faulty coordination.
B. It shows faulty parallelism. 0 It has a dangling modifier.
5. The transitional devices used in this paragraph shows____________ .
After choosing the flavor that best suits your taste buds, the second step is making
sure that your kitchen houses some necessary equipment for making the Kool-Aid. Find
a two-quart pitcher. Plastic is nice, but glass pitchers allow the liquid to shine through
and add festive coloration to any refrigerator shelf. Next, find a long-handled wooden
spoon, a one-cup measuring cup, a water faucet that spouts drinkable water, usable
white sugar, and an ice cube tray full o f ice. Then, you are ready to mix.
A. Comparison C. Addition
B. Description D. Contrast
6. All the options may be applied to correct the statement below, except
In the seventh grade every young boy goes out for football. To prove to himself
and his parents that he is a man.
A. In the seventh grade, every young boy goes out for football to prove to
himself and his parents that he is a man.
To prove to himself and his parents that he is a man, every young boy goes
out for football in the seventh grade.
C. Proving to himself and his parents that he is a man, every young boy goes
~ out for football in the seventh grade.
D. Every seventh grade boy goes out for football to prove to himself and his
parents that he is a man.
7. What error is committed in the sentence below?
Having eaten their supper, the cook told the men to clear the table.
A Fragment C. Faulty coordination
™ Dangling modifier D. Faulty parallelism
40 PNU LET Reviewer

General Education
8. The hyphen is correctly used in all of the sentences below, except for:
A. The Democrats won a landslide election, 24-0.
B. I am looking for the editor-in-chief to submit my article.
C. My father witnessed the signing of the Filipino-American treaty.
/ u l Vanessa acquired a second-hand-refrigerator lately.
9. VWnich among the following is a thesis statement?
/ f t . ) Tarsiers are considered as the smallest species of primate, and they are
' ' - s also considered as one of the tourist attractions in Bohol.However, they
easily get stressed, making their lifespan shorter. Thus, they should be
returned to the wild.
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,
they should be returned to the wild.
& Tarsiers, the smallest species of primate and one of the tourist attractions
in Bohol, should be returned to the wild because they easily get stressed,
making their lifespan shorter.
D. Tarsiers, the smallest species of primate and considered to as one of the
tourist attractions in Bohol, should return to the wild.
10. All of the transitional/cohesive devices below may be used when writing/
showing a process, except .
( Q nevertheless C. finally
B. moreover D. next
11. Which word in this sentence needs to be capitalized?
Whatever you do, father, will please me very much.
A. you B. much C. will father
12. Which sentence illustrates the proper use of ( : ) ?
There are three causes: poverty, indolence, and injustice.
There are three causes poverty: indolence: and injustice.
C. There are three: causes poverty, indolence, and injustice:
D. There are: three causes poverty, indolence, and injustice.
Prof. Ma. Conccpcion Y. Raymundo and Prof. Ali G. Anudin

General Education
13. In the group of sentences that follow, which illustrates the best way of sentence
construction? ..
The speaker was too excited to sit still and the announcer fumbled for his
notes of introduction.
B. The speaker was too excited to sit while the announce fumbled for his
notes of introduction. /
Q. It was the cause of the speaker’s excitement fumbling for the announcer’s
D. The speaker he was too excited to sit while the announcer tumbled for his
14. Which sentence shows the proper use of parallelisrrf?
A. Mahalia said she likes to swim, dancing, and cooking.
B. Mahalia said she likes to swim, to dance, and cooking.
Mahalia said she likes to swim, to dance, and to cook.
Mahalia said she likes swimming, to dance, and to cook.
15. Which of the following shows how modifiers are placed correctly in a sentence?
_A. A governess they selected for the child who spoke French fluently.
B. The child they selected for a governess who spoke French fluently.
^ They selected a governess for the child who spoke French fluently.
11 They selected for the child a governess who spoke French fluently.
16. Which of the following connectives indicate addition of idea&
besides B. beside C. all in all D. for this purpose
17. Which of the following shows consistency of point of view and tens&
The world has no use for excuses, only success is recognized.
Christian calls aloud to his mother and ran home at once.
£ . If you should have an accident, don’t hesitate to call the police.
D. Ms. Jacinto regrets that she is unable to accept Ms. Sevillano's kind
invitation because I have another engagement for Tuesday evening,
August 10.
------------------- ---------- ------------------------------------ ---- ../z.

Prof. Ma; Concepcion Y. Raymundo and Prof. Ali G. Anudin
18. Which is an appropriate title of thegassage based on its content?
A. The Moon f c ) The Eclipses
B. The Moon and Eclipses M l The Solar System
The moon both causes and suffers eclipses. When she passes exactly between the
earth and the sun, the latter is hidden behind her opaque globe, and we have a solar
eclipse - one o f the most interesting o f all astronomical phenomena, on account o f the
marvelous streamers of light, called the corona, which then appears surrounding the
eclipsed sun, and extending away, in some cases, millions of mile, when the moon
passes the earth, on the side opposite to the sun - in other words, when it is full moon -
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
a t any particular place on the earth because the moon’s shadow is reduced almost to a
point before it reaches the earth, from her average distance o f239,000 miles and it is only
within the shadow that the sun appears eclipsed. The orbit o f the moon around the earth is
continuously shifting its place a little, and so the point of her shadow does not reach the
earth at the same place in successive eclipses. Eclipses of the moon are frequently seen
because the earth's shadow, being much larger than the moon’s, completely buries the
latter when she passes into it, so the moon can then be seen eclipsed from all places in
the earth above whose horizon she happens to be at the moment.
G. P. Serviss
19. How is the following paragraph developed?

A. By example X . By cause and effect
B. By details ( u ) By comparison and contrast
Until better sources of energy are found, nuclear power is the answer to our growing
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
power and coal have proved too costly or clean as power sources, and in the foreseeable
future, the world's supply o f petroleum will be depleted. The use of solar energy and the
development o f synthetic foods may prove valuable, but they are still in their infancy.
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.
PNU LET Reviewer

20. Which sentence io4he following paragraph states the topic sentence?
A. First ''(E p Second C. Third D. Fourth
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
exhibitions, the Polynesian Culture Center shows visitors the many elements o f Hawaiian
culture brought to Hawaii by its inhabitants, the Polynesian. 3 For example, the Center
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
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.
21. The topic of the paragraph below

A. a psychologist’s view of life ( c j new beginnings in life
iL . stages of life u. the importance of weddings
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
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
42 PNU LET Reviewer

General Education
24. Which one is the sentence that introduces the topic?

A. Changes in food preparation methods, for example, have improved our
lives greatly.
B. The twentieth century has brought with it many advances.
C. In some ways life is worse, but mostly it is better.
D. With those advances human lives have changed dramatically.
25. If you are to arrange the sentences below to make a sound paragraph, which
sentence do you think should be the thesis statement?
A. A special concern is whether movies and television make children and
society more violent.
B. I believe that movies and television do influence our behavior, both for the
better and for the worse.
C. Do movies affect our behavior?
D. Noneof.above.

General Education
Speech and Oral

Communication
Prepared by:
Prof. Alice M. Karaait and Prof. Maria Teresa L. Manicio
Competencies:
Use English accurately,

meaningfully and appropriately
in oral discourse
Prof. Alice M. Karaan and Prof. Maria Teresa L. Manicio

English - Speech and Oral Communication
PART I - C O N T E N T U PD A TE
GRAMMAR
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)
are nouns, verbs, adjectives, and adverbs; and 2) the structure words most
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
TENSE MEANING EXAMPLES

SIMPLE PRESENT - expresses events or a. It snows in Alaska.
(verb + -s/-es) situations that exist
- singular subject always, usually and b. Edbert and Kyle
(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.
PNU LET Reviewer 43

ASPECT
• PROGRESSIVE (also called continuous)
The progressive aspects give the idea that an action is in progress
during a particular time. It begins before, is in progress during,
and continues after another time or action.
Present progressive - an action began in the a. Beth is sleeping
(am/is/are + V-ing) past, is in progress right now.
at the at the present
time, and probably will
continue
Past Progressive - an action began before b. Beth was
(was/were + V-ing) and was in progress at sleeping when I
a particular time in the arrived.
past.
Future Progressive - an action will begin c. Beth will be
(will/shall + be + before another action, sleeping when we
V-ing) and it will be in arrive.
progress at a particular
time in the future
NOTE: WILL vs. BE GOING TO
• To express a PREDICTION: Use either will or be going to.
• To express a PRIOR PLAN: Use only be going to.
• To express WILLINGNESS: Use only will.
e.g. 1. According to the weather report, it will be cloudy tomorrow.
According to the weather report, it is going to be cloudy tomorrow.
(Prediction)
2. Why did you buy this paint?
I am going to paint my bedroom tomorrow. (Prior plan)
3. I will do it for you. (Willingness)
44 PNU LET Reviewer

General Education
• PERFECT
The perfect aspects all give the idea that one thing happened before another
time or event.
Present Perfect - an action happened a. Gary has already
(has/have + V-en sometime before now eaten.
(past participle) at an unspecified time
in the past. The exact b. 1have been
time is not important. here since seven
(Adverbs like ever, o’clock.
never, already, yet, still
and just are frequently c. 1have known him
used with the present for many years.
perfect)
NOTE the difference
- a situation that began in between since and for.
the past and continues
to the present (usually FOR + a duration of
used with for or sinctf time
SINCE + a particular
time
Past Perfect - an action was a. Gary had already
(had + V-en (past completely finished eaten when his
participle) before another activity friend arrived.
or time in the past.
Future Perfect - an action will be b. Gary will already
(will/shall + have + completely finished have eaten when
V-en (past participle) before another time in his friend arrives.
the future.

General Education
• PERFECT PROGRESSIVE
The perfect progressive aspects give the idea that one event is in progress
immediately before, up to, until another time or event.
Present Perfect - an event is in progress. a. Abet has been
Progressive It happened before now delivering the
(has/have + been + up to now. speech for 30
V-ing) minutes now.
Past Perfect - emphasizes the b. Abet had been
Progressive duration of an activity delivering the
(had + been + V ing) that was in progress speech for 30
before another activity minutes before the
or time in the past. President arrived.
Future Perfect - an event is in progress. c. Abet will have
Progressive It happened before been delivering
(will have + been + another event in the the speech for 30
V-ing) future and will last for a minutes by the
particular period of time time the President
arrives.
B. Stative Verbs
• 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.
Tastes and like both describe a state that exists; therefore, it is incorrect
to say “This food is tasting good. I am liking it very much.’’)
Prof, Aikv M. Kar, an and Prof. Maria Teresa L. Manicio

Common Stative Verbs
MENTAL EMOTIONAL POSSESSION SENSE OTHER

STATE STATE PERCEPTIONS EXISTING
STATES
know love possess taste seem
understand like have smell look
recognize appreciate own hear appear
realize please belong feel sound
believe prefer see resemble
need hate look like
suppose dislike cost
desire fear owe
feel envy equal
mind matter
care
astonish
surprise
C. Dynamic Verbs, sometimes referred to as “action verbs", express a wide

range of actions which may be physical, mental or perceptual as opposed
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.
PNU LET Reviewer

II. S u b je c t-V e rb A g re e m e n t
Rule 1: A compound subject joined by or, or nor requires a singular verb if each
part is singular; if the parts differ in number or person the verb agrees
with the subject nearer to it.
e.g. My aunt or my uncle is arriving by train today.
The book or the magazines are on the shelf.
Rule 2: Two singular subjects connected by either-or or neither-nor require a

singular verb, but when a singular and plural subject are connected, use
a plural verb.
e.g. Either John or Susan is available.
Neither the teacher nor the principal is coming
Either the house or the cars are for sale.
Neither Jenny nor the others are available.
Rule 3: When one of your two subjects is I, put it second and follow it with the
singular verb am.
e.g. Neither she nor I am going to the festival.
Rule 4: Compound subjects joined by and require a plural verb, but when the
parts refer to the same person or have some other close relation, they
take a singular verb. Also, if the parts of the compound subject are
modified by each, or no, a singular verb is required,
e.g. Her professor and thesis adviser is here, (same person)
Every branch and twig was covered with dust.
No one is here.
Rule 5: Sometimes the subject is separated from the verb by words such as
along with, as well as, besides, or not. Ignore these expressions when
determining whether to use a singular or plural verb.
46 PNU LET Reviewer

General Education
e.g. The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 6: The indefinite pronouns each, everyone, one, everybody, anyone,

anybody, someone, and somebody are singular and require singular
verbs. Do not be misled by what follows of.
e.g. Each of the girls sings well.
Everyone of participating teams is pleased about the judging.
NOTE: Everyone is one word when it means everybody. Every one is two
words when the meaning is each one.
Every one of the items on sale is gone.
Rule 7: With words that indicate portions— percent, fraction, part, majority,
some, all, none, remainder, etc.— look at the noun in your of phrase
(object of the preposition) to determine whether to use a singular or
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,
e.g. Fifty percent of the pie has disappeared.
Fifty percent of the pies have disappeared.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
Rule 8: When either and neither are subjects, they always take singular verbs,
e.g. Neither of them is available to speak right now.
Either of us is capable of doing the job.
Rule 9: The words here and there have generally been labeled as adverbs even
though they indicate place. In sentences beginning with here or there,
the subject follows the verb.

General Education
e.g. There are four hurdles to jump
There is a high hurdle to jump.
There sits the guest of honor.
Here sleeps my baby brother.
Rule 10: Use a singular verb with sums of money or periods of time,
e.g. Ten dollars is a high price to pay.
Five years is the maximum sentence for that offense.
Rule 11: Sometimes the pronoun who, that, or which is the subject of the verb in
the middle of the sentence. The pronouns who, that, and which become
singular or plural according to the noun directly in front of them. So if that
noun is singular, use a singular verb. If it is plural, use a plural verb,
e.g. Charlene is the scientist who writes the reports.
The word in front of who is scientist, which is singular.
Therefore, the verb writes is singular.
He is one of the men who do the work.
Men preceding who is plural. The verb do is likewise plural.
Rule 12: Collective nouns such as team and staff may be either singular or plural
depending on their use in the sentence,
e.g. The staff is in a meeting.
The staff are in disagreement about the findings.
Nouns
Nouns are names of anything that exists or that can be conceived, referring to a
person, place, thing or idea. They can also be categorized based on the following:
1. the kind of thought or perception they convey (abstract or concrete)
2. the type of matter they name (common or proper)
Prof. Alicc M. Karaan and Prof. Maria Teresa L. Manicio

3. the number (singular or plural)
4. the quantity or amount they indicate (collective or mass)
5. the gender (masculine, feminine or n e u te rf ~
A. What To Remember About Noun Possessives and Pluralization
Possessives
1. An apostrophe is added to form the possessive case of singular and
plural nouns ending in
-s or -z; ‘s to those not ending in -s or -z.
2. An of phrase is used after nouns not related to people..
e.g. the tires of the car the surface of the road
the roof of the house the leaves of the tree
3. Nouns connected with people and human activity usually take the ‘s
form.
e.g. Proper names: Abraham Lincoln’s speech
Personal nouns: the girl’s dress
Collective nouns: the team’s success
Relating to human activity: the body’s ability
Institution: the museum’s members
4. Many phrases of time take th e ‘s form.
e.g. a month’s pay two weeks’ vacation
a year’s work season’s greetings
5. Certain idioms take th e ‘s form.
e.g. our money’s worth an arm’s length
6. Higher animals can take th e ‘s form.
e.g. a dog’s life the kitten's cry
a bird’s nest the horse’s mane
7. Double possessives using both of and the ‘s form are common with
proper nouns when reference is definite and personal.
e.g. a novel of Conrad’s a painting of Picasso’s
PNU LET Reviewer 47

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
final -es if the singular form ends in -s, -ch, -z, and -x that cannot unite
with s to form one syllable.
9. Plurals of figures, signs, and letters used as words add ‘s.
10. There are nouns generally used in the singular and therefore require a
singular verb. Among these are beard, food, fish, fruit, grass, hair.
11. The following nouns do not have their plural form: baggage, chalk,
furniture, jewelry, scenery, information, machinery, pottery
12. The following nouns are always plural: trousers, binoculars, scissors,
means, refreshments, forceps, pliers and falls
13. Nouns ending in -ic s are singular when they denote scientific subjects
such as Physics, Mathematics, Linguistics
14. Nouns ending in -ic s are plural when they denote activities or qualities
such as acoustics, acrobatics, athletics
15. Hyphenated nouns or compound nouns usually attach -s to the
element that is actually being pluralized: mothers-in-law, officers-in-
charge, editors-in-chief, mayors-elect.
16. Foreign plural:
Foreign noun Plural Form Foreign noun Plural Form

larva larvae criterion criteria
vertebra vertebrae phenomenon phenomena
alumnus alumni automaton automata
bacillus bacilli libretto libretti
cactus cacti /cactuses tempo tempi
focus foci virtuoso virtuosi
48 £ PNU LET Reviewer

General Education
B. Order of Determiners in a Noun Phrase
Pre Core Post (Adjective) Noun

determiner Determiner determiner
A. Articles Cardinal
Numbers:
all a/an 1 ,2 ,3 ... red school
both the Ordinal old college
Numbers:
half B. Possessive first, second... new dormitory
Adjectives last
double her every big house
his few high garden
its less tall fence
my little (quantity) thick garage
our many (a) intellectual gate
their more thoughtful summer
your most excellent rock
C. Possessive of other Japanese wool
Names
Ex. John’s same silken silk
D. Demonstratives several woollen steel
this single clay
that such (a) plastic
these cloth
those leather

General Education
E. Indefinite brick
another paper
any, each coat
either skirt
enough
much
neither
no
some
what (a)
which
whose
Unlike the articles, possessives, and demonstratives, the indefinite forms

are not preceded by predeterminers.
IV. P R O N O U N S
Pronouns are words that stand for a noun or noun phrase

SUBJECT OBJECT POSSESSIVE
PRONOUN PRONOUN PRONOUN
SINGULAR 1 me mine
you you your
he her hers
she him his
it it its

PLURAL we us ours
you you yours
they them theirs
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”)
Possessive pronouns are not followed immediately by a noun; they stand alone,
(e.g. That book is hers.)
Possessive pronouns do NOT take apostrophes.
Possessive determiners are followed immediately by a noun; they do not stand
alone, (e.g. Her book is here.)
It has no apostrophe when used as a possessive determiner, (e.g. A bird uses its
wings to fly.)
It’s is a contraction of it is or it has.
V. A D J E C T IV E S
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
three or more entities.
Gladys is a rich woman, but Josie is richer than Gladys, and Sadie is the
richest woman in town.
Positive Comparative Superlative

rich richer richest
lovely lovelier loveliest
beautiful more beautiful most beautiful
Certain adjectives ha ve irregular forms in the comparative and superlative degrees:
PNU LET Reviewer 49

Irregular Comparative Superlative
good better best
bad worse worst
little less least
much, many more most
far further furthest
Adjectives that do not admit comparative degree according to Bryan Gamer:
absolute impossible principal
adequate inevitable stationary
chief irrevocable sufficient
complete main unanimous
devoid manifest unavoidable
entire minor unbroken
fatal paramount unique
final perpetual universal
ideal preferable whole
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.
B. The Order of Adjectives in a Series
The categories in the following table can be described as follows:

Determiners - e.g. this, that, these, those, my, mine, your,
yours, him, his, her, hers, they, their; or a, an, the
Observation/ Opinion - e.g. beautiful, interesting, polite,
difficult, hardworking
Size - e.g. tall, wide, large, high, narrow* thin
Shape - e.g. round, rectangular, circular
Age - e.g., young, old, new, ancient
Color - e.g., red, black, pale
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Origin - e.g., French, American, Canadian
Material - e.g., woollen, metallic, wooden
Qualifier - e.g., rocking chair, hunting cabin, passenger car
C. Collective Adjectives
When the definite article, the, is combined with an adjective describing

a lass or group of people, the resulting phrase can act as a noun: the
poor, the rich, the oppressed, the homeless, the lonely, the unlettered, the
unwashed, the gathered, the dear departed.
The rural poor have been ignored by the media.

The rich of Connecticut are responsible.
The elderly are beginning to demand their rights.
The young at heart are always a joy to be around.
D. Irregular Comparisons
A few of the comparatives and superlatives in English do not follow the

usual pattern. Here is a list of common exceptions:
Positive Comparative Superlative

bad worse worst
badly worse worst
far (distance) farther farthest
far (extent) further furthest
good better best
ill worse worst
late later latest or last
less lesser least
little (amount) less least

General Education
many more most
much more most
well better best
E. Kinds Of Adjectives;
1. Possessive Adjectives
• modify a noun by telling whom it belongs to
• answer the question “W hose?"
• include his, her, its, my, our, their, and your
e.g.: You can share my rice.
Have you seen their house?
2. Demonstrative Adjectives
• include that, these, this, those, and answer the question
“Which?"
• used to modify a noun or pronoun
e.g.: I’m going to open that present.
Those socks look warm.
3. Interrogative Adjectives
• include what and which used in a question.
• may look like an interrogative pronoun, but it is used differently in
the sentence: it is an adjective used to modify a noun or pronoun,
e.g.: What movie do you want to see?
Which leaves turn color first?
4. Indefinite Adjectives
• An indefinite adjective gives indefinite, or general information.
• Often, it answers the question “How much?"
• Some common indefinite adjectives are all, any, each, every,
few, many, and some.
e.g.: Many children like dinosaurs.
Did you want some bananas?
Prof. Alice M. Karaan ant! Prof. Maria Teresa L. Manicio

VI. Adverbs
Adverbs are modifiers of a verb, an adjective, another adverb, a phrase, or

a clause. They indicate manner, time, place, cause, or degree and answers
questions such as “how,” "when,” "where,” “how much.”
A. Types of Adverbs
1. Adverbs of Manner
• provide information on how someone does something
• placed after the verb or entire expression (at the end of the sentence).
e.g. Jack drives very carefully.
Their teacher speaks quickly.
2. Adverbs of Time
• provide information on when something happens,
e.g. We’ll let you know our decision next week.
3. Adverbs of Frequency
• provide information on how oftensomething happens.
• placed after the verb or entire expression (at the end of the
sentence).
e.g. They usually get to work at eight o’clock.
4. Adverbs of Degree
• provide information concerning how much of something is done.
• placed after the verb or entire expression (at the end of the
sentence).
e.g. They like playing golf a lot.
She’ll attend the meeting as well.
5. Adverbs of Comment
• provide a comment, or opinion about a situation.
• placed at the beginning of a sentence.
e.g. Fortunately, there were enough seats left for the concert.
Luckily, I was able to come to the presentation.
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B. Adverb Placement
• Adverbs of frequency are placed after the verb 'to be’ when used as
the main verb of the sentence.
e.g. Jack is often late for work.
• Some adverbs of frequency (sometimes, usually, normally) are also
placed at the beginning of the sentence for emphasis.
• Adverbs can also modify an adjective. In this case, the adverb is placed
before the adjective.
e.g. She is extremely happy.
They are absolutely sure.
• Do not use ‘very’ with adjectives that express an increased quality of a
basic adjective
e.g. good - fantastic
• Adverbs of frequency (always, never, sometimes) usually come before
the main verb.
e.g. He is often late for class.
Do you always eat in a restaurant?
They don't usually travel on Fridays.
• Adverbs of frequency expressing infrequency are not usually used in
the negative or question form. "Never”, “seldom", “rarely"and other
adverbs of frequency with a negative sense are not usually used in the
question form. When using adverbs of frequency in the negative form,
put the adverb before the main verb.
e.g. Does she rarely eat fish? They don’t.
• Adverbs of frequency are often placed at the beginning of asentence,
e.g. Sometimes, he likes to go to museums.
• Adverbs of frequency follow - come after - the verb ‘to be’,
e.g. He is sometimes late for work.
• When an adverb modifies an adjective, there is no need to join the two
with a hyphen.
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e.g. Thomas was a highly respected member of the team.
(Incorrect) Thomas was a highly-respected member of the team.
• With words like “well” and “fast” (which are both adjectives and
adverbs), a hyphen can be used to avoid ambiguity.
e.g. We will be visited by a well-known actress.
• Usual word order when two or more adverbs modify a verb:
MANNER- FREQUENCY-PLACE— TIME-CAUSE/REASON
V II. P rep o sitio n s
Prepositions show relationships in time and space and relationships between

ideas (logical relationships).
USES EXAMPLES
months, years, seasons in December
in 2009
in autumn
IN enclosure in a landmark in the box
special expressions in the meantime
in addition
in contrast
days of the week and dates on Wednesday
ON on the fifth of July
contact with a surface
time at six o’clock
AT
place as a point of orientation at the corner
FROM separation from a point of orientation away from me

General Education
separation from contact with a line fell off the stem

OFF
or surface
OUT OF separation from inside of a landmark fish out of water
denotes the idea of “connection” or Stand by me
BY
nearness
association and/or accompaniment dinner with friends
WITH equal standing or ability rank with the best
manner spoke with ease
structures space as a tunnel or through the woods
channel
THROUGH
duration through the years
endurance through thick and thin
spatial movement in any direction walked about the
room
ABOUT
approximation aboutl 0 miles
concerning something about the book
at a lower point than a landmark under the mango tree
UNDER
below under 18
OVER at a higher point than the landmark over the fence
ABOVE higher than above average
in front of before us
BEFORE
earlier than before the year ends
at an intermediate point in relation to between you and me
BETWEEN
two entities

V III. C o n ju n c tio n s /C o o rd in a tio n
AND addition
BUT shows contrast
YET but at the same time
SO therefore
FOR because
OR one or the other of two alternatives is true
NOR conjoins two negative sentences, both of which are
Correlative Conjunctions - pairs of conjunctions that are used together

both... and
either...or
neither... nor
not only...but also
whether.. .or
Correlative conjunctions must be followed by the same grammatical structures.

Incorrect: Either the meat (noun) was tough to begin with or overcooked,
(adjective)
Correct: Either the meat (noun) was tough to begin with or it (pronoun) was
overcooked.
Subordinating Conjunctions - connect two complete ideas by making one of

the ideas subordinate to or less important than the other,
e.g. He ran steadily as though wolves were after him.
(main idea) (subordinate idea)
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Frequently Used Subordinating Conjunctions
after because now that until

although before since when
as even if so that whenever
as if even though than where
as long as if though wherever
as soon as in order that till while
as though lest unless
IX. M o d a ls
Basic modals: can, could, may, might, must, ought to, shall, should, will,
would
Phrasal modals: be able to, be going to, be supposed to, have to, have got to,
used to
Modals do not take a final - s even when the subject is singular.
Correct: She can do it.
Incorrect: She cans do it.
Modals are followed by the simple form of the verb. (The only exception is
ought, which is followed by an infinitive (to + simple form of the verb)
Correct: She can do it.
Incorrect: She can does it.
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Summary Chart of Modals and Similar Expressions
AUXILIARY USES PRESENT/FUTURE PAST

polite request May 1borrow your pen?
(only with i or
we)
formal You may leave the room.
MAY
permission
less than 50% (Where’s John?) He may have
certainty He may beat the library been at the
library.
less than 50% (Where’s John?) He might have
certainty He might be at the library been at the
MIGHT library.
polite request Might 1borrow your pen?
(rare)
advisability 1should study tonight. 1should have
studied last night,
but 1didn’t.
SHOULD
90% certainty She should do well on She should have
(expectation) the test, (future only, not done well on the
present) test.
advisability 1ought to study tonight 1ought to have
studied last night,
but 1didn’t.
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.

General Education
expectation Class is supposed to

begin at 10:00.
BE unfulfilled Class was
SUPPOSED expectation supposed to
TO begin at 10:00,
but it didn’t begin
until 10:15.
strong necessity I m ust go to class today. (I had to go to
class yesterday)
prohibition You must not open that
MUST (negative) door.
95% certainty Mary isn’t in class. She Mary must
m ust be sick. have been sick
(present only) yesterday.
100% certainty He w ill be here at 6:00.
willingness I w ill do that for you.
WILL
polite request Will you please close the
door?
ability/ possibility I can run fa s t I could run fast
when I was a
child, but now I
can’t.
inform al You can use my car
CAN permission tomorrow.
inform al polite Can we talk?
request
im possibility That can’t be true! That can’t have
(negative only) been true!

past ability 1 could dance

well during my
younger years.
polite request Could you help me?
suggestion You could talk to a You could have
COULD (affirmative doctor about your talked to your
only) problem. doctor.
less than 50% (Where’s Johnny?) He could have
certainty He could be at home. been at home.
impossibility That couldn’t be true! That could not
(negative only) have been true!
polite request Would you considerthe
offer?
preference 1 would rather go to the 1 would rather
park than stay home. have gone to the
park.
repeated action When 1was
in the past a child, 1
would viol my
grandparents
WOULD
every weekend.
polite for 1 would like an apple,
“want” (with please.
like)
unfulfilled wish 1 would have
liked a cookie,
but there were
none in the
kitchen.
PNU LET Reviewer 55

repeated action He used to drink

in the past - beer every night.
past situation 1 used to live in
USED TO
that no longer the province, but
exists now 1live in the
city.
polite question Shall 1keep the secret?
to make a
suggestion
SHALL
future with We shall celebrate
“i” or “we” as after passing the
subject examination.
X . Tag Q u estio n s
A tag question is a question added at the end of a sentence. It aims to seek

agreement or to ascertain correctness of information.
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, doesn’t she?}, or (b) with a falling intonation if the
speaker is expressing an idea with which s/he is almost certain the listener will
agree (e.g. It’s a nice day today, isn’t it?).
Affirmative Sentence + Negative Tag -> Affirmative Answer Expected

Beth is here, isn’t she? Yes, she is.
You like coffee, don’t you? Yes, I do.
They have left, haven't they? Yes, they have.
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Negative Sentence + Affirmative Tag -> Negative Answer Expected

Beth isn’t here, is she? No, she isn’t.
You don’t like coffee, do you? No, I don’t
They haven’t left, have they? No, they haven't.
X I. B asic V erb F o rm s U s ed in C O N D IT IO N A L S E N T E N C E S
SITUATION IF-Clause RESULT Clause Examples

True in the simple simple present If 1have enough time, visit
present/ present simple future my parents every week.
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
future now.
Untrue in Past perfect would have + If 1had enough time, 1
the past past participle would have visited my
parents last month.
E N G L IS H P H O N O L O G Y
Effective oral discourse means being able to use grammatical structures accurately;
having the ability to express ideas, messages, and intentions meaningfully; and
observing rules of use appropriately when interacting with others in various social
contexts. In other words, a competent speaker has good pronunciation and correct
intonation, forms grammatical sentences, and uses language appropriately when
communicating with others.

General Education
A. The Speech Mechanism
The speech-producing mechanism or vocal apparatus consist of the following

parts as shown in the figure:
• The resonators or resonating cavities, the pharynx or pharyngeal cavity, the
nasal cavity, and the oral cavity. These cavities serve as the passage of the
moving stream of air. The pharyngeal cavity is a space formed by the root
of the tongue and the walls of the throat.
• The articulators, lower lip, lower teeth, the tongue and its parts (the tongue
apex is made up of the tongue tip and blade, the front of the tongue, and the
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.

• 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 (Adam’s 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
speech sound signals a difference in meaning, e.g., /p/, /b/, and /f/ as in
pan, ban, and fan. Note that a phoneme is enclosed in slants / /.
• A phoneme may be pronounced in different ways, depending on its position
in the utterance, and still remains the same phoneme. These variations in
pronunciation, called allophones, are enclosed in square brackets [ ]. For
example, the phoneme /p/ is pronounced differently in the following words:
pin, spin, nip. It is aspirated in pin [p"in], unaspirated in spin [spin], and
unreleased in nip [nip- ].
PNU LET Rewiewer H fc V J

C. The Vowel Phonemes of English

• The following statements show thenature ofvowels:
1. Vowels are oral sounds.
2. Vowels are voiced.
3. Vowels are characterized by a free flow of air through the oral cavity.
• Using Trager and Smith and the IPA transcription systems, the following are
the simple and complex vowels of English with their corresponding keywords:
Key Word Trager- IPA Key Word Trager- IPA

Smith Smith
bit i i pall 3 3
bet e e beat iy i:
bat ae ae bait ey ex
just (adv) i - bite ay ai
ago 3 3 bout aw au
hut boat ow ou
hot a a boy oy 31
pull u u boot uw u:
D. The Consonant Phonemes of English
The first set of consonant sounds in English are the stops /p, b, t, d, k, g. They
are produced by a stoppage of air. The sounds /p, t, k/ are voiceless because
the vocal cords do not vibrate. On the other hand, /b, d, g/ are voiced. The /p,
t, k/ sounds are aspirated when they occur initially in a stressed syllable. For
example, the /t/ sound in the words ten and attend are aspirated or produced
58 PNU LET Reviewer

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with an accompanying puff of air. The sound M in cat and recount are likewise
aspirated. The same is true with the /p/ sound in pen and append.
The second set of sounds are the fricatives / f v 8 6 s z s z h/. They are
produced by an obstruction of the airstream causing audible friction.
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
sometimes referred to as glides.
The following table shows the consonant sounds of English in two transcription
systems.
Key Word Trager- IPA Key Word Trager- IPA

Smith Smith
pan P P sure s J
ban b b azure z 3
ten t t hat h h
den d d cat c tj
cot k k job j d3
got g g mine m m
fan f f nine n n
van V V sing n n
thin 0 e lot 1 1
hen d a rot r r
so s s well w w
zoo z z yell y j

General Education
Awareness of certain sounds are crucial in pronouncing noun plurals, and noun
possessives as well as the third person singular inflection of regular verbs.
Similarly, it is also significant in pronouncing the regular simple past inflection.
To illustrate:
Noun plurals are spelled a s -s or -es. This plural inflection can be pronounced
in three different ways, i.e., /- s/, /-z/, or I- qtJ as shown below
-s/ /-z/ /-9Z/

cats, ropes, beds, chairs, dishes, churches,
rocks, graphs seeds, stones, judges, garages,
leaves, dolls buses
/a z/ occurs after sibilants or s-like sounds such as /s, z, s z c j/

/s / occurs after voiceless sounds except /s, s, c /
I tJ occurs after voiced sounds except /z, z, j/
The pronunciation rules defined for the plural above also apply to noun
possessives and third person singular forms of regular verbs.
Likewise, the regular simple past tense inflection -ed has three variants,
namely /t, d, ad/
/9 d / ocurs after N and /d / as in planted, hated, needed, and raided
N occurs after voiceless sounds except /t/, e.g., liked, surprised,
realized, and cooked
/d / occurs aftervoiced sounds as in loved, played, owned, and
belonged

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
Pronouncing consonant and vowel sounds correctly in an utterance is not enough.

As consequential are other phonemic phenomena labelled as suprasegmentals
which contribute to a meaningful interpretation of what is being said. These
phonemes consist of stress, pitch, and juncture. A combination of them makes
up the prosodic patterns of spoken language or oral discourse.
1. Stress
• Stress refers to the degree of prominence a syllable has. In the word
forgive, the syllable -give sounds more prominent than for-. There may
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:
' primary stress
' mid stress
” weak stress (usually not indicated)
The word legendary illustrate all these stress.
• In words of more than one syllable, there will be one syllable which
is more heavily stressed than the others. This syllable carries the
primary stress (eg. remedy, develop, understand). In some longer
words, other syllables may carry secondary stress, e.g. legendary. The
most important thing is to recognise where the primary stress is. The
assignment of primary stress can change between words derived from
the same base (eg. photograph, photographer, photographid.
• In word groups and sentences, there are four degrees of stress:
‘ primary stress
" secondary stress
' tertiary stress
- weak stress (usually not indicated)
PNU LET Reviewer 59

Note the words intellectual and curiosity.

In isolation each word gets a primary stress; however, when put
together to form the phrase intellectual curiosity, the primary stress
in one is reduced to secondary stress. A word group carries only one
primary stress.
Note that the last content word generally is assigned the primary stress in
a phrase or sentence unless contrastive meaning is desired in which case
there is a shift of stress,
e.g. a black dog
a black dog (not white or brown)
2. Grammatical Stress Patterns

Grammatical patterns are accompanied by regular stress patterns.
Sometimes such stress patterns are the sole means of differentiating one
grammatical pattern, with its concomitant meaning, from another. The
common ones include:
• Compound noun
e.g. rocking chair, postman
• Modifier + noun *
e.g. black bird, long hand
• Verb + noun object '
e.g. Carabaos eat grass.
He is watching a movie.
• Verb + adverbial ‘
e.g. This information is not to be handed but.
My boyfriend called up.
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3. Pitch Levels and Terminals

• Although many degrees of pitch are employed in speaking, only four
levels of relative pitch are used as phonemes. These are:
4 extra high
3 high
2 normal
1 low
• Pitch is relative. The normal pitch of every individual’s speaking voice,
whatever its actual height (some speakers tend to be either high
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
level 2, our natural normal level, and remain there until we reach the
primary stress.
• Pitches combine into patterns to make meaningful melodies over the
whole phrase or sentence, e.g. 231,233, or 232. In 231, a statement
or proposition is being uttered.
• These melodies have three methods of closure called terminal
junctures or simply terminals. As the name suggests, these terminals
occur at the end of the sentence. Oftentimes, they are marked with
arrows as follows:
I = fading terminal
t = rising terminal
— = sustained term inal
• The fading terminal as in 2311 is characterized by a rapid fadeaway of
the voice into silence. It closes a statement.
e.g. 2l’m 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

General Education
• The sustained terminal as in 232— is characterized by a slight

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,
e.g. 2AII of the members of the 3team? — look confused.
• Patterns of pitch, with their accompanying terminals such as 231 i,
2 3 3 t, and 232— are called intonation contours.
4. Commonly Used Intonation Contours

• 231 i This contour occurs in:
1) Statement or declarative sentence
e.g. ^We watched a 3movie' 1
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. 2He’s an 3actor3t
2) Yes-no question in question form
e.g. 2Are you doming3!
3) Initial grammatical unit (phrase, clause, or sentence segment)
e.g. 2lf you’ll 3notice3t
• 232— This contour signals incompleteness.
1) Initial grammatical unit (an alternate for 233—)
e.g. 2lf you’ll 3notice2—
2) Statement to indicate the speaker has more to say; often the word
following this contour is but.
e.g. 2She’s a bright 3girl2— b u t . . .

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
There are three elements in oral communication: the speaker, the message,
and the audience. The purpose of the speaker’s message must be appropriate
to the occasion and the intended audience. Oral communication process may be
illustrated as one-way or two-way as shown below.
ONE-WAY TWO-WAY
Public Speech Conversation
Storytelling Discussion
Announcement Interview
A. Group Communication
The Four Criteria that Determine a Small Group

(Morreale, Spitzberg, & Barge, 2007)
1. Includes Three or More People
2. Includes Shared Perception
3. Emphasizes Interdependence
4. Requires Communication
PNU LET Reviewer 61

B. Public Speaking as Communication (O'Hair, Stewart, & Rubenstein, 2001)
In public speaking, a speaker delivers a message with a specific purpose to

an audience of people who are present during the delivery of the speech.
Public speaking always includes a speaker who has a reason for speaking, an
audience that gives the speaker its attention, and a message that is meant to
accomplish a specific purpose.
1. Special Speaker Considerations

• 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.
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
do you personally want to achieve by delivering the speech?
• Outcome - A speech is not truly complete until its effects have been
assessed and you decide whether you have accomplished what you
set out to do. Usually this assessment is informal, as in listening to
audience reactions. Constructive feedback is an invaluable tool for
self-evaluation and improvement.
2. Types of Speeches
• An informative speech increases the audience’s understanding or
awareness by imparting knowledge. It provides audience with new
information, new insights, or new ways of thinking about a topic, and
introduces new ideas, events, people, places, or things.
• A persuasive speech attempts to influence the attitudes, beliefs,
values, and acts of others. It limits alternatives, seeks a response, and
respects audience choices.
• Special Occasion Speeches I
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G e n e ra l l iliu m iix i
o Speech of Introduction prepares or warms up the audience tor the

speaker. It aims to motivate audience members to listen to what
he or she has to say.
o Speech of Acceptance aims to express gratitude for the honor
bestowed on the speaker,
o Eulogies and Tributes celebrate and commemorate the life the
deceased while consoling those who have been left behind
o Speech of Inspiration aims to uplift the member of the audience
and to help them see things in a positive light.
C. Language Functions and Useful Expressions
Expressions of Advice
Asking Giving Accepting Rejecting

Can you give me You should + verb Thanks for the Thanks, but 1
any/some advice? 1advise you to + advice don’t think that’s
What should 1do? verb That sounds like a good idea.
What do you 1suggest that you a good idea. Thanks. I’ll think
suggest/ + verb Thank. I’ll do about it.
recommend/ You can/could + that. Thanks, but I’m
advise? verb not so sure.
What do you think Why don’t you +
1should/ought to verb?
do? Verb/Don’t + verb
(Tanka & Baker, 2 0 0 7 p, 59}
Prof. Alice M. Karaan anti Prof. Maria Teresa L. Manicio

General Education
Asking for a Favor Responding

Yes No
Can/could you do me a Sure./Yes./OK./Yeah./ I'm sorry but...
(small/big) favor? Of course. I’d like to, but...
Can/could I ask you for a Sure, what do you I wish I could, but...
favor? need? Let me think about it.
Will/can/could you + verb? I’d be glad to. I really can’t.
(Tanka & Baker, 2007 p. 107)
Asking for Directions Giving Directions

Could you tell me where... is? Go straight.
Where i s ...? GostraightfortwoblocksonAvenue/Street/Road.
Do you know how to get to...? Go past (the market).
How do you get to ... Go north/south/east/west.
I’m looking for... Turn right/left.
I’m trying to find... Make a right/left.
Cross the street.
You’ll see it on your right/left.
(Tanka & Most, 2 0 0 7 p. 77)
Expressing Agreement Expressing Disagreement

I agree. I’m not sure about that.
I agree with that. I disagree.
I agree with you. I don’t agree.
I’m with you. I disagree with that.
You’re right. I disagree with you.
I couldn’t agree more. I completely disagree.
I completely agree. You're wrong.
(Hartmann & Blass, 2000, p. 45)
Prof. Alicc M. Karaan anti Prof. Maria Teresa L. Manicio

Expressions for Telephone Conversations
Answering the phone Finding out who is calling

Hello, (when answering home phone) May I ask who’s calling?
Full Name/Company Name (for business people) Can I tell him who’s calling?
May I tell her who's calling?
Taking a phone message Asking for clarification
He’s not here right now. Would you like me to Excuse me?
give him a message? What was that again?
She just stepped out. May I take a message? Could you please repeat that?
(Hartmann & Blass, 2000, p .2 1 1,213)
Turn-taking and Turn-giving Expressions
Introducing the Today we are here to discuss...

topic The goal of our discussion today is ...
Bringing in other What is your opinion, M r.___ ?
people Do you agree with Mr.___ 's opinion, M s.__ ?
Keeping the Let's go on to another point.
Discussion Moving Next, let’s talk about...
Giving an opinion In my opinion...
Personally, I believe that...
Getting further Would you mind explaining that a little more, please?
information Could you explain that more fully?
Could you tell us a bit more about that?
PNU LET Reviewer 63

Interrupting Excuse me for interrupting, but...

Sorry to interrupt, but...
Seeking What do you mean?
clarification Sorry, I’m not quite sure what you mean.
Do you mean that...?
I’m sorry, 1don’t quite follow.
1don’t quite understand what you're saying.
Closing the In conclusion, the purpose of this discussion...
Discussion We have concluded th at...
K^SSHIp WU LET Reviewer

General Education
DIRECTIONS: Write the letter that best completes the sentence.
1. Gabriel slept_________________________________________ .
A. last night in his air-conditioned room soundly.
B. soundly last night in his air-conditioned room.
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.

General Education
3. You watched the concert last night, didn’t you? The correct response would be
A. Yes, I wasn’t C. Yes, I was.

B. Yes, I didn’t D. Yes, I did
Choices A and C are incorrect because the tag question made use o f a do form.
Choice B is also not correct because o f a mismatch, "yes ” is affirmative and “didn V is
negative. Therefore, the best answer is D.
4. The doctor recommended eating healthier meals and___________

A. to do exercise
B. doing exercise
C. exercise
D. to exercise
Parallelism must be observed in the given statement. ‘Eating healthier meats’
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
used as a verb or as a noun.
5. Ross is French but Gerald isn’t; he’s Mexican. Based on the sentence, which
one is true?
A. Gerald is French.
B. Ross isn’t Mexican
C. Gerald isn’t Mexican.
D. Gerald and Ross are both Mexican.
Gerald is obviously not French, therefore Choice A is incorrect. Choice B is true

because Ross is French. Choice C is false because Gerald is Mexican. Choice D states
that both Gerald and Ross are Mexican, which isn 't true. The correct answer then is
Choice B.

B E G IN HERE:
1. Which sound is not a realization of the simple past tense?

/T V d / B. /a d / C. N D. /ed/
2. In'the noun Jesus's, the possessive is pronounced a s ______ .
A. Is/ B. Is/ (Q. /az/ D. /z/
3. Would you mind^ ______ me tomorrow?
A. meet (& ) to meet C. meeting D. if we meet
4. Which of the following shows the correct stress pattern for a compound
noun?
A. blackbird B. blackbird C.blackbird D. blackbird
5. For thousands of years, rice_____________ a staple.food for many people.
A. is B. had been C. was t>. has been
6. Beth’s new digital camera is more user-friendly than________I. have seen.
A.., any one else C. another
3 / any other D. others
7. The twins look
A. equal fB.) identical C. similar D. synonymous
8. Neither of the accdsed officers decided to q u it_____ position.
K their B. his C. it’s D. its
9. which of the following plural forms ends in /-az/?
A. giraffes B. means{ ' C S garages D. handcuffs
10. This car won’t start. Let’s call Danny because he’s an old hand at repairing cars.
An old hand means__________ .
A. a reliable person C. a trustworthy person
(W an experienced person D. an industrious person
11. T il see you soon,” she said. But we didn’t see each other for a long time. She
said_________
A. she will see me soon C. I would see her soon
B. she would see me soon D. she sees me soon
PNU LET Reviewer 65

12. Can you tell me wtiat tim e____________ ?

A. the train arrives C. the train does arrive
B. does the train arrive D. arrives the train
13. The air around u s ___________
A. both contains oxygen and water
B. both contain oxygen and water
C. contains both oxygen and water
D. contain both oxygen and water
14. Which sentence does not have the same meaning as the others?
A. The athletes are observing rigid diet rules in the training.
B. Rigid diet rules are observed by athletes in the training.
C. In the training, the athletes observe rigid diet rules.
6 ., The athletes are training rigid diet rules observer.
15. Which “while” expresses a contrast?
A. While waiting for them, let’s have some coffee first.
B. The farmers are very hopeful while walking from the province to the city.
C. She's taking a shower while her mother is preparing breakfast.
D. I am a pessimist while he is very optimistic.
16. Which of the following words has a different vowel sound?
A. clear B. meet C. ease D; he’s
17. “The teacher needs some colored chalk for th e _____ !" Which of the following
words completes the sentence correctly?
A. blackboard C ., black board
B. blackboard D. black board
18. Suppose that while waiting for someone, you talk with friends in the lobby of a
building. Somebody says something that you did not quite hear. Which of the
following would you say?
A. Please repeat that. C. Sorry, I didn’t hear you.
B. Please speak louder D. May I request you to repeat that?
66 PNU LET Reviewer

General Education
19. Suppose that you are introduced to a co-worker in an office or establishment.

The person being introduced is approximately of the same age as you. Which of
the following would you say to her?
A. I am honored to meet you.C. How do you do?
B. I’m pleased to meet you.D. It is an honor to meet you.
20. Which line is produced with a sustained intonation?
A. What brings you here?
B. Is the conference room ready?
C. We won the game!
f f r To tell you the tru th ,....
21. Which of the following words is not correctly stressed?
A. secondary
B. engineer
& spiritual
J ). afternoon
22. Which word best completes this sentence: I always feel_____ when the stars
fill the sky.
. A. happy B. happily C. am happy D.in happiness
23. The connection between time spent in social networking sites and poor
academic grades_.
are alarming C. has alarmed
B. is alarming D. alarms
24. Neither of the suspects admits______ the crime.
A. their B. our C. his D. us
25. The actress signed the contract a few days after the talent management
A. sent it B. send it C^) had sent it D. will have sent it

General Education
DIRECTIONS: Write the letter of the word or phrases that best completes the
sentence.
1. What intonation contour or pattern applies to the question “Who will join the
parade?”
A. 232— B. 2 231 C. 231 i D. 233t
2. Which sentence is marked as 2331231 i ?
A. Do you like to join torch parade
B. We want peace, good health, and a happy family life
C. Diane, as well as her friends, are planning a trip to the north
D. Do you prefer to go swimming or jog in the park
3. Which of the following sounds in the Trager and Smith Transcription System
would you consider a critical sound for Filipino learners of English?
A. /a/ B. /iy/ C. I\l D. /uw/
4. Every woman, man or child____________the right to live.
A. have f B. has C. had D. do have
5. The excellent speaker can____________ even the most complicated ideas.
A. get across '67? get through
B. getaway D. get along
6. I drive mv neighbors up a wall with the loud banging of my new set of drums.
The underlined phrase means______
A. bump into my neighbor's fence
B. make them envious
C. annoy
D. let them listen and enjoy

7. I was simply making a tonoue-in-cheek remark. I didn’t mean to offend her. The
underlined idiom means____ .
A. impossible $ !) joke C. lie D. sketch
8. How did the students react when the teacher _ _ _ _ _ the mistakes on
their test papers?
A,_ provided for C. picked out
ffr . pointed out D. gave away
9. This book concludes with pages___________useful hints to correcting common
errors in English.
^ that contain C. that is containing
'\B. 1that contains D. that are containing
10. All political parties promise to turn the economy_____ if elected, but they
never do.
A. over B. around C. in D. on
11 . ________I prefer to live in an apartment, my husband wants to buy a house.
A. Until .■ B .) Because C. Whereas D. When
12. If you had come'to'the theater last night, you_____________ the play.
A. would enjoy C. will have enjoyed
B. will enjoy ( 1 x ) would have enjoyed
13. The students never cheated on the examination,__________
A. is there? C. do they?
B. didn't they? B' did they?
14. More of our teammates now __________ with the new policies.
(A. are agreeing C. agree
B. agrees D. is agreeing
15. By this time tomorrow, w e ________________________________ the meeting.
A. shall have C. would have
B. will have had D. have had
PNU LET Reviewer 67

16. The class decided to give their teacher aIn _________________ handbag on
_ her retirement.
A. latest long-wished black leather Louis Vuitton elegant
B. black latest long-wished Louis Vuitton elegant leather
C. long-wished elegant latest black Louis Vuitton leather
0. latest elegant black long-wished leather Louis Vuitton
17. The instructor expects students_________ ________________ _
A. to attend every class, to be doing all the assignments; and hand in
homework on time.
B. to be attending every class, to do all assignments, and hand in homework
on time.
, C .; to attend every class, to do all the assignments and to hand in homework
'~on time.
D. to attend every class, to do all the assignments; and to be handing in
homework on time.
18. Which sentence contains an error?
A. The card catalogue has a subject listing for reference purposes.
B. There are certain books that can be found without using the library card
catalogue.
If a student cannot find any information lead in the author listing of the card
catalogue, they should ask the librarian.
D. Every book in the library has a call number.
19. Which of the following does not have the same meaning as the other sentences?
A. The problems about marriage and married life are what a young wife
should know in this book.
B. What a young wife should know about marriage and the possible problems
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.
68 PNU LET Reviewer

General Education
20.-Which of the following would be inappropriate in making complaints?

■ Ah Excuse me but I’m afraid you are out of line.
K Don’t get me wrong, but I think we should discuss theissue. —
X . Maybe you forgot to check the item.
( D. How could you be so forgetful?
2}? Which of the following expressions can help you involve other members of the
group in the discussion?
i'A^Y Do you agree with his opinion?
B. What do you mean?
C. Let’s go on to another point.
D. Personally, I believe that...
22. Mathematics____ __ to be one of the least popular subjects among students.
A. appear \ B y r appears C. appeared D. hasappears
23. Technology_________classroom teaching and learning in the last decade.
A. changed B. changes C. will change D. haschanged
24. Dr. Day is one of the language teaching experts________.
A. who advocates reading for pleasure.
B. who advocate reading for pleasure.
C. who advocated reading for pleasure.
D. who will have advocated reading for pleasure.
25. Maria wishes to say no to a friend who is asking for help in their homework.
What should she say?
A. I’d be glad to help.
B. Can you repeat what you said?
C. I’m with you.
D. I’m sorry but I’m busy.

General Education
Philippine
Literature
Prepared by:.
Prof. Victor Rey Fumar
Competencies:
1. Trace the development of Philippine

Literature in English from the early
American Period to the contemporary
times.
2. Highlight the historical influences that
inform Philippine literary productions.
3. Analyze the recurrent themes,
pervading thought and styles in English
literary productions of Filipino writers.
4. Interpret and analyze some literary
texts of representative writers.

English - Philippine Literature
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 lite ra tu re in English

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)
D. Period of Propaganda (1941 -1944)
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,
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.
• The nationalistic and rebellious spirit against the American occupation also
found expression in the Filipino literature in English of this period. It consisted
mostly of articles dealing with patriotism and nationalism.
• However, only El Renacimiento and the Free Press published writings in
English.
The Period of Imitation (1910-1924)

• began in 1910 when the College Folio made its appearance in the University
of the Philippines.
• This period was characterized by a strict adherence to the conventional forms
of literature as exemplified in the works of Longfellow, Hawthorne, Emerson,
Tennyson, Thackeray, and Macaulay; and by a careful observance of the rules
of grammar and rhetoric.
• The publication of magazines and newspapers in English gave budding writers a
chance to see their compositions in print. Ex. Philippine Review, Independent,
PNU LET Reviewer 69

Rising Philippines, and Citizens, in addition to the Philippine Collegian, the

UP student organ. Philippines Herald became the pioneer Filipino newspaper
in English in 1920.
• Paz Marquez Benitez gained some measure of mastery far ahead of the period
as exemplified in her short story “Dead Stars.” This story was, for a long time,
considered “a model of perfection in character delineation, local color, plot, and
message.”
• 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
Poems and Zoilo M. Galang’s A Child o f Sorrow.
It is the theme that poets sing about and glorify in sublime and immortal poetry. It is
the wine that intoxicates. It is one o f the greatest events in life - when two passionate lips
dip into the sweet realm o f the cup o f love, while Cupid stands smiling and the angels in
heaven sing o f the faith o f two loving souls, blessing them with ineffable happiness.
"A Child o f Sorrow" - Zoilo M. Galang
Period of Expansion and Experimentation (1925-1941)

• Filipino writers mastered, not only the fundamentals, but also the nuances of
the'English language sufficiently to be able to write in it with more confidence.
They tried all forms of writing including the novel and the drama.
• A deep attachment to the soil and a strong spirit of liberalism took possession
of the writers.
• Some critics considered this period from 1930 until 1940 as the Golden Era of
Filipino writing in English.
• Jose Garcia Villa (aka Doveglion) excelled as a critic, short story writer, and poet
and tremendously influenced Filipino writing. A number of short story writers
“arrived” with Villa - Manuel Arguilla, Paz Latorena, Loreto Paras, Arturo B.
Rotor, and Alfredo E. Litiatco.
70 PNU LET Reviewer

General Education
“Let me hold the bucket while you drink," she offered.

He flashed her a smile over his shoulder as he poured the water into her jar, and
again lowered the bucket.
“No, no, you must not do that." She hurried to his side and held one o f his arms. 7
couldn't let you, a stranger..."
“Why not?" He smiled down at her, and noticed a slight film o f moisture clinging
down her upper lip and experienced a sudden desire to wipe it away with his forefinger.
He continued to lower the bucket while she had to stand by.
“Midsummer" - Manuel Arguilla
• Filipino writers were influenced by Sherwood Anderson, Ernest Hemingway,

William Saroyan, and Dorothy Parker.
• Marcelo de Gracia Concepcion’s Azucena became the first book of Filipino
verse to be printed in America. Other poets were Amador T. Daguio, Angela
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.
• The first Filipino biographer to write in English is Carlos Quirino with his The
Great Malayan. I,V. Mallari’s The Birth of Discontent showed his mastery of
the art of irony as well as of the English language.
• In the essay, the notable writings included Salvador P. Lopez’ prize-winning
collection Literature and Society and Francisco P. Icasiano’s Horizons from
My Nipa Hut.
• Filipino playwrights flourished during this period: Augusta C. Catanjal (The Oil
Lamp), Vidal A. Tan (The Husband of Mrs. Cruz), Severino Montano (The Land
of Our Fathers), and Wilfrido Ma. Guerrero (13 Plays), who became the most
prolific dramatist.
Prof. Victor Rev Fumar

General Education
RODOLFO: Did you come here to insult me, Mr. Bruno?

BRUNO: No, indeed Kindly listen for a moment. I know also that my election is assured,
and your efforts wasted.
BRUNO: Just a moment, please. I am giving you a chance to cut down your losses. Ten
thousand pesos if you withdraw from this fight.
RODOLFO: Mr. Bruno, you don't understand me. I entered this fight to support
certain principles. And those principles are not for sale! If this is the purpose of your
(sarcastically) kind visit, (standing) I wish you goodnight.
"The Husband of Mrs. Cruz' - Vidal A. Tan
Period of Propaganda (1942-1944)

• The war dampened the literary enthusiasm of the preceding period.
• The writing of this period was largely journalistic, and the literary output was
negligible for two reasons: (1) it was, in the main, insincere, and (2) there was
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
I Saw the Fall o f the Philippines, I See the Philippines Rise, and Mother
America became best sellers.
Post-Liberation Period (1945-)

• The militancy which might be expected as a result of the war was very evident
among journalists and editors.
• The most significant achievement of this period was the recognition afforded to
Filipino writers abroad.
• Carlos Bulosan put out a book of poems called Voice of Bataan immediately
after the outbreak of World War II. This volume was followed by The Laughter
of My Father, a collection of humorous short stories and America Is in the
Heart, an autobiography.
Prof. Victor Rcy Fumar

Father and I hastened to the hut. He was proud o f me, but he had no intention of
making me marry that girl, he explained. He had better hopes for me. He opened his coconut
shell in which he kept his money and tool out all he had saved for years. Then we ran to
town, where my mother lived with my two sisters. Father explained what had happened.
‘ The Laughter o f My Father ” - Carlos Bulosan
• Stevan Javellana published his novel W ithout Seeing the Dawn, a war novel
comparable to Rizal’s 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,
saying, “Tatay - Father?" He wanted to ask her but he did not. He had come home
expecting to find peace in the bosom of his family. Peace did not welcome him, but Grief
sat there on its haunches at his doorstep.
Without Seing the Dawn - Stevan Javellana
• Jose Garcia Villa's collection of poems Have Come, Am Here revealed great
power both in thought and expression and elicited the warmest praises from
American and English critics.
II. P h ilip p in e C o n te m p o rary Literature in English: T rad itio n a n d

C h a n g e by Ophelia A. Dimalanta and Virginia M. M ata (1985)
outlined Philippine literary history into three periods.
A. The Pre-War Years from the 20’s to 1941

• Philippine literature in English began with the coming of the Americans
in 1898. Spanish continued to dominate the circle of the elite, but
in the 30’s it began to give way to English. Vernacular languages
continued to be used in homes.
PNU LET Reviewer 71
• UP was established in 1908, a landmark in the literary development
of the country along the lines of Western traditions. It triggered the
development and flowering of Philippine literature in English.
• With American textbooks, American instructors, American writers as
models, the Filipinos started to learn not only a new language and a
new way of life alien to their traditions: the start of Western education
or mis-education, the start of colonial orientation or dis-orientation.
Pre-War Poetry
» S.P. Lopez, prophet of socially committed literature, influenced as he
was by the social protest movement sweeping the USA at about that
time in the wake of the great economic collapse and the depression
wrote:
The real artist has a deep compassion for the suffering o f the oppressed and anger at
the oppressors. The highest form o f art is that which springs from the wells o f man's
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
the improvement o f the condition o f man and the defense o f freedom.
(Literature and Society, 1939)
• Jose Garcia Villa, on the other hand, believed in "art for art’s sake” : that
in art, craft comes before meaning, that poetry should never be useful
and propagandistic, that it must only arouse pleasure in the beautiful,
must lead to contemplation, not action.
• Prior to the 20’s, the poems that were written were nothing more
than mere versifications, exercises in rhetoric, using specific classical
moulds or patterns and poetic forms more for discipline than for art.
72 PNU LET Reviewer

General Education
• Literary models were mostly Romantic and Victorian 19th century
Anglo-American poets. The 20’s and on to the 30’s saw the profusion
of romantic poems, effusive personal expression of all kinds of
emotions, specifically love, love lost, love betrayed, love unrequited, or
love triumphant.
• Summarizing, pre-war poetry underwent three important phases:
1. poetry used as vehicle for mere rhetorical exercises in the service
of language-learning rather than literature
2. poetry used as vehicle for mere self-expression , personal and
uncontrolled outpourings.
3. poetry as vehicle for a dawning nationalistic fervor in the wake of
the great S.P. Lopez versus Villa debate and the establishment of
the Commonwealth in 1935.
Pre-War Fiction
• Prior to the 20’s, Leopoldo Yabes said, “ the short stories are better
classified as tales rather than stories."
• The Philippine Free Press encouraged writers through its short story
contest involving a cash award of one hundred pesos for the winning
piece, aside from the regular twenty-peso publication royalty.
• By the end of the 30’s, Filipino short stories written in English already
showed more carefully crafted pieces:
a. the unified single impression or effect through atmosphere, tone,
and style
b. plausible characterization
c. a well-defined plot structure
d. control of language as medium
e. interesting situation and a significant theme

General Education
B. The Post-War Years from the Late 40’s to the 70’s
• On July 4, 1946, the US granted the Philippines its political
independence. Yet many features of colonialism remained.
• Petronilo Daroy noted that “indeed, the national sensibility after World
War II is characterized by indignant perceptions which often manifest
themselves in stories which base their claim to realism on the mere
fact of their brutal treatment of evil. At any rate, this attention to
the unsmiling aspects of Philippine life liberated our literature from
maudlin emotionalizing and excessive sentimentalism.”
• In 1949, the National Teachers College offered a 3-unit course in
Contemporary Philippine Literature in English to stimulate interest in
our own literature.
• The Bureau of Civil Service included Philippine Literature as a subject
to be covered in the Civil Service Examination for Teachers in 1951.
• The Carlos Palanca Sr. Memorial Awards for Literature started the most
prestigious annual literary contest sponsored by a liquor manufacturer,
a magnate, and patron of the arts.
• The P hilippine Free Press revived its annual award of P1,000 for the
best short story. Writers’ guilds were reorganized among them being
the Philippine Writers Union (later the Philippine Writers Association)
and the Philippine International PEN (poets, essayists, and novelists).
• In 1960, the Republic Cultural Heritage Awards for literature was
created the purpose of which was "to initiate a movement for greater
and more dedicated efforts in cultural advancement, to complement
the country’s program of economic development.”
Post-War Poetry
• Modernism in poetry started in the 1950’s. The modem poet
experimented in techniques of versification, rhythm, music, and
imagery.

• Modern poets were influenced by modern or western schools: (1)
imagism, (2) metaphysical school, (3) impressionistic-symbolistic
school, and (4) new criticism.
Post-War Fiction
• Carlos Bulosan’s Am erica Is in the H eart pursued literature’s
commitment to social problems in the choice of subject matter, the
peasants, the laborers, the interface of economic conditions and
politics.
• NVM Gonzales published Seven H ills Aw ay in 1947.
• Francisco Arcellana joined the ranks of the finest writers with his
Divide By Two by showing his artistic ingenuity in point of structure,
emotional impact, subtle manipulation of symbols, and the powerful
rhythm of his language.
• Bienvenido Santos wrote You Lovely People, his first book of short
stories about Filipino exiles in America.
“Look, ’ I said it, “one o f these days, very soon, I hope, I'll be going home. I could go
to your town. ”
‘ No," he said softly, sounding very much defeated but brave, ‘ Thanks a lot. But,
you see, nobody would remember me now."
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
cold like winter straying early in these northern wood lands.
'Scent o f Apples” - Bienvenido N. Santos
• Nick Joaquin stood above his contemporaries which included Kerima

Polotan Tuvera, Gilda Cordero Fernando, Aida Rivera Ford, Estrella
Alton, Rony Diaz, Lilia Pabloc Amansec, and Gregorio Brilliantes.
PNU LET Reviewer 73

• The short story achieved a degree of mastery and became preoccupied

with form: (1) emphasis on key moment or moment of illumination
usually at the end of the story, (2) use of consistent point of view, (3)
use of symbols, the story existing in more than one level, (4) evocative
use of language and tone, and (5) overall structural unity, blending of
form and content.
• In the novel form, Nick Joaquin’s The Woman Who Had Two Navels
showed a new way of presenting the subject matter, employing rich multi
layered meanings, and incorporating a sense of history and tradition.
• Francisco Sionil Jose started his Rosales saga with The Pretenders,
an indictment against the modern illustrados and social injustice.
• 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
naturalistic in its pessimism, but romantic in its style and presentation.
It’s bad enough having poor around us all the time, bu t not use them their loyalty,
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
minds, you must dangle a bit o f bait before them.
The Hand o f the Enemy - Kerima Polotan Tuvera
The Essay
• The political essay became popular and most suited for the discussion
of ideas and timely issues. Nationalist writers included Renato
Constantino, Petronilo Daroy, Luis Teodoro, Jose Lacaba, Bienvenido
Lumbera, Epifanio San Juan, and Dolores Feria.
• Nick Joaquin as Quijano de Manila (his pen name) wrote many essays.
74 PNU LET Reviewer

General Education
Travel essay became popular with Cristina Pantoja Hidalgo leading the
pack.
Literary critics wrote reviews and became members of the Manila
Critics Circle, among them Isagani Cruz, Alfred Yuzon, Alfrado Salanga,
Alice Guillermo, Doreen Fernandez, Rio Alma, and Ophelia Dimalanta.
1shall lose them all again, or perhaps, possibly, yes,

as 1 was w ont,,losing all death will be kinder and ho, yes
in this final irretrievable allow me at last this
loss of my deathtime. lowing final find.
‘Finder Loser’ - Ophelia Alcantara Dimalanta
The More Recent Times from the 70’s up to the Present

• The immediate post-war years were years of conformism. It was
not until the early 1960’s that the students began to unite and hold
mass protests and demonstrations against the evils that gnawed the
government. Most of these rallies ended in violent dispersals of the
police and the military.
• Using the pretext of saving the country from the threat of subversion
and communist takeover, Ferdinand Marcos declared Martial Law in
September 1972.
• During the 1960’s some writers exhibited the western trends of
naturalism and surrealism (the use of stream-of-consciousness to
depict states of the subconscious). Language had also become more
dense, more elaborate.
• Writers' personal commitment was questioned in terms of their choice
of medium.
• 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.
Prof. Vi. tor Rey Fumar
General Education
10 Compute the square o f guilt against an integral

11 his age built when he was young
12 axiomatic; the sum stands th u s : Along
13 the curve x (none noticed the leap; what they saw
14 was the red imprint) by which we know
15 the nothing particular, the momentum
16 carried him to the point beyond the dictum -
“A Man Falls to His Death" - Cirilo F. Bautista
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

B ien ven 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
P h ilippine Literature: A H isto ry a n d A n th o lo g y (!982 , revised
1997)) ch ro n ic le d P h ilip p in e lite ra tu re in English into:
• Literature during Pre-colonial Times (_-1564)
• Literature Under Spanish Colonialism (1565-1898)
• Literature Under American Colonialism (1898-1945)
• Literature Under the Republic (1946-1985)
• Literature After EDSA (1986-1995)
PNU LET Reviewer 75

Literatura
ng Pilipinas
Inihanda ni
Competencies:
1. Mabalangkas ang kasaysayan ng

literature ng Pilipinas
2. Matukoy ang iba’t ibang anyo ng
literature na gawa ng mga manunulat
sa Tagalog at iba’t ibang rehiyon
3. magpakita ng kakayahan na magbigay
kahulugan at magsuri ng mga teksto
4. Maipaliwanag at madalumat ang
iba’t ibang tema, paksa, estilo at
ang kaugnayan nito sa iba’t ibang
panahon ng panitikan sa Pilipinas,
76 PNU LET Reviewer

General Education
P A R T l-B - C O N T E N T U P D A T E
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
kabihasnan hanggang sa kasalukuyan
• Maaring naisulat o naisalimbibig sa iba’t ibang wikain sa Pilipinas o mga
salin sa panitikang banyaga o naisulat ng Filipino sa wikang dayuhan
A. Dalawang anyo ng Panitikan

1. Tuluyan - nasa anyo ng karaniwang pagpapahayag - malaya at
madaloy na pagbuo ng mga salita. Halimbawa: maikling katha,
kathambuhay o nobela, dula, salaysay, talumpati, talambuhay o
bbiography, ulat, sanaysay at iba pa.
2. Patula - mga pahayag bna nagtataglay kadalasan ng sukat at tugma

sa mga pantig ng taludtod o ang mga salita at paraan ng pagbuo
ng pahayag ay piling-pili, matayutay, at masining bukod sa pagiging
madamdamin.
Ang sukat ay bilang ng mga pantig sa isang taludtod samantalang

ang tugma ay ang pagkakasintunugan ng mga huling pantig sa bawat
taludtod ng saknong.
Mayroon ding mga tula na may sukat at walang tugma (blank verse) at
mayroon pa ring walang sukat at walng tugma (free verse).

General Education
B. Mga Uri ng Tula

1. Tulang Liriko - mahimig, may musika, at puno ng damdamin
Kantahin - binubuo ng mga payak na salita at sukat
Oda - may marangat na uri at matinding damdamin, at karaniwang
isang apostrophe o patungkol-sabi sa isang kaisipang binigyan ng
personipikasyon, o pagpapahayag ng pangmadlang damdamin sa
isang mahalagang pangyayari.
Elehiya - nagpapahayag ng pagninilay sanhi ng isang pangyayari o
guniguni hinggil sa kamatayan.
Soneto - may labing-apat na taludtod at may iba’t ibang kahatian
2. Tulang Salaysay - pagsasaad ng isang pangyayari na maaaring

totoo o guniguni.
Epiko - mahabang salaysay tungkol sa kabayanihan ng bida, kung
minsa’y hango sa mga karaniwang pangyayari ngunit kadalasa'y
ukol sa mga di karaniwang tao na may mga pambihirang katangian.
Awit at korido - karaniwang pagsasalaysay ng kagitingan,
pagkamaginoo at pakikipagsapalaran ng mga prinsepe’t prinsesa,
ng mga kabalyerong mandirigma sa layuning pagpapalaganap ng
relihiyong Kristiano.
Karaniwang tulang salaysay- tungkol sa mga karaniwang takbo ng
buhay at maaaring mga nobelang isinalaysay na patula lamang. Hal.
“Ang Lumang Simbahan" (Collantes), “Ang Pangginggera (Santos)
3. Tulang Pandulaan - itinatanghal at ang mga tauhang gumaganap ay

may kani-kaniyang bahaging binibigkas nang patula.
Saynete - “ La India Elegante y El Negrito Amante”

1
TOMIN: Uban, kung ibig mo sana, / dinggin mo kung mabuti na ang itatapat kong kanta
/k a y Menanggeng aking sinta.
UBAN: Kanta yata sa ambahan / di ko na ibig pakinggan.
TOMING: Marikit na kantang bayan / bago kong pinag-aratan
UBAN: Baya! Kantahin mo agad, / totonohan ko ng lundag
Mahiwalay man sa kumpas / magagamot na ng tuwad.
“La India Elegante y el Negrito Amante" - Francisco Baltasar
Melodrama - “Plaridel" ( J. Sevilla), “Katipunan,” (G.B. Francisco)
C. Ang Tanaga - tulang palasak nabago pa man dumating ang mga KastHa.
Binubuo ito ng apat na taludtod na may sariling pantigan.
D. Mga Uri ng Akdang Tuluyan

1. Ang nobela o kathambuhay - nagtataglay ng maraming likaw ng mga
tagpo at sumasaklaw sa mahabang kawing ng panahon.
Nobelang makabanghay- binibigyan diin ang pagkakabalangkas ng
mga pangyayari
Nobela ng tauhan- mga hangarin at pangangailangan ng mga tauhan
ang nangingibabaw
Nobela ng romansa- ito’y tungkol sa pag-iibigan
Nobela ng kasaysayan - nasasalig sa kasaysayan ang ibinubuhay
Nobela ng layunin- nagbibigay diin sa mga simulain at mga laytsiing
mahahalaga sa buhay ng tao
Nobelang masining - mahusay na pagkakatalakay at pagkakdtanay
ng mga pangyayari
2. Maikling Kuwento - maiksi, may sadyang pangunahing tauhan, at

may kaisahang kintal sa isipan ng bumabasa
PNU LET Reviewer 77

English - Philip ine Literature
Sala sayo sketch- hindi nagmamalabis bagamat masaklaw, timbang
na tir ibang ang mga bahagi
Kuw nto ng katutubong kulay - binibtgyang diin ang tagpuan,
kapa giran ng isang pook, pamumuhay at kaugalian ng mga tao
Kuw •nto ng madulang pangyayari - pangyayari ay kapansin-pansin
at ne jbubunga ng isang bigla at kakaibang pagbabago sa kapalaran
ng rr ja tauhan
Kuw 'nto ng pakikipagsapalarang maromansa - ang kawilihan ay
nas£ baiangkas sa halip na sa mga tauhan
Kuw, mto ng kababataghan - mga bagay na hindi kapani-paniwala at
salui gat sa hustong bait, kaisipan at karanasan
Kuw mto ng katatawanan- kahawig lamang ng isang salaysay kaysa
isang tunay na maikling kuwento
Kuv wtong sikolohiko- ang tauhang nasa harap ng isang pangyayari
o ka agayan ay inilalarawan sa mga pag-iisip ng mga mambabas
Kuv ento ng tauhan - binibigyang diin ang tauhan o mga tauhang
gurr igalaw sa kuwento.
Kuv ento ng katatakutan - damdaming makapigil hininga ang
pint )ukaw sa kawilihan ng mambabasa
Ku\i ento ng talino- ang mahusay na pagkakabuo ng baiangkas ang
urn? akit sa kawilihan ng mga mambabasa
3. Dul s- ang kaisipan ng sumulat ay inilalagay sa bibig ng mga tauhang

gun aganap sa tanghalan o dulaan. ’
Tra ’edya - nagtataglay ng mahigpit na tunggalian, ang mga tauha’y
ma mapupusok at masisidhing damdamin at humahantong sa
pac <apahamak at pagkasawi ng pangunahing tauhan o ng iba pang
mg i tauhan
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
General Education
P a rsa - may layuning magpatawa sa pamamagitan ng kawil-kawil na

mga pangyayaring nakakatawa at mga bukambibig at pananalitang
katawa-tawa.
S aynete- ang paksa ay naglalarawan ng mga karaniwang ugali.
4. Alamat - kathang ang pinakadiwa ay mga bagay na makasaysayan

subalit ang ibang pangyayari’y likhang isip na lamang ng maykatha.
5. Pabula - kuwento na may tauhang mga hayop at may layuning

makapagbigay aral sa mga mambabasa lalo na sa mga kabataan
6. Sanaysay - isang anyo ng paglalahad na kinapapalooban ng

pangmalas, pananaw, pagkukuro at damdamin ng may-akda
7. Talambuhay -kasaysayan ng buhay ng isang nilikha: (1) talambuhay

na pang-iba, (2) talambuhay na pansarili
8. Talumpati - salaysaying inihanda upang basahin o bigkasin sa harap

ng mga taong handang makinig.
II. B ah ag in g S a k la w ng P a nitikang Filipino
A. Panahon ng Katutubo / Bago Dumating ang Mga Kastila (mula Simula

hanggang 1565)
1. Panahon ng Kuwentong-Bayan
a. kuwentong bayan (folklore)
m ito - Simula ng daigdig, ng tao, ng kamatayan, diyos at diyosa
Prof. Victor Rcy Fumar

General Education
alam at- 1} etiological nagpapaliwanag kung paano pinangalanan
ang mga bagay o pook, 2) non-etiological nauukol sa mga dakilang
tao at sa pagpaparusa ng malaking kasalanan. Hal. aswang,
tikbalang, engkanto.
salaysayin (fo lk ta le s )- Juan Tamad, Pilandok
“Ako'y maharlika," ang sabi ni Somusun sa Alongan kay Pilandok. ‘Ako ang anak
ng Solotan sa Agama Niyog. Kung pababayaan mong patunugin ko ang batingaw ay ■
bibigyan kita ng isang sakong ginto. "
“ 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
at nagtatakbo si Pilandok paalis.
“Si Pilandok at ang Batingaw"- Abdullah T. Madale
pabula (fa b le s )- “Ang Pagong at ang Matsing”
b. kantahing-bayan
oyayi o holoborin - awit pampatulog ng sanggol
diona o ihim an - awit pangkasal
soliranin o ta lin d a w - awit pamamangka
kundim an - awit ng pag-ibig
tagumpay, kum intang, o tikam - awit-pandigma
c. karunungang-bayan
bugtong at palaisipan
salawikain at kasabihan

Bugtong Salawikain
Langit sa itaas, Ang kalabaw na apat ang paa, nadudulas pa.
Langit sa ibaba,
Tubig sa gitna. Ang unti-unting patak,
Sa bato nakaaagnas.
Bongbong kung liwanag,
Kung gabi ay dagat. Madali maging tao,
Mahirap ang magpakatao.
Itinanim ng gabi
Sa umaga inani.
d. bulong - ginagamit na pangkulam o pang-engkanto
2. Panahon ng Epiko
a. Microepic - kumpleto at maaring matapos sa isang upuan lang
b. Macroepic - ipinakikita lamang ang particular na batiagi, nag-
iisang awit
c. Mesopic - maraming masalimuot na insidente
d. Epiko ng mga Kristiano - Lam-ang, Ibalon, Labaw Donggon
e. Epiko ng mga di-Kristiyano - Alim, Tuwaang, Darangan, Agyu,
Sandayo, Bantugan
Lahat sila ay tinungo ang kanilang vinta at nagtayag

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
Na sakyan ang kanilang mahiwagang kalasag patungo sa langit
At hingin sa anghel ng mga patay na ibalik sa kanila
Ang kinuha nitong kaluluwa ng kanilang mahal na kaibigan.
“Bantugen" - Epikong Maranaw, isinapilipino n i Fanny A. Garcia
PNU LET Reviewer 79

B. Panahon ng Kastila / Pagpasok ng Kristiyanismo (1565-1872)
1. Panahon ng Panitikang Pansimbahan
a. dalit - iba’t ibang santo’t santa ang pinagdadalitan
b. nobena - katipunan ng mga panalangin na kailangang ganapin sa loob
ng 9 na araw
c. buhay ng mga santo’t santa
d. akdang pangmagandang-asal
Urbana a t Felisa n i Padre Modesto de Castro
Ang pagsasalita ay sasayahan, ilagay sa ugali, itunton sa guhit, huwag hahaluan

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
at baka maparis doon sa isang paiato na sinagot ng kaharap: hintay ka muna amigo’t
kukuha ako ng gunting a t gugupitin ko ang labis.
Urbana a t Feiiza - P. Modesto de Castro
2. Panahon ng Awit at Korido

a. awit ay korido
awit - binubuo ng 12 pantig sa loob ng isang taludtod, apat na taludtod
sa isang taludturan. Ang musika’y madalang o andante. Ang paksa ay
tungkol sa bayani at mandirigma at larawan ng buhay.
korido - ang sukat ay walong pantig sa loob ng taludtod. Ang musika
ay mabilis o allegro. Ang paksa'y pananalampalataya, aiamat o
kababalaghan.
Pasyon - Gaspar Aquino de Belen, Don Luis Guian, Padre Mariano
Pilapil, Padre Aniceto de la Merced
k M PNU LET Reviewer

General Education
b. tulang pang-aliw
“Arte Poetico Tagalo”
c. tuluyang pang-aliw
Barlaan at Josaphat
Mga Buhok na Nangungusap
Tandang Basio Macunat
d. dulang pang-aliw
duplo - tagisan ng talino ng dalawang pangkat sa pamamagitan ng
pagtula at ang mga kaisipang taglay ng berso ay kadalasang buhat sa
mga awit, korido, salawikain, at kasabihan.
karagatan - mimetikong laro batay sa alamat ng bisang prinsesang sa
hangad na makaisang dibdib ang binatang mahirap na kanyang iniibig
ay ihinulog sa dagat ang kanyang singsing upang sisirin ng lahat ng
kanyang manliligaw.
pangangaluluwa -
tibag - paghahanap at paghukay sa krus na pinagpakuan kay Kristo
santacruzan - marangyang parade ng mga sagala na kumakatawan
sa iba’t ibang tauhan sa Bibliya
moro-moro o komedya - paglalaban ng mga Kristiyano at mga Muslim
karilyo - binubuo ng mga papet na nilikha buhat sa ginupit na mga
karton at pinagagalaw sa harap ng puting tabing kung saan makikita
ang mga anino ng papet bunga ng ilawan sa likod ng talon
senakulo - pagsasadula ng buhay at kamatayan ni Hesus
panunuluyan - ang paghahanap ng matutuluyan nina Maria at Jose
salubong - pagsalubong ni Maria at ng muling nabuhay na si Heus
sarswela - dulang musical, binubuo ng pagsasalaysay na sinaniban ng
mga sayaw at tugtugin at may paksang mitolohikal at kabayanihan

General Education
C. Panahon ng Pagkamulat / Panahon ng Pagbabagong-isip

(1872-1896)
• Mga Manunulat
1. Herminigildo Flores - “Hibik ng Pilipinas sa Inang Espanya"
2. Marcek) H. del Pilar - "Dasalan at Tocsohan,” “Caiingat Cayo”,
"Sagot ng Espanya sa Hibik ng Pilipinas:” , “Ang Cadakilaan ng Diyos”
Aba Guinoong Baria nakapupuno ka ng alcancia, ang Fraile ang sumasaiyo bukod
ka niyang pinagpala'tpinahiguit sa lahat, pinagpala naman ang kaban mong mapasok.
Santa Baria Ina ng Deretsos, ipanalangin mo kaming huag anitan ngayon ay cami
ipapatay. Siya naua.
“Ang Aba Guinoong Baria"- Marcelo H. del Pilar
3. Jose Rizal - “Sa Aking mga Kababata,” “ Liham sa mga Babaeng

Taga-Malolos,” “Juntoal Pasig”, Noli MeTangere atEI Filibusterismo
4. Graciano Lopez Jaena - “Fray Botod”
5. Antonio Luna - “ Por Madrid,” “Impressiones,” “La Tertulia Filipina”
6. Pedro Paterno - Ninay, Sampaguitas y Poesias Varias
D. Panahon ng Himagsikan (1896-1900)

• Mga Manunulat
1. Andres Bonifacio - “Katapusang Hibik ng Pilipinas,” Pag-ibig sa
Tinubuang Lupa”
Kayong mga dukhang walang tanging nais
Kundi ang mabuhay sa dalita’t hirap
Ampunin ang bayan kung nasa ay lunas
Pagkat ang guinhawa niya ay sa lahat.
Ipahandog-handog ang buong pag-ibig

Hanggang sa may dugo'y ubusing itiguis
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

------------------------------------ 1
2. Emilio Jacinto - “Kartilla ng Katipunan,” “Liwanag at Dilim”

3. Pio Valenzuela - “Catwiran”
4. Apolinario Mabini - “El Verdadero Decalogo”
5. Jose Palma - “Himno Nacional Filipino”
E. Panahon ng Amerikano (1900-1942)

1. Panahon ng Paghahangad ng Kalayaan
o Ginamit ang mga dula upang ipahayag ang paghihimagsik.
o ipinatupad ang ilang mga batas upang supilin ang mga mamayan:
Sedition Law, Anti-Flag Law, Brigandage Act, Reconcentration Act.
o Ginamit ang wikang Ingles sa mga paaralang pampubliko.
o Mabisang kasangkapan ng Amerikano ang pagpapalaganap ng
romantisismo sa kanilang lahatan at mabilisang pagbabago sa
katutubong kamalayang Filipino.
2. Panahon ng Aklatang-Bayan (1900-1921)
a. Maikling Katha
o Pasingaw - kadalasang tungkol sa mga dalagang
hinahangaan, nililigawan, sinasamba nang lihim o
pinaparunggitan sa dahilang nais tawagin ang pansin ang
kapintasan sa pag-uugali o sa hitsura
o Dagli - maikling salaysay na nangangaral, namumuna,
nagpapasaring at nanunuligsa
o Maiikling kasaysayang pampatawa - pinamahalaan ni Patricio
Mariano sa Muling Pagsilang
b. Tula at Mga Makata
o Jose Corazon de Jesus - Huseng Batute, ang Makata ng
Puso, "Isang Punongkahoy”
PNU LET Reviewer 81

Kung tumingala ka sa gabing payapa

at sa tangit nama’y may ulilang tala,
na sinasabugan ikaw sa bintana
ng kanyang malungkot na sinag ng tuba,
lya'yako, Mutya!
Kung ikaw'y magising sa dapit-umaga

isang paruparo ang iyong makita
nasa masetas mong didiligin sana
ang pakpak ay wasak a t nanlalamig na;
lya'yako, Sinta!
“Kahit Saan"- Jose Corazon de Jesus
o Lope K. Santos - Makata ng Buhay, manunulat, gobemadof,

senador, guro, “Mga Hamak na Dakila,” “Puso at Diwa”
o Benigno Ramos - “Ang Bahag ng Diyos”
o Pedro Gatmaitan - pinaksa ang lipunang feudal, “Salamisim”
o Inigo Ed Regalado - “Ang Pinagbangunan”
o Florentino Collantes - “Ang Lumang Simbahan”
o Julian Cruz Balmaceda - “Kung Mamili ang Dalaga"
o Valeriano Hernandez Pena - “Luha ng Panulat”
c. Nobela o Kathambuhay
o Banaag at Sikat ni Lope K. Santos
o Pinaglahuan ni Faustino Aguilar
o Pinuno ng Tulisan ni Patricio Mariano
o Bulaklak ng Kalumpang ni Roman Reyes
o Madaling-Araw ni Inigo ed Regalado
d. Dula at Dulaan
o Severino Reyes - “ Mga Kuwento ni Lola Basyang,” “Walang
Sugat” , Gran Compana de Zarsuela Tagala
82 , PNU LET Reviewer

General Education
RELIGIOSO 1: Ah, si Capitang Luis. Ito tagaroon sa amin. Masamang tao ito.
MARCELO: Mason po yata among.
RELIGIOSO 1: Kun hindi man mason, marahil filibustero, sapagka’t kun siya
sumulat maraming K, kabayo ka.
MARCELO: Hindi po ako kabayo Among.
RELIGIOSO 1: Hindi ko sinasabi kabayo ikaw, hindi kun isulat niya an kabayo may
K, an lahat nan C pinalitan nan K. Masama tao iyan, mabuti
Mamatay siya.
RELIGIOSO 2: Marcelo, si Capitan Piton si Capitan Miguel at an Juez de Paz, ay
Daratdagan nan racion.
MARCELO: Hindi sila makakain en.
RELIGIOSO 2: Hindi na racion ang sinasabi ko sa iyo na dagdagan ay an pagkain,
Hindi, ano sa akin kundi sila kumain. Mabuti nga mamatay silan
lahat. An racion na sinasabi ko sa inyo ay an palo, maramin palo
na kailangan.
"Walang Sugat" - Severino Reyes
o Hermogenes Itagan - “Dalagang Bukid,” Hagan Films

o Pascual H. Poblete - “Amor Patria”
o Juan K. Abad - “Tanikalang Ginto”
o Jose Ma. Rivera - “Ang Mga Kamag-anak”
o Juan Crisostomo Sotto - “Ang Kasalanan ng Patay”
o Juan Matapang Cruz - “Hindi Ako Patay”
o Aurelio Tolentino - “Kahapon, Ngayon, at Bukas”
o Balagtasan
o Balagtasan-balitaw - dulang Cebuano, pinaghalong duplo at
balitaw
o Batutian - mimetiko at satirikong pagtatalong patula
o Bukanegan - balagtasan ng mga llokano
o Crissotan - balagtasan ng mga Kapampangan

General Education
3. Panahon ng Haw at Panitik (1922-1934)

o Nagsimula sa paglitaw ng magasing Liwayway.
o Panahon ng pagpapalaganap o popularisasyon.
o Sa pamamagitan ng “Parolang Ginto” ni Clodualdo del Mundo,
pinipili ang pinakamagagaling na katha ng mga buwan at taon.
o “Talaang Bughaw" naman ang buwanan at taunang pamimili ni
Alejandro G. Abadilla ng pinakamahuhusay na tula at katha.
o Kinilalang “Makata ng Manggagawa” si Amado V. Hernandez.
Nangagtigil
ang gawain
sa bukirin
napahinga
ang makina
sa pabrika.
Natiwangwang
angdaunga't
pamilihan.
A t sa madia
ay nagbanta
ang dalita.
“Ang Aklasan" - Amado V. Hernandez
o Hinangaan ang karikyan ng pananalitang ginagamit at katayugan

ng diwang ipinapahayag ni lldefonso Santos.
4. Panahon ng Malasariling Pamahaiaan (1935-1942)

a. Pagsilang ng Panitikan, isang kapisanang itinuturing na siyang
Sakdakista at aristokrata ng panulaang Filipino.
b. Sinunog ng mga kasapi ng Panitikan ang mga akdang itinuring
nilang basura na.

c. Ganap nang nababakas ang tinatawag na katimpian sa larangan

ng pagtalarawan at sa pagpapahayag ng nadarama.
d. Nagsimulang gumamit ng unang panauhan sa mga kuwento.
e. Pagtalakay at paghahambing sa buhay- lunsod at buhay sa nayon.
f. Pinagbagong-bihis ni AGA ang tula sa paggamit ng malayang
taludturan at modernong tema.
g. Nanlupaypay ang dula dahil nauso ang bodabil sa stage shows at
dumating ang mga pelikulang galing sa Amerika.
h. Mula sa “gintong panahon ng nobela” sa nakaraang panahon,
nanlupaypay din ang nobela.
F. Panahon ng Hapones (1942-1945)

a. Itinuturing itong “gintong panahon” ng maikling kuwento at ng dulang
Tagalog.
b. Ipinagbawal ang Ingles kayat nagtamasa ang mga vernacular na trita
c. Nabigyang-sigla ang Pambansang wika dahil sa pagtataguyod ng
mananakop
d. Karaniwang damdaming makabayan ang mga naisulat ngunit ang mga
manunulat ay ingat na ingat na hindi ito mahalata
e. Nabigyan ng diin ang katutubong kulay, ang pananalat at kadafman
ng pang-araw-araw na buhay.
f. Isinaaklat ang mga itinuturing na pinakamahusay na Kathang RSpino
noong 1943 - “25 Pinakamabubuting kathang Pilipino ng 1943”
g. Namalasak ang haiku. Binuhay naman ni lldefonso Santos ang tufang
tanaga.
h. Naisulat ang mahuhusay na kuwentong “ Lupang Tinubuan’ ni Narciso
Reyes, “Uhaw ang Tigang na Lupa” ni Liwayway Arceo, at "Dugo at
Utak” ni Cornelio S. Reyes.
PNU LET Reviewer 83

G. Panahon ng Republika (1946-1972)

a. Lumabas ang datawang uri ng maikling katha - (1) ang komersiyal, at
(2) ang pampanitikan
b. Sinimulan ang taunang timpalak sa Tagalog at Ingles ng Carlos Palanca
Memorial Awards noong 1950.
c. Binigyang puwang ng maraming magasing komersiyal ang mga
bagong mamunulat ng maikling kuwento.
d. Nagkaroon ng maraming paksain ang mga manunulat: ang mga G.l. at
ang mga babaeng hanggang piyer lamang, mga suliraning panlipunan,
buhay-buhay sa mga barong-barong, sa mga estero, sa Tundo at sa
Sapang-Palay.
e. Nagkaroon ng tatak ng makabagong panahon ang mga akda:
Kalamnan o paksang-diwa
Pamamaran, porma ar estilo
Paglalarawang-tauhan
Pananalita o lenggwahe
f. Ilan sa mga pagbabago sa pamamaraan at porma sa balangkas ng
kuwento:
o Uring may balangkas o bahagyang balangkas, ngunit ang tunay na
dula ay wala sa mga pangyayaring nababasa kundi nasa paglalaro
ng mga damdamin
o Uring walang balangkas at tila sinasadyang guHihin ang
pagsasalaysay
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
General Education
g. Nagkaroon ng mga pandulaang grupo:

Children’s Museum and Library, Inc. ___
Philippine Educational Theater Association (PETA)
U.P. Mobile Theater
Arena Theater ni Severino Montano
h. Nagkatoon din ng dalawang uri ng dula: (1) ang dulang romantiko, (2)
dulang mapanghimagsik.
i. Ang mga mandudula ay gumamit ng iba’t ibang pamamaraan
ng Realismong Panlipunan at Sikolohikal, ng Ekspresyonismo, at
Absurdismo.
“Ang Paglilitis kay Mang Serapio” ni Paul Dumol
“Moses, Moses” ni Rogelio Sikat
H. Panahon ng Bagong Lipunan / Panahon ng Batas Militar (1972-1986)

Kathang naisulat sa panahong ito.
Buti pa sila at nakukuhang ngumisngis. Ako kaya, kangino puwedeng magreklamo?

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
nito pati kapalaran ng Pilipinas, tapos ipasasagot pa ito sa kanya sa kasaysayan baling
araw, paano ako nito mapapansin? Magreport kaya ako kay Carter, issue rin ito ng mga
sinadistang estudyante, pero mahirap naming umingles. Baka interesado lang ito sa
giyera na naluluma na.
‘ Utos ng Hari’ - Jun Cruz Reyes
Prof. Victor Key Funiar

General Education
I. Panahon ng Ikaapat na Republika / Panahon Matapos ang EDSA
(1986 - hanggang sa kasalukuyan)
Eksibit Big. 1: Patalim, baril

o kahit na anong sandala,
patunay ng pagbabanta.
Eksibit Big. 2: Panty na may mantsa,

patunay ng kabirhenan ng dalaga.
Eksibit Big. 3: Sertipikasyon ng doctor,

patunay na -
a: sapilitan
b: lubusan
ang pagpasok ng ari,
"Gahasa" - Joi Barrios

Read the excerpt in the box to answer the item below. Choose the letter of the best
answer.
The old people had ordered that the dancing should stop a t ten o'clock but it was
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
staying were promptly herded upstairs in bedroom...
“May Day Eve" - Nick Joaquin
1. What Philippine literary period is used as context of the story?

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 o’clock 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.
PNU LET Reviewer 85
Explanation. The correct answer is A, Life is what we make it. This is expressed by
the last two lines. (B) Life is too short to be wasted, (C) People must be responsible
for others, and (D) People seldom do things right are not mentioned nor implied in
the given lines.
3. The idea expressed in the box below belongs to what school of thought?
A poem is not a thought but a grace.
A poem has no meaning but loveliness.
“Proem “ - Jose Garcia Villa
A. escapist art C. art with social consciousness

B. modem art D. art for art’s sake
Explanation. The correct answer is D, art for art’s sake, the aesthetic idea advocated
and advanced by Jose Garcia Villa. (A) escapist art though may be considered an
aspect of art for art’s sake is not really an identified school of thought. (B) modem
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.
4. Which sound device is not used in the last stanza of Carlos Angeles’ poem
“Dusk"?
Far from the precinct o f some fatuous fire
Streaking across the avenues like faith
Which reaffirms man's genius or desire -
And calmly smiles, and moves. The hour is late.
A. alliteration C. anaphora
B. assonance D. rhyme
5. What literary device is used in the closing paragraph of "Harvest,” a short story
written by Loreto Paras Sulit?
He was speaking to Tinay jokingly “Soon a ll your sampaguitas and camias will be
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
that long to wash his arms why he was rubbing them so hard as that...
86 PNU LET Reviewer

General Education
A \ allusion \l p * 7 c. irony
foreshadowing D. sarcasm
Which figure of speech is shownin the line below taken from Irwin Castillo’s
“Tomorrow Is a Downhill Place” ?
The trees along the way were ruffling their wet leathers tensing their green wings
in anticipation o f the coming flight.
A. personification C. simile
B. hyperbole D. metaphor
7. The narrative below is set during the
A trio of planes roared dangerously low. Shakily Lina and I dived into a shelter where a
Chinese consul and his family crouched and bitterly they reproached us for crowding them
in the already cramped space. Mother had run into another hole and ran out screaming
for there was in it a man with half his face shot off. Outside the shelter we could hear Boni
begging Please don't leave me... We were scattered in all directions.
"People in the War" - Gilda Cordero Fernando
A. EDSA uprising
B. Vietnam War
•^T ) Japanese Occupation
D. Philippine Revolution of 1896
What is being developed in the excerpt taken from “Morning in Nagrebcan” by
Manuel Arguilla?
Am bo was almost as tall as his older brother and he had a stout, husky legs. He ate
the banana without peeling it.
“You foolish boy, remove the skin," Baldo said.
“I will not, "Ambo said. “It’s not your banana." He took a big bite and swallowed it with
exaggerated relish.
“But the skin is tart. It tastes bad."
"You are not eating it, "Ambo said. The rest of the banana vanished into his mouth.
A setting C. conflict
characterization D. dialogue

General Education
9. In what part of the pyramid plot structure should the excerpt above belong?
A. exposition C. crisis
B. complication D. denouement
10. What point-of-view is employed in the narrative excerpt below?
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
took still another shortcut to a filling station. After that, he rode through alien country.
“The Virgin" - Kerima Polotan Tuvera
A. first person C. third person omniscient

B. third person limited D. second person
11. The narrative below belongs to what genre?
Juan dropped the axe and the robbers fled leaving their loot and their food. Then Juan
and Pedro climbed down the tree ate the food and went home with the sacks o f goods
that the robbers left.
‘Juan Osong" - Bicol Literature
A fantastic story C. tall tale

( jj) folktale D. fable
12. Which plot element is covered in the excerpt?
A. initial incident (S) climax
B. rising action 0. failing action
13. What two poetic devices are used in this stanza?
Today she mourns in captivity,
Today she ails with tears falling;
Today her hands are in chains.
And all her children are enslaved.
“Yesterday, Today, and Tomorrow" -

Aurelio Tolentino (Lourdes Vidal, trans)
IVol. Victor Rey Fumar

A. metonymy and apostrophe
^ a llu s io n and assonance . 4 ju J
fif)a n a p h o ra and synecdoche -
hyperbole and metonymy
Read the passage below to answer items 14 and 15.
But in itself the laughter is a good thing. In the past it m s perhaps the only way our
people could get back at the foreign ruler. For in the future it should insure us against
submission to a messianic despot.
“What Are Filipinos Like’’ - Leon Ma. Guerrero
14. The excerpt belongs to what genre?

( $ ) essay B. fiction C. memoir D. sermon
15. what Filipino value is referred to in the passage?
A. comic flair C. sobriety
B. lightheartedness $ p sense of humor
16. What is presented in the passage below?
With confident imagination he sees a vision of Earth whole and entire the globe
revolving on its axis journeying around the sun through October and December and
the months of the summertime. Earth: he pronounces the word to himself as if to
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
living now on earth... And all the stars in the sky.
“The Distance to Andromeda" - Gregorio Brilliantes
A. scientific observation
B. personal experience
metaphysical theme
Dl heavenly vision
PNU LET Reviewer 87

17. What tone is established in this story excerpt below?
The letter announcing the visitation (a yearly descent upon the school by the
superintendent the district supervisors and the division supervisors for ‘purposes of
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
Pagkabuhay would be in Mapili by lunchtime and barring typhoons floods volcanic
eruptions and other acts o f God would be upon Pugad Lawin by afternoon.
“The Visitation o f the Gods" - Gilda Cordero Fernando
A. ironic (JP humorous C. gloomy D. sarcastic

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
lady. Tell her I 'II buy ten tickets and sell twenty to my friends if only she 'd attend.
MATIL: I am sure she 'II be pleased.
FLOR: But only on that condition. I’ll 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.
I shall go there and visit them. I shall bring my photographer so I can send the
picture to the papers. But I will not reveal my name, I shall wear a black veil
covering my face and bring them tuyo and tapa and dilis. I could buy some stale
bread from the bakeries and bring them too.
“Call Me Flory" - Wilfredo Ma. Guerrero
18. This play exemplifies the characteristics of a

A. romance C. tragedy
satire D. farce
1GMwho is the persona in the poem below?
Orphaned by distances but filial to a photo-
' Graph postmarked, overseas, thus did I began
My wellkept boyhood in a tidy house
a cozy house
“Poems for My Father" - Federico Licsi Espino
88 PNU LET Reviewer

General Education
A. anOFW’sson C. a photographer’s daughter
B. an orphaned child D. a young housekeeper
20. What sound device is employed in the excerpt below?
so a ding-dong sell
and a ding-dong buy
imported cars and buses
to transport the younger pop
ulace to point of demonstration
‘RiotSong’ - Tita LacambraAyala
A. anaphora X . consonance
B. assonance \T)) onomatopoeia
21. What rhythmical device is used in this line from The Small Key? “ .. .even the
low square nipa house that stood in unashamed relief against the gray green
haze of grass and leaves.”
alliteration C. consonance
B. assonance D. anaphora
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?
A. visual (ft) auditory C. tactile D. olfactory
23. “SABINA (Irt monotone)'. Outside love, nothing lives! . . . ” What does Sabina
mean by this line?
A. Her love for Mr. George is forever.
B. Her relationship with a married man causes her humiliation and
embarrassment.
(fT ) It is better for her to die than to lose Mr. George.
D. She hates Mr. George for lying to her.

General Education
24. Which comic technique is used in Agana’s NewYorker in Tondcfi
A. mistaken identity
B. physical blunder
reversal of fortune
ridiculous situation
25. What does Gonzalo mean by “a little longer” in this excerpt from Guerrero’s
Three Rats?
Adrian: (Laughing)-. I expect to live a little longer, Gonzalo.
Gonzalo: A little longer is right. (Adrian’s face slowly begins to get red. He feels
a giddiness in his head - he presses his temples.)
A_ He wants Adrian to apologize for his affair with Nita.
( B y The cyanide in Adrian’s coffee is taking effect.
C. Adrian is getting drunk and incoherent.
D. His wife's infidelity makes him suffer in silence.

English - Philippine Literatare
DIRECTIONS: Read the excerpt, question, or incomplete statement after each

number. Choose your answer to each question or incomplete statement from the
choices that follow. Write the letter of your answer on your answer sheet.
1. Ano ang inilalarawan sa dalawang linyang ito?
Kahit na tanghali ay tila rin gabi,

ang Usang Haw ay ayaw magsindi.
“Bayang Malaya" - Amado V. Hernandez
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
PNU LET Reviewer 89

4. Sa anong panahon naisulat ang mga taludtod na ito?
Wala nangpamana itong Pilipinas

na layaw sa ina kundi pawing hirap;
tiis ay pasuiong, patente’y nagkalat,
rekargo't impuesto'y nagsala-salabat.
A. Panahon ng Amerikano
C. Panahon ng Hapones
(By Panahon ng Kastila
u. Panahon ng Batas ng Militar
5. Mula sa anong mga mamamayan ang tulang ito?
Alam natin ang katotohanan
tayo man ay nasaan:
pagsapit ng hapon
iumulubog ang araw.
"Ambahan Tungkol sa Paggawa"
A. Tagalog C. Ivatan
H i) Mangyan D. tlocano
6. Basahin ang mga linyang sumusunod._________ __________
Huwag ninyo akong alukin
ng mga taludtod
kung ang tula ay isa lamang
pumpon ng mga salita.
“Kung ang Tula Ay Isa Lamang’ -

Jesus Manuel Santiago
Ang “ninyo" sa unang linya ay tumutukoy sa mga

A. manunulat C. manlilimbag
B. ambibigkas <JT)makata
f c t l B pMU LET Reviewer

General Education
7. Alin ang pinaka-angkop na buod ng halaw?
Ang pinakamabisang paraan ng paglupig sa isang bansa ay pagbihag sa kaniyang

kaisipan. Ang tagumpay ng military ay hindi nangangahulugan ay pagsakop ng bansa.
“Ang Mating Edukasyon ng mga Filipino" - Renato Constantino
A. Mas matindi ang pagkalupig ng isipan kaysa pagsakop sa teritoryo ng bansa.

/ ^ ) Ganap ang pagsakop kung nagapi ng mga militar ang mamamayan.
C. Walang saysay ang lakas ng military sa tatag ng kultura ng bansa.
D. Nararapat labanan ang lahat ng uri ng pananakop ng nga dayuhan.
8. Anong kaisipan ang ipinapahiwatig ng dalawang linyang ito?
Sa gitna ng salon, ang boses ng tanso ay tumataginting,

Sinusundan-sundan ng apat na paang salit kung maglambing.
“Three O'clock in the Morning" - Cirio H. Panganiban
f f ij pagbabalatkayo C. pagtataksil
v . pagbabakasakaliD. pagmamahalan
9. Sagutin ang bugtong.
Nang bata pa 'y paruparo
Nang tumanda ay latigo.
A. saging C. singkamas
B. sinturon D. sitaw
Basahin ang bahagi ng nobela at sagutin ang tanong 10 at 11.
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.
____ Pa'no kaya akong makakauwi nito?
____ lhahatid kita, kung gusto m o, _____ sabi ni Julio.
_____Sige na nga, pakisuyo. Sa bahayka na tuloy tsumitsa.
Sa Mga Kuko ng Liwanag - Edgardo M. Reyes

General Education
1 0 .M n a n g tumutukoy nang tarna sa mga tauhan at tagpuan?

//m?\manggagawa sa lungsod __
'e y tambay sa kanto
C. puno sa tanggapan
D. magsasaka sa nayon
11. Ano ang ibig sabihin ng huling salitang ginamit?
A. magpahinga C. matulog
P B . kumain D. maghintay
1 2n\nong kaugalian o paniniwala ang nilalaman ng awiting-bayang ito?
Sitsiritsit, alibangbang
Salaginto, salagubang
Ang babae sa lansangan
Kung gumiri parang tandang.
A. Ang mga Filipina ay parang mga paruparo.

B. Ang mabuting babae ay dapat nasa tansangan.
C. Masa loob dapat ng bahay ang kababaihan,
Ang nasa labas ng bahay ay haliparot.
ang halaw upang masagot ang 13 at 14.
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.
Urbana at Felisa - P. Modesto de Castro
13 Ang karangalan na binabanggit ay tumutukoy sa

A. pag-uugali
B. karunungan
14. Aling pelikula ang may katumbas o katulad na tema?
A. Batman C. Zsa-Zsa Saturna
B. Superman 0 Spiderman
J’i o I. Vi* t o r K e y 1 u m a r
15. Saan nagmula ang halaw na ito?

Nakatagpo ni Baltog ang mga buwayang lumilipad sa Bicol a t mga baboy-ramdng
kasintaiaki ng mga eiepante. Pinagpapatay niya ang mga ito.
( £ } epiko C. kuwentong-bayan
B. koridoD. kuwento ng kababalaghan
16. Anong uri ng sinaunang porma ng literatura ang nasa ibaba?
Dagang malaki, dagang maiiit
Heto ang ngipin kong sira at pangit
Bigyan mo ng magandang kapaiit.
A. awiting-bayan C. dalit
bulong D. bugtong
Mahigit kang aba sa mapagpunuan

Ng hangat na puno a t masamang asal,
Sapagkat ang haring may hangad sa yaman
Ay mariing hampas ng langit sa bayan.
Fiorante at Laura - Francisco Battazar
17. AHn ang tumpak na pagpapakahulugan ng siniping bahagi?

J k. Ang mga gahamang pinuno ay walang pinag-iba sa mga haring gahaman.
\B j Maiaking parusa sa bayan ang magkaroon ng punong gahaman at
duhapang sa kayamanan.
C. Maituturing na sabwatan ang pagkakaroon ng mga hangal na puno at
ngitngit ng kalangitan.
D. Mas malubha ang kasalanan ng mga taong pinagkatiwalaang mamuno
ngunit naging gahaman.
PNU LET Reviewer 91

18. Anong katotohanan hinggil sa kasaysayan ang ipinapakita sa tagpong ito ng

nobela?
Sa liblib na aking kinatataguan ay nagdaan ang dalawang Makabebe na kasama ang

mga Amerikano, a t aking napakinggan sa kanila ang sumusunod na salitaan:
UNANG MAKABEBE: “Ito ang nuno ng tapang. Sino ang mag-aakalang makamatay
pa ng walong Amerikano, ang koronel na itong halos ay naghihingalo na lamang?”
IKALAWANG MAKABEBE: “Sinasabi ng Amerikanong manggagamot na kung sa
mga sugat daw lamang ay maaari pa siyang nabuhay, pagkat ang punglo 'y hindi naman
nakasira sa sangkap na mahahalaga sa loob ng katawan; ngunit, may kahirapan daw
siyang iligtas dahil sa lubhang kakulangan ng dugo, kaya nawawala tuloy ang pag-asa
dahil sa kahinaan ng katawan."
Ang Singsing ng Dalagang Marmol - Isabelo de los Reyes
C. Ang kabayanihan ng mga reboiusyonaryo.

D. Ang karahasan ng mga kasali sa digmaan.
E. Ang pagtataksil sa bayan ng ilang mamamayan.
(FN Ang kalupitan ng Amerikanong mananakop.
Basahrn ang halaw.
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
ng dyipni at lumikha ng ganitong sasakyan. Ngunit dahil nilikha nang maramihan, wala
sa mga ito ang sining o ang disenyong baroque. S a halip, isahang lagyan ng kulay na
lamang. May ilang drayber ng Tamaraw na sumubok na lagyan ng makulay na disenyo
ang kanilang sasakyan upang makopya ang magic ng dyipni. Masyadong diretso ang
linya ng mass produced na dyipni at hindi akma sa sensibilidad ng Pilipino.
“Alisin Ka Mo ang Dyipni? Teka Muna" - Valerio L. Notuente
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19. Ano ang pinupunto ng sanaysay?

fflpvAng dyipni ay bahagi ng pangkulturang pagkakakilanlan ng mga Filipino.
B r Ang dyipni ay nagtataglay ng kanluraning estilo kagaya ng baroque art.
C. Ang dyipni ay pilit ginagaya ng ibang mga bansa pero pawang nangabigo
sila.
D. Ang dyipni ay may tatak ng parehong katutubo at dayuhang sensibilidad.
Basahin ang halaw at sagutin ang huling tanong.
Sa mga epiko nati'y wata ang phenomenon ng himagsikan. Ngunit kung hindi tayo
tututoi nang maiakas, kung hindi natin itataas an gating mga boses, kung hindi natin
mauunawaan na ang salitang reconciliation ay matagal nang patay at ang salita dapat
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
pamahalaan ay baka tayo ang mapatay ng mga mahihirap. Sa kanila nanggaling an gating
mga epiko’t maaari rin nilang baguhin ang morpolohiya, balarila, a t gramatika ng mga ito.
“Si Lam-Ang, si Fernando Poe Jr., a t si Aquino: Hang Kuro-kuro

Tungkol sa Epikong Filipino’’ - Isagani R. Cruz
20. Ano ang implikasyon ng kinatatakutan ng may-akdang kritiko?

A. Ang masa ay karaniwang naaakit sa himagsikan.
B. Ang mga epiko ay sandata sa paglaban ng mamamayan.
C. Ang lipunan ay dapat sunud-sunuran sa mga epiko.
Ang mga mahihirap ang mapagpasyang uri sa lipunan.
21. Wnich story has a circular plot?
Dead Stars C. Magnificence
B. May Day Eve D. Harvest
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
old; . .. ”
A. May day eve C. May night
B. Mayday midnight D. May-time

General Education
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 boy’s unreciprocated love for Aida.
The embarrassment of the boy in the presence of Aida.

C. The boy’s 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
World
Literature
Prepared by:
Dr. Ma. Antoinette C. Montcalegrc
Competencies:
1. s h o w k n o w le d g e o f th e different genres of
literature a n d th e e le m e n ts a n d conventions
characteristic of e a c h genre
2 . apply interpretive a n d analytical skills in
reading selec ted w o rk s in w orld literature
3 . display k n o w led g e a n d understanding of
figures o f s p ee c h a n d figurative language
4 . point out th e literary techn iques a n d devices
em p lo y ed by authors
5 . identify th e th e m e /s a n d /o r universal
insights c o n v ey e d by different literary w o rk s
in w orld literature
6 . define s o m e literary c o n c e p ts evident
in particular texts (e.g. in m ed ias res,
archetype, tragic flaw, etc.)
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PART I - C O N TE N T UPDATE
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
been found at sites throughout the Middle East and in all the languages
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
library of Assurbanipal, the last king of the Assyrian empire - what modern
scholars call the Standard Version - circulated widely throughout the
ancient Middle East for a millennium or more.
The epic narrates the legendary deeds of Gilgamesh, the king of Uruk, but
it begins with a prologue that emphasizes not his adventures but wisdom
he acquired and the monuments he constructed at the end of his epic
journey. It also tells us that Gilgamesh was endowed by his divine creators
with extraordinary strength, courage, and beauty. He is more god than man
- 2/3 god and 1/3 human.
Gilgamesh is the epitome of a bad ruler: arrogant, oppressive, and brutal.

The people of Uruk complain of his oppression to the Sumerian gods,
and the gods’ response is to create Enkidu as a foil to Gilgamesh. The
goddess Aruru creates Enkidu to contend with Gilgamesh and absorb his
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
other. Later Enkidu becomes a faithful friend of Gilgamesh. Together they
Ur. M.t. Antoinette C. Montealegre

General Education
set off to destroy Hunnbaba, the giant who guards the cedar forest. Both
of them also kill the bull Ishtar sends to punish Gilgamesh for rejecting
her advances. Enkidu is destined to die for helping to kill the bull and
Humbaba. When he dies, Gilgamesh is so grief stricken that he embarks on
a quest not for glory but for everlasting life. The death of Enkidu reveals to
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
of the plant of immortality. When he finally gets it, he loses it to a snake
which ate it while Gilgamesh sleeps.
From the Prologue
I will proclaim lo the world the deeds o f Gilgamesh. This was the man whom a
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
flood. He went on a long journey, was weary, worn out, returning he rested, he engraved
on a stone the whole story.
When the gods created Gilgamesh they gave him a pertect body. Shamash the
glorious sun endowed him with beauty, Adad the god of the storm endowed him with
courage, the great gods made his beauty pedect, surpassing all others, terrifying like a
great wild bull. Two-thirds they made him god and one-third man.
2. Ancient Egyptian Poetry. The literature of ancient Egypt has survived

only in scattered fragments, and because of the difficulty of the Egyptian
language and writing system (a complex system of stylized pictographs
called hieroglyphics), it is far less well known than either the art or the
architecture.
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

Kingdom (ca. 2575-2130 B.C.). They include narratives, incantations, and
invocations designed to help the pharaoh’s soul on its journey to the other
world. There were also lyrics and devotional poems that were composed
during the millennium that includes all the dynasties of the Middle and N * j
kingdoms (ca. 2130-1200 B.C.). j
The flowering of ancient Egyptian culture came between 1570 -1085 B.C,
the time of the New Kingdom in Egypt. One type of poetry that emerged I
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.
The word pastoral comes from the Latin word for shepherd - p a s to r- bat
pastoral poetry is not merely about shepherds.
Sample o f Egyptian poetry (excerpt only)
When in splendor you first took your throne

high in the precinct of heaven, 0 living God, life truly began!
Now from eastern horizon risen and streaming,
you have flooded the world with your beauty.
You are majestic, awesome, bedazzling, exalted,
Overlord over all earth,
yet your rays, they touch lightly, compass the lands
to the limits o f all your creation.
There in the Sun, you reach to the farthest of those
you would gather in for your Son, 'whom you love;
Though you are far, your light is wide upon the earth;
and you shine in the faces o f all who turn to follow your journeying.
*PharoahAkhenaiai
(Translated by John L Fosta)
PNU LET Reviewer

What inferences do you make about the speaker? How does the speaker
portray God (line 3), the father of Pharaoh Akhenaten? What lines or words
would support your answer? What figure of speech is used in ‘you have
flooded the world with your beauty’? What does it mean?
Below is an excerpt from an Egyptian love poem.
[Love o f you is mixed deep in m y vitals]
Love o f you is mixed deep in my vitals,

like water stirred into flour for bread,
Like simple compound in a sweet-tasting drug,
like pastry and honey mixed in perfection.
Oh, hurry to look at your love!
Be like horses charging in battle,
Like a gardener up with the sun
burning to watch his prize bud open.
High heaven causes a girl's lovelonging.
it is like being too far from the light,
Far from the hearth o f familiar arms.

It is this being so tangled in you.
(translated by John L. Foster)
Point out the lines that show the use of simile and metaphor. What do they
mean? Why are they used by the speaker?
3. The Bible: The Old Testament. The religious attitudes of the Hebrews
appear in the story that they told of the creation of the world and humankind.
The most important example of Hebrew literature is the Jewish Bible (called
by Christians the Old Testament in contrast to the New Testament).
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The word B ible came from the Greek word biblia, meaning a collection of
writings. Despite the diversity of the Bible, it is unified by a few constant
themes. Among these are power, goodness, and mercy of one God; the
covenant, or solemn agreement, into which God enters with the Hebrew
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
and Christians. One famous translation of the Bible was the English version
done by a committee of scholars for King James (1611).
from Genesis 1
In the beginning God created the heaven and the earth. And the earth was without
form, and void; and darkness was upon the face o f the deep. And the spirit of God
moved upon the face of the waters.
And God said, Let there be light: and there was light. And God saw the light, that it
was good: and God divided the light from the darkness. And God called the light Day,
and the darkness he called Night. And the evening and the morning were the first day.
And God said let there be a firmament in the midst of the waters, and let it divide the
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
God called the firmament Heaven. And the evening and the morning were the second day....
(from King James Version)
4. The Bible: The New Testament. The collection known to Christians as

the New Testament was formed by combining the four gospels of Matthew,
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
and Asia Minor. The Gospel of John draws on different sources and also
has greater theological density than the other three.

General Education
from Luke 15
Then drew near unto him all the publkans and sinners for to hear him. And the
Pharisees and the scribes murmured, saying, This man receiveth sinners, and eateth
with them.
And he spoke this parable unto them, saying, What man of you, having a hundred
sheep, if he lose one o f them, doth not leave the ninety and nine in the wilderness, and
go after that which is lost, until he find it? And when he hath found it, he layeth it on
his shoulders, rejoicing. And when he cometh home, he calleth together his friends and
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.
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 )
Arabic Literature
By the time of Muhammad’s birth, the Arabs already possessed a large body
of poetry. For centuries, poets from ail over Arabia had gathered to recite odes
(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
to develop, although the earliest works were religious in nature and dealt,
directly or indirectly, with the text of the Koran. Islamic Arabs also enjoyed
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
together tales into one long narrative. One of the simplest and oldest tales in
The Thousand and one N ights is “The Fisherman and the Jinnee."
Or. Ma. Antoinette C. Montealegre

from the Koran
1) 'God changes not what is in a people,

until they change what is in themselves. ’
2) When the help o f God arrives and victory,

And you see human beings entering God’s religion in hordes
Then recite the praises for your Lord and seek forgiveness o f Him.
Indeed, He is relenting.
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
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
world until the conquest of Iran by the Arabs. The most important hero is the
warrior Rustam.
from Firdawsi’s The Shah-nama
‘From sunrise till the shadows grew they strove

Until Suhrab, that maddened elephant,
Reached out, upleaping with a lion's sp rin g . . . ’
Another Persian poet is Omar Khayyam, who is also a mathematician and a

scientist. He is probably the best known Islamic poet in the West. A collection
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.
PNU LET Reviewer 97

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

With them the seed o f Wisdom did I sow,
And with mine own hand wrought to make it grow;
And this was all the Harvest that I reap’d -
"I came like Water, and like the Wind I go. ”
C . In d ia n L iteratu re (c. 1 4 0 0 B .C . - c . A .D . 50 0)
Ancient Indians had no literary genres like the novel or the short story. Except
tor poetry and drama, most Sanskrit texts imitated the R ig-veda in attempting
to convey general and timeless truths.
Hinduism, an Indian religion, claims the Vedas as the source of all truth and
the basis of its religious beliefs. The earliest and most influential of these
sacred texts is the Rig-veda. Compiled around 1400 B.C., the Rig-veda is
a collection of 1,028 hymns composed by different authors at different times.
It also contains poems like the “Creation Hymn” which speculates about the
origin and nature of the universe.
from the “Creation Hymn" o f the Rig-veda.
'/ 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
protection? Was there water, bottomlessly deep?
2 There was neither death nor immortality then. There was no distinguishing
sign o f night and day. That one breathed, windless, by its own impulse. Other
than that there was nothing beyond. ’
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The M ahabharata is the world’s longest epic. The myths and tales in this
epic are woven into the fabric of its main story: the account of a fight over the
rights to a kingdom. Two branches of a family, the Pandavas and the Kauravas,
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.
The Panchatantra (The Five Books or The Five Strategies) attributed to

Visnusarman, is the best known collection of folktales and animal fables in
Indian literature. It aimed to teach the young princes of India in the ancient
times about political matters and interpersonal relationships in general.
Each of the five books of the Panchatantra begins with a frame story, whose
characters tell each other stories illustrating the conduct appropriate to diverse
social and political situations. The characters within the illustrative tales tell
each other stories as well and so on, until the nested tales eventually lead back
to the frame story.
From the Panchatantra - Book V

Ill-Considered Action
Let the well-advised be done;

Ill-advised leave unbegun:
Else, remorse will be let loose,
As with lady and mongoose
“How was that?" asked Jewel. And they told the story of

General Education
The Loyal Mongoose

There was once a Brahman named Godly In a certain town. His wife mothered a
single son and a mongoose. And as she loved little ones, she cared for the mongoose
also like a son, giving him milk from her breast, and salves, and baths, and so on. But
she did not trust him, for she thought: “A mongoose is a nasty kind of creature. He might
hurt my boy. “Yes, there is sense in the proverb:
A son will ever bring delight,

Though bent on folly, passion, spite,
Though shabby, naughty, and a fright.
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
when she was gone, the Brahman went o ff somewhere himself to beg food, leaving the
house empty.
While he was gone, a black snake issued from his hole and, as fate would have it,
crawled toward the baby's cradle. But the mongoose, feeling him to be a natural enemy,
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
with his own heroism, he ran, blood trickling from his mouth, to meet the mother; for he
wished to show what he had done.
But when the mother saw him coming, saw his bloody mouth and his excitement, she
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
she left him without a second thought, and hurried hom e,...
Sakuntala by Kalidasa is the most beloved of Indian plays. Rooted in the values
of India’s classical civilization, and at the same time articulating a profoundly
human vision, the play about lovers parted and reunited transcends cultural
particularities. The plot, adapted from an older epic tale, is simplicity itself.
On seeing the lovely maiden Sakuntala in the enchanting setting of the

woodland hermitage presided over by the sage Kanva, Dushyanta inevitably
tails in iove with her. The young woman returns his passion. Circumstances
I h, M.i. Antoinette C. Montealegre

cause the lovers to part. A sage’s curse and the loss of the king’s signet ring
result in the king’s forgetting of his liaison with Bakuntala, and plunge her into
further suffering, far away from her lover. The recovery of the ring jogs the
Dushyanta’s memory, and now it is his turn to suffer, not knowing where to
find Sakuntala. With the intervention of the sages and gods, the two lovers are
reunited together with their young son.
D . C h in ese L iteratu re (1 0 0 0 B .C . - A .D . 1890)
In contrast to other ancient literary cultures, which begin with epics, prose
legends or hymns to the gods, the Chinese tradition begins with lyric poetry.
The Classic o f Poetry (also known as the Book o f Song^j is a collection of 305
songs representing the heritage of the Chou people. The earliest in the collection
are believed to date from around 1000 B.C. and the latest from around 600 B.C.,
at which time it seems to have reached something like its present form.
There are temple hymns to the ancestors of the Chou ruling house, narrative
ballads on the foundation and history of the dynasty, royal laments, songs of
soldiers glorifying war and deploring war, love songs, marriage songs, hunting
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.
However simple the poems of the Book of Songs may appear on the surface,
they embody the central values (if not the realities) of early Chinese civilization.
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.
For example, a young woman tosses a man a piece of fruit as a love gift, and
the young man answers with an exchange:
PNU LET Reviewer 99

#64
She cast a quince to me, She cast a peach to me,

a costly garnet I returned; costly opal I returned;
it was no equal return, it was no equal return,
but by this love will last. but by this love will last.
The exchange is economically unequal, a jewel returned for fruit. But the young
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
fruit she threw had been a message.
from the Book o f Songs

#20
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,
let me have a fine one. let me have a steady one. le t me be bride o f one.
What do the plum s represent in the poem? What does each of the last line
mean? What does each imply?
Along with poetry, the most highly valued Chinese literary works are philosophical
texts. Of these books, the most notable are The A nalects of Confucius and
the Tao Te C hingo\ Lao Tzu - the principal works of Confucianism and Taoism,
respectively.
The A nalects represents the memory of Confucius’s teachings and was

probably not written down until many centuries after his death. In its present
form the Analects consists of twenty “books” or chapters. It is a collection of
too PNU LET Reviewer

General Education
terse and sometimes apparently innocuous sayings as welt as a few longer

anecdotes. Throughout the Analects the reader is reminded that wisdom comes
in fragments and fractions; the burden of understanding is placed on the reader.
At the heart of the Analects is the hope that the members of society behave
with a natural decency toward one another, respecting age and hierarchy and
adapting to their changing roles.
from The Analects o f Confucius
The Master said, “At fifteen I set my heart on learning; at thirty I took my stand; at forty
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)
The Master said, “It is these things that cause me concern: failure to cultivate virtue,
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)
What values or virtues are emphasized in the two teachings from the Analects?
The Tao Te Ching is widely regarded to be the most influential Taoist text.
The title means “ The Classic o f the Way and Its Power o r Virtue.” It is a
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
bamboo tablets) dates back to the late 4th century B.C. It has been used as a
ritual text throughout the history of religious Taoism.
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
difference. The leading themes revolve around the nature of Tao and how to
attain it. Tao is said to be unnameable and accomplishing great things through
small means.
Dr. Ma. Antoinette C. Montealcgre

General Education
from the Tao Te Ching IX
‘R ather than fill it to the brim by keeping it upright

Better to have stopped in time;
Hammer it to a point
And the sharpness cannot be preserved forever;
There may be gold and jade to fill a hall
But there is none who can keep them.
To be overbearing when one has wealth and position
Is to bring calamity upon oneself.
To retire when the task is accomplished
Is the way of heaven.’
What virtue or value is emphasized in this Taoist teaching? What metaphor is

used in this text?
E. J a p a n e s e L ite ra tu re (5 0 0 B .C . - A . D. 18 9 0)
Poetry is one of the oldest and most popular means of expression and
communication in the Japanese culture. Poetry has already existed for centuries
as part of the oral tradition of the Japanese. The first anthology of Japanese poetry
is the Manyoshu, or the “Book o f Ten Thousand Leaves.” This anthology,
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.
The poems of The Manyoshu were recorded using Chinese characters in three
different ways: for meaning, for sound when read in Chinese, and for sound
when read in Japanese. The anonymous poems in the collection, nearly two
thousand, far outnumber those by any of the known poets. The collection
includes poems that tell life in the wilderness, poems by fishermen, farewell
poems, even poems by travelers to Korea.
I)r. Ma. Antoinette C. Montealegre

from the Manyoshu
I Loved Her Like the Leaves

Kakinomoto Hitomaro
'I loved her like the leaves,

The lush leaves of spring
That weighed the branches o f the willows
Standing on the jutting bank
Where we two walked together
While she was of this world.
My life was built on her;
But man cannot flout
The laws of this world.
To the wide fields where the heat haze shimmers,
Hidden in a white cloud,
White as white mulberry scarf,
She soared like the morning bird
Hidden from our world like the setting s u n ....
The above poem is an example of a choka, a poem that consists of alternate

lines of five and seven syllables with an additional seven-syllable line at the
end. Unlike other Japanese verse forms, there is no limit to the number of
lines in a choka.
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
preference for simplicity, suggestion, and irregularity. The most common
subjects of a tanka are love and nature. Tanka poets generally exhibit restraint,
relying on clear, powerful imagery to evoke an emotional response rather than
using abstract words to directly express their feelings. The Japanese place
more emphasis on the imagery used and the emotions evoked by a tanka than
they do on the structure of the poems.
PNU LET Reviewer 101

Here is an example of a tanka:
A t the great sky

I gaze all my life:
For the rushing wind,
Though it howls as it goes,
Can never be seen.'
- 0. Mitsune
Still another Japanese poetic form is the haiku, which consists of three lines
of five, seven, and five syllables. Originally it is the opening verse (the hokkdj
of a renga, a form of collaborative poetry, but later the haiku developed into a
distinct literary form. Reflecting the dominant tastes of the Japanese culture,
haiku are characterized by precision, simplicity, and suggestiveness. Almost all
haiku contains a kigo, a seasonal word, such as cherry blossoms, snow, falling
leaves.
Here are two examples o f the haiku:
'Melting snow: An old pond:

And on the village a frog jumps in —
Fall the children.' the sound of water.
- Issa - Basho
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
Japan,” focused on Japanese history. Before Lady Murasaki Shikibu’s Tale o f
G enji appeared, there was The Tale o f the Wez/rewriiten by an unknown author
during the 13th century. Another important work of prose produced during
the age of feudalism is Essays in Idlleness, a loosely organized collection of
insights, reflections, and observations, written during the 14th century by a
Buddhist priest named Kenko.
102 PNU LET Reviewer

General Education
from Essays in Idleness by Kenko
'How delightful it would be to converse intimately with someone o f the same mind,
sharing with him the pleasures o f uninhibited conversation on the amusing and foolish
things o f this world, but such friends are hard to find.'
The No, the classical theater of Japan, is the world’s extant professional theater.
It is also among the world’s gravest and most stylized. The word no may be
translated as “talent,” “skill,” or “accomplishment.” Performed on an austere,
undecorated stage of polished cypress, with no scenery and virtually no props,
the ritual-like poetic dance-dramas of the No have been described as a theater
free of the artifice of stagecraft. The small cast of actors, all males, wearing
masks is accompanied by a chorus, and because the stage is bare with no
trappings of representational theater, the actor’s own talent or accomplishment
(that is, his no) became paramount.
Two other forms of drama emerged later: the Jo ru ri (now called BunrakU) and
Kabuki. Joruri is staged using puppets. Kabuki involves lively, melodramatic
acting and is staged using elaborate and colorful costumes and sets.
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)
Greek Literature
The stories told in the Homeric poems are set in the age of the Trojan War, which
archeologists date back to the 12th century B.C. The poems preserve some of the
faded memories of the Mycenean Age. This was the time of the final settlement
of the Greek peoples, an age of invasion perhaps and migration which saw the
foundation and growth of many small independent cities. The geography of Greece -
a land of mountain barriers and scattered islands - encouraged this fragmentation.
Dr. Ma. Antoinette C. Montealegrt

General Education
Greek literature begins with two masterpieces, the Iliad and the Odyssey
which are attributed to the poet Homer, about whom nothing is known except
his name. Revered as statements of cultural identity, the Hiad and the Odyssey
center on heroes who embody the values of ancient Greek culture.
The Iliad recounts only part of a long series of events in the Trojan War, which
was fought, according to the legend, because of a quarrel among the gods and
the resulting betrayal among mortals. All the action in the Iliad is, more or less
directly, the consequence of Achilles’ anger at being dishonored.
From the Iliad by Homer
.. Achilleus of the swift feet spoke:

“0 wrapped in shamelessness, with your mind forever in profit,
how shall any one o f the Achaians readily obey you
either to go on a journey or to fight men strongly in battle?
I for my part did not come here for the sake of the Trojan
spearmen to fight against them, since to me they have done nothing.
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
spoil my harvest, since indeed there is much that lies between us,
the shadowy mountains and the echoing sea ; but tor your sake,
o great shamelessness, we followed, to do you favor,
you with the dog’s eyes, to win you honor and Menelaos
from the Trojans. You forget all this or else you care nothing.
And now my prize you threaten in person to strip from me,
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 .. . . ’
Why does Achilles refer to Agamemnon as shameless? What figure of speech

is evident in the line 'you with the dog's eyes'? ‘there is much that lies between
us/the shadowy mountains and the echoing sea’?
I>r. Ma. Antoinette C. Aiontealegre

The Odyssey is concerned with the peace that followed the war and in particular
with the return of the heroes who survived to their own kingdoms. Its subject
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.
It celebrates return to ordinary life after all the excitement, toil, and danger. The
Odyssey offers a more positive meditation on the nature of civilization and of
the structure of political daily life as the Greeks experienced it. It does so by
showing what a community has to lose by the absence of those structures and
to. gain by their affirmation.
From the Odyssey - Book XXII

(Death in the Great Hall)
For they imagined as they wished - that it was a wild shot,

an unintended killing - tools, not to comprehend
they were already in the grip of death,
but glaring under his brows Odysseus answered:
"You yellow dogs, you thought I'd never make it

home from the land o f Troy. You took my house to plunder,
twisted my maids to serve your beds. You dared
bid for my wife while I was still alive.
Contempt was all you had for the gods who rule wide heaven,
contempt for what men say of you hereafter.
Your last hour has come. You die in blood. ’
“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.
There will be killing till the score is paid.
You forced yourselves upon this house. Fight your way out,
or run for it, if you think you’ll escape death.
I doubt one o f you skins by. ”

What does the scene reveal about the character of Odysseus? What lines will
support your answer? What figure of speech is used in ‘Your last hour has
com e.'?
The Greeks are also known for their ly ric poetry. One of the poets of the lyric
is Sappho - singing or chanting poems to her own accompaniment on the lyre.
The musical quality of her poems heightens their emotional quality.
An example o f a lyric poem by Sappho:
‘A wed by her splendor
Stars near the lovely moon cover their ownbright faces

when shels roundest and lights earth with her silver. '
Greek dram a reached its peak in the 5th century Athens. During that time,
tragedies and comedies were performed in conjunction with the worship of
Dionysus and fertility rituals connected with the seasons and the staple crops
of the community. Tragedies dealt with universal issues and indirectly with
contemporary politics, but the plots were taken from the same cycle of legends
found in the Homeric epics. Themes such as war, incest, and murder were
treated seriously.
One of the great Greek tragedians, aside from Aeschylus and Euripides, is
Sophocles. He wrote the trilogy of Oedipus Rex, Oedipus a t Colonus, and
Antigone.

General Education
from Oedipus Rex by Sophocles
Teiresias: Alas, how terrible is wisdom when

it brings no profit to the man that's wise!
This I knew well, but had forgotten it,
else I would not have come here.
Oedipus: What is this?
How sad you are now that you have come!
Teiresias: Let me
go home. It will be easiest for us both
to bear our several destinies to the end
if you will follow my advice.
Oedipus: You 'd rob us
o f this your gift o f prophecy? You talk
as one who had no care for law nor love
for Thebes who reared you.
Teiresias: Yes, but I see that even your words
miss the mark; therefore I must fear for mine.
Oedipus: For God's sake if you know anything,
do not turn from us; all o f us kneel to you,
all o f us here, your suppliants.
Teiresias: A ll o f you here know nothing. I will not
bring to the light o f day my troubles, mine -
rather than call them yours.
Oedipus: What do you mean?
You know o f something but refuse to speak
Would you betray us and destroy the city?
Teiresias: I will not bring this pain upon us both,
neither on you nor on myself. Why is It
you question me and waste your labor? I
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?

General Education
Certain conditions must exist in tragedies. First, the character must be of high
birth or noble status in society. Second, they must experience a series of events
that threaten their positions. Finally, tragic character must suffer a tragic fall
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
own actions - that is what renders tragedy tragic. Tragic characters choose
their destinies. It is their choices that cause their downfall.
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.
Sophocles’ use of dramatic irony brings out the play’s knowledge motif. The
knowledge Oedipus relentlessly seeks causes his downfall.
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
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
res. The Aeneid recombines and transforms the major works of Greek and
Roman tradition to make a new, original, and fundamentally Roman work.
from The Aeneid by Virgil

(This is the p a rt where Aeneas is about to leave Dido.
Aeneas has to fu lfill the duty he is destined to do - to found Romej
'At this abruptly she broke o ff and ran

In sickness from his sight and the light o f day
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
To bed in her marble chamber.
Duty-bound, Aeneas, though he struggled with desire
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. . . . '

What do you infer about the value Virgil places on self-control as opposed to
passion? This situation shows the conflict Aeneas undergoes in being a dutiful
Roman and a husband.
C onflict is a struggle between opposing forces. Sometimes this struggle

is internal, or within a character. At other times the struggle is external, or
between the character and some outside force.
Another Roman writer is C atullus who is known for his lyric poems. He is a
poet whose polished verses rivaled those of his Greek predecessors, including
Sappho. A key element of Catullus’ literary expression is his ability to make the
emotions real in his lyric poems.
Here is a sample lyric poem o f Catullus:
‘I crossed many lands and a lot o f ocean

to get to this painful ceremony, my brother,
so I can finally give you gifts for the dead,
and waste time talking to some silent ashes
being that you're not here yourself with me.
Fate did wrong, my brother, to tear us apart.
But I bring you these offerings now anyway,
after the old custom our parents taught us.
Take them, soaked with your brother's tears,
and forever more, my brother, goodbye.
What is the overall mood of the passage? What lines or words will support your
answer?

G . T h e M id d le A g e s (A. D. 4 5 0 - 1 3 0 0 )
1. The Song of Roland (Chanson de Roland). This long historical poem

about a medieval knight, Roland who is the nephew of King Charlemagne,
is by far the best known and the most studied of all medieval poems.
Central to the medieval epic are the deeds, or gestes, of heroic figures.
The Song o f Roland is an example of a chanson de geste, or song of
deeds. This epic treats one of the greatest themes of medieval heroic
literature: the deeds surrounding Charlemagne and his court.
2. The Nibelungenlied is one of the great works of German literature. This

epic of murder and revenge highlights the relationship between Kriemhild and
Siegfried. It is an epic which is a tragedy in two parts: the first describes the life
and death of Siegfried and the secondfeatures thestory of the vengeful Kriemhild.
3. The Divine Comedy by Dante. This epic is a poetic journey of a man

struggling to reconcile himself to a bitter political exile through the triumph of
love. It takes the reader to a journey that symbolically begins in a despairing
world not yet redeemed by Christ’s Crucifixion and ends with the poet’s return
as a man, renewed in hope, having beheld the beatific vision of divine grace.
H . T h e R e n a is s a n c e (1 3 0 0 - 1 6 5 0 )
t . The Canterbury Tales is a collection of stories written in Middle English by

Geoffrey Chaucer at the end of the 14th century. The tales, mostly in verse,
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
the shrine of St. Thomas Becket at Canterbury Cathedral. The prize is a free
meal at the Tabard Inn at Southwark on their return. Chaucer uses the tales
and descriptions of the characters to paint an ironic and critical portrait of
English society at the time, and particularly of the Church.
1.06 PNU LET Reviewer

General Education
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,
especially the sonnet and the canzoni, lyrics with intricate stanzas. Majority
of his poems is dedicated to Laura. His poems contain a lot of oxymoron,
a phrase that joins two logically contradictory terms like ‘pleasant pain’ or
‘cruel kindness.’ He also uses allegory, or extended metaphor; for instance,
in one poem he compares his love to a dangerous voyage on a stormy sea,
guided by a blind pilot.
from a Petrarchan Sonnet
‘She used to let her golden hair fly free

For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west.
(Seldom they shine so now.) I used to see
Pity look out o f those deep eyes on me.
(“It was false pity, "you would now protest.)
I had love's tinder heaped within my breast;
What wonder that the flame burned furiously?’
3. The Decameron by Boccaccio has delighted readers and inspired writers

for half a millennium. It is a 14th century medieval allegory told as a frame
story encompassing 100 short prose tales or novelle (singular: novella)
by ten young people, three men and seven women, who are fleeing from
plague-ridden Florence to a villa in the countryside for two weeks. The
word decameron means ‘ten days.’ Rather than telling the stories directly,
Boccaccio creates a fictional background or frame for the book. One
famous story from this book is ‘The Tale of the Falcon.’
4. The Adventures of Don Quixote by Miguel de Cervantes Saavedra is

one famous work from the Renaissance. Don Quixote and Sancho Panza,
the knight and the squire, ride from one ludicrous adventure to another in
pursuit of the knight’s dreams of glory. The central concern of the novel is
the relationship between reality and fantasy.
Dr. Ma. Antoinette C. Montcalegre

General Education
5. The most important figure of the Renaissance is William Shakespeare. He
wrote sonnets, comedies, tragedies, and historical plays. His major work
in the second half of his career included a series of tragedies from Julius
Caesar to Coriolanus. In the final phase of his career, he produced four
plays which are now called romances, works that blend the happy ending
of a comedy with elements of tragedy.
from Hamlet
William Shakespeare
‘To be, or not to be: that is the question:

Whether 'tis nobler in the mind to suffer
The slings and arrows o f outrageous fortune,
Or to take arms against a sea o f troubles.
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The head-ache and the thousand natural shocks
That flesh is heir to? 'Tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;’
Sonnet XXIX
When in disgrace with fortune and men's eyes

I all alone beweep my outcast state,
And trouble deaf Heaven with m y bootless cries,
And look upon m y self, and curse my fate,
Wishing me like to one more rich in hope,
Featur'd like him, like him with friends possest.
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
(Like to the lark a t break o f day arising
From sullen eadh) sings hymns at heaven's gate;
For thy sweet love rememb’red, such wealth brings,
That then I scorn to change my state with Kings.

English - World Litenmre
I. T h e A g e o f R ationalism (1 6 5 0 -1 8 0 0 )
The age was a time of progress and betterment in human affairs. Liteature
profited from rationalism, which left its mark on poets, essayists, playwrights,
and journalists.
1. Francis Bacon was an English essayist, philosopher, and statesm®. His

collections of essays are written in clear English, and contain menoable
maxims on such subjects as friendship, studies, truth, and adverse
from Of Studies
Francis Bacon
‘Studies serve for delight, for ornament, and tor ability. Their chief use tor tig h t,
is in privateness and retiring; for ornament, is in discourse; and for ability, is in im&nent
and disposition of business. ... Some books are to be tasted, others to be svobned,
some few to be chewed and digested;. . . '
2. Gulliver’s Travels is Jonathan Swift’s famous work. Swift was a master

craftsman of irony and satire. His other works are A Modest Proposal, A
Tale of the Tub, and The Battle of the Books.
Irony is the general name given to literary techniques that involve suprising,
interesting, or amusing contradictions. Satire is writing that ridcufes or
holds in contempt the faults of individuals or of groups.
J. R om anticism , R ealism , a n d N atu ralis m (1 8 0 0 - 1 8 9 0 )
Romanticism was a literary movement that emerged in the late 1700’s out
of the revolutionary spirit fueled by the uprisings in America and Frans. The
Romantics tended to be inspired by their imagination, inner feefcgs and
PNU LET Reviewer 1 0 7

emotions. They wished to discard the dominant forms and approaches of the
18th century writers. They also showed a deep interest in ordinary people and
favored the use of simple, common language.
Realism and Naturalism emerged during the middle of the 19th century.
Realism sought to depict life as faithfully and accurately as possible. The
Realists confronted many of the harsh realities of the 19th century world, often
presenting pessimistic visions of the world.
Naturalism grew out of Realism. The Naturalists frequently depicted

characters whose lives were shaped by forces of nature or society they could
not understand and control. The naturalists believed that a person’s fate is
determined by heredity, chance, and the environment.
1. W illiam Blake’s poems have a charming simplicity that reveals his

childlike imagination. He was a lover of flowers and animals as well as his
fellowmen. Many of his poems show an appreciation of nature that marks
him'as a romanticist.
From Auguries o f Innocence
‘To see the world in a grain o f sand,

And a heaven in a wild flower;
Hold infinity in the palm of your hand,
And eternity in an hour.
2. The short stories of Guy de Maupassant show a realistic depiction of life,

its underlying pessimism, inescapable irony, surprise ending. His more
popular works are The Necklace, A Piece o f String, The Jewels, and
Madame Sauvage.

General Education
3. Henrik Ibsen, a Norwegian writer, was the creator of the modem, realistic
prose drama. He was also one of the first writers to make drama a vehicle
for social comment. He wrote the following dramas: A DoH’s House,
Ghosts, An Enemy of the People. The last one is about a man who comes
into conflict with the people in the village because of a truth he wants to
reveal, but he is pressured not to do it for political reasons.
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
and for his short stories like God Sees the Truth but Waits; Where Love
is, There God is Also, and How Much Land Does a Man Need? which
probed human nature and its strengths and weaknesses.
5. Edgar Allan Poe is noted not only for being the greatest American short
story writer, but also for having first standardized the short story as a
literary type. His subjects were weird, often supernatural, with no bearing
whatever on life as it is normally lived. The Raven, The Bells, and Annabel
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
Purloined Letter, and The Pit and the Pendulum.
K. T h e M o d e rn W o rld (1890 - 1 9 4 5 )
The time that ushered in the coming of modernism saw many changes
and developments: technological revolution (the airplane, the automobile,
the radio and the television, electricity, movies, new medical remedies),
scientific breakthroughs (Mendel's work on heredity, Marie and Pierre Curie’s
breakthroughs concerning radioactivity, Einstein’s theories), World War I, the
rise of Nazism, attack on Pearl Harbor, the Holocaust.

General Education
Many writers turned away from the dominant literary forms and approaches
of the past and began experimenting with new themes and techniques. The
modernist writers tried to capture in their works the essence of modem life in
both the form and content of their works.
1. Luigi Pirandello was both a dramatist and short story writer. His works
dealt with the difficulties of achieving identity and questioned the distinction
between appearance and reality. He is famous for his plays Six Characters
in Search o f an Author and It is So (If You Think So). His short stories
include A Breath o f Air, The Jar, and War which particularly reflected his
views on human nature and the emotional effects of war on people.
2. Rabindranath Tagore showed a deep awareness of the poverty and other

hardships faced by so many of his people. He was also a voca! supporter
of human and personal freedom. He was best known for his collection of
poems called the Gitanjali or Song Offerings.
from the Gitanjali

Rabindranath Tagore
Where the mind is without fear and the head is held high;
Where knowledge is free;
Where the world has not been broken up
Into fragments by narrow domestic walls;
Where words come out from the. depth of truth;
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—
Into that heaven of freedom, my Father, let my country awake.'
Dr. Ma. Antoinette C. Montcaiegre

}. Robert Frost is ranked as one of the best modem American poets. His
popular poems are Mending Wall, The Road not Taken, Fire and Ice,
Birches, and Stopping by Woods on a Snowy Evening. His collection of
poems includes North o f Boston, A Boy's Will, and A Further Range.
Stopping by Woods on a Snowy Evening

Robert Frost
Whose woods these are I think I know

His house is in the village though
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer

To stop without a farmhouse near,
Between the woods and frozen lake
The darkest evening o f the year.
He gives his harness bells a shake

To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep,

But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
Why does the persona stop in the woods? What figure of speech is used in
lines 5-6? What is the central irony of the poem?

4. Ernest Hemingway’s writings emphasize the disillusionment of American
expatriates among whom he lived in Paris during the postwar period.
He was part of the so-called 'lost generation’ of writers who became"
preoccupied with the macabre, suffering, death, and loss of values. He
wrote about peoples’ struggles to maintain a sense of dignity while living in
a seemingly hostile and confusing world.
His works include novels such as Farewell to Arms, The Sun Also Rises,
For Whom the Bells Toll, The Old Man and the Sea, and A Moveable
Feast. He also wrote numerous short stories like Hills Like White
Elephants, The Killers, A Clean, Well Lighted Place, Cat in the Rain,
and In Another Country.
5. Anton Chekhov is considered one of the greatest writers of the short story.
He received a medical degree at the University of Moscow in 1884, but he
soon neglected his medical practice in order to write. His numerous stories
and plays gave him a commanding position in literary Russia. He gave
a poignant illumination to such human experiences as loneliness, grief,
hunger, and misery.
Among his famous works are the plays The fiearand The Cherry Orchard,
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
married woman. Neither expects anything lasting from the encounter, but
they find themselves drawn back to each other, risking the security of their
family lives.
6. James Joyce was an Irish author of the 20th century. He is best known
for his novels Ulysses (1922) and Finnegan’s Wake (1939), as well as
the short story collection Dubliners (1914) and the semi-autobiographical

General Education
novel A Portrait o f the Artist as a Young Man (1916). Some of his
popular short stories are Eveline, Araby, and Boarding House.
From Eveline
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.
Home! She looked round the room, reviewing all its unfamiliar objects which she
had dusted once a week for so many years, wondering where on earth all the dust came
from. Perhaps she would never see again those familiar objects from which she never
dreamed o f being divided.
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
in the house and at business. What would they say o f her in the Stores when they found
out that she had run away with a feltow?
What figure of speech is used in 1... the evening invade the avenue’? What
is the mood of the persona? What words/passages point to this?
L T h e C o n te m p o ra ry W o rld (19 4 6 -to present)
1. William Faulkner wrote from the background of his native Mississippi

where he lived most of his life. He is generally regarded as the most
innovative American novelist of his time. He experimented with narrative
chronology, explored multiple points of view, and delved deeply into the
minds of his characters. His more notable novels are The Sound and the
Fury, As I Lay Dying, and Sanctuary. His short story, A Rose for Emily,
is one of his unforgettable works.
Dr. Ma. Antoinette C. Montealegrc

Genera! Education
2. Gabriel Garcia Marquez, a Colombian writer, is one of the most innovative
writers of the time. His style combines realistic storytelling with elements
of folklore and fantasy. This style enabled him to depict the realities of
Colombia. He wrote many novels and short stories. Among his novels, the
most famous is One Hundred Years o f Solitude. His short stories include
The Handsomest Drowned Man in the World, A Very Old Man with
Enormous Wings, and Big M am a’s Funeral
3. The Chilean poet Pablo Neruda drew the inspiration for some of his best
poems from objects that others hardly notice. Much of Neruda’s later work
expresses political sentiments. In 1971 he received the Nobel Prize for
Literature. One of his famous poems is The United Fruit Co.
from The United Fruit Co.

Pablo Neruda
When the trumpet sounded, it was

all prepared on the earth,
and Jehovah parceled out the earth
to Coca-Cola, Inc., Anaconda,
Ford Motors, and other entities:
The Fruit Company, Inc.
reserved for itself the most succulent,
the central coast of my own land,
the delicate waist o f America,
it rechristened its territories
as the "Banana Republics’'
Why does Neruda use a biblical allegory in the first three lines? What tone
does he want to achieve in using such allegory?
Dr. Ma. Antoinette C. Montcaiegre

4. Wole Soyinka is a Nigerian novelist, poet, and playwright. Some consider
him Africa’s most distinguished playwright, when he won the Nobel Prize
for Literature in 1936, the first African to be so honored. He is known for
the following works: Telephone Conversation (a poem), Ake: The Years o f
Childhood (a memoir), and The Interpreters (a novel).
from Telephone Conversation

Wole Soyinka
The price seemed reasonable, location

Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. “Madam," I warned,
I hate a wasted jo u rn e y -I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder piped. Caught I was foully.
“HOW DARK?" . . . I had not misheard... ‘ARE YOU LIGHT
OR VERY DARK?" ...
Why does the persona have to confess over the phone that he is African?
Why is the landlady silent as soon as the persona confessed that he is
African?
5. The Indonesian writer Pramoedya Ananta Toer wrote novels, short stories,
essays, and histories of his homeland and his people. His works span
the colonial period, Indonesia’s struggle for independence, the Japanese
occupation during WW II, as well as post-colonial authoritarian regimes
of Sukarno and Suharto. Two of his best known works are The F u rtive
(a novel) about how Indonesians lived and suffered during the Japanese
occupation, and the short story Inem is about the traditions of Indonesia.

from Inem
Pramoedya Ananta Toer
Inem was my friend. She was eight, two years older than I was. She was ju st like
all the other girls, except that she was thought to be rather pretty. People liked her. She
was polite, natural, intelligent and a good worker. Because of this she quickly became
well-known in the village and people began to say: ‘Inem would be a good daughter-in-
law to have. ’
Then one day, as she boiled water in our kitchen, she told me: “Muk, I'm getting
married. "
“Really? ’ I said.
“Yes. Someone asked for me a week ago. My parents and kin have accepted him ."
“Imagine being married!" I shouted.
It was true. Her mother came one day and talked to my mother. Inem had been
entrusted to my parents. She helped with the cooking and looked after me and the
others when we played.
Mother tried to dissuade her, but Inem's mother had other reasons. Finally she said:
“I'm glad someone's asked for her a t last. If we postponed this, perhaps no one would
ask for her again. I 'd be ashamed o f her if she was an old maid. Perhaps she can make
things easier for me when I'm old."
How would you characterize Inem’s mother? What is she really worried
about?
6. Siew Yue Killingiey was a Malaysian poet, dramatist, teacher, and linguist.
A Q uestion o f D ow ry and E verything’s 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.

Genera] Education
from A Question o f Dowry

Siew Yue Killingley
There was much excitement in Mrs. Ramachandran's household. The daughter cf

the house, Sivasothie, was going to be engaged. The festive air was laden with the spicy
smell o f curries and wades sizzled in the kwaii saucepan. The young lady o f the hous;,
as befitted her present condition, assumed a calm pose amidst the general bustle and
noise. Mrs. Ramachandran flew here and there, as fast as her hundred and sixty pouncs
would allow her, and helped with her commanding suggestions.
‘Don't pu t too much coconut milk in at once, Ayah! It's got to go in by stages. Ti e
last bit - the richest part, must be kept to the last! Now, Tamby, go out and play - b i t
don't dirty your shirt. What will Uncle Thiruchelvam think if you’re dirty?'
‘We have to return the necklace.'

'Return it? Why, what will Thiruchelvam's mother and
Mr. Ramachandran raised his hand.
'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
sell to get the dowry and money for the necklace?'
'Oh, be careful, you old man! Do you want people to think that we have no moi ey
for our daughter?' Mrs. Ramachandran hissed in fierce whispers....
How would you characterize Mrs. Ramachandran? What is l/lrs.

Ramachandran’s concern after learning they could not pay for the dow ry?
Dr. Ma. Antoinette C. Monte: legre

General Education
Literary T e rm s /C o n c e p ts
t . Allegory - a story or a tale with two or more levels of meaning - a literal

level and one or more symbolic levels. The events, setting, and characters in
an allegory are symbols for ideas and qualities.
2. Alliteration - is the repetition of consonant sounds at the beginning of words
or accented syllables.
3. Allusion - a reference to a well-known person, place, event, literary work, or
work of art.
4. Anaphora - a sound device that repeats a word or words at the beginning of
two or more successive clauses or verses.
5. Anecdote - a brief story about an interesting, amusing, or strange event.
6. Antagonist - a character or force in conflict with a main character, or
protagonist. Not all stories contain antagonists.
7. Aphorism - a general truth or observation about life, usually stated concisely
and pointedly. Often witty and wise, aphorisms appear in many kinds of
works.
8. Apostrophe - a figure of speech in which a speaker directly addresses an
absent person, or a personified quality, object, or idea.
9. Aside - in a play, it is a speech delivered by an actor in such a way that other
characters on stage are presumed not to hear it.
10. Assonance - the repetition of vowel sounds in conjunction with dissimilar
consonant sounds.
11. Ballad - a songlike poem that tells a story, often dealing with adventure and
romance.
12. Blank verse - poetry written in unrhymed iambic pentameter. An iamb is a
foot consisting of one weak stress followed by one strong stress.
13. Caesura - a pause or a break in the middle of a line of poetry.
14. Climax - the highest point of interest or suspense in a literary work.
15. Conceit - an unusual or surprising comparison between two different things.

16. Connotation - an association that a word calls to mind in addition to the
dictionary meaning of the word.
17. Consonance - the repetition of consonant sounds at the ends of words or
accented syllables.
18. Denotation - the objective meaning of a word, independent of other
associations that the word brings to mind.
19. Dialogue - a conversation between characters. Writers use dialogue to
reveal character, to present events, to add variety to narratives, and to arouse
their readers’ interest.
20. Elegy - a solemn and formal lyric poem about death, often one that mourns
the passing of some particular person.
21. Essay - a short non-fiction work about a particular subject.
22. Fiction - prose writing that tells about imaginary characters and events.
Short stories and novefs are works of fiction.
23. Figurative language - writing or speech not meant to be taken literally.
24. Figure of Speech - an expression or a word used imaginatively rather
than literally. Many writers use figures of speech - apostrophe, hyperbole,
metaphor, simile, metonymy, synecdoche, personification, oxymoron.
25. Flashback - a section of a literary work that interrupts the chronological
presentation of events to relate an event from an earlier time.
26. Foil - a character who provides a contrast to another character.
27. Foreshadowing - the use of clues that suggest events that have yet to
occur.
28. Free verse - poetry that lacks a regular rhythmical pattern or meter.
29. Hyperbole - a deliberate exaggeration or overstatement, (e.g. There is a
garden on her face.)
30. Image - a word or phrase that appeals to one or more of the five senses.
31. Imagery - the descriptive: or figurative language used in literature to create
word pictures for the reader. These pictures are created by details of sight,
sound, taste, touch, smell,'or movement.

32. Irony - a contrast between what is stated and what is meant, or between
what is expected to happen and what actually happens. In verbal irony, a
word or a phrase is used to suggest the opposite of its usual meaning. In
dramatic irony, there is a contradiction between what a character thinks and
what the reader or audience knows to be true. In irony of situation, an event
occurs that directly contradicts the expectations of the characters, of the
reader, or of the audience.
33. Litotes - a figure of speech that makes a deliberate understatement to affirm
by negating its opposite, (e.g. Barbara Streisand is not a bad singer.)
34. Local color - the use of characters and details unique to a particular place
or geographic area.
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.

General Education
44. Satire - writing that ridicules or criticizes individuals, ideas, institutions,

social conventions, or other works of art or literature.
45. Simile - a figure of speech that makes a direct comparison between two
subjects using (ike or as.
46. Sonnet - a lyric poem composed of 14 iambic pentameter lines focusing on
a single theme.
47. Symbol - anything that stands for or represents something else.
48. Synecdoche - a figure of speech in which a part of something is used to
stand for the whole thing, (e.g. No roving foot shall crush thee here.)
49. Theme - a central message or insight into life revealed by a literary work.
50. Tone - the writer’s attitude toward his or her subject, characters, or audience.

General Education
' f i
Choose the best or correct answer.
Read the passage below and answer the questions that follow.
from Antigone by Sophocles
Ismene: What’s the matter? Trouble, clearly...

You sound so dark, so grim.
Antigone: Why not? Our own brothers ’ burial!
Hasn't Creon graced one with all the rites,
disgraced the other? Eteocles, they say,
has been given full military honors,
rightly so - Creon has laid him in the earth
and he goes with glory down among the dead.
But the body o f Polynices, who died miserably -
why, a city-wide proclamation, rumor has it,
forbids anyone to bury him, even mourn him.
he's to be left unwept, unburied, a lovely treasure
for birds that scan the field and feast to their heart’s content.
Such, I hear, is the martial law our good Creon

lays down for you and me - yes, me, I tell you -
and he's coming here to alert the uninformed
in no uncertain terms,
and he won't treat the m atter lightly. Whoever
disobeys in the least will die, his doom is sealed:
stoning to death inside the city walls!
There you have it. You'll soon show what you are,
Worth your breeding, Ismene, o ra coward-
For all your royal blood.

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

who am 1 to make or mend them, tell me,
what good am 1 to you?
Antigone: Decide.
Will you share the labor, share the work?
Ismene: What work, what's the risk? What do you mean?
Antigone: [Raising her hands]
Will you lift up his body with these bare hands
and lower it with me?
Ismene: What? You'd bury him -
when a law forbids the city?
Antigone: Yes!
He is my brother and - deny it as you will -
Your brother too.
No one will ever convict me for a traitor.
1. What value is given importance by Antigone in wishing to give Poiynices a

proper burial such as the one accorded to Eteocles?
A. Filial piety C. Obedience
B. Love of country D. Humility
The best answ er is A Antigone clearly expresses the need to give her other brother
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.
2. What would best describe the character of Antigone based on the excerpt?
A. sensitive and moody
B. brave and determined
C. kind and forgiving
D. unfeeling and mean
The best answ er is B. Antigone is ready to defy King Creon's orders even at the pain
o f death. The punishment is nothing compared to what she will fulfill as a dutiful sister
to Poiynices.
PNU LET Reviewer T I E t

3. Antigone seems to value more the idea that the __ _____________

A. law of the dead must be respected over the law of the living
B. power of the king is limitless over his subjects
C. divine law is superior over human law
D. living help the dead to pass on to the after life
The b e st answ er is C. Antigone uses the superiority o f the divine law as her justification
for her act o f defiance against the will of the king. The last dialogue o f Antigone in the
excerpt evidently supports this.
4. The Greek word for ‘overweening pride’ is _________________ .

A. hubris C. mimesis
B. hammartia D. peripeteia
The b est an sw er is A. This kind o f question asks for your prior knowledge. The correct
answer is needed. In an interpretation question, the best answer is needed.
5. Creon suffers the consequence of his overweening pride. He lost his loved ones.
This reversal of fortune of Creon is termed a s __________________ .
A. ananke B. danke C. mimesis D. peripeteia
The best an sw er is D. Again this question asks for your prior knowledge. This calls for
the use o f your stock knowledge.
General Directions: Write the letter only of your answer.
1. Gilgamesh, Mahabharata, and Aeneid are examples o f_____

J \. a metrical romance C. a metrical tale
l ( j j \ an epic D. an allegory
2. Wnich is not a lyric poem?
A. ballad B. sonnet elegy D. ode

General Education
Read the poem below and choose the best answer to the questions that follow.
VIII
1 Whether at Naishapur or Babylon,

2 Whether the Cup with sweet or bitter run,
3 The Wine o f Life keeps oozing drop by drop,
4 The Leaves o f Life keep falling one by one.
from The Rubaiyat
3. The figure of speech used in Lines 3 and 4 is _________________

A. personification C. simile
(fa ) metaphor D. apostrophe
4. lin e s 3 and 4 suggest that life is ____________________ .
<7Rs is short and temporary
N r can be intoxicating and tiring
C. can be sweet and beautiful
D. is cruel and painful
Read the proverb and then choose the best answer to the questions that follow.
The king who tastes his kingdom like
Elixir, b it by bit,
Who does not overtax its life,
Will fully relish it.
from the Panchatantra
5. Theproverbimpliesthatakingwhoruleswellisonewho__________________
A. believes he is a god enjoying his power
B. can make his country prosperous
C-^does not exact high taxes
l\Jtreasures his kingdom not his position

General Education
6. The figure of speech used in lin e r" ° is

A. personification J simile
B. metaphor i. apostrophe
Read the poem and choose the best answer to the questions that follow.
Poverty's child —
He starts to grind the rice
And gazes at the moon.
- Basho
C. humans are lucky to see the moon on a clear night

D. poverty makes the child feel hopeless and pitiful
Read the passage below from The Ilia d and choose the best answer to the
questions that follow.
[Achilles, still very angry because Briseis is going to be taken from him, speaks to
Agamemnon after talking with the Goddess Athene who told him not to fight with
Agamemnon.]
1 “You wine sack, with a dog's eyes, and with a deer's heart. Never
2 once have you taken courage in your heart to arm with your people
3 for battle, go into ambuscade with the best o f the Achaians [the Greeks],
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.
7 King who feeds on your people, since you rule nonentities,
8 otherwise, son ofAtreus, this were your last outrage.
9 ... And this shall be a great oath before you:
10 some day longing for Achiileus will come to the sons o f the Achaians,
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
13 they drop and die. And then you will eat out the heart within you
14 in sorrow, that you did no honor to the best o f the Achaians."
Dr. M a. A ntoinette C. M ontealegre

English - World l iterature
8. !n lines 1 -8 Achilles is saying that Agamemnon is________________________ .

A. such an ugly man inside and out _
A a drunkard, a greedy man, and a coward
u no better than a dog or a deer
D. a worthless and an irresponsible person
9. In lines 10-14 Achilles, feeling angry, insulted and offended, predicts that
without him _______________________
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.
10. 'My love is like a red, red rose'
A. synecdoche C. metonymy
B. metaphor 0 simile
11. 'All eyes were on him’
A. metonymy C. personification
synecdoche D. hyperbole
1 2 .T h e setting stars weigh down our heads toward sleep’
A. hyperbole C. oxymoron
© personification D. litotes
Read the poem below and choose the best answer to the questions that follow.
From Africa by David Diop
1 Africa, tell me, Africa

2 Is this you?
3 This back that is bent
4 This back that breaks under the weight of humiliation

5 This back trembling with red sears
6 And saying yes to the whip of the midday sun

13. The tone of the persona is _____________________.
- 0 angry and bitter C. envious and spiteful
B. ironic and sarcastic'- f S '' cautious and fearful
14 . _______________________ is the figure of speech used in line 1.
A. Oxymoron / T p Apostrophe
B. Metonymy u. Litotes
15. The word ‘back’ in lines 3-5 emphasizes and suggests the
/L hard life of the black people in working on their land
suffering of Africa under the hands of the colonizers
tragic consequence of being born black and poor
D. Ignorance of the Africans about their human rights
16. The word ‘back’ in lines 3-5 shows the use of the figure speech called
A. metonymy C. metaphor
B. simile (t^ ) synecdoche
Read the passage below and then choose the best answer to the questions that
follow.
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
came from the brazen lungs o f the clock a sound which was clear and bud and deep
and exceedingly musical, but o f so peculiar a note and emphasis that, at each lapse of
an hour, the musicians o f the orchestra were constrained to pause, momentarily, in their
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
clock yet rang, it was observed that the giddiest grew pale, and the more aged and sedate
passed their hands over their brows as if in confused reverie or meditation.
from The Masque o f the Red Death by Edgar Allan Poe

General Education
17. The dominant atmosphere in the passage quoted is evidently
terrifying and horrifying C. dramatic and suspenseful

Eft sad and tranquil D. tense and exciting
he image that helps the most to create the atmosphere is ______________ .
A. the musicians who stopped performing
B. the waltzers who paused from their dancing
the sound of the clock which chimed every hour
the older people who held their brows in confusion
19. The expression ‘the brazen lungs of the clock’ shows the use of
______________ __ as a figure of speech.
simile C. metaphor
personification 0. metonymy
20. The passage appeals the most to the sense o f__________________ to create
the dominant atmosphere.
hearing C. smell
sight D. touch
21. The overriding issue tackled in the epic The Song of Roland is
A. good vs. evil

B. God is powerful
- ft. loyalty to God and king
^ man's place in this world
22. One of the questions which the epic Divine Comedy seeks for the readers to
ponder upon is .
What is the purpose of life?
f Is there heaven and hell?
Is there forgiveness?
D. Who is God?

General Education
23. These lines are taken from the poem______________ by
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.
A. For Once Then Something - Robert Frost

B. Auguries of Innocence - William Blake
O The Wild Honeysuckle - Philip Freneau
U. Psalm of Life - Henry Wadsworth Longfellow
24. These are all written by Leo Tolstoy except___________________ .
A A Clean, Well Lighted Race
0 How Much Land Does a Man Need?
C. God Sees the Truth but Waits
D. Where Love is, There God is Also
25. Gulliver’s Travels is a kind of satire. A satire is a writing that
A. gives a sermon or a lecture to teach people to behave properly

B. aims to entertain and give pleasure
C. traces the etymology of things
0 ridicules or holds in contempt the faults of individuals or groups
Or. Ma. Antoinette C. Montealegre

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
Read the excerpt below from a poem and then choose the letter of the best answer
to the questions that follow.
"... Palm o f my hand, soles o f my feet

Are peroxide blond. Friction, caused -
Foolishly, madam -
By sitting down, has turned
My bottom raven black - One moment, madam! - sensing
Her receiver rearing on the thunderclap
About my ears - “Madam, ” I pleaded, “wouldn 't you rather
See for yourself?"
from Telephone Conversation by Wole Soyinka
1. The tone of the persona in the passage is ______________________ .

A. angry andarrogant (J p sarcasticand rude
B. apologetic andpolite D. respectful and considerate
2. The lines thatmost convincingly supportyour answer are____________________
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

Teiresias: I say thou livest with thy nearest kin 7

In infamy, unwitting in thy shame. 8
Oedipus: Think’s t thou for aye unscathed to wag thy tongue? 9
Teiresias: Yea, if the might o f truth can aught prevail. 10
Oedipus: With other men, but not with thee, for thou 11
In ear, wit, eye, in everything blind. 12
Teiresias: Poor fool to utter gibes at me which all 13
Here present will cast back on thee ere long. 14
From Oedipus Rex by Sophocles
3. The exchange of witty, biting dialogue in a drama just like what is in the excerpt
from Oedipus Rex is an example o f_________________________ .
A. stichomythia C. hubris
B. in medias res D. hammartia
4. Teiresias reveals in lines 1 and 2 that Oedipus is the man who murdered the
former king of Thebes, but Oedipus does not know this. Everybody in the play
knows that Oedipus is the murderer except himself. Sophocles, the dramatist,
used to emphasize the sad fate of Oedipus.
A. epiphany C. mimesis
B. peripeteia D. irony
5. Based on his lines, Oedipus shows h is __ toward
Teiresias.
© arrogance
B. respect
6. On the other hand, Teiresias looks at Oedipus with in his
heart.
A. guilt
B. fear D. hatred

General Education
Read the excerpt below and choose the best answer to the questions that follow.
‘It tastes like licorice," the girl said and put the glass down.
"That's the way with everything. ’
“Yes, ’ said the girl. ‘Everything tastes of licorice. Especially all the things you’ve wanted
so long for, like absinthe."
“Oh, cut it out."
“You started it," the girl said. I was being amused. I was having a fun time."
“Well, let's try and have a fine time."
“Allright. Iwastrying. I said the mountains looked like white elephants. Wasn'tthatbright?"
“That was bright."
“I wanted to try this new drink. That's all we do, isn’t it - look at things and try new
drinks."
“I guess so."
The girl looked across a t the hills.
“They're lovely hills," she said. “They don't really look like white elephants. I ju st meant
the coloring of their skin through the trees."
“Should we have another drink?’
“A ll right."
The warm wind blew the bead curtain against the table.
“The beer’s nice and cool," the man said.
"It's lovely," the girl said.
“It’s really an awfully simple operation, Jig," the man said. “It's not really an operation
at a ll.’
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. ’
The girl did not say anything.
“I'll go with you and I'll stay with you all the time. They just let the 'air in and then it's
perfectly natural. ’
from Hills Like White Elephants by Ernest Hemingway
1. The characters in the story are actually confronted with a problem. It seems
that the solution the man is suggesting is ___________________ .
A. to break up to cool off
B. to get an abortion D. to get married
Df. Ma. Antoinette C. Montealcgre

Genera] Education
8. The expression ‘the mountains looked like white elephants’ shows the use of
_________________ as a figure of speech.
^ simile C. oxymoron
B. metaphor • D. synecdoche
9. In the exchange of the dialogue, the female character is evidently_______ _ .
@ tired and uneasy £. angry and sarcastic
B. sad and disappointed D. irritable and impatient
10. In the last part of the excerpt, the female character did not say anything to the
man’s suggestion. Her silence could mean that she __________ ;__________ .
A. agrees with the suggestion of the man
B. wants to drink more and just forget about the problem
C. is touched by the man’s concern for her
(Ey realizes the sad state of her relationship with the man
11. The idea that a thing is like a white elephant means that it is ______________ .
A. precious and rare beautiful but useless
8. remarkable but obsolete v . distinct and special
Read the poem below and then choose the best answer to the questions that follow.
Sonnet XXIX
William Shakespeare
When, in disgrace with fortune and men's eyes,

I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
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,
Like to the lark a t break o f day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings
Dr. Ma. Antoinette C. Montealegrc

12. In the first eight lines, the persona says that he______________________.
@ is poor and envious of people who have more wealth and talent
B. feels embarrassed every time he sees the person he loves
C. has been abandoned by God and he has no one else in this world
D. feels shy when other people look at him with pity in their eyes
13. In the last six lines of the poem, the persona compares himself to a lark. He
realizes then that h e _____________________ .
A. will remain poor all his life C. is luckier than the lark
( & ) should be happy withhis life D. can be a king someday.
14. Tne use of 'deaf heaven’ in line 3 is an example of a
A. metaphor C. hyperbole '
B. synecdoche D. metonymy
15. Theuseof'men’seyes' in line 1 is an example of a ________________________ .
A. metaphor C. hyperbole
synecdoche D. metonymy
Read the excerpt below and choose the best answer to answer the questions that follow.
From The Song o f Roland (ft171)
Now Roland the Count feels: his sight is gone;

gets on his feet, draws on his final strength,
the color on his face lost now for good.
Before him stands a rock; and on that dark rock
in rage and bitterness he strikes ten blows:
the steel blade grates, it will not break, it stands unmarked.
“A h!" said the Count, ‘Blessed Mary, your help!
Ah Durendal, good sword, your unlucky day,
for I am lost and cannot keep you in my care.
The battles I have won, fighting with you,
the mighty lands that holding you I conquered,
that Charles rules now, our King, whose beard is white!
Now you faH to another: it must not be
a man who'd run before another man!
For a long while a good vassal held you:
there'll never be the like in France’s holy land.'

16. The narrator is perhaps_______ _________'
A. another soldier © a monk
B. Charles, the King D. a vassal
17. Given the description in this scene, this is the_______ • of the story.
< 50 falling action C. rising action
Ti. exposition D. climax
18. Roland is saying good-bye to his sword in this scene. This shows the use of
A. hyperbole C. oxymoron
B. personification 0 apostrophe
19. in this scene, Roland is evidently_________________________ .
A. relieved and contented
sad and regretful
C. angry and bitter
D. grateful and happy
20. The sword is precious to Roland as shown in this scene. The sword is a
metaphor for Roland’s _______________________ .
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 Nymph’s 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
j j t22
f c l PNU LET Reviewer
General Education
23. One outstanding and distinct feature of Latin American literature is the use of
A. the stream of consciousness technique

B. local color
GQ magic realism
D. flashback and flashforward
24. All are Nobel Prize winners except_________________ .
A. William Faulkner
B. Rabindranath Tagore
C. Gabriel Garcia Marquez
(?6y ChinuaAchebe
25.Vne following passage is from _____________________ by Yoshida Kenko.
'Emptiness accommodates everything. I wonder if thought o f all kinds intrude

themselves at will on our minds because what we call our minds are vacant?
If our mind were occupied, surely so many things would not enter them. ’
Essays in Idleness C. Rig-veda

Bhagavad Gita D. The Analects
Dr. Ma. Antoinette C. Montcalcgrc

Komunikasyon
sa Akademikong
Filipino
Inihanda ni:
Arsenia R. Emperado, Ph.D.
: Kasanayan:
: Nagagamit nang may latong

j mataas na antas ng kasanayan
j at kahusayan ang Filipino sa
* akademikong pangangailangan.
ih Ajvciu.* R. Kmpcratio
Filipino - Komunikasyon sa Akademikong 1 ilipino
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
1. Pagbibigay kahulugan sa wikang Filipino
Ang wikang Filipino kung ating susuriin ay maaaring pag-usapan at talakayin

bilang:
• isang wika
- pambansang lingua franca
- wikang pambansa
- wikang opisyal
• isang midyum
- larangan ng edukasyon
- larangan ng komunikasyon
• isang disiplina o aralin
- elementarya
- sekundarya
- tersyarya
• Pambansang lingua franca, kung ginagamit upang magkaunawaan at
makapag-ugnayan ang mga nag uusap na may magkaibang katutubong
wika na nagmula sa iba’t ibang probinsya
• 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
wika ng pagtuturo sa sistemang pang-edukasyon ”
Filipino - Komnnikasyon sa Akademikong Filipino
> Wikang opisyal, ayon sa Seksyon 7:
“Ukol sa mga layunin ng komnnikasyon a t pagtuturo, ang mga wikang
opisyal ng Pilipinas ay Filipino at, hangga't walang itinatadhana ang batas,
Ingles."
> tsang midyum, sa Seksyon 7, tiniyak ang mga wikang panturo. Bilang
pagtugon sa batas, naglunsad ang Department of Education, Culture
and Sports (dating Ministri ng Edukasyon, Kultura at Isports) ng palisi sa
edukasyong bilinggwal na nakasaad sa DECS Order No. 52, s, 1987 (dating
Kautusang Pangkagawaran Big. 25, s, 1974).
> Layunin ng kautusan ang pagtatamo ng kompetens sa Filipino at Ingles
sa lebel pambansa sa pamamagitan ng pagtuturo ng dalawang wika at
paggarnit ng mga ito bilang midyum ng pagtuturo sa lahat ng antas ng
edukasyon. Pangarap ng kinauukulan na magkaroon ng kasanayan ang
buong sambayanang Pilipino sa wikang Filipino at kasanayan sa wikang
Ingles upang matugunan ang pangangailangan ng bansa pati na rin ang
pangangailangang global.
> Bilang disiplina, hindi lamang wikang panturo, kundi mga tiyak na
sabdyek / aralin mula antas elementarya hanggang kolehiyo
2. Ginagamit ng tao ang wika sa kanyang pag-iisip, sa kanyang pakikipag-

ugnayan at pakikipag-usap sa ibang tao, at maging sa pakikipag-usap sa sarili.
Samakatuwid, wika ang behikulo ng ating ekspresyon at komunikasyon na
epektibong magagamit.
3. Sa panahong maging ganap na ang pagkatuto ng tao ng kanyang wikang

kinagisnan, nasa kanya na hindi lamang ang kakayahang bumuo ng anumang
pangungusap na ibinabagay niya sa kahit ano pa mang sitwasyon kundi
pati umunawa ng kahit ano ring pangungusap na maririnig niya sa unang
pagkakataon sa kanyang wika.

General Education
4. Kaugnay ng nabanggit na kaisipan sa Big. 2, ang pag-aaral ng isang wika tulad
ng Filipino ay binubuo ng dalawang kakayahan:
• kakayahang makabuo ng mga pahayag o pangungusap na may wastong
kayariang pambalarila; tinatawag itong kakayahang panlinggwistika o
linguistic competence
• kakayahang maunawaan at magamit ang mga pangungusap na may
wastong pambalarilang kayarian sa angkop na panlipunang kapaligiran
ayon sa hinihingi ng sitwasyon; tinatawag itong kakayahang komunikatibo
o communicative competence
5. Ang isang ispiker ng wika ay nag-aangkin ng kakayahang panlinggw istika

o linguistic competence dahil nasa kanyang subconscious ang kabuuan ng
pamamaraan ng pagbuo ng salita, pangungusap, at kombinasyon ng mga ito.
Samakatuwid ang mga patem at mga tuntunin sa pagbuo ng mga pangungusap
ang gram m ar ng isang wika.
6. Kaugnay ng kaisipan sa Big. 5, mahalagang maunawaan na lahat ng wika ay

may grammar at nahahati sa sumusunod: ponolohiya, morpolohiya, sintaks,
semantika
6.1 Ponolohiya - patem o kumbinasyon ng mga tunog sa loob ng isang wika
• Mga Ponemang Segm ental - ito ang mga tunog na ginagamitan ng
mga katumbas na letra o titik upang mabasa at mabigkas
o Katiniq - ipinakikita ang mga ponemang ito batay sa paraan ng
artikulasyon (pamaraan ng pagpapalabas ng hangin) at punto ng
artikulasyon (bahagi ng bibig na ginagamit para makalusot ang
hangin)
o Patiniq - may limang pangunahing patinig ang Filipino (a, e, i,
o, u); ang mga tunog /e/ at /i/, gayundin ng /o/ at /u / -
ay mga tunog na maaaring magkapalitan na hindi nababago ang
kahulugan ng salita. Hal. babae - babai; noon - nuon
Dr. Arscnia R. Emperado

General Education
o PiptonQao - pinagsamang tunog ng isang patinig (a, e, i, o, u)
at isang malapatinig (w, y). Hal. bahay, reyna, baliw, tutoy
° Klaster / kambal katinia - magkasunod na tunog katinig,
karaniwang salitang hiram ang may ganitong tunog. Hal. bruha,
droga, globo
• Mga Ponemang Suprasegm ental - karaniwang hindi tinutumbasan
ng mga letra sa pagsulat kundi mga simbolo lamang upang matukoy
ang paraan ng pagbigkas
o diin
o tono, intonasyon, punto
o hinto / antala
• A lfabetong F ilipino - may 28 letra; tulad din ng tawag sa Ingles
ang tawag sa bawat letra, maliban sa letrang n na bigkas - Kastila
• Silabikasyon - paghahati ng mga pantig sa wikang Filipino; mga
halimbawang patern ng silabikasyon sa wikang ito:
PKK - eks - tra
KPKK - is - kawt
KKPK - trak
KKPKK - mag - drayb
KPKKK - a - nawns - ment
6.2 Morpolohiya - may kinalaman sa pagbuo ng salita
• Mga paraan ng pagbuo ng salita
a. paggamit ng salitang ugat- sariwa
b. paglalapi - napaka-sariwa
c. pag-uulit - maganda-ganda
d. pagtatambal - siHd-aklatan
• Mga pagbabagong morpoponemiko
a. asimilasyon pang + bansa = pambansa
b. pagpapalit ano + ano = anu-ano
c. paglilipat y + in + akap = yinakap = niyakap
1>i. Arsenic R. Emperado

Filipino - Komunikasyon sa Akademikong Filipino
d. pagkakaltas bili + han = bilihan = bilhan
e. pagdaragdag paalala + han = paaialahan;
paalatahan+ an = paatalahanan
f. pag-aangkop hintay + ka = teka
• Bahagi pa rin ng mga paraan ng pagbuo, pati ng pagpapalawak, ang
mga bahagi ng pananalita ng wikang Filipino. Ginagamit sa iba't ibang
pagpapahayag ang mga sumusunod na saklaw ng pambalarilang
kayarian (grammatical structures):
• Mga Salitang Pangnilalamarr (Content Words)
a. Mga Nominal
- Pangngalan
- Panghalip
b. Pandiwa
- Pokus
- Aspekto
c. Panuring
- Pang-uri
- Pang-abay
> Mga Salitang Pangkayarian (Functional Words)
a. Mga Pang-ugnay
- Pangatnig
- Pang-angkop
- Pang-ukol
b. Mga pananda
- Pantukoy
- Pangawing
6.3 Sintaks - pagbuo at pagpapahaba ng mga pangungusap
• Batayang pangungusap at mga bahagi nito:
Panaguri
Paksa

Filipino Komunikasyon sa Akademikong Filipino
Sa Filipino, normal o karaniwan ang pagsasabi muna ng panaguri,

kasunod ang paksa tulad nito:
Kumakanta si Martin Nievera
(Panaguri + Paksa)
sa halip na:
Si Martin Nievera ay kumakanta
(paksa + ay + panaguri)
• Magagamit na panaguri ng pangungusap ang iba't ibang bahagi ng
pananalita, kabiiang ang nominal, pang-uri, pandiwa, atpang-abay,
tulad ng mga sumusunod na halimbawa:
Pangungusap = Panaguri + Paksa
> Mga nominal
• f Pangngalan - Doktor + ang kapitbahay ko.
•s Panghalip - Sila + ang barkada ko.
s Panghalip Pamatlig lyon + ang alaga niyang aso.
s Pariralang Nomina! - Ang dalagang iyan + ang nililiyag ko.
Pangungusap = Panaguri + Paksa
> Pang-uri
s Payak - Duwag + si Berto.
s Maylapi - Mataba + si Berto.
s Inuulit - Maligayang-maligaya + si Berto.
■S Tambalan - Balat-sibuyas + si Berto.
s Pariralang Pang-uri - May makinis na balat + si Berto.
> Pandiwa
s Walang komplernento- Naglalaba + ang nanay.
s May komplemento Naglilinis ng mesa sa kusina + ang nanay
(aktor, layon, taga-tanggap, ganapan atbp)
> Pang-abay
/ Pamanahon - Kamakalawa pa inilibing + ang napatay
na sundalo.
1 2 6 PNU LET Reviewer

(■cncral liiuiatiim
v ' Pamaraan - Malikot matulog + ang sanggol.

s Pantunan - Sa Baguio nagbakasyon + ang mag-anak.
• Magagamit na paksa (simuno, topic, pinag-uusapan7sentro, pokus ng
usapan) sa pangungusap ang mga pariralang nominal. Inihuhudyat ng
nauunang pananda o marker ang (para sa pangngalang pambalana),
si / sina (para sa mga tangi o personal na pangalan) ang paksa ng
pangungusap sa Filipino.
Ginagamit ang ang sa anumang bahagi ng pananalita na ginawang

nominal, maging ito ay pangngalan, pang-uri, pandiwa, o pang-abay.
Pangungusap = Panaguri + paksa
a. Pariralang Pangngalan = Nagwawalis + ang Metro Aide.
b. Pariralang Pang-uri = Nagwagi +ang pinakamataassa lahat.
c. Pariralanag Pandiwa = Isabay mo + ang mga nahuli.
d. Pariralang Pang-abay = Binati ko + ang nanalo kahapon.
Sa mga pangungusap na verbal (kung saan pandiwa ang panaguri),
nagiging pokus ng pangungusap ang paksa pagkat nagkakaroon ng
semantic na relasyon ang pandiwa sa paksa.
Halimbawa:
Batayang Pangungusap (BP)
Naglinis (ng mesa) ang nanay (sa kusina).
Sa BP na ito, nakapokus sa aktor / tagaganap (ang nanay) ang

pangungusap, at mga komplemento naman ang “ng mesa” (layon)
‘ sa kusina” (ganapan).
Sa pagbabago ng panlapi, pansining maipopokus ang iba’t ibang

komplemento tulad ng sumusunod:
s Pokus sa layon: Nilinis ng nanay ang mesa sa kusina.
s Pokus sa ganapan: Pinaglilinisan ng nanay ng mesa
ang kusina.
Dr. Arsenia R. Eniperatio

General Education
s Pokus sa sanhi: Ikinapagod ng nanay ang paglilinis

ng mesa sa kusina. —
s Pokus sa instrumento: Ipinanltnis ng nanay ng mesa
sa kusina ang tubig sa timba.
s Pokus sa direksyon: Puntahan mo ang kusina
(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
Filipino:
• Pangungusap na Hango sa Batayang Pangungusap
o Nasa anyong tanong
BP: Kumain na ang mga panauhin.
Mga tanong na hango sa BP
Masasagot ng Oo o Hindi
Kumain na ba ang mga panauhin?
Kumain na ang mga panauhin di ba?
Talaga bang kumain na ang mga panauhin?
Ano, kumain na ang mga panauhin?
Hum ihingi ng impormasyon

Sino ang kumain na?
Kailan kumain ang mga panauhin?
Paano kumain ang mga panauhin?
Saan pupunta ang mga panauhin?
Ano ang ginawa ng mga panauhin?
Ilang panauhin ang umalis na?
Masasagot ng mayroon o wala

May umalis na bang mga panauhin?
Wala pa bang umaalis na mga panauhin?

Hum ihingi ng alternatibo

Umalis na ba o hindi pa ang mga panauhin?
Alin ang gusto mo: iyan o ito?
Ano ang uunahin ko: ito ba o iyan?
o Mga Pangungusap na tiniyak ang panaguri
Batayang Pangungusap (BP) Hangong Pangungusap (HP)

Bakla ang nakita niya. Ang bakla ang nakita niya.
(Sino ang nakita niya?) (Tinitiyak kung sino ang nakita.)
o Mga konstruksyong binaliktad o inverted

a. Inverted ay - ito ang tinutukoy na di-karaniwang ayos sa
Filipino na malimit gamitin sa mga nasusulat na literature at
formal na rehistro.
Pangungusap = Paksa + ay fy) + Panaguri
BP: Nagmeryenda na si Nanang.
HP: Si Nanang ay nagmeryenda na.
b. Iba pang konstruksyong binaliktad o inverted
BP: Umalis na kahapon ang mga balikbayan.
HP: Kahapon, umalis na ang mga balikbayan (hindi ngayon).
o Mga Pangungusap na naghahayag ng negasyon
BP: Umakyat ang mga bata.
HP: Hindi / Di-dapat umakyat ang mga bata.
Ayaw kong umakyat ang mga bata.
Huwag sanang umakyat ang mga bata.
• Mga Pangungusap na Walang Tiyak na Paksa
o Penominal - tumutukoy sa kalagayang pangkalikasan
(Binubuo ng panaguring pandiwa na
may kasamang pang-abay)
Umuulan! Lilindol daw.

o Temporal nagsasaad ng kalagayan o panahong panandalian

(Binubuo ng pang-uri na may
kasamang pang-abay)
Mainit! Kay init ngayon.
o Eksistensiyat - nagsasaad ng pagka-mayroon
May mga mag-aaral na sa awditoryum.
Alas diyes na.
Lunes ngayon.
Tag-araw.
Bagong Taon na naman.
o Ka-pandtwa - nagsasaad ng katatapos na kilos
Kaaalis tang niya.
o Pambating
panlipunan - magagalang na pananalita ng
' pakikipagkapwa-tao
Kumusta ka?
Salamat.
o Panawag panawag na pangkamag-anak
Hoy! Pssst! Tena! Manang!
o Pandamdam - nagpapahayag ng matinding damdamin
Arayko! Sus! Aru! Ow, talaga!
o Modal nangangahulugan ng "gusto" / “nais" /
“ibig"
Gusto kong matulog.
6.4 Semantika - may kinaiaman sa interpretasyon ng mga kahulugan ng mga
salita at pangungusap
Nabanggit na sa Simula na binubuo ang grammar ng wika ng ponolohiya,

morpolohiya, sintaks at panghuli, ng semantika. Tumutukoy ang naunang
tatlo sa pag-aaral ng anyo (form) at patern ng wika, tumutukoy naman ang
semantika sa pag-aaral ng kahulugan mismo sa wika.
S K t e l PNU LET Reviewer

General Education
Paano ang pagbibigay o nairerepresenta sa isipan ng tao ang

kahulugan?
o denotasyon at konotasyon
Halimbawa: PASKO
> Denotasyon: ika-25 ng Disyembre para sa mga
kristiyano, araw na kapanganakan ni Kristo
> Konotasyon: panahon ng pagbibigay ng mga
regalo, pagpunta ng mga inaanak sa
ninong at ninang, karoling ng mga bata,
pagkain ng bibingka at puto-bumbong
o sinonim, antonim, polisemi athomofon
> sinonim - mga salitang magkapareho ng kahulugan
Halimbawa: payak - simple
magbili - magtinda
magkatulad - magkapareho
> antonim - mga salitang magkasalungat ang kahulugan
Halimbawa: mataas - mababa
maliwanag - madilim
> polisemi - mga salitang may dalawa o mahigit pang
kahulugan na magka-ugnay
Halimbawa: marka
Mataas ang marka ng anak ko sa Ingles.
Nag-iwan ng marka ang kanyang kagat sa
braso ng bata.
> homofon - salitang magkapareho ng tunog o anyo
subalit magkaiba ang kahulugan. Nagdudulot
ng pagkalito o di kalinawan ang homofon
sa pangungusap.
Halimbawa: bangka
(1) maliit na sasakyang pandagat na yari sa kahoy

General Education
(2) taong tagabigay ng baraha sa isang klase ng

Pangungusap: Hindi pa dumarating ang bangka.
Mahirap alamin ang konteksto.
Sino/Ano ang tinutukoy?
Ang sasakyang pandagat o isang manunugal.
o parapreys - mga magkakaparenong kahulugan
ng mga pangungusap.
- 'Kumanta ang koro ng mga lumang kanta’
- ‘Mga lumang kanta ang kinanta ng koro’
- ‘Naglaro ang mga bata ng basketbol’
- ‘Nagbasketbol ang mga bata’
7. Matapos na mataiakay ang mga batayang kaalaman sa ilalim ng una,

kakayahang panlinggwistika, dumako naman tayo sa ikalawa ang
kakayahang pangkomunikatibo sa pag-aaral ng wika.
8. Hindi lamang naaayon sa kaalamang makagamit ng mga pangungusap na may

wastongbalarilakundimaykayahan paring ipakitaatgamitinangalinmanggawing
pakikipag-usap ('speec/Jtetawororspeectecfsjnaangkopatnaaayonsahinihingi
ng sitwasyon ang kakayahang komunikatibo (communicative competence)
9. Kung kahulugang komunikatibo ang susuriin sa isang pahayag, tiyak na iuugnay

ito sa tungkulin ng komunikasyon at ang kaugnay na gawi ng pagsasalita tulad
ng ipinakikita ng sumusunod na tsart ni Gordon Wells.
Tungkulin ng Komunikasyon Gawi ng Pagsasalita

(Functions o f Communication) (Speech or Communication Acts)
A. Pagkontrol sa kilos o gawi ng Pakikiusap, pag-utos, pagmumungkahi,
iba (Controlling function) pagpupunyagi, pagtanggi, pagbibigay
babala.

B. Pagbabahagi ng damdamin Pakikiramay, pagpuri, pagsang-ayon,

(Sharing feelings) pahayag, paglibak, paninisi,
pagsalungat.
K. Pagbibigay o pagkuha ng Pag-uulat, pagpapaliwanag, pagtukoy,
impormasyon (Getting factual pagtatanong, pagsagot
information)
D. Pagpapanatili sa pakikipag- Pagbati, pagpapakilala, pagbibiro,
kapuwa at pagkakaroon pagpapasalamat, paghingi ng
ng interaksyon sa kapuwa paumanhin.
(Ritualizing function)
E. Pangangarap at paglikha Pagkukuwento, pagsasadula,
(Imagining/Creating function) pagsasatao, paghula
> Paano natin maipakikita na nagagamit natin ang wikang Filipino nang may
lalong mataas na antas ng kasanayan at kahusayan?
Naririto ang mga halimbawa ng mga inaasahang kasanayan (Belvez, et

al., 1990):
A. Naisasagawa ang iba’t ibang uri ng pagpapahayag o gawi ng

pagsasalita kaugnay ng pagtugon sa iba't ibang tungkulin ng
komunikasyong kinakaharap sa pang-araw-araw na sitwasyon.
1. Nagagamit ang angkop na pahayag sa pagdalo sa isang pagtitipon
2. Nakasasali sa isang makabuluhang gawain ukol sa pagtatanong
ng direksyon, tao o bagay.
3. Malinaw na naipapahayag ang iba't ibang kaisipan ayon sa lugai
o sitwasyong kinaroroonan.
4. Nasasabi nang malinaw at may paggalang ang pagpapagawa ny
isang bagay o gawain.

5. Nasasabi nang mabisa ang mga iniisip at niloloob.

6. NakapaghahatkJ at nakapaghaharap nang mabisa ng iba’t ibang
impormasyon.
7. Naipapahayag at natutukoy ang mga saloobing moral.
8. Naisasagawa ang wastong pakikipagkapwa.
9. Nakalilikha nang pasalita ng ilang tugma, kuwento at patalastas.
B. Naisasagawa nang mabisa ang iba’t ibang gawaing komunikasyon sa 1

pag-aaral.
1. Nakakapakinig at nakaialahok sa isang talakayan ng panayam na
napakinggan
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 iba’t ibang lawak ng pag-aaral sa kurikulum.)
K jc fc S pW i LET Reviewer
General Education
C. Nakakapakinig at nakasasali sa iba’t ibang talakayan kaugnay ng

ibang lawak ng pag-aaral sa kurikulum
1. Naririnig nang may pang-unawa at natatalakay nang mabisa ang
mga paksa tungkol sa kasaysayan, pamahalaan at konstitusyon
2. Nakapagpapahayag ng kaisipan at gawaing kaugnay ng musika,
sining, kagandahang-asal at gawaing pantahanan
0. Sa pagsasalita at pagsulat ang wastong paggamit ng mga salitang karaniwan

ay lubhang kailangan.Kailangang sumusunod ito sa mga alituntuning
panggramatika. Nakatutulong sa maayos, malinaw at mabisang pagpapahayag
kung wasto ang gamit ng mga salitang Filipino.

General Education
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
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
Wastong Paggamit ng Ponemang Suprasegmental

(Tono, Haba, Diin, Antala)
Item 1.
Alin sa mga sumusunod ang makapagpapabago ng kahulugan ng salitang / kasa.

ma / = ‘companion’?
B a guhinang_____________ng bigkas ng salita.
A. tono
B. diin
C. haba
D. antala
C ang tamang sagot.
Anotasyon
Mga Teknik sa Pagtukoy ng Wastong Gamit ng Ponemang Suprasegmental
(Tono, Haba, Diin, Antala)
Ang tamang sagot ay C.

May iba’t ibang halaga sa bawat wika ang ponemang suprasegmental. May

Filipino - Komunikasyon sa Akatiemikong Filipino
mga wika na higit na mahalaga ang tono, tulad ng Mandarin at Thai na

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.
Opsyon A.
Tono, tumutukoy sa taas-baba na iniuukol natin sa pagbigkas ng pantig ng
isang salita. Walang magiging pagbabago sa kahulugan kahit na baguhin pa
ang tono.
(a)
3ma
’ka
'sa
(b)
*ka
'ma
Opsyon B.
Diin, tumutukoy sa lakas ng bigkas sa pantig ng salita. Kahrt pagbagu-
baguhin ang lakas ng pagbigkas sa tatlong pantig na ka-, - s a - at - ma
mananatili pa rin ang kahulugan ng salita.
Opsyon D.
Antala, ang saglit na pagtigil sa pagsasalita, wala pa rin itong magiging
epekto sa kahulugan ng salitang / ka sa. ma / = 'companion’
PNU LET ReviewerliESl

Kawastuan sa Pagbuo ng Salita

(Kayarian ng Pangngalan)
Item 2.
Sa pamamagitan ng iba’t ibang paraan, maaaring makabuo ng mga pangngalan

mula sa salitang-ugat na bayan. Aling salita ang di dapat maisama sa pangkat?
A. bayan-bayan
B. batikbayan
C. kabayanan
D. kabayanihan
Ang tam ang sagot ay D.
Anotasyon
Mga Tekriik sa Pagtukoy ng Kawastuan sa Pagbuo ng Salita
(Kayarian ng Pangngalan)
D ang tamang sagot.

Ang salitang ugat ay bayan. Ang satitang kabayanihan ay mula sa salitang-
ugat na bayani.
Opsyon A.
Batay sa kayarian ng pagbuo ng salita ito ay halimbawa ng pangngalang
inuulit. (bayan-bayan)
Opsyon B.
Batikbayan, halimbawa ng pangngalang tambaian. (balik + bayan)
Opsyon C.
Pangngalang maylapi / hinango ang tawag sa kabayanan.
132 PNU LET R eview er

General Education
Kawastuan sa Pagbuo ng Pangungusap

(Gamit ang mga Uri ng Pandiwa)
Rem 3.
Alin sa mga sumusunod na pangungusap ang di wasto ang pagkabuo o walang

kabuuan ang diwa?
A. Kumuto ang tubig

B. Nagpatay si Mang Ousting.
C. Kumain siya.
D. Kumain siya ng pansit luglog sa paiengke.
Ang tam ang sagot ay B.
Anotasyon
Mga Teknik sa Pagtukoy ng Kawastuan sa Pagbuo ng Pangungusap
(Gamit ang mga Uri ng Pandiwa)
B ang tamang sagot.
May tatlong uri ng pandiwa:

a) pandiwang katawanin
b) pandiwang ganap na palipat
c) pandiwang di-sapilitang palipat
Ganap na palipat yaong pandiwang may kasamang tuwirang layon. Sa ganitong

uri ng pandiwa ay hindi maaaring alisin ang tuwirang layon nang hindi masisira
ang kabuuan ng diwa ng pangungusap.

General Education
Kaya't sa pangungusap na Nagpatay s i M ang G usting kulang at di btio ang
kaisipan dahil kulang ng tuwirang layon. Upang maging wasto:
Nagpatay ng baboy/m anok s i M ang Gusting.
Opsyon A.
Ito ay isang halimbawa ng pandiwang katawanin, yaong pandiwang likas na di

pangangailangan o di malalagyan ng tuwirang layon.
Mga Opsyon C at D.
Mga halimbawa ng mga pandiwang di sapilitang patipat, yaong maaaring

mayroon tulad ng Opsyon D at walang kasamang tuwirang layon tulad ng
Opsyon C.
Item 4.
Likas na palahanga ang mga mamamayang Filipino. Nagpapahayag tayo ng

paghanga at pagpuri sa iba’t ibang pagkakataon at gumagamit tayo ng iba’t Ibang
ekspresyon. Kung magkaminsan, ginagamit natin ang ekspresyon sa paghanga
upang batiin ang taong / kaibigang ating nasasalubong.
Alin sa mga sumusunod na pahayag ang angkop at mabuting gamitin sa ganiteK}

pagkakataon?
A. Napakapayat mo ngayon, a. Naospital ka ba?

B. DiyosKo! Bakit nagkaganyan ka? Ang taba taba mo!
Dr. Arsenia-R. Kmperaclo

C. Ang ganda naman ng damit mo! Saan ba ang lakad mo?
D. Ang kyut-kyut mo! Para kang bibinyagan!
Ang tamang sagot ay C
Anotasyon
Mga Teknik sa Pagtukoy ng Wastong Pagbabahagi ng Damdamin
(Pagpuri)
Basahin nang mabuti ang tanong.
1. Ituon ang pansin sa hinihinging tungkuling pangwika. (Pagbabahagi ng

Damdamin - Pagpuri)
2. Pag-aratang mabuti ang mga pagpipiliang sagot.
3. Ang tamang sagot ay C. Isang magandang gawi ang pagiging matapat kung
tayo’y pumupuri sa ating kapwa. Karaniwan, pinupuri natin ang kasuotan ng
kausap kung talagang dapat purihin.
Mga Opsyon A at D. Dapat tayong mag-ingat tungkol sa pagbati ng

pangangatawan ng kapwa. Mangyari, may mga taong ayaw mababati ang
paglaki ng katawan (pagtaba)o pagpayat kaya.
Opsyon D. Kung hindi rin lang tapat sa ating kalooban ang sasabihin, mas
mainam na huwag nang kumibo.
4. Iba pang kaisipan:

• Gumagamit tayo ng iba’t ibang kaantasan ng pang-uri sa pagpapahayag
ng paghanga. Tatlo ang kaantasan ng mga pang-uri:

a) Lantay - nasa payak na anyo at walang paghahambing na nagaganap.
Halimbawa: Ang ganda naman ng damit mo!
b) Pahambing - kung nagtutulad sa dalawang tao o bagay; nahahati
sa dalawang uri - magkatulad at di magkatulad; sa tao/bagay na
magkatulad ginagamit ang sing, magsing, kasing, magkasing sa
pagpapahayag; sa tao/bagay na di magkatulad ginagamit ang lalo,
higit, kaysa, digaano, dituladng, nitulad, digayang atbp.
c) pasukdol - kung naghahambing ng isang tao, bagay, pook o
pangyayari sa dalawa o higit pang tao o bagay; ginagamit ang mga
panlaping napaka, pinaka- at ka-an.
Wika Ayon sa Pormalidad ng Pagkagamit
Item b.
Basahin ang sumusunod na dayalogo/usapan. Kilalanin mo ang salita / pangungusap

ayon sa pormalidad ng pagkagamit.
Ang Pasahero a t ang Drayber
Pasahero: Mama, ito ho ang bayad!

Drayber : Saan ito !
Pasahero: Isa tang ho.
Drayber llan 'to?
Pasahero: Sa Esparia lang ho.
Uriin ang isblo ng usapan gamit ang batayan: wika ayon sa pormalidad ng pagkagamit.
A. formal oseryoso
B. intimeyt o kilalang-kilala
C. konsultatibo o sumasangguni
D. kaswal

General Education
Anotasyon
Mga Teknik sa Pagtukoy ng Wika ayon sa Pormalkiad ng Pagkagamit
Upang maisagawa ang mabisang pakikipagkomunikasyon gamit ang wikang

Filipino, dapat na makilala ng tagagamit ng wika/ispiker ang katangian ng iba’t
ibang istilo/barayti ng wika para maunawaan kung paano ito gagamitin para sa
mabisang interaksyon sa angkop na sitwasyon.
Opsyon D ang tamang sagot.
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.
• paksa - Kaisipang pinag-uusapan (bayad sa pasahe)
• papel na ginagampanan - Ano ang relasyon ng nag-uusap?
(drayber -pasahero)
• lugar - Nasaan ang pag-uusap?(sa loob ng dyip) Ano ang palatandaan ng
istilo ng usapang kaswal?
• walang ingat sa pagpili ng mga salita
• bahagyang mababa ang sosyal na pamantayan
Opsyon A.
Iba ang katangian ng istilong pormal:

• nakaplano, iskripted
• gumagamit ng mga buong pahayag/pangungusap
• mga pangungusap na may kaayusang gramatikal

General Education
Opsyon B.
Katangian ng istHong intimeyt:

• usapan sa pamilya, mga mahal sa buhay at pinakamalatapit na kaibtgan
• pagtatapat ng pinakatatagong lihim
Opsyon C.
Katangian ng istitong konsultatibo o sumasangguni:

• transaksyong pangnegosyo, usapang doktor-pasyente, usapang p r o -
mag-aaral
Item
6. May mga pagkakataon na maaaring palitan ng ibang ponema / tunog ang
isang ponema nang hindi magbabago ang kahulugan ng salita tulad ng
A. ewan - iwan C. lataki - lalake

B. diles - riles D. uso - oso
7. Piliin ang salitang may diptonggo.
A. Yoyong C. lawa
B. kamay D. tihaya
8. May iba't ibang posrsyon ang kinalalagyan ng paniapi sa salita. Anong uri n§
panlapi ang matatagpuan sa salitang ‘ipagsumigawan’?
A. unlapi C. hulapi
B. gitlapi f).) laguhan
9. Alin ang dapat atisin sa pangkat?
A. kahali-halina kaakit-akit
B. kabighani-bighani Dt kaliga- ligaya
10. Ano ang kasalungat / antonim ng nratatag?
A. matibay C. mabuway
B. malakas D. mataba
Dr. Arsenia R. Eriiperado

11. Lagyan ng kapares ang salita upang makabuo ng pagpaparis na magkasama
kagaya ng sumusunod:
langit at lupa
liwanag at dilim
puno at dulo
sanhi a t ___________
A. dahilan buti
B. buhay D.) bunga
12. Alin ang salitang may karaniwang kahulugan dala ng diksyunaryo o ginagamit
sa pinakakaraniwan at simpleng pahayag?
Makunat ang taong iyan.
'By “Ayaw ko ng bola," ang sabi ng bata.
C. Berde ang kanyang utak.
D. “Ayaw ko ng bola,” ang sabi ng dalaga.
13. Alin sa mga sumusunod na salita ang may klaster?
A. diyes C. daram
B. diyip ( d) drakula
14. Anong pagbabagong morpoponemiko ang matatagpuan sa salitang bakuran?
A. pagpapalit ng ponema C. paglilipat diin
B. asimilasyon D. metatesis
15. Ano ang pormasyon ng pantig sa mga titik na pahilig? prin sesa
KKPK C. K P K
f t KKP D. KP
16. Ang mga kasamahan mo ay nagsasabing higit na mainam daw magtrabaho
sa ibang bansa pagkatapos ng pag-aaral sa Pilipinas. Iba naman ang nasa
isipan mo. Paano mo sisimulang ilahad nang magalang ang iyong lubusang
pagsalungat?
A. A. “Parang maling-mali ka .......... ”
B. “Sa puntong iyan, tama ka, pero........ ’
C. “Nirerespeto ko ang opinyon mo, pero___ “
D. “Sa isip ko tama ka . . . . “
PNU LET Reviewer 1 3 5

Pinag-uusapan ng iyong mga kaibigan ang pornograpiya sa mga sining

(pelikula, babasahin at iba pa). Nais mong magdagdag ng ibang punto sa
argumento. Paano mo ito sfeimulan?
A. “Pahintulutan mong wakasan k o ___“
B. "Bilangpaglalahat . . . . “
C. “Pero kung tutuusin........ "
D r “Bukod pa riyan ............ “
18. May mahalagang bagay kayong naiwan sa babay. Nais ninyong tumawag
sa telepono. Hihingi kayo ng pahintulot sa kalihim ng inyong dekano upang
magamit ang telepono. Ano ang magandang Simula?
A. “Sige n a ........ “
B. “Sa kabuuan........ ”
C„ “Sa maikling sa b i___“
D. “ Maaari po b a n g ........... “
19. Sa pangungusap sa ibaba, nilalagyan ng isang bar if) angisang sagiit na
paghinto at ng dobleng bar (II) angkatapusan ng pahayag. Ano ang ibig
sabihin ng pangungusap na ito? Tito / Juan Anton ang pangalan niya. //
A. Sinasabi ang buong pangalan ng ipinakikilala.
(B? Kinakausap si Tito, o kaya’y isang tiyo, at ipinakikilala si Juan Anton.
C. Kausap ang isang tiyo na Juan ang pangalan. Ipinakikilala si Anton.
E. Lahat tama.
Para sa Item 20 - 22. Anong gawi ng pagsasalita ang ginagampanan ng mga
sumusunod na pahayag?
20. "Kumusta ka na?"
'k . pagbati C. pagpapasalamat
B. pagbibiro D. pagpapakilala
21. “Pumunta ka’t baka dumating din ako.”
A. pakikiusap C. pagtanggi
B. pag-uutos D. pagpupunyagi

(m ur.il 1'ifiuation
V
Para sa Item 22 - 23. Anong tungkulin ng komunikasyon ang ginagampanan ng

mga sumusunod na pahayag? —
22. “Tungkol saan ang talakayan ninyo?”
A. pagkuha ng impormasyon
B. pagbabahagi ng damdamin
c pagkontrol ng kilos ng iba
D. paglikha
. “Tena’t mayklasepatayo.”
A. pagpapanatili sa pakikipagkapwa
B. pagbabahagi ng damdamin
C. pangangarap o paglikha
D. pagkontrol sa kilos ng iba
. Alin sa mga sumusunod ang di-pormal na pahayag?
A. Paalam na po.
B. Hay! Kumustaka?
C. May maitutulong po ba ako?
D. Ipagpatawad mo.
. Alin ang di-tahas o mataHnghagang pahayag?
A. Mainit ngayon. Buksan mo ang bentilador.
B. Tumigil ka na sa iyong pagsasalita.
JC. Nakapapaso ang init ng araw ngayon.
D. Malamig ang panahon. Umuulan.
Dr. Arsenia R. Empcrado

General Education
1. Isang paraan upang maipakita ang pagkokontrast ng mga ponema / tunog ay

ang paggamit ng pares minimal. Alin ang di dapat isama sa pangkat?
A. lasa - tasa C. bibi - bibe
Br' mesa - misa D. tela - tila
2. May ponema / tunog na malayang nagpapalitan. Alin ang di dapat isama sa
pangkat?
A. pinanunuod -pinanunood
B. karsada -kalsada
C. marusing -madusing
D. loro - lolo
3. Alin sa mga sumusunod na salita ang magbabago ang kahulugan kapag inalis
ang gitling?
i'A, may-ari C. pag-asa
B. pag-ibig D. tag-ulan
4. May sadyang gamit ang gitling sa palabaybayang îlipino. Alin ang di-dapat
gamitan ng gitling?
A. gabi-gabi C. taga-Bulacan
B. paru-paro D. ika-10
5. Alin sa mga sumusunod na pangngalan ang inuulit?
A. sarisari C. lapulapu
B. gamugamo D. sabi-sabi

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.
B. Umalis ang mag-anak na iyon. ,
C. Umalis agad ang mag-anak.
D. Ang mag-anak na nagmamadali ay umate
8. Aljn sa mga sumusunod na pahayag ang may pw mgtt?
A. Kalabaw raw ni Kuya ang nawala.
B. Kalabaw ni Kuya sa bukid ang nawala.
C. Ang kalabaw na mataba ni Kuya ang nawate
D. walang tamang sagot.
9. Alin sa mga sumusunod nasalita ang may cfcfjtonggo?
A. salaysay C. sayawaa
B. aliwan D. luya
10. Ano ang katangian ng mga sumusunod na salta?
Magbasa, umibig, maligaya, paalis.
Pare-parehong m a y ________________.
' A unlapi C. hulapi
B. gitlapi D. laguhan,
11. Alin sa pangkat ng salita ang ginamitan ng huiapi?
A. lupa, bayani. bandila, langit
B. maglaro, umalis, matakot, palayo
C. sumayaw, lumakad, sinagot, ginawa
D. ibigin, sulatan, sabihin, sabihan

12. Alin sa mga sumusunod na satita ang maykattas o nawawaiang poneraa /
tunog?
A. dalhin C. teka
B. hagkan 0 .; tena
Para sa Item 13 - 1 5 Ating pahayag ang tumutukoy sa kalagayan / sitwasyon sa ibaba.
13. Ipinakikilala mo ang iyong kasintahan sa isang Duktor at kay Jenny.
A. Jenny / ang girlfriend ko / Duktor.
B. Duktor / Jenny / ang girlfriend ko.
C. Duktor Jenny / ang girlfriend ko.
D. Lahat tama.
14. Ayaw mong tanggapin na si Roily ang nanalo sa paligsahan.
A. Hindi si Roily / ang kampeon.
B. Hindi / si Roily ang kampeon.
C.-, Hindi si Roily ang kampeon.//
D. walang tamang sagot
15. Itinuturo sa pulis ang salarin.
A. Tinyente Magtanggol Luis / siya ang salarin.
B. Tinyente Magtanggol / Luis / siya ang salarin.
C. Tinyente / Magtanggol Luis / siya ang salarin.
D. Lahat tama.
16. Alin sa mga sumusunod na pahayag ng paghingi ng tawad ang di pormai?
A. Pasensiya ka na.
B. Patawarin mo ako.
C. Pagsisikapan kong di na mangyari itong muli.
D. Huwag ka nang magalit Hindi ko na gagawin muli.
17.
Naglilinis ng bakuran ang mga lalaki samantalang nagluluto ang mga babae.
Ito ay halimbawa ng pangungusap na may kayariang_______________.
A. tambalan C. hugnayan
B. payak D. langkapan

(ic iu r.il licttH'iition
18. Panguk) ka ng Kabataang Baranggay sa inyong lugar. Tumawag ka ng isang

ispesyal na pulong na dinaluhan ng mga kasapi.
Ano ang angkop na sabihin upang mapasimulan ang pulong?
A. Puwede bang simulan na natin ang pulong?
B. Mangyaring sumaayos ang kapulungan.
C. Bukas na ang hapag.
D. Mangyaring tumahimik ang lahat.
19. Bagong lipat ka sa isang lugar. Hindi mo pa alam kung paano pupunta sa
bayan. Balak mong magtanong sa pulis. Paano mo iio sasabihln?
A. Mamang pulis, saan po kaya ako makasasakay papuntang bayan?
B. Mamang pulis, ituro ninyo nga sa akin ang sakayan papuntang bayan?
C. Mamang pulis, saan ba ako sasakay papuntang bayan?
D. Saan ba ang sakayan papuntang bayan?
20. Alin sa sumusunod na mga salita ang wasto ang pagkabaybay?
A. panbukid C. pam-bukid
B. pambukid D. pangbukid
2 t. Alin ang di-wasto ang pagkabaybay sa mga sumusunod na salita?
A. kasingganda C. hatinggabi
B. mangagawa D. alalahanin
22. Matagal ka nang nakikipag-usap sa telepono. Sinenyasan ka ng iyong pinsan
na tapusin mo na ang iyong pakikipag-usap. Paano mo ito sasabihin?
A. Ibaba mo na ang telepono. Kailangang tumawag ang pinsan ko.
B. Sigena. Nagagalit na ang pinsan ko.
C. Mamaya na uli tayo mag-usap. Gagamitin kasi ng pinsan ko ang telepono.
D. Sige. Tama na ang kuwento.
23. Alin sa mga halimbawa ang di-dapat isama sa pangkat ng pangungusap na
walang paksa.
A. Ang tapang mo pala! C. Umuulan
B. Arayl D. Ginto ang aiahas.

General Education
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
Pagbasa at
Pagsulat tungo
sa Pananaliksik
Inihanda ni:
Arsenia R. Emperado, Ph.D.
jKasanayan:
! • Nababasa nang may wastong

j pag-unawa ang mga teksto sa
;* iba’t ibang disiptina
! • Nagagamit nang mahusay ang

i Filipino sa pagbuo ng isang
sulating pananaliksik

General Education
B A H A G II - B A L IK -A R A L S A N 1 L A L A M A N
M G A B A TA Y A N G K O N S E P T O
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.,
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
ng nakaimbak na mga impormasyon o mga ideya (Alejo, et al., 2005).
• 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
mambabasa.
Mga uri ng iskema:

- content o nilalaman (tumutukoy sa mga sistema ng tunav na
katotohanan, balyus at kombensiyong kultural)
- 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,
talambuhay, liham, jornal, atbp.)
- linggwistika (tinatawag ding iskema ng wika, na tumutukoy sa
istruktura ng wika, bokabularyo, impleksyong gramatikal at mga gamit
pang-ugnay (cohesive devices).

General Education
2. Pagpapakahulugan sa pagsulat
• Paggawa o pagbuo ng mga titik, simbolo, at mga salita. Isang paraan
upang ang mga mahahaiagang bagay na hindi matandaan ay muling
mapagbalikan sa isipan (Lorenzo, et al., 2001).
• Isang mabagal at kompleks na proseso at itinuturing na isang sining na
nangangailangan ng malalim na pag-unawa at pag-iisip (Badayos, 2000).
3. Makatutulong sa lalong pagkakamit ng mabisang pagpapahayag at pagsulat ng

apat na anyo ng pagpapahayag:
a. paglalahad (nagbibigay impormasyon at nagpapaiiwanag)
b. paglalarawan ( nagpapalutang ng mga katangian)
e. pagsasalaysay ( nagkukuwento)
d. pangangatuwiran (nanghihikayat na isaalang-alang ang pananaw ng
manunulat)
4. Tinatawag din ng ilan ang apat na anyo ng pagpapahayag bilang genre ng

wika. Samantalang, tinatawag na genre ng nakasulat na teksto ang maikling
kuwento, sanaysay, mga alamat, talumpati, talambuhay, mga tula, atbp.
5. Ang genre ng nakasulat na teksto ay may dalawang anyo sa paggamit ng salita:

• anyong tuluyan
sanaysay talambuhay - editorial - anekdota - ulat
- balita - alamat - dula - pabula - mito
- salaysayin - talumpati - atbp.
• anyong patula
- tulang pandarndamin/liriko:elehiya, oda, kantahin, soneto
tulang pasalaysay: epiko, awit, kurido
- tulang pandulaan
ih. Arsenia R. Emperado

Filipino - Pagbasa at Pagsulat tango sa Pananaliksik
Napakahaiaga para sa kasaysayan sa pagbasa at pagsulat ang patuloy na

pagpapayaman, pagdaragdag ng bokabularyo/talasalitaan ng mga mag-aaral.
Haririto ang ilang paraan sa pagpapalawak ng bokabularyo:
• kaanyuan/kayarian/pagbuo ng mga salita
> pagkakabit ng iba’t ibang uri ng panlapi sa salitang-ugat upang
mabigyan ng iba’t ibang kahulugan ang mga ito
Halimbawa:
pag-uunlapi = umisip
paggigitlapi = tumulong
paghuhulapi = linisin
pag-uunlapi + paggigitlapi = ikinuha
pag-uunlapi + paghuhulapi = pagsabihan
paggigitlapi + paghuhulapi = tinabasan
pag-uunlapi,paggigitlapi at paghuhulapi = pinagsumikapan
• pag-uulit ng salita
parsyal — kani-kanila
ganap — tuwang-tuwa
• tambalang salita — bahay-kubo
• salitang balbal — oks, tsekot
• salitang kolokyal — syota, datung
• panghihiram ng mga salita -» axis, xerox
• paghahambing ng mga magkakatulad at magkakaibang salita
Halimbawa:
malapad at maluwang makipot at maluwag
• paggamit ng tayutay — parang anghel
» paggamit ng idyomatikong pahayag — kamay na bakal
• ugnayan ng mga salita
• paggamit ng context clue
• paggamit ng diksyunaryo

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik
7. Mga pamamaraan sa pagpapaunlad ng pag-unawa sa pagbasa ng mga

tekstong akademiko:
• pagbasang pahapyaw (skimming) - isang paraang ginagamit ng
mambabasa upang makuha ang nilaiaman ng teksto o materyal sa
mabilisang paraan. Hindi nito pinagtutuunan ang detalye, kundi ang
kabuuang paksa o pangunahing kaisipan ng isang artikulo o seleksyon
para makabuo ng buod o lagom ng binabasa. Higit na mahaba ang oras
para sa skimming kaysa scanning.
• pagbasang pasuri (scanning) - ito naman ang palaktaw-laktaw na
pagbabasa na isinasagawa ng mambabasa upang mabihs na matukoy
o matagpuan ang isang tiyak na impormasyon tutad ng pangalan,
lugar, bilang o petsa. Hindi rin masinsinan ang pagbabasa ng teksto. Sa
sandaling makita ang impormasyong hinahanap, hindi na ipagpapatuloy
ang pagbasa.
• pagbuo ng prediksyon o hinuha - bumubuo ng palagay o implikasyon
ang isang bumabasa batay sa mga pahiwatig o implikasyong ibinibigay
ng manunulat at tagapagsalita; hindi tuwirang sinasabi ng may-akda ang
nais niyang sabthin kayat kailangang matuklasan ng mambabasa ang
nakatagong kahulugan ng mga salita sa teksto.
• paglalahat o pagiaiagom - naisasagawang maisaayos ang mga
impormasyong nakuha sa teksto sa pamamagitan ng pagbubuod,
pagbabalangkas at pagtatala.
• pagbuo ng kongkiusyon - nakabubuo ng kongklusyon sa pamamagitan
ng mahahalagang detalyeng makukuha sa teksto; pagkatapos, gagamitin
ang mga detalyeng nabanggit upang maiugnay sa mga karanasang bunga
ng obserbasyon o dili kaya’y nabasa ng mambabasa.
• pagsuri a t pagkiiaia ng mga ideyang katotohanan a t opinyon
s Kahulugan ng katotohanan (fact)
a. ang nagawang bagay
b. kasaiukuyang ginagawa, binubuo, ginagampanan
c. aktwal na umiiral, subhektibo o obhektibo man ang konsiderasyon

General Education
s Kahulugan ng opinyon (Silapan at Fabros III, 1999)

a. pagpili, paghiling, o malayang pagpili
b. kuru-kuro, pala palagay na batay sa punto de bista ng isang
tao; maaaring mali ito sa pamamaraan ng iba, subalit isang
katotohanan sa nagpapahayag nito
c. isang paniniwala na mas malakas pa sa impresyon
d. mas mahina sa positibong kaalaman, na batay sa obserbasyon at
eksperimento
e. isang panghuhusga
• pagkilala sa hulwaran o istilong ginam it ng aw tor sa pagsulat -
kasanayan ito sa pagsusuri kung anong hulwaran o istilo ang ginamit ng
awtor upang mabuo at maipahayag ang mga kaalaman o ideya sa mga
babasahing teksto; maaari rin namang alamin ang layunin, saloobin at
panauhan (point o f view) ng manunulat tungkol sa kanyang isinulat.
Nagbigay sina Montgomery at Moreau (2003) nasa Alejo, et al., (2005:
107) ng pitong anyo ng tekstong ekspositori. Tingnan ang talahanayan
sa ibaba.
Karaniwang
Anyo Paglalarawan
Aplikasyon
Saklaw ang lahat ng
Tinipong katibayan sa paksa.
pang-akademikong
Paglalarawan Paggamit ng pang-uri at pang-
gawain, sining,
abay
musika, P.E.
Pag-iisa-isa ng mga halimbawa
Pagtatala Agham, Matematika
na may kaugnayan sa paksa
Pagpapahayag ng kaayusan
Pagsusunod-sunod ng mga hakbang, proseso o Agham, Matematika
pamamaraan

General Education
Pagpapaliwanag kung bakit

nangyari ang isang bagay. May
Sanhi/Bunga Kasaysayan
naunang pangyayari at may
sumunod na pangyayari
Pagbibigay ng problemang
maaaring malutas nang mahigit
sa isang solusyon. Kailangang
Problema/Solusyon Agham
ipahayag ang problema at
magmungkahi ng piano kung
paano ito malulutas
Pagpapakita ng pagkakatulad o
pagkakaiba ng dalawa o mahigit
pang sangkap o bahagi.
Paghahambing at Agham Panlipunan,
Pagkokontrast Kagalingan at kahinaan, Heograpiya
sang-ayon at di-sang-ayon,
sinang-ayunan at sinalungat na
pananaw.
• pagsusulat ng akda o seleksyon sa pamamagitan ng pagbabasa -

layunin nito na maisulat ang naging epekto ng binasa sa sariling damdamin,
kuru-kuro, kaisipan at ugali ng mambabasa.
Samakatuwid, lahat ng uri ng paksa ay sinasaklaw nito at lahat ng uri ng

tao ay maaaring tagabasa nito.
Naririto ang mga halimbawang uri ng sulatin: -

1. personal na uri - impormal na anyo
2. mapanuri o kritikal - pormal na anyo
1 >i . Arsi-nia R. km perado

Filipino - Pagbasa at Pagsulat tungd sa Pananaliksik
Maaari rin namang ganito ang sulatin:

1. pinaikling pagsulat ng katha na tinatawag na presi na ang ibig sabihin
ay mahigpit na pinanatili ang mga pangunahing kaisipan, ayos ng
pagkakasulat, pananaw ng sumulat at himig ng oribinal (Silapan at
Fabros III, 1999:117).
2. hawig o parapreys - isang pagpapaliwanag ng isang akda o babasahin
na tangkang ibigay ang kahulugan upang maunawaan sa higit na
madaling paraan; karaniwan itong ginagawa sa mga tula o kasabihan
sapagkat hindi lantad ang mensahe.
• analisis at balidasyon ng kaalaman - isang paraang lumilinang sa
kasanayan sa pag-unawa ng mga mag-aaral upang analisahin/tayahin/
ebalweytin ang mga ebidensya ng pangyayari; mula rito makabubuo ng
pangangatuwirang pasaklaw o pangangatuwirang pabuod
• pagtukoy sa damdamin, tono, layunin, a t pananaw ng teksto —naririto
ang dapat landaan sa pagtukoy ng damdamin, tono, layunin at pananaw:
s ang himig (mood) ng isang teksto, ang damdaming nadarama ng
bumabasa
(halimbawa: pagkatakot, pagkainis, pagkalungkot, pagtataka o pag-
aalinlangarli
s tono (tone) ng isang teksto, ang saloobin ng awtor tungkol sa paksang
inilalahad
(halimbawa: mapagbiro, malungkot o nang-uuyarrt)
s layunin o pananaw ng pagkakasulat, karaniwang nasisinag sa tono o
dili kaya’y sa himig
s uri ng istilo
> pormal o di-pormal
> obhetibo o subhetibo
> positibo o negatibo
• pagbibigay interpretasyon sa mapa, tsart, grap a t talahanayan -
naririto ang mga patnubay upang mabasa ang mga ito nang mabisa:

v ' basahing mabuti ang legend na karaniwang makikita sa mapa

s basahin ang mga impormasyon sa gilid at ibaba ng grap
✓ basahin ang pamagat at subseksyon ng teksto
• pag-uuri ng mga ideya/detalye
ang pangunahing ideya - ito ang pinakamahalagang diwa tungkol sa
pinag-uusapan sa isang talata maging ito ay nasa anyong paglalahad,
paglalarawan, pagsasalaysay o pangangatuwiran
> Nagagawang malinaw ang isang kumplikado o masalimuot
na paksa sa pamamagitan ng mga pangungusap na tiyakang
sumusuporta sa pangunahing ideya.
> Tinatawag na mga pangunahing detalye ang mga pangungusap
na sumusuporta upang mabuo ang pangunahing diwa ng talata.
> Tinatawag namang mga maliliit na kaugnay na detalye ang mga
pangungusap na nagpapaliwanag sa mga pangunahing detalye.

General Education
* pagkilala ng pamaksang pangungusap

- Ang pamaksang pangungusap ay pangungusap na kumakatawan sa
sentral na ideya sa loob ng isang talata.
> Pangungusap itong kumokontrol sa diwa ng talata na nakatutulong
sa kalinawan at kaisahan ng ideya.
> May 2 bahagi ang paksang pangungusap, simuno at panaguri; sa
iba’y tinatawag itong topic at comment.
> May dalawang uri ng pamaksang pangungusap: lantad at di-

lantad
Matatagpuan ang lantad na pamaksang pangungusap sa -
unahan - una’t hulihan
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 pa’t ito ay talatang naglalarawan at nagsasalaysay.

General Education
8. Pananaliksik/Reserts - mapanuri at kritikal na pag-aaral tungkol sa isang isyu,

konsepto at problema. ___
9. Mga mapaghahanguan ng paksa

- sarili - internet - dyaryo
- magasin - radio - tv (cable)
- mga awtoridad - kaibigan - kakilala
• kaklase - guro
10. Magsisilbing proposal ng sulating pananaliksik ang konseptong papel. Binubuo

ito ng apat na bahagi:
• Rasyunal (rationale)
• Layunin
• Metodolohiya
• Inaasahang output o resulta
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

15. Sa kasalukuyang konteksto ng pananaliksik, mahalaga ang interbyu bilang

bagong bukal ng impormasyon kayat dapat na batid ng mananaliksik ang mga
hakbang sa mabisang gamit nito.
16. Dalawang bagay naman ang may bigat sa pananaliksik:

• proseso ng pagbuo ng mga bagong insights o kabatiran
• panghihikayat upang tanggapin ng iba na totoo at wasto ang bagong
ideyang natuklasan.
17. Upang magkaroon ng kabuluhan ang anumang ideya o kinalabasan ng

pananaliksik kailangang maisulat ito sa isang maayos at mabisang paraan na
binibigyang pansin ang mga sumusunod:
• iba't ibang prinsipyo sa pagsulat ng burador
• ang wastong dokumentasyon ng pananaliksik
• presentasyon ng papel sa maayos na estilo at format.

BAHAG1 II - P A G S U S U R I S A M G A A Y T E M
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
Kasanayan sa Pagkuha ng Pangunahin at Kaugnay na Detalye
Panuto: Basahin at unawain ang sumusunod na talata.
Item 1
Totoong kailangan ng tao ang salapi sa kanyang pang araw araw na

pangangaiiangan. Hindi siya mabubuhay nang maayos sa daigdig na ito kung
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
salapi. Hindi dapat maging gahaman sa salapi sapagkat magbubunga ito ng
kapahamakan at maaaring humantong sa kamatayan.
1. Ano ang paksa o pangunahing ideya ng talata?

A. Ang Ugat ng mga Kasamaan
B. Ang Pang-araw-araw na Pangangaiiangan
£. Ang Pagkagahaman ng Tao sa Salapi
D, Ang Pangangaiiangan ng Tao sa Salapi
2. Ano ang pangunahing detalye?
A. pang-araw-araw na pangangaiiangan
B. pangangaiiangan sa salapi
G. kawalan ng salapi
D. pangangaiiangan ng tao

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

C * hindi totoong kailangan ng tao ang salapi
~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
Ang tamang sagot sa:

1. D
2. B
3. A
Anotasyon
Mga Teknik sa Pagkuha ng Pangunahin at Kaugnay na Detalye
Sa pagbasa gumagamit tayo ng Organizational Strategies. Ito ay proseso ng

pagpili ng mahahalagang detalye at ang paggamit sa mga ito upang makabuo
ng ugnayan ng mga ideya.
PAG-UNAWA SA PANGUNAHING IDEYA
Ang pag-unawa sa pangunahing ideya ay nakatutulong upang makabuo ng isang

baiangkas para sa pagsasaayos, pag-unawa, at pagtanda sa mga mahahalagang
detalye. Kung wala ito, mawawalan ng pokus ang mambabasa at mawawalan ng
direksyon kung paano gagamitin ang mga detalye.
Mga hakbang sa pagbuo ng pangunahing ideya:

1. Gamitin/Suriin ang pamagat o ang unang pangungusap upang makagawa ng
hipotesis sa kung ano ang pangunahing ideya ng teksto.
Opsyon D ang tamang sagot. Halimbawa: Ang salapi sa buhay ng tao.

General Education
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.
•Sa item 1 ganito ang paglilistang lalabas.
f >f. Arsenia R. Emperado

Item 2.
Tuklasin kung paano naisasalin ng awtor ang kanyang iniisip sa anyong pasulat
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.

Artikulo:
Tatlong (3) Sangkap ng Memorya
1 Inilalarawan ng teorya nina Atkinson at Shiffren noong 1968 at nina

Waugh at Norman noong 1965 ang kayarian ng memorya bitang sistema
ng magkakaugnay na sangkap na may kakayahang mag-imbak ng
impormasyon.
2 Ang unang sangkap ng memorya ay ang sensory register. Dito’y naiimbak sa
maikling panahon ang lahat ng pagpasok ng istimulo. Sapagkat di pa ganap
ang istimulasyong pandama, malamang itong masira agad o madaling
mawaglit sa paglipas ng panahon. Halimbawa, ang istimulong biswal ay
maaaring masira sa loob ng 50 m sec.
3 Ang pangalawang sangkap ay ang panandaliang memorya na nakapag-
iingat ng impormasyon nang mga 30 segundo. Naiaayos sa pandinig ang
impormasyon sa panandaliang memorya. Ang kakayahan ng panandaliang
memorya o shortterm memory{stm) ay hanggang pito lang ang impormasyon.
Kaya nga, kung malaki ang kakayahang magbatid ng impormasyon, lalong
maraming kaalaman ang maiingatan.
4 Ang permanenteng memorya o memoryang panghabang panahon o
long term memory (Itm) ay ang pangatlong sangkap. Ang paglilipat ng
impormasyon (Itm) buhat sa (stm) ay nagaganap sa pamamagitan ng pag-
eensayo sa patuloy na pag uulit sa kahulugan ng istimulo hanggang sa
maging pangmatagalan ang memorya.
5 Upang matandaan ang anumang bagay, tatlong proseso ang kailangan; ang
pagpapahayag, pag-iimbak at pagbawi. Sa pagpapahayag, inihahanda ang
istimulong iimbakan, tto’y tumutukoy sa pagbabago ng istimulo upang mag-
anyong maaaring ingatan sa sistemang kognitibo. Ang pag-iimbak ay ang
proseso ng pag-iingat ng impormasyon para magamit.
Mula sa: Pagbasa a t Pagsulat

General Education
Anotasyon
Mga Teknik sa Pagkilala sa Hulwaran o Istilo ng Awtor sa Pagsulat
Mahalaga ang pagkilala ng mga hulwaran o istilo sa pagsulat. Nasusuri agad

ng mambabasa kung anong impormasyon ang maaaring ilahad ng awtor na
nakatutulong sa kanya (mambabasa) sa pag-unawa at paggunita ng mga
impormasyon.
Opsyon A ang tamang sagot. Ang modelo ng enumerasyon o paglilista o pag-iisa-

isa o pagtatala ay tumutukoy sa talaan o listahan ng mga ideya, katotohanan o
detalye tungkol sa pangunahing ideya. Maaaring magkapalitan ang kaayusan
ng mga ideya o detaiye subalit hindi mababago ang kahulugan.
Halimbawa - tatlong sangkap ng memorya
• unang sangkap - sensory register
• pangalawang sangkap - panandaliang memorya
• pangatlong sangkap - permanenteng memorya
Opsyon B. Ang hulwarang pagsusunud-sunod ay may tatlong uri:
• -sekwensyal - sekwens o serye ang mga pangyayari na patungo sa
kongklusyon.
• kronolohikal - paglilista ng mga hakbang o pangyayari ayon sa
pagkapangyayari sa kwento o kasaysayan.
• proseso o paraan - nagpapaliwanag ng hakbang/pamamaraan na
kailangang sundin upang makakuha ng magandang resulta
Opsyon C. Isang anyo ng pagsusulat na nagbibigay pakahulugan sa isang paksa
nang mahaba at detalyado ang hulwarang depinisyon.
Opsyon D. Paghahambing at pagkokontrast - sa una, ipinaliliwanag ang
pagkakatuiad; sa pagkokontrast, ipinaliliwanag naman ang pagkakaiba.

General Education
Item 3.
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
sa paggawa - sila a> nag-aalalang maliit ang kanilang kikitain sa
kanilang negosyo dahil s ) kakulangan ng kaalaman nila sa teknolohiya at
kasangkapan.
2 Isa pa’y naakit na silanj ilagak ang kanilang salapi sa (along madaling
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
produksyon.
4 Tayo rin ang naging a qkatan ng kanilang mga tapos na produktong
ginagamit sa produksyoi. Tayo rin ang bagsakan ng kanilang mga tapos
na produkto. Binibili nth sa atin ang mga pangunahing kagamitan sa
produksyon nang mura ut pagkatapos ay ipagbibili nila rito ng mahal ang
mga tapos na produkto.
Anong hulwaran ng organisasy >n o paano inilahad ng awtor ang mga impormasyon
o ideya sa teksto?
A. pagbibigay depinisyor
B. enumerasyon o pag-ii ;a-isa
C. paghahambing at kon ?ast
D. sanhi at bunga
Aug tamang sagot - D.
l>r. Arsenia R. Emperado

Anotasyon
Ang tamang sagot, D. Sanhi at bunga.

May mga bagay na upang maunawaang mabuti, ang kailangang ipaliwanag
ay kung ano ang pinanggagalingan. Ang pagpapaliwanag na ito ay ang
tinatawag na paraang pagpapakilala ng pinagmulan, sanhi at bunga. Hindi ito
magagawa sa pamamagitan ng hula-hula lamang.
Maaari kang makabuo ng talata sa pamamagitan ng simpleng pagtatanong:

B akit nangyari ito o b a k it nagkaganoon? Ninanais nating malaman ang
dahiian ng isang bagay o pangyayari.
Sa Item 3
Ang sanhi (pinagmulan/dahilan ng isang bagay): Ang pagkagiliw natin sa mga

imported na bagay
Ang bunga (kinalabasan): ang industriyang Pilipino ay hindi umuunlad.
Opsyon A. Isang karaniwang paraan pa sa pagbuo ng talata ay ang pagbibigay ng

depinisyon/katuturan.
Sapagkat ang wika ay buhay, kaya laging tumatanggap ng mga bagong salita.
Sa talatang binasa, ginamit ang salitang imported. Sa ating pakikisangkot
sa industriyalisadong bansa upang makaagapay tayo sa kanilang kaunlaran,
malawakan ang dating ng mga bago o hiram na salita.

Subatit hindi gumamit ang manunulat ng pagbibigay depinisyon / katuturan sa

pagbuo ng teksto. Gayunpaman, dapat tandaan na hindi lamang mga bagong
salita, ang dapat bigyang katuturan. Depende ito sa pangangailangan.
Maaaring karaniwan ang salita pero may teknikal na kahulugang dapat
manggaling sa diksyunaryo.
Ipagpalagay nating nais nating makita kung paano gagamitin ng awtor ang
hulwarang pagbibigay depinisyon sa paglalahad ng impormasyon sa teksto.
Gamitin natin ang salitang imported na bagay.
Dalawang paraan ang maaari niyang gamitin sa pagbibigay depinisyon sa

salitang imported.
a. Pormal - sa pagbibigay katuturan dapat na maipakita ang sumusunod:

• sa anong uri ito kabilang
• ano ang ikinaiba niya sa iba pang kauri nito
Halimbawa: imported na baoav
b. Di-pormal - maaaring gamitin ang palasak na pamamaraan:

• pagbibigay halimbawa
imported na sigarilyo - Marlboro
imported na tsokolate MM
imported na sapatos - Florscheim
imported na bag Gucci
mmm LET Reviewer

General Education
Qpsyon B. Enumerasyon o pag-iisa-isa - hindi ito ginamit ng manunuiat.

Ang enumerasyon ay simpieng pag-iisa-isa ng mga bagay na inilalahad.
Halimbawa:
Nais mong ipaalam ang mga bolpen mong ginagamit, isa-isahin mong isulat
ang mga brand.
Rotring, Bic, Pilot, Panda, Reynolds
Maaari mong ayusin ang pag-iisa-isa ng mga bagay sa paraang paalpabeto.
Bic, Panda, Pilot, Reynolds, Rotring
Opsyon C. Paghahambing at Kontrast - hindi ito ginamit sa pagbuo ng talata.
Ginagamit ito sa mga paksang di-masyadong kilala o di-nalalaman. Upang
makilala, inihahambing at ikinokontrast ito sa mga paksang kilala.
Halimbawa:
Margaret Thatcher - Gloria Macapagal Arroyo
(di-masyadong kilala) (kilala)
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”.
3 Ganito ang ginawa ni Nena.
4 Kapanganganak pa lamang ni Nena. Napansin niyang manilaw-nilaw ang
gatas na lumalabas sa kanya. Inisip niyang panis ito. Hindi niya ito ipinasuso
sa kanyang sanggol. Makaraan ang isang buwan, napansin ni Nena na
malimit magtae ang kanyang sanggol. Hindi naman ito tinutubuan ng ngipin.
Mahina rin ang katawan ng kanyang sanggol.

General Education
1. Bakit nagkaroon ng suliranin si Nena?

A. Hindi piftasuso ang bata — —
B. Watang gatas si Nena
C. Panis ang gatas ni Nena
D. Mahina ang gatas ni Nena
2. Paano ipinahiwatig (implikasyon) ng may-akda/manunulat na may suliranin
sa kalusugan ang bata?
A. malimit magtae
B. tinubuan ng ngipin
C. payat ang katawan
D. manilaw-nilaw
3. Mula sa pahiwatig, ano sa palagay mo ang kalagayan ng anak ni Nena?
A. malambing C. masayahin
B. masakitin D. matampuhin
Ang tamang sagot sa:

t. - A
2. - A
3. - B
Anotasyon
Mga Teknik sa Pagbuo ng Hinuha o Palagay
Inilalarawan ni Kenneth Goodman na ang pagbasa ay isang saykolinggwistikong tarong

pahulaan. Samakatuwid, sa larong ito, ang mambabasa ang “taya” . Mamimili
siya ng pinakakaunting pahiwatig na kailangan niya sa pagbibigay ng hinuha.
Sa Item 4, ipinakita lamang ng manunulat ang mga palatandaan o pahiwatig at
hindi tiyakartg sinabi o ipinahayag ang kalagayan ng bata. Sa pagkakataong ito
inferential comprehension ang gagawin ng mambabasa. Ito’y kinapapalooban
ng masusing pagbabasa at matalinong panghuhula sa ipinahihiwatig ng may-
akda.
!)r. Arsenia R. Lmperado

Pagbuo ng Hinuha:
Ayon kina Winnie, Graham, at Prock (nabanggit kay Gunning, 1996) may
daiawang uri ng pagbuo ng hinuha: schema-based a t text-based.
• Sa schema-based inference, hinahayaan ang mambabasa na magdagdag
sa nilalaman ng teksto ng mga impormasyon batay sa ipinahihiwatig ng
may-akda.
• Sa text-based inference, nangangailangan ito ng pagbuo ng impormasyon
sa pamamagitan ng “pagtatagpi” ng dalawa o mahigit pang bahagi o
piraso ng pangyayari/impormasyon mula sa teksto.
Kasanayan sa Pagbuo ng Baiangkas
Maa Prinsipvo no Paababalanakas
Mataki ang naitutulong ng baiangkas sa pagbibigay gabay at direksyon sa

pananaliksik. Basahing mabuti at suriin ang bawat bahagi.
Item 5. Alin sa mga naririto ang sumusunod sa prinsipyo ng pagbabalangkas?
5.1 Ukol sa pamaaat na maa bahaai
A. I. Simula
A.
B.
B. II. Naidudulot ng beer sa tao at lipunan
A. Kabutihang naidudulot
B. Kapinsalaang naidudulot
C. II. Katawan
D.lll. Wakas
B ang tamang sagot.

Anotasyon
MgaTeknik sa Pagsunod sa mga Prinsipyo ng Pagbabaiangkas
Ang tamang sagot ay B.

Mga ideya ang talagang inilalagay sa bahaging ito.
Opsyon A, C at D.
Hindi gumagamit ng Simula, Katawan, at Wakas bilang pangunahing bahagi
o heading ng isang balangkas.
5.2 Ukol sa panaunahin at di- panaunahino ideva
A. I. Gamit ng computer
A. Kalikasan
B. Katangian
B. I. Kalikasan ng computer
A. Katangian
B. Gamit
C. I. Katangian ng computer
A. Kalikasan
B. Gamit
D. Walang tamang sagot
B ang tam ang sagot.

General Education
Anotasyon
MgaTeknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas
Item 5.2
B ang tamang sagot.
Tiyakin na ang mga ideyang ilalagay sa Bahagi I, II, at III ay talagang
pangunahin, pangkalahatan o pinakamahalagang ideya at hindi pansuporta o
di-pangunahing ideya.
Sa maikling salita, tiyakin ang mga posisyon ng pangunahin at pansuportang

ideya.
Opsyon A at C, higit na malawak ang sakiaw ng kalikasan kaysa gamit at

katangian.
5.3 Ukol sa paralelismo no maa ideva
A. f. Kapinsalaang dulot ng beer sa tao

A. Pangkalusugan
B. Pangkultura
B. II. Kapinsalaang dulot ng beer sa tao
A. Pangkalusugan
B. Kultura
C. II. Panahon ng Martial Law
III. Iba’t ibang panahon
D. II. Panahon ng Pananakop
A. Kastila
A ang tamang sagot.

General Education
Anotasyon
Mga Teknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas
Item 5.3
Opsyon A ang tamang sagot.
Nakatutulong sa ikalilinaw hindi lamang ng baiangkas kundi pati na ng ideya
at ng nilalaman nito kung magagamit ang paralelismo sa pagpapahayag tulad
ng sa istruktura ng dalawang salita: pangkalusugan at pangkultura.
Parehong gumamit ng panlaping pang-. Samakatuwid, gurnamit ng paralel

na konstruksyon ng mga ideya / salita.
Opsyon B. Walang paralelismo sa istruktura ng mga salitang: pangkalusugan at

kultural.
Gumamit ng panlapi ang una (pangkalusugan) at hindi naman gumamit ang

ikalawa (kultural).
Opsyon C. May paralelismo rin ayon sa kronolohiya. Di-paralel ang dalawang

pahayag sa Opsyon C. Sa una, binanggit ang tiyak na panahon. Dapat tiyak
ang panahon sa III. Halimbawa: Panahon ng Edsa Revolution.
Opsyon D. Bitin ang ideya sa opsyong ito. Kung may A, dapat may B. Hindi dapat
hayaang bitin ang mga ideya sa bawat bahagi ng baiangkas. Tiyaking may
di-bababa sa dalawang ideya sa bawat lebel ng baiangkas.
5.4 Ukol sa oaoiQina konsistent no uri no baiangkas

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

A. Mga katangian nito
B. May mga uri ito.
B. II. Kalikasan ng beer
A. Katangian
B. Uri
C. II. Mga Uri ng Bawal na Gamot
A. Narkotiko
B. Hallucinogens- kasama rito ang LSD,
mescaline at psilocybin.
D. III. Mga Uri ng Bawal na Gamot
A. Depressants tulad ng bartiturates
at hypnotics
B. Stimulants
B ang tamang sagot
Anotasyon
Item 5.4
Opsyon B ang tamang sagot.
Kailangang maging konsistent ang anyo o ang mga bahagi ng sang
balangkas. Sa B, balangkas papaksa ang uring ginamit, bawat bah gi ay
binubuo ng mga salita kaya’t konsistent ang uri.
Opsyon A. Di-konsistent ang mga bahagi. Sa una, papaksa; ang ikalawa n ma’y
papangungusap.
PNU LET Reviewer rm

Opsyon C. Di-konsistent ang mga bahagi. Sa una, papaksa; papangungusap ang

huli.
Opsyon D. Di-konsistent sa istruktura. Sa una, papangungusap; papaksa sa

ikalawa.
5.5 Iba pano baaav na dapat ding maoino konsistent.
Ang Aming Pamantasan
A. I. Ang iokasyon nito

A. Anglayo
B. Anglaki
B. II. Ang nakaraan nito.
A. Pagkakatatag.
B. Pag-unlad.
C. HI. Ang kalagayan nito sa kasatukuyan
A. Mgagusali
B. Mgaguro
C. Mgamag-aaral
D. Lahat tama ang sagot.
Aling bahagi ng balangkas ang may mali?
B ang tamang sagot.
(PNU LET Reviewer

General Education
Anotasyon
Item 5.5
Opsyon B ang tamang sagot.
Hindi lamang sa uri ng baiangkas dapat maging konsistent ang mga bahagi
kundi pati na rin sa bantas at format.
May depekto o mali ang bahaging ito:

IIA at IIB kaysa II a at II b
Dapat walang tuldok (period) sa pangunahin at sumusuportang ideya.
Opsyon A at C ay may wastong pagkakaayos ng ideya pati na sa bantas at format.
Item 6.
Sa pagpili ng paksa, suriin mong mabuti kung ang saklaw nito ay lubhang
napakalawak at hindi mo kayang isakatuparan. Kinakailangan.kung gayon,
na ito'y limitahan mo lamang sa aspektong maisasagawa mo sa loob ng
itinakdang panahon. Halimbawang nais mong talakayin ang tungkol sa
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?
A. Ang kahalagahan ng pagkontrol ng polyusyon sa mga ilog at lawa
B. Ang bahaging ginagampanan ng mga industriya at mga ahensya ng
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

General Education
tem 7.
Halimbawang ang napili mong paksa mula sa talaang ibinigay ng guro ay -
PAGHAHALAMAN. Pinaliit mo ito at ang tiyak na paksa ay MGA HALAMAN6
GAMOT. Upang malinartg ang pagtalakay sa paksa, kailangang maghanda ng mga
katanungang nagsusuri, tumitiyak, nagbibigay sintesis (pagbubuo) tumutunton
sa pinagmulan, naghahambing o kaya’y nagtatatag. Alin sa mga sumusunod
na tanong ang hindi nagsaalang-alang sa patnubay na nabanggit sa itaas?
A. Paano nakikilala ang mga halamang gamot?
B Ibigay ang kahulugan ng halamang gamot.
C. Anu-anong halamang gamot ang magagamit sa iba't ibang sakit?
Dy Gaano nakatutulong sa ordinaryong mamamayang Pilipino ang mga
halamang gamot?
Stem 8.
Pagkatapos mong mapili ang paksa, ang pagsisiyasat ng mga materyales
sa aklatan na mapagkukunan ng mga kinakailangan mong impormasyon
ang isusunod mong hakbang. Suriin mong mabuti ang pagkakasunud-sunod
ng mga kard. Pagkatapos, piliin kung anong kard ang kinapapalooban ng
binabanggit na paksa sa ibaba.
Population
A. A B I-A U C. PO L-PUT
B. PAIN-PLUM D. QUA-QUO
Item 9.
Narito naman ang talaan ng pinagsamang Author - Title Cards. Piliin kung
anong drawer ang kinapapalooban ng sumusunod na awtor ng aklat.
Peters, Edward I.
Arsenia R. Emperado
A. Ead-Eys C. POE-PYT
B. PAC-PLUM D. Q A F - QUIRK
Para sa Item 10 — 11 .Sa pananaliksik, nagsisilbi Ra ring isang proposal ang

konseptong papel na nabuo. Binubuo ito ng apat na bahagi: I - rasyunal II -
layunin III - metodolohiya at IV - inaasahang output o resuita. Ang mga pahayag
sa ibaba ay hindi nakaayos batay sa format na nabanggit sa unahan. Aiin sa
sumusunod ang tama ang pagkakaayos?
Item 10.
1. Mag-iinterbyu ng mga hematologist, mga doktor na espesyalista sa pagsusuri
ng dugo.
2. Sisiyasatin ang mga sanhi ng leukemia.
3. Batay sa DOH, pantima ang leukemia sa sanhi ng kamatayan ng mga Pilipino.
4. Bubuo ng modyul kaugnay ng sakit na ito.
A. 3 - 4 - 1 - 2 C. 3 - 2 - 1 - 4
B.^ 2 —3 — 1 —4 D. 2 - 3 - 4 - 1
Item 11.
1. Pakikipanayam sa mga namumuno sa lokal na pamahalaan kaugnay ng
kanilang environmental campaign.
2. Malaking suliranin ang maruruming ilog sa lalawigan ng Bulacan.
3. Tatangkaing sugpuin ang patuloy na karumihan ng mga ilog.
4. Pagpapalabas ng sirkulasyon ng babasahin ukoi sa wastong pangangalaga
sa kapaligiran.
A. 2 - 3 - 1 - 4 C. 1 - 4 - 3 - 2
B. 3 - 2 - 4 - 1 D. 4 - 2 - 1 - 2

item 12.
Naririto ang mga impormasyong bibiiyograpikal. Pitiir> ang tamang
pormat.
Simplicio P. Bisa
Retorika para sa mabisa at masining na pagsulat
De La Salle University Press, inc.
1999
Maynila
A. Bisa, Simplicio P. (1999). Retorika

para sa mabisa at masining
na pagsulat. Maynila: De
La Salle University Press, Inc.
B. Bisa, Simplicio P. (1999). Maynila.
Maynila: De La Salle University Press, Inc.
para sa mabisa at masining na pagsulat
C. Bisa, Simplicio P. (1999). De la Salle
University Press, Inc. Retorika para sa
mabisa at masining na pagsulat. Maynila
D. Bisa, Simplicio P. (1999).
Retorika para sa mabisa at Retorika
Masining na pagsulat. De La Salle
University Press.
Para sa Item 1 3 - 1 5 . Basahin at unawain ang artikute.
mffim LET Reviewer

General Education
(Mga Proseso/Daynamik na Development ng Grupo)
Artikulo:
Pamumuno
Leadership
Ano ang pamumuno?
Kapag iniisip mo ang tungkol sa pamumuno, ano ang pumapasok sa iyong
isipan? Ang walang takot na tagapag-utos na opisyales na pinamumunuan ang
kanyang tropa patungo sa labanan? Ang presidente ng Amerika na nagtatalumpati
sa kanyang bansa sa pamamagitan ng telebisyong pangnasyonal? Ang pinuno
na representante ng mga estudyante? Maaari ring iniisip mo ang namumuno ng
komite o lupon na iyong kinabibilangan. Kadalasan, ang pag-aaral tungkol sa
pamumuno ay nakasentro sa mga taong naging matagumpay sa pagkakaroon ng
posisyong namumuno. Ayon sa mga mananaliksik, sa pamamagitan ng pagtingin
sa mga matatagumpay na mga pinuno ay maaari nilang kilalanin at alamin ang
mga kadahilanan o mga indibidwal na katangian na makapagsasabi ng mga
abilidad at kakayahan ng tamang pamumuno. Ang pag-alam sa mga katangiang
ito ay malaki ang magiging kahalagahan sa larangan ng negosyo, gobyerno, o
sa militar na may responsibilidad sa pagtataguyod o pagbibigay sa ibang tao ng
posisyon ng pagkalider.
Mula sa: Semorlan, e t al. (1999). Pagbasa a t Pagsulat
sa Iba’t Ibang Disiplina.
d. 119- 120
Item 13.
Halimbawa ito ng artikulo/babasahing may hulwarang_______.
A. pag-iisa-isa C. paghahambing at pagkokontrast
B. depinisyonD. problema at solusyon
Dr. Arsenia R.. F.mperado

G enera] E du cation
Item 14.
Aling salita ang walang kaugnayan sa pangunahing ideya ng artikulo?
A. pinuno C. presidente
• B. tagapag-utos . • d! mananaliksik
Item 15.
Gamit ang graphic organizeram-anong salita ang maiuugnay sa pamumund?
A. tropa, bansa, komite

B. opisyal, presidente, kinatawan
C. militar, gobyerno, negosyo
D. walang tamang sagot
Para sa item 1 6 - 1 8 . Basahin at unawain ang artikulo.
Artikulo (Sosyolohiya)
Relihiyon
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
na kasagutan ng mga tao laban sa supernatural na bagay kahit na ang ilang
mga gawain ay nagpapakita ng paniniwaia sa ritwai na sistema.
2 Ang relihiyong sibil o cM I religion ay tumutukoy sa sistema nang malawak
na paniniwalang panreiihiyon, maaaring hindi ipapahayag nang buo ng isang
grupo, at sinasabing may malaking impluwensya sa pulitikal na buhay ng
mgaAmerikano.
3 Ang mga klasipikasyon ng simbahan sa kulto, sekta, denominasyons
(denominasyon) at eklesyas (ecclessias) ay nagpapakita ng iba't ibang
paraan sa pag-uugnay sa lipunan. Ang sekta ay nagpapataw ng mahigpit
na modelb'ng hulwarang asal sa mga miyembro nito pero naghahanap
O r. A rscn ia R . Eropcrado
ng pagpapahintulot imbes na pagbabago mula sa lipunan. Ang kulto ay

maaaring maghanap ng transpormasyon sa komunidad at kaasalang
nagpopokus sa pagbuo ng maganda at nararapat na ekspiryensya ng-grupo.
Ang denominasyon ay isang pangunahing relihiyosong grupo na nagnanais
ng paghihiwalay ng simbahan at estado upang ito ay maging impluwensyal
kahit hindi dominante. Ang eklesya ay isang simbahan na nagbibigay-pansin
sa ispiritwal na ekspresyon ng buong komunidad.
4 Ang lumalabas na tungkulin ng reiihiyon ay naipapakita sa obhetibong
pagiapit sa mga tao at paghikayat sa kanila na ipakita o gawin ang mga
gawaing panrelihiyon at suportahan ang simbahan. Ang nakatagong
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.
Hango sa:Sem orian,etal.(1999).

Pagbasa at Pagsulat sa Iba'flbang Disiplina.
d. 12 6-127
Item 16.
Kiialanin ang mga istilong ginamit ng awtor sa paglalahad ng teksto. Alin ang
dapat pang idagdag? Depinisyon, pag-iisa-isa o enumerasyon,____________
A. Paghahambing at pagkokontrast
B. Problemaatsolusyon
C. Pagsusunud-sunod (paraan o pFoseso)
D. Walang tamang sagot
Item 17. • •
Anong uri ng klasipikasyon ang inilalahad dito?
A .' lipunan " C. simbahan
B. pamahalaan • D. paaralan' •
PNU LET Review er

F ilip in o - Pagbasa at Pagsulat tango sa Pananaliksik
Item 18. .
Kung gagamiti'n ang graphic organizer na nasa ibaba, makatutulong ito upang
maiayos mo ang impormasyong nabasa.
IBATIBANG PARAAN NG PAG-UUGNAY SA UPUNAN
KLASIPIKASYON KATANGIAN
1
2
3
4
Alin ang maliwanag na nagpapakita ng pagkakatulad at pagkakaiba ng

impormasyon?
A. Kulto, sekta, denominasyon, eklesyas
B. Sekta - modelo ng huwarang aral
Kulto - transpormasyon sa komunidad
Denominasyon - paghihiwalay ng simbahan at estado
Eklesyas - ispiritwal na ekspresyon
C. Sekta - nagpapataw
Kulto - naghahanap
Denominasyon - nagnanais
Eklesyas - nagbibigay pansin
D. Sekta- modelo
Kulto —ekspiryensya
Denominasyon - impluwensiyal
Eklesyas - ekspresyon _
E f i i i l PNU LET Reviewer

G eneral E d u ca tio n
Para sa lt§m 1S - 20. Basahin at unawain.
Saklaw (Abnormal na Sikolohiya)
May dalawang epekto ng pagkakahiyang sa gamot. Ekis na pagkakahiyang

at baligtad na pagkakahiyang. Ang Ekis na pagkakahiyang ay kung saan ang
isang tao ay nagpapakita ng pagkakahiyang sa isang gamot at magpapakita din
ng pagkakahiyang sa ibang gamot na pareho lamang ang epekto. Ang Baligtad
na pagkakahiyang naman ay nagpapakita ng pagkakahiyang kahit na mababa
ang dosage ng gamot.
Mula sa: Semorlan, et al.
(1999). Pagbasa at Pagsulat
sa Iba't Ibang Disiplina.
d. 107
Item 19.
Anong dalawang bagay ang pinaghahambing?
A. uri ng tao C. pagkahiyang sa gamot
B. uri ng gamut D. dosageng gamot
Item 20.
Paano nagkakaiba ang dalawang bagay na pinaghahambing sa Item 19?
A. dosage C. gamot
B. epekto D. tao
• • • • .
Item 21.
Ano ang pinakaangkop na damdaming napapaloob sa sumusunod na pahayag?
Marahil malapit na akong suwertehin. Sa susunod na buwan, higit na
maraming tiket ang akmg bibilhin.
A. panghihinayang C.. kawalang pag.-asa
B. 'pag-asa‘ ‘ D. kasiyaha’n
/ •
______________________________________________________
D r. Arsenin R . Em pcrado
G enera! E d u catio n
Item 23.
Anong damdamin ang ipinahihiwatig ng sumusunod na pahayag?
Hustisya! Meron pa ba niyan? "
A. pagmamahal C. panghihinayang
B. pag-asam D. i poot
Para'sa Item 24 - 25. Basahin at unawain.
Artikulo: (Abnormal na Sikolohiya)
Ang Istorya ni Anne: Isang kaso ng Pagkabingi
1 Si Anne ay isang batang babae na naging bingi dahil sa tensyon sa pamilya.

Ang kanyang relasyon sa kanyang ina ay malayo, at ang pagkabingi ay
isang pag-iwas sa boses ng kanyang ina. Si Anne ay hindi nagpapakita ng
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
Item 24.
Pagkatapos mong basahirj ang artikulo, anong kaisipian ang nabuo mo?
A. maaaring magdulot ng pagkabingrang'aksidente
B. isang pambihirang kaso ang pagkabingi ni Anne
e: ang bingi ay nakababasa ng galaw ng labi
D. maaaring pagsamahin ang. pagkokondisyon at suhestiyon apang
gumaiing ang isang bingi
Item 25.
Gamit ang ugnayang sanhi - bunga, piliin ang angkop para sa istorya ni
Anne.
A. walang reaksyon -> pagkabingi
B. maiakas na tunog -> pagkabingi
C .. duiot ng aksidente -> pagkabingi
D. tensyon sa pamilya -> pagkabingi
PNU LET Review er

Filipino - Pagbasa ac Pagsulac tungo sa PananaLiksik
Item 1.
Kilalanin ang mga salita sa pamamagitan ng paghahambing ng mga
magkakatulad na kahulugan. Aliri ang di-dapat maisama sa pangkat?
A. Maganda at masining ang kaniyang maikling kuwento.
B. Makitid at makipot ang iandas patungo sa kalangitan.
C. Matalas at matalim ang dila ng babae.
D. Matamis at mapait ang pag-ibig.
Item 2.
Lahat ng pares ng salita ay magkakatulad ang kahulugan maliban sa isang
pares. Alin ang di-dapat maisama sa pangkat?
A. Malupit at mabagsik ang pinunong iyon.
B. Ayaw kong pag-usapan ninuman ang saya at lungkot na aming naranasan.
C. Matibay at matatag ang asawa ni Francis Magalona.
D. Mapag-imbot at mapaghangad ang kapatid niya sa ama.
Para sa Item 3 - 4 . May mga salitang haios magkakasingkahulugan subalit may

mga tiyak na disiplinang kinauugnayan. Suriin ang mga salita upang magamit sa
tiyak na larangang kinauugnayan.
Item 3.
Ang saluhan ay sa baakain
" ' ~ M glM w a[[a y sa musika
Ang ningning ay nakaslsilaw
Ang lim nag ay ______________
160 PNU LET Review er

G eneral E dn cation
A. nakabubulag . C. masangsang
B. nagmumulat D. malinamnam
Item 4.
Ang maawain ay sa tao
Ang matalas ay sa itak na .bagong hasa
Ang kislap ay kutitap
Ang kinang ay s a ____________
A. kalawakan C. bahaghari
B. alapaap D. alahas
Item 5.
Nagbibigay ang mga salitang nilalapian, ng kahulugang JUa, earn o halos.
Aling salita ang di dapat maisama sa pangkat? •
A .': malapot C. malasutla
B.' malarosas D. malakanin
Item 6.
May dalawang paraan ng paglalarawan: ang masining at ang karaniwan.
mga sumusunod na pahayag tukuyin ang halimbawa ng isang karaniwang
paglalarawan.
A. Malalaki at mabibilog ang pakwan.
B. Amoy pinipig ang simoy ng hangin.
C. Nadama niya ang matinding sakit na nagpapakirot ng buo niyang
— katawan^--------- -----
D. Saklot ng matinding takot ang inang nakatingin sa nakahandusay na
Para sa Item 7 - 8 . May mga salitang magkasingkahulugan ngunit bawat isa

ay may tiyak na gamit at hindi maaaring pagpalitin. So/iJn ang ugnayan ng salita
D r. A rscn ia R . Em peracio
General Education
Item 7. .
Alin sa mga sumusunod na pahayag ang naiiba ang diwa?
. A . . Matavoo ang lipad ng saranggola.
B. Matangkad ang kaniyang bayaw.
D. Malaki ang puno ng niyog.
Item 8.
A. Bansot ang halamang nabili mo sa naglalako.
B .; Mababa ang pagtingin niya sa lalaking lasenggero.
'C. Hamak na hamak ang itsura niya.
D. Pandak ang tindera ng isda sa palengke.
Item 9.
Mga halimbawa ito ng mga salitang may nagkakaiba/nagkakasalungat na
kahulugan. Alin sa mga pares na ito ang hindi kabilang sa pangkat?
A. Malinis at marumi ang mga damit sa sampayan.
B. Langit at lupa ang kanilang agwat sa buhay.
C. Mabuti at marangal ang hanapbuhay ng kanyang Ninang sa Australia.
D. Katulad nila'y tubig at langis na di-pwedeng pagsamahin.
Item 10.
Sa mga pares ng salita alin ang may magkatulad na kahulugang magagamit
sa paglalarawan ng isang panauhin sa isang handaan?
matakaw at masiba C. marami at kakaunti
B. matangkad at pandak D. malapit at malayo
Item 11.
Kung ang salitang ugat na tjata ay gagamitan ng iba't ibang panlapi,
magbibigay ito ng iba’t ibang kahulugan. Alin sa mga sumusunod ang hindi
' dapat maisama sa pangkat batay sa kaanyuan ng salita?
O r. A rsen ia R . £ m p cra d o
Filipino - P agb asa at Pagsulat tmigo sa Pananaliksik
. A. .mabata C. binata
B. magbata D. pagkabata
Item 12.
pang kaanak na ang iba ay nagdadala sa iba pa sa relasyon na tinutukoy ng

salitang ugat?
A. mag-aaral C. magkapitbahay
B. magkakasama D. mag-aama
Para sa Item 13 -17.
item 13.
Basahin ang teksto sa ibaba.
Artikulo: (Malikhaing Sining at Musika)
Sa Kulay (colors)
May isang araling tinatalakay sa kursong ito tungkol sa mga kulay na

pwedeng gamitin. Ito ay ang kahalagahan ng mga kulay. Sa pagtuturo tungkol
sa kulay, maaaring gamitin itong pagkukuwento para lalong maintindihan ng mga
bata ang leksyon. Halimbawa ng kwento; minsan daw, nag-away-away ang mga
kulay. Nagsalita ang kulay berde at ang sabi, siya raw ang pinaka-importanteng
kulay dahil ang kalawakan na sinasaka ay kulay berde at ang mga gulay rin ay
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
hindi sumang-ayon ang kulay dilaw, siya raw ang pinaka-importanteng kulay dahil
ang kulay ng araw ay dilaw. Ngunit sumagot naman ang kulay kahel, sabi niya siya
raw ang pinaka-importanteng kulay dahil ang lahat ng kulay kahel ay nagbibigay

F ilip in o - Pagbasa at Pagsulat tungo sa Pananaiiksik
ng sustansiya sa kalusugan. Patuloy ang kanilang naging pagtatalo. Hanggang

dumating ang kulog at bumuhos ang ulan. Pagkatapos ay may tinig na nagsalita.
“magkapit kamay kayo." At ano ang nakita nila? Isang babaghari na tinataglay ang
kulay nila. Naging mas malaki at malapad sila at nagkaroon ng pagkakaisa.
Mula sa:Pagbasa at Pagsulat

Sa Iba'tibang Disiplina (1999).
Semorian eta! d. 213 - 214
Ibigay ang pangunahing ideya na ipinahihiwatig ng awtor.

A. kahalagahan ng mga kulay
B. pagtatalo ng mga kulay
,C. sama-samang pakikisama at pagkakaisa
D. ang kulay ay bahaghari
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
pagbuo nito.
URI NG KULAY KATANGIAN
14. kahel A. kalawakan

B. kalangitan
c : sustansiya sa kalusugan
D. gulay '
- ^ A _ kalawakan na sinasaka
V.
C. kapayapaan
A. D, bahaghari

G eneral E d u catio n
URI NG KULAY . • - KATANGIAN

16. dilaw A. sustansiya sa kalusugan
B. araw
C. kalangitan
• D. gulay
17. asul A. kalawakan ng sinasaka
B. pinaka-importante
C. kalusugan
D. kalangitan
Item 18. Basahin at unawain.
Artikulo: (Produksyong Pantelebisyon at Panradyo)
Programang Pantelebisyon para sa Kabataan

Television Shows For the Youth
1 Ating isa-isahin at suriin ang mga programang pantelebisyon para.sa mga

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
programang ito ay tumatalakay sa buhay ng mga kabataan, mga problema
at masasayang karanasan ng isang tinedyer. Sa pamamagitan ng panonood
ng mga programang ito, mas madaling makahambing ang mga kabataan sa
kanilang pinanonood.
2 Samantala, kung katatawanan naman ang kanilang hanap, nariyan ang
Tropang Trumpo at Ang TV. Hindi lamang ngkapagbibigay ng aiiw, saya at aral
ang mga programang ito, pati rin ang mga artista sa mga nasabing programa

Sa Iba't ibang Disiplina (1999).
Seifiorlan et al d. 145
D r. A rscn ia R . Em perado
General Education
Anong katangian ng hulwaran o istilo ng organfsasyon ng teksto ang ginamit.

ng awtor?
fy- payiatala-o-pagtiiista_l; aepHsyoo— ; ___________ :m m
"B. pagsusunud-sunod .D. sanhiatbunga
Item 19. Basahin ang pangunahing ideya sa kahon:
Programang Pantelebisyon para sa Kabataan
Alin sa mga sumusunod ang hindi halimbawa ng pangunahing ideya?

A. Teen Talk
B. Kada
C. Five and Up
D. Ang programang ito ay tumatalakay sa buhay ng kabataan.
Item 20.
Alin naman sa mga sumusunod ang hindi nagpapaliwanag sa pangunahing ideya?
A. Tumatalakay sa maseselang suliranin ng mga tinedyer
B. Nagpapakita ng mga iba’t ibang balita
i C. Tropang Trumpo, Ang TV
d r ' Nagsisilbing modelo sa kabataan natin ngayon
Item 21.
Ang mga pangungusap sa ibaba ay magkaugnay MALIBAN sa isa. Alin ang
pangungusap na ito?
A. Pangarap niyang.makarating sa ibang bansa. *
■ 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

T Ngunit Ano Ba ang Demand at Suplay?
1 Ang demand ay nagsasaad ng dami ng produkto at serbisyong ninanais

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
demand. May demand sa damit, sa sapatos, pagkain, pabango, bahay,
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
bawat kilo) itinakda ang bilihan sa isang takdang panahon.
2 Ang suplay naman ay ang dami ng produkto o serbisyong handang ipagbili
ng mga negosyante sa bilihan sa bawat alternatibong presyo sa isang
takdang panahon. Kung may demand sa lahat ng bagay, ito ay tumutugon
sa sistema ng bilihan sa pamamagitan ng panghihikayat sa mga
negosyante upang gumawa at isuplay ang mga produkto at serbisyong
may demand.

Sa Iba't ibang Disiplina (1999).
Semorlan, e ta i, d. 183
'Saan nagkakaiba ang depinisyon ng salitang demand at suplay?

A. dami ng produkto C. takdang panahon
B. sistema ng bilihan D. walang tamang sagot
PNU LET Review er 16a

Filipino - Pagbaâ a t P agsulat tungo sa Panunaliksik
Sa Makati at Dibisorya,
Denims ang Hanap Nila
Valerio L. Nofuente
Hindi mapasubaliang ang may tangan ng korona sa larangan ng moda sa

damit ay maong o denims. Tila uniporme ng Pinoy ang pantalong maong lalo
na sa mga siyudad, at matatagpuang namamayani sa mga kampus, pabrika,
opisina, subdibisyon at pook-iskwater. Ito'y isinusuot ng traysikel boy at
executive, disc jockey at kanto boy, naka-Mercedes Benz at naka-dyip, babae,
bakla, matrona at mukhang tatay, estudyante at drop-out.
Mula sa: Likha (1998).

Santos, Benilda d. 99
Anong kongklusyon ang mabubuo mo pagkatapos mabasa ang artikulo?

A. Usong kasuotan ang maong
•B. Matatagpuan sa Makati at Dibisorya
C. Lahat ng uri ng tao’y nagsusuot ng maong
D'. Inihahambing ito sa uniporme
Artikulo (Matematikang Pangnegosyo)
Pagkuha ng Persentahe * .
ay kalimitan tayong nagkukumpara ng mga bagay lalo na ng mga numero

at halaga. Maaari, halimbawa, pagkumparahin ang paglaki ng populasyon
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

g e n e r a l Education
2. Ang kompyutasyon sa pagkuha ng interes, mga diskawnt, buwis,

komisyon, at paglaki ng produksyon ay nakabase sa pagkuha ng
persentahe. Ang mga problema ukol sa pagkuha ng persentahe ay
nagtataglay ng tatlong elemento: ang beys, kung anong tinutukoy sa
problema; and reyt, ang halaga o digri ng isang bagay katulad ng reyt ng
interest; reyt ng paglaki at iba pa, at ang persentahe, dami o bilang ng
aytem na isinalalarawan ng reyt.
3. Ang pormula sa pagkuha ng persentahe ay ang pagmumultiplay ng beys at
reyt (PP = P*R; kung saan P = persentahe B = beys R = reyt). Halimbawa
ng ganitong aplikasyon ay kung pagkukumparahin ang populasyon noong
1985 at 1986. Gaano karami ang halaga ng paglaki ng populasyon
noong 1986 kung ito'y lumaki ng labintatlong porsyento (13%) mula sa
populasyong 5 bilyon noong 1985? Ang sagot ay 65,000,000 (P - 5b\13).
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
persentahe para sa mga rekord at istatistiks.
Mula sa.Pagbasa at Pagsulat

Sa Iba't Ibang Disiplina (1999).
Semorlan et a.,1 d. 188-189
1. Alin sa mga sumusunod na terminolohiya ang hindi ginamit sa tekstong

binasa kaugnay ng matematikang pangnegosyo?
A. persentahe C. produksyon
B. komisyon D'. kultura '.
2. Alin sa mga sumusunod na salita ang ft/nrf/hiniram sa Ingles?_____________ _
A. beys- C- istatistiks----------------------------------
B. reyt . D. pormula
D r. A rsen ia R . Em pcrado
' Q e»eral 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
Masining na
Pagpapahayag
Inihand a n i:
A rsenia R . Eniperado, P h .D .
; Kasanayan:
j Nagagamit ang angkop

j na repertwa ng wika sa
j pagpapahayag ng kaalaman,
; karanasan at saloobin.
l I S f i l PNU LET Reviewer

G eneral E du cation
BAHAGI I - BALIK-ARAL SA NILALAMAN:

MGA BATAYANG KONSEPTO
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

pagpapahayag. (Bisa, 1999:2)
• Anumang may sining ay maganda; maganda kung ang mga salitang
gagamitin ay magsasaalang-alang sa himig o .tono, sa ritmo, sa
talinghaga, sa diksyon.
• 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
makapagkintal ng mga impresyon sa isipan ng mambabasa o tagapakinig.
3. Samakatuwid sa paggamit ng dalawang salitang nabanggit sa kaisipan Big. 2

kaugnay ng wika, ang masining at mabisang pagpapahayag ay ang maayos,
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, 3§0-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)
D r. A rseaia R . Em perau o
G eneral Education
• retorika2 ( Ayon sa kontemporaryong depinisyon)

- ang pinakamabisang pagpili/ paggamit ng mga salita upang
makabuo ng isang makabuluhan at epektibong mensahe
• gramroar/balarila - ang wastong gamit/pagkakaayos ng mga salita
upang makabuo ng mga pangungusap na gramatikal
5. Kung gayon sa mga kaalamangpambalarjla (tulad ng wastong gamit, tamang

mga panuring, pandiwa, atbp.) nakasalalay ang kawastuan at kalinawan ng
ating pagsasalita at pagsulat. Kahit na maganda ang pahayag kung hindi
wasto ang mga gamit at ugnayan ng mga salita, hindi lamang makababawas
iyon sa kalinawan ng pahayag kundi gayundin sa pagiging kaakit-akit nito.
Samakatuwid, kasama ng retorika ang balarila para makamit ang mabisang
pagpapahayag. .
6. Paano ba ginagamit ang retorika sa proseso ng mabisang pagpapahayag? .

• Paggamit ng mga alusyon at talinghaga
Alusyon - mga karunungang bayan na minana pa natiri sa ating mga
ninuno.
Nagdaragdag ito ng kasiningan sa pagpapahayag tulad ng mga
sumusunod:
a) Salawikain - Matalinghaga ang salawikain at karaniwang kapupulutan
ng aral hinggil sa buhay at pamumuhay. Ito ay mga taludtod na
may sukat at tugma. Itinuturing na hiyas ng ating wika ang mga
salawikain sapagkat tulad ng isang hiyas, ito ay nakapagpapaganda
jig pagpapahayag.
Halimbawa:
Aanhin ko ang bahay' na bato kung ang nakatira ay kwago.
(Ito ay tungkol sa maayos na pakikitungo sa kapwa tao o sa mga
kapitbahay.)
£>r. Arsenia R . Em pcrado

F ilipino - M asining na Pagpapahayag
b) Kasabihan - Mga bukambibig na_ hinango mula sa karanasan ng

buhay na nagsisilbing patnubay s*a -mga dapat na ugaliin ng tao.
Naglalaman ng mga kaisipang nagpapahayag ng mga katotohanan
na sadyang may pagkakaugnayan ang buhay sa kaasalan ng tao.
Halimbawa:
Pili nang pili, nauwi sa bungi.
(Sa kapipili o sobrang pagkapihikan maaaring matapat sa pangit
o may kapansanan.)
Mahahalagang pahayag din na kinuha o hinugot sa mga akda ng
kilalang tao o lider ng bansa. .
Mga halimbawa:
Ang katapatan ko sa aking partido ay magwawakas sa
pagsisimula ng katapatan ko sa aking bayan. (M.L.Quezon)
Ang kabataan ang pag-asa ng bayan. (Jose P. Rizal)
c) Kawikaan - Iba ang kawikaan kaysa salawikain. Ang kawikaan ay
hindi nagtataglay ng talinghaga kaya tiyak ang kahulugan. Karaniwan
nang binubuo ito ng taludtod o mga taludtod na maaaring may sukat
at tugma at maaari ring wala.
Mga halimbawa:
Nasa Diyos ang awa, nasa tao ang gawa.
Huwag ipagpabukas ang kaya mong gawin ngayon.
• Paggamit ng mga salitang ginagamit na idyoma/ sawikain
Mga lipon ng salita na ang dalang kahulugan ay iba kaysa sa kahulugang
literal ng mga salitang bumubuo nito. Nakatutulong sa mabisa, makulay
at makahulugang pagpapahayag ang paggamit ng idyoma.
Pinakapuso ng lahat ng salita ang idyoma (Santiago, 1994). Kapag inalis

• ang mga idyoma-ng isang wika, masisira ang komunikasyon ng mga
taong gumagamit nito. Yumayaman at yurnavabong ana isano palinyMn—
kung ginagamitan ng idyoma na minana pa natirt sa ating mga ninuno.

Filipino - M asihing n a Pagpapahayag
Gayunpaman kung susuriin ang kahulugan ng bawat salita, tila mali at

lihis ito sa mga tuntuning pambalarila.
Ayon kay David Minsberg (nasa Tanauan, et al., 2003:4) maaaring

. malaman ang kahulugan ng bawat idyoma sa pamamagitan ng:
a) pag-unawa sa kaugnayan nito sa ibang bagay
b) pagsuri sa kaugnayan nito sa ibang salita sa loob ng pangungusap
c) paggamit nito nang malimit hanggang sa ito’y maging bahagi na ng
sariling bokabularyo
Mga halimbawa:
naghugas ng kamay
buhay alamang
•buwaya sa katihan
• Paggamit ng tayutay/patalinghagang anyo ng pagpapahayag
Iniuugnay ang kaalamang retorika sa patalinghagang pagpapahayag o sa
ibang salita'y tayutay.
Tayutay - Isang pahayag na sadyang masining at kaakit-akit. Naghahayag
ito ng makulay at mabisang pagpapakahulugan.
Pangunahing layunin ng retorika na makapagpahayag nang maganda,

masining, at maayos.
Ang mga sumusunod ay mga uri ng patalinghagang pagpapahayag o

tayutay:
a) Paotutulad (simile) - paggamit ng tuwirang pagkukumpara ng
dalawang bagay na magkaiba ng uri.
Halimbawa:
Ang tren ay parang alupihan.
b) Paowawa'nais (metaphor) - paggamit ng mga pahayag na
nagpapahiwatig ng pagkukumpara ng dalawang bagay na magkaiba
ng uri. Hindi na ito ginagamitan ng mga pariralang tulad ng,

G eneral Education
kawangis ng, gaya ng, animo'y, atbp.

Halimbawa:
Tinik slya sa lalamunan ni Angelo.
c) Paahihioav-katauhan (personification) - pagsasalin ng mga
katangian ng tao sa isang bagay. Naipapahayag ito sa pamamagitan
ng paggamit ng pandiwa.
Halimbawa:
Sumasayaw ang mga aion sa karagatan.
d) Paomamalabis (hyperbolej - isang pahayag na eksaherado o labis sa
katotohanan.
Halimbawa:
Nagliliyab ang mga mata ng galit na galit na lalaki.
e) Paotawaa (apostrophe) - isang pabulalas na pagkausap sa isang tao
(karaniwang patay o wala sa isang tiyak na pook) o isang bagay o
bahagi ng kalikasan na binibigyan ng katangiang pantao.
Halimbawa:
Pag -ibig! Masdan ang ginawa mo.
f) Paapapalit-tawaQ (metonymy) - paggamit ng isang salitang
panumbas o nagpapahiwatig ng kahulugan ng di-tinukoy na salita;
ang pagpapalit ng katawagan o ngalan sa bagay na tinutukoy.
Halimbawa:
Malalim na pilat ang naiwan sa kanyang puso.
g) Paonaoalit-saklaw (synecdoche) - pagbanggit sa bahagi bilang
pagtukoy sa kabuuan; maaari rin namang nag-iisang tao ang
kumakatawan sa isang pangkat.
Halimbawa:
Isang kayumanggi ang pinarangalan sa larangan ng boksing.
h) Paohihimio (onomatopoeia) - paggamit ng mga salitang ang tunog
ay gumagagad sa inilalarawan; naipapahiwatig dito ang kahulugan
. sa pamamagitan ng tunog o himig ng mga salita.
Halimbawa:
D r. A rsen ia R . Em penuJo
Kumalabog sa matigas na lupa ang bumagsak na kargamento .

mula sa trak.
i) PaasalunQat/oksimoron/epiaram (oxymoron) - paggamit ng
dalawang salitang magkasalungat o pahayag na nagsasalungatan..
Mga halimbawa:
tumatawa'y umiiyak
may lungkot at tuwa
mabuting kaaway
j) Paralelismo (parallelism) - paggamit ng inihahanay na kaisipan sa
magkakahawig na istruktura, tulad ng:
sama-samang nabubuhay
sama-samang namamatay
k) Paolumanav (euphemism)-paggamit ng mga salitang nagpapaganda
ng pangit na pahayag; pagpapahayag na gumagamit ng mga
malumanay at magagandang pananalita upang tukuyin ang isang
pangyayari na maaaring kung sasabihin nang tiyakan ay masakit o
pangit sa pandinig.
Halimbawa:
Ang babaeng naglalaro ng apoy (nagtataksil) ay humantong sa
isang makabagbag damdaming tagpo sa harap ng kapitbahay.
7. Paano naman ginagamit ang balarilasaprosesongmabisang pagpapahayag?

Saklaw ng balarila o grammar ang mga sumusunod: (1) tamang gamit ng
mga salita; (2) tamang pag-aaral ng anyo at uri ng mga salita; (3) tamang
pagkakaugnay ng mga salita sa isang pahayag upang makabuo ng malinaw
na kaisipan o diwa. .
• Paggamit ng mga tamang salita
A. ang ng at nang
ng
a. ginagamit bilang pantukoy
(Maluwang ang looban ng simbahan.)
D r. A rsenia R . Em perado
Filipino - M asining na P agpapahayag
b. ginagamit bilang pang-ukol na ang katumbas ay tamang

pagkakaugnay ng mga salita sa isang pahayag upang makabuo
ng malinaw na.kaisipan o diwa.
(Pinalo niya ng kahoy ang magnanakaw.)
c. ginagamit bilang pang-ukol na ang katumbas ay sa
(Ang mga iskawt ay nagpunta ng Baguio.)
d. ginagamit bilang pang-ukol na nagpapakilala ng pangngalang
paari
(Tumanggap ng plake ang kanyang anak.)
e. ginagamit bilang tagatanggap ng kilos
(Ayaw siyang layuan ng agam-agam.)
f. ginagamit na pananda sa tuwirang layon ng pandiwang palipat
(Gumagawa siya ng manika.)
g. ginagamit na pananda ng aktor o tagaganap ng pandiwa sa tinig
na balintiyak
(Tinulungan ng kapatid ang kanyang ina sa pagluluto.)
h. ginagamit kapag nagsasaad ng pagmamay-ari ng isang bagay o
katangian °
(Nabali ang mga paa .ng mesa.)
nang
a. ginagamit bilang pang-abay
(Itinali nang mahigpit ang bihag.)
b. ginagamit bilang salitang nangangahulugan din ng “para" o
“upang"
(Sumulat ka nang sumulat ng mga kuwento nang manalo ka sa
. patimpalak.) . • •
c. ginagamit bilang salitang panggitna sa mga salitang inuulit
(lyak nang iyak ang dalagang malungkot.)
d. ginagamit ha pangatnig sa mga hugnayang pangungusap at ito
rin ang panitnula ng katulong na sugnay;
(Maghugas ka ng pinggan nang makakain na kayo.)
PNU LET Review er 169]

B. ang din at tin, daw at raw

rin a tra w
Ginagamit Kung ang sinusundancf salita "ay nagtatapos sa patinig at
sa malapatinig na w at y.
(siya raw / rin
ikaw raw / rin
tinalakay raw / rin)
din at daw
Ginagamit kung ang salitang sinusundan ay nagtatapos sa katinig
maliban sa /w/ at /y/.
(takot din / daw
malakas din / daw)
C. ang sina at sila
a. sina - ginagamit kapag ito ay sinusundan ng mga pangngalan
na tinutukoy sa pangungusap.
(Naglilinis sina Gel at Lisette ng bahay.)
b. sila - ginagamit bilahg panghalip na panao.
(Umalis na sila kangina pang umaga.)
D. pinto, pintuan
a. pinto - bahagi ng daanan na isinasara at ibinubukas
(Isinara niya ang pinto upang hindi makapasok ang magnanakaw.)
b. pintuan - ang kinalalagyan ng pinto
(Hindi pa napipinturahan ang pinto sa pintuan.)
E. pahirin, pahiran
a. pahirin - alisin sa pamamagitan ng pamunas o sa pamamagitan
ng kamay.
(Pahirin mo ang sipon sa kanyang ilong.)
b. pahiran - lagyan ng isang bagay sa pamamagitan .ng pamunas
o sa pamamagitan ng kamay.
(Pahiran mo ng langis ang natutuyo mong balat.)
E l r f l l PNu LET Review er

G eneral Education
F. m ayatm ayroon
may - Ginagamit ang may kung ang sumusunod o kasunod na salita ay:
a. pangngalan' -
(May tao sa tanghalan.)
b. pandiwa
(May pumatay sa mga ipis na nasa kabinet.)
c. pang-uri
(May mataas na sapatos ang guro niya.)
d. pantukoy
(May mga panoorin sa patyo ng simbahan.)
e. pang -ukol na sa
(May sa daga ang anak mong iyan.)
mayroon - Ginagamit ang mayroon kung:
a. sinusundan ng panghalip
(Mayroon kayong libreng gamot sa baranggay.)
b. sinusundan ng isang kataga
(Mayroon yatang pagsusulit ngayon.)
c. bilang panagot sa tanong
(May kapatid ka pa ba? Mayroon.)
• Pag-aaral ng anyo at uri ng mga salita
Nabanggit na, na may dalawang uri ng pagpapahayag: pasalita at
pasulat. Bakit tayo nagsusulat? Mahalaga ang katanungang ito sapagkat
kasangkot na sa iba’t ibang layunin ng pagsulat ang ating mambabasa.
Kapag nabanggit ang mambabasa, isinasaalang-alang na rin ang uri ng
wikang gagamitin, pati na ang tono at istilo ng pagpapahayag.
Ang mga salita ay may kaantasan din. Isinasaalang-alang ng mga aral

sa wika ang kaantasang ito. Sa gayon ang mga salitang bibitiwan o
gagamitin ay bufhabagay sa kanyang katayuan, sa liinihingi ng panahon
at pook at sa okasyong dinadaluhan.
D r. A rsen ia R . Em perado
Sa ganang kabagayang ito ng mga salita, masasabing may pormal at

di-pormal na mga salita. .
Salitang porm al - mga salitang istandard dahil ito'y kinikilala,.

tinatanggap at ginagamit ng karamihang nakapag-aral sa wika. •
Nasa ilalaim ng uring ito ang:
a. Pambansa - mga salitang ginagamit sa mga aklat at babasahing
may sirkulasyon sa buong kapuluan at lahat ng paaralan.
b. Pampanitikan - mga salitang matayog, malalim, mabigat,
makulay at sadyang mataas ang uri. Ito ang mga salitang
ginagamit ng mga manunulat at dalubwika.
Salitang hindi porm al o impormal - mga salitang karaniwan at

palasak na ginagamit sa mga pang-araw-araw na pakikipag-usap at
pakikipagsulatan sa mga kakilala at kaibigan..
Kasama dito ang:
a. Lalawiganin - mga salitang kilala at saklaw lamang ng pook
na pinaggagamitan nito; tatak ito ng mga maka- rehiyonal na
kaugalian ng tao.
b. Balbal - tinatawag ding slang sa Ingles.Tinatawag ding salitang-
kanto, salitang-lansangan, salita ng mga bakla.
c. Kolokyal (colloquial) - mga pang araw-araw na mga salita
ngunit may kagaspangan at pagka- bulgar, bagamat may anyorig
repinado at malinis ayon sa kung sino ang nagsasalita.
D r. A rsenia R . Em pcrado
Halimbawa:
PORMAL KOLOKYAL
saan naroon sanaron
naroon.naroroon naron
nasaan nasan
kaniya kanya
kani-kaniya kanya-kanya
almirol almidon, almirol
aywan ewan
piyesta pista
PORMAL Dl-PORM AL
Pambansa Pampanitikan Lalawiganin Balbal
kapatid kapusod tugang ( Bikol) utol
baliw nasisiraang-bait buang ( Bisaya) buwang
- ang tono ng mga salitang gagamitin ay maaaring pauyam, malisyoso,

seryoso, nakikiusap o maaaring neutral
• Tamang pagkakaugnay ng mga salita sa isang pahayag upang makabuo

ng malinaw na kaisipan o diwa.
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):

a. Huwag pagsamahin sa pangungusap ang hindi magkakaugnay na

kaisipan. '
b. Ang pagtataglay ng maraming kaisipan sa pangungusap ay labag sa
kaisahan ng pangungusap dahil lumalabo ang pangunahing isipang
ipinahahayag.
c. Gawing malinaw sa pangungusap kung alin ang pangunahing sugnay
at ang panulong na sugnay.
d. Huwag ilayo ang salitang panuring sa tinuturingan ng salita.
e. Ilapit ang panghalip na pamanggit sa pangngalang kinakatawan nito
f. Sa Filipino, nauuna ang panaguri kaysa sa simuno sa karaniwang
ayos ng pangungusap.
Sa kabilang banda, nagiging malinaw ang mga pangungusap ng talata

kapag may wastong paglilipat-diwa. May mga salita at pariralang
ginagamit sa paglilipat-diwa na nakatutulong upang maunawaan ang
tamang pagkakaugnay-ugnay ng mga pangungusap. Sa bawat kaisipang
ililipat, naririto ang angkop na salita o pariralang maaaring gamitin:
a. kaisipang idinaragdag - at, saka, pati, gayundin ■
b. kaisipang sumasalungat - ngunit, subalit, datapwat, bagaman,
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

General Education
. Mga uri ng pagpapahayag / diskurso
Maraming paraan ng pagpapahayag na maisasagawa sa paraang pasalita

o pasulat na makatutulong upang makaakit at maging mabisa ang ating
pagpapahayag. . • -
a. paglaiahad - hangarin nito na magpaliwanag nang obhetibo o walang
pagkampi na may sapat na detalye na pawang pampalawak ng kaaiaman
sa paksang binibigyang linaw nang iubos na maunawaan ng may interes
(Arrogante, 1994:117).
b. paglalarawan - hangarin nito na sa pamamagitan ng mga angkop na
salita, maipakita ang kaanyuan at kabuuan ng tad, bagay, sitwasyon,
insidente o senaryo.
c. pagsasalaysay - hangarin nito na mag - ulat ng mga pangyayari sa isang
maayos na pagkakahanay (Tumangan, et al., 1986:3).
d. pangangatwiran - hangarin nito na hikayatin ang iba pa na tanggapin ang
katotohanan o kawastuan ng isang paninindigan o diii kaya'y baguhin
ang kanilang pag-iisip o impluwensyahan ang kanilang pag-uugali at
pagkilos sa pamamagitan ng mga makatwirang pahayag (Semorian, et
al., 1999:155).
Dr. Arsenia R. Empci »k! o

General E du cation
BAHAGIII -PAGSUSURI SA MGA AYTEM

MGA TEKNIK SA PAGSAGOT NG MGA TANONG
Kompetensi: Nagagamit ang angkop na repertwa ng wika sa pagpapahayag ng

kaalaman, karanasan at saloobin.
Paggamit ng mga Alusyon

(Pamamaraang panretorika)
Item 1.
Bilang isang sining ng mahusay na pagsulat, ang retorika ay nagsasaalang-

alang sa maingat na pagpili ng pananalita, sa mabisang paghahanay ng
mga ito at sa paggamit ng iba pang kasangkapang panretorika. Alin sa mga
sumusunod na pangungusap ang gumamit ng alusyon bilang pamamaraang
panretorika?
A. Pinagdarayo ng maraming tao taun-taon ang Antipolo.
B. Ang Antipolo ay isang bayan sa Rizal na pinagdarayo ng maraming tao
taun-taon.
C. Ang Antipolo, ang Lourdes ng Pilipinas, ay pinagdarayo ng maraming tao
taun-taon.
C ang tamang sagot.
Dr. Arsenia R . Em perad o

F ilipino - M asin in g na Pagpapahayag
Anotasyon
Mga Teknik sa Pagtukoy ng Wastong Paggamit ng
Alusyon Bilang Pamamaraang Panretorika
Basahin nang mabuti ang tanong.

Ituon ang pansin sa hinihinging kasanayan.
Pag-aralang mabuti ang mga pagpipiliang sagot.
Ang tamang sagot ay C.
Gumamit ang pangungusap ng kasangkapan/pamamaraang panretorika.
Alusyon - pamamaraang panretorika na gumagamit ng “pagtukoy sa isang tao,

pook, katotohanan, kaisipan o pangyayari na iniingatan sa pinakatagong sulok
ng alaala ng isang taong may pinag-aralan." (Alejandro, 1970, nasa Bisa, 1999)
Mga uri ng alusyon at mga halimbawa nito (Bisa, 1999):
Alusyon sa heograpiya: Ang Bulkang Mayon ang Fujiyama ng Pilipinas.
Alusyon sa Bibliya: Ang hukom ay naging isang Solomon sa paghatol sa kaso ng

dalawang babaeng kapwa nagsasabing sila ang ina ng batang babae.
Alusyon sa mitolohiya: Si Florante ay binanggit sa Florante at Lauca na isang

Adonis o kaya'y isang Narciso.
Alusyon sa literatura: Isa siyang makabagong Simoun nang bumalik sa sariling

bayan.. . -

Opsyon A. Ito ay isang haHmbawa ng payak na pangungusap subalit hindi ■

gumagamit ng alusyon.
Opsyon B. Halimbawa ito ng'isang pangungusap na may kaganapang pansimuno,
isang bayan sa Rizal.
May isang sugnay na di-makapag-iisa na ginagamit na pang-uri, na
pinagdarayo ng maraming tao taun-taon.
Wala ring alusyong ginamit.
Paggamit ng mga Tayutay

(Pamamaraan ng Patalinghagang Pagpapahayag)
Item 2.
Nagkita ang magkaibigan sa mall. Nagkumustahan, nagbalitaan tungkol sa

kani-kanilang buhay. Kapwa ina, nagpalitan sila ng karanasan tungkol sa
kanilang mga anak. Sabi ng isa:
“Ang batang si Angeli ay napakahirap unawain, hinahanap ako ngunit

itinataboy kapag dumating, inaantok daw siya ngunit ayaw matulog,
nagugutom siya ngunit ayaw kumain, ayaw ng maingay ngunit ayaw rin ng
tahimik dahil naluiungkot daw siya.’
Anong uri ng tayutay ang ginamit upang maging mabisa ang paglalarawan?
A. pag-uyam (irony)
B. pagtatambis o tambisan (antithesis)
C. pagtanggi (litotes)
D. pagsasalungat (epigram/oxymoron)
B ang tamang sagot.

G eneral Education
Anotasypn
Mga Teknik sa Pagtukoy ng Wastong Paggamit ng
Alusyon Bilang Pamamaraang Panretorika
Ang tamang sagot ay B.

Ang pagtatambis o tambisan (antithesis) ay ang paglalahad ng isang bagay
laban sa iba namang bagay na nagkakasalungat upang higit na maging
mabisa ang pangingibabaw ng isang kaisipang natatangi.
Halimbawa: Mahirap kausap ang taong iyan, ngayon ay oo, mamaya ay hindi.
■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
na kahulugan ay mauunawaan ayon sa paraan ng pagsasalita ng isang tao.
Halimbawa: Kay sipag mong mag-aral, palagi kang bagsak sa pagsusuiit.
Opsyon C. Gumagamit ang pagtanggi (litotes) ng salitang hindi sa pagpapahayag

upang maipahiwatig ang lalong makahulugang di-pagsang-ayon sa sinasabi
ng salitang sumusunod.
Halimbawa: Hindi siya bulag para hindi makita ang mga mali mo.
Opsyon D. Kahawig ng pagtatambis ang pagsalungat (epigram) ngunit higit itong

maikli kaysa sa pagtatambis. Magkasalungat ang kahulugan ng mga salitang
pinag-uugnay sa uring ito.
Halimbawa: Itihutulak ng bibig, kinakabig naman ng dibdib.
Dr. A rsen ia R . E m perad o

General E du cation
Ang Balarila sa Proseso ng Mabisang Pagpapahayag

(Paggamit ng Tamang Salita)
Item 3.
Isinasaalang-alang sa gramatika/balarila ang mga bahagi at tungkulin ng

mga salita sa pangungusap. Hadlang sa malinaw na pagpapahayag ang
maling gamit ng salita. May mga salitang magkasing-anyo subalit may iba,
tiyak at angkop na gamit. May mga pagkakataon na nagkakapalit ang gamit
ng salita sa pangungusap.
Sa mga pahayag na sumusunod, alin ang pangungusap na di-angkop ang

gamit ng salitang nancft
A. Mag-aral kayong mabuti nang makapasa kayong magkakapatid.
B. Umalis nang maaga ang dalaga.
C. Magsikap nang magsikap .upang lalong umunlad.
D. Gumagawa ang magkakapatid nang takdang aralin.
D ang tamang sa g ot
Anotasyon
Paggamit ng Tamang Salita
Ang tamang sagot ay D.

Ng at hindi nana ang dapat gamitin. Ginagamit ang ng bilang pananda sa
tuwirang layon ng pandiwang palipat.
Halimbawa: Nagtanim ng mga gulay sa kanilang bakuran s i Daphne.
Dr. Arsenia R . Em pcrado

Opsyon A. Karaniwang ginagamit na pangatnig sa mga hugnayang pangungusap

af ito ang panimula ng katulong na sugnay. .
nang (pangatnig) makapasa kayong magkakapatid (pantulong na sugnay)
Opsyon B. Ginagamit bilang pang-abay. Ito ay nanggaling sa na at inaangkupan

ng ng at inilalagay sa pagitan ng pandiwa at ng panuring nito.
Opsyon C. Ginagamit ang nang sa gitna ng dalawang salitang-ugat na inuulit

(dasal nang dasal), dalawang pawatas (magdasal nang magdasal) at
dalawang pandiwang inuulit (mag-abuloy nang mag-abuloy).
Item 4.
Hindi maitatanggi na sa ating pang-araw-araw na karanasan sa pakikipag-

usap, higit nating ibig kausapin at pakinggan ang isang taong malinaw na
nakapagpapahayag ng anumang nais niyang sabihin sapagkat madali natin
siyang mauunawaan.
Alin sa mga sumusunod na pahayag ang maayos at tama ang pagkagamit ng

mga salita?
A. Nag-aaral magsalita ng bata.
B. Ang Pangujo ay hinahagupit ang mga pinunong nagsasamgntala sa
kanilang tungkulin. * .
C. Mali ang guro sa kanyang mga eskuwela magdisiplina.
D. Ang tao ay nabubuhay nang hindi para sa sarili lamang.
D ang tamang sagot. . •
PNU LET Reviewer

Filipino - Masining na Pagpapahayag
Anotasyon
MgaTeknik sa Pagtukoy ng Wastong Pagkagamit ng mga Salita
Ang tamang sagotay D.

Tungkol sa kailanan ng pandiwa, hindi nagdudulot ng kalabuan sa diwa ng
mga pangungusap kung ang maramihang simuno ay gamitan ng isahang
pandiwa tulad ng: Ang mga mag-aaral ay tumungo sa aklatan.
Ngunit dapat tandaan na ang isahang simuno ay hindi maaaring gamitan

ng maramihang pandiwa. Hindi wastong sabihin: Ang tao ay nangabubuhay
nang hindi para sa sarili iamang.
Opsyon A. Karaniwan nang nagkakamali sa gamit ng ang at ng.

Ginagamit ang panandang ang para tukuyin ang isang pangngalang ginagamit
na simuno/paksa ng pangungusap o kaukulang palagyo.
Halimbawa: Nag-aaral magsalita ang bata.
Kapag maramihan, sinasamahan ang ang ng mga.

Halimbawa: Nag-aaral magsalita ang mga bata.
Opsyon B. Upang maging malinaw at tama ang pangungusap, dapat na ang

maging simuno ng pangungusap ay ang mga pinunong nagsasamantala sa
kanilang tungkulin.
Kaya, dapat ganito ang pangungusap:

Ang mga pinunong nagsasamantala sa kanilang tungkulin ay hinahagupit ng
Pangulo.
176 PNU L E T R eview er

G eneral Education
Maaari rin namang - ' *

Hinahagupit hg Pangulo ang mga pinunong nagsasamantala sa kanilang
tungkulin.
Dalavya ang tinig ng pandiwa: .

• Tahasan - ang simuno ng pangungusap ang gumagawa ng kilos na
sinasabi ng pandiwa.
Halimbawa: Ang paaralan ay mahigpit na nagpapatupad ng tuntunin sa
pagsusuot ng uniporme.
• Balintiyak - hindi gumagawa ng kilos ang simuno, kung hindi ito ang
tumatanggap hg kilos na isinasaad ng pandiwa.
Halimbawa: Ang tuntunin sa pagsuot ng uniporme ay mahigpit na
ipinapatupad ng paaralan.
Opsyon C. Kabilang ang mga pang-uri at pang-abay sa mga panuring. Maaaring

nasa anyo ng salita, parirala o sugnay.
Sa pagbubuo ng pangungusap, hanggat maaari dapat na malapit ang mga

panuring sa salitang tinuturingan.
Halimbawa: Mating magdisiplina ang guro sa kanyang eskuwela.
Kaysa:
Mali ang guro sa kanyang mga eskuwela magdisiplina.
D r. A rsen ia R . Em pcrado
General Education
Batayan ng Mabisang Pagpapahayag

(Kasanayan sa Pagbuo ng Tama at Mabisang Pangungusap)
Item 5.
Ang mga pangungusap na hindi tama o hindi mabuti ang pagkabuo ay malabo
at hindi mauunawaan. Maaaring ang maling pagbubuo ng mga pangungusap
ay dahilan sa kakulangan ng kaalaman sa mga sugnay. Suriin ang gamit ng
sugnay na di-makapag-iisa sa ibaba.
Sila ay dumating nang umuulan nang malakas.
A. Ginagamit na simuno ng isang pangungusap.

B. Ginagamit na tuwirang layon ng isang pangungusap.
C. Ginagamit na pang-uri na nagbibigay turing sa pangngalan o panghalip.
D. Ginagamit na pantulong sa isang sugnay na makapag-iisa.
D ang tamang sa g ot
Anotasyon
Kasanayan sa Pagbuo ng Tama at Mabisang Pangungusap
Ang tamang sagot ay D.

• Ang sugnay ay kalipunan ng mga salita na maaaring may buong diwa
at maaari rin namang wala subalit nagagamit na bahagi ng isang
pangungusap. May dalawang uri ng sugnay. (Rubin, et al., 1987)
a. Sugnay na makapag-iisa anp tawag sa sugnay na nagbibigay ng
buong diwa. Tinatawag' din itong punong sugnay, pangunahing
D r. A rsen ia R . E m p e rad o
sugnay at malayang sugnay. Ang isang payak na pangungusap ay _

isang sugnay na makapag-iisa. • '
Halimbawa:
Mahina ang produkyson ng langis.
Magkakaroon tayo ng pagkakaisa.-
b. Sugnay na di-makapag-iisa - tinatawag din itong sugnay na
pantulong at sugnay na di-malaya. May iba’t iba itong gamit: (Nasa
opsyon A, B, C at D).
• Ginagamit itong pantulong sa isang sugnay na makapag-iisa upang
makabuo ng hugnayang pangungusap.
Opsyon A.
• Ginagamit na simuno ng pangungusap.
Halimbawa:
Mga manggagamotanq magbibigay lunas sa mga maysakit.
Si Prop. Villafuente ang mahusayna puno ng Kagawaran ng Filipino.
Opsyon B.
• Ginagamit na tuwirang layon ng isang pangungusap.
Halimbawa:
Napagkasunduan na, na ikaw ang direktor ng seminar.
Alam ng lahat na wala kang kasalanan.
Opsyon C.
• Ginagamit na pang-uri kapag nagbibigay turing sa pangngalan o
panghalip. Kung ginagamit na pang-uri ang sugnay, ito ay nagsisimula
sa mga panghalip na pamanggit na -g, -ng, o na. '
Halimbawa:
Isa sa mga suliranin.ng bayan ang mga pinunong mahilig
mangurakot'sa kabang bayan.
PNII LET Review er K W

kfk
Hem 6. •
Isa pang nakapagpapaganda at nakapagdaragdag ng kasiningan sa

pagpapahayag ay ang mga karunungang bayan na minana pa natin sa
ating mga ninuno. Nagsisilbi itong tagapagpaalala ng mabuting kaasalan at
kaugalian. Basahin ang halimbawang Kawikaan.
Pagkataas-taas man ng lipad, siyang lagapak kung bumagsak.
Maaari mong gamltin ang hallmbawang kawikaan upang ipaalala ang ugaling
A. pagpapakumbaba
B. pagtitiyaga
C. paglingap sa mahirap
D. pagiglng tapat sa kaibigan
Item 7.
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
sa ikinilos ng ama?
A. di-mahapayang gatang
B. naghalukipkip ng kamay
C. nagdilat ng mata
D. nagbuhat ng sariling bangko
178 PNU LET Reviewer •

Item 8. • ’
Sa iyong mga kapitbahay, si Beth ang itinuturing mong pinakamalapit sa iyo.

Alin sa mga sumusunod na pasawikain/idyomatikong pahayag ang di angkop
gamitin kung ipalalarawan sa iyo si Beth?
A. asal-hudas
B. kahiramang-suklay
C: kabungguang-balikat
D. kaututang-dila
Item 9.
Pinapayuhan ka ng iyong tiyahin na huwag maging bulanggugo. Hindi bale

na raw______________ , upang makaipon ka ng pera at may magamit sa oras ng
pangangailangan.
A. ahasnatulog
B. may uwang sa puwit
£. mahaba ang dila
B puti ang tainga
Item 10.
Naatasan ang inyong samahan na pumili sa baranggay ng mga taong

pagkakalooban ng pamaskong regalo. Alin sa mga sumusunod na mga
katangian ang maaaring isama bilang isa sa mga batayan ng pagpili?
A kukulu-kulo ang tiyan
B. halang ang bituka
C. mababaw ang luha
D. sanga-sangang dila
D r. A rscn ia R . Em pcrsdo
G eneral Education
Basahin ang mga sumusunod na pahayag mula sa mga piling aktia. Suriin ang mga
tayutay na ginamit. •
Item 11.
Ang pangalan ni Derang ay isang mabangong bulaklak sa kanyang kanayon, at

ang kanyang kabuhayan ay isang bukas na aklat sa Tulikan.
Mula sa : Nagbibihis na ang Nayon

ni: Brigido C. Batungbakal
Piliin ang uri ng tayutay na ginamit sa akda.

A. -pagtutulad (simile)
B. pagwawangis (metaphor)
C. pagmamalabis (hyperbole)
D. pagbibigay katauhan (personification)
Item 12.
Kalupitan ay palasong bumabalik,

Kaapiha'y tila gatong, nagliliyab.
Katipuna'y naging tabak ng himagsik,
At ang baya’y sumiklab sa Balintawak.
Mula sa: Bonifacio
ni: Amado V. Hernandez
Anong uri ng tayutay ang ginamit sa ikalawang taludtod ng saknong?

A. pagmamalabis
B. pagbibigay katauhan
C. pagwawangis
-D. pagtutulad
Item 13.
Ngunit hindi kumikilos sa pagkakahiga ang batang babae. Nakatitig lamang ito
sa maaliwalas na mukha ng langit. Nagtaka ang batang lalaki.
Mula sa: Bagong Paraiso

ni.Efren R. Abueg
Piliin ang tayutay sa nabanggit na pahayag at tukuyin ang uri.

A. paglumanay
B. paglilipat-wika
~C. pagpapalit tawag
D. pagpapalit saklaw
item 14.
Kung minsan sa panahong masamang masama ang iyong loob nasasambit

mo ang ganitong pahayag:"Kayo ang puno at dulo ng aking mga kasawian sa
buhay."
Ang puno at dulo ay dalawang salitang magkasalungat na itinuturing nating

halimbawa ng tayutay na:
A. pagsalungat (epigram/oxymoron)
B. paralelismo
C. pag-uyam
0. pagwawangis
PNU LET Review er 179

Para saltern 1 5 - 1 7 . .
Item 15.
Ang mga pahayag na sumusunod ay nalikom mula sa kalipunan ng mga

pang-umagang pahayagan. Bilang guro, balak mong gamiting bahagi ng
mga pagsasanay sa wastong gamit ang mga sumusunod. Ganito ang iyong
panuto: Suriin ang pahayag na may di-wastong gamit ng salita at di-angkop na
maisama sa pangkat.
A. Subukin mo ang pabangong ito at napakahusay.
B. Susubukin namin kung may talino ka sa.pag-awit.
Subukan mo ang ginagawa ng mga alkalde sa pulong.
Aalis sila nang maaga at susubukin nila ang ginagawang pagsasanay ng
kalaban nilang koponan sa basketbol.
Item 16.
' A. Namatay ang ilaw at naghari ang kadiliman sa buong kapaligiran.

B. Napatay pa\a ng baranggay tanod ang magnanakaw.
t . Ang binata ay napatay sa biglang dalamhating sumapit sa kanyang buhay.
D. Napatay ng pusa ang daga.
Item 17.
A. Bumangon ka na at nang makaalis na tayo.

B. Nagbangon siya ng’ mga punong saging na ibinuwal ng bagyo. .
£, SumakayYa na at aalis na ang traysikel.
D. ^SasakaysWa ng kabang-kabang bigas sa trak.
i E f i l PNU LET Review er

Item 18. # .
Narinig mong ipinagmamapuri ng inyong kapitbahay sa iyong ina ang nabili

niyang blusa sa SM. Nang tanungin ang nagmamapuri kung maraming tao,
ganito ang kanyang naging tugon:
"Ang nagkakagulong grupo ng mga tao sa midnight sale ngSM ay nagpapaalala

sa hitsura ng mga langgam na nabulabog sa kanilang taguan.’’
Ang pahayag na nabanggit ay isang anyo ng

A.- paglalarawan
8. pagsasalaysay
C. pangangatuwiran
D. paglalahad
•>
Item 19.
Malapit na ang tag-init. Namimili ang isang samahan ng lugar na

mapupuntahan para sa isang educational trip. Narito ang pahayag ng kanilang
pangulo:
“Mas sulit na magbakasyon sa Baguio kaysa sa Boracay. Mapatutunayan ito

kung ikukumpara ang pagkain, akomodasyon, tanawin, presyo ng mga bilihin
at serbisyo sa dalawang lugar - mga bagay na dapat timbangin ng sinumang
mga bakasyunista.”
Anong batayang anyo ng pagpapahayag ang ginamit ng pangulo ng samahan

upang mahikayat ang kasamahan na tanggapin ang kawastuan ng kanyang
paninindigan? .
Dr. A rsenia R . Em perado

General Education
A. paglalahad _ • '
. B. pagsasalaysay
Cr. paglalarawan
D.'‘ pangangatwiran
Item 20. • •
Mabigat ang loob ng mga nakatira sa Maynila na lumipat at tumira sa probinsya

kahit pa may proyekong pabahay ang pamahalaan doon. Para sa marami sa
kanila:
“Mas magandang tumira sa lungsod kapag pinansyal at ekonomikong aspekto

ang pag-uusapan. Malaki ang oportunidad dito para sa paghahanapbuhay.”
Anong batayang anyo ng pagpapahayag ang makaiimpluwensiya sa kanilang

pag-iisip na maaaring makapagpabago sa kanilang pag-uugali at pagkilos?
A. paglalahad
B. pangangatuwiran
C. pagsasalaysay
D. paglalarawan
Nagiging malinaw ang mga pangungusap ng talata kapag may wastong

paglilipat-diwa. Sa bawat isipang ililipat, may angkop na salita o pariralang
ginagamit.
Para sa Item 21 - 24. Gawing isang pangungusap ang mga sumusunod na pares ng
pangungusap sa pamamagitan ng paggamit ng angkop na pag-ugnay (pangatnig o
transisyunal na ekspresyon).
D r. A rsen ia R . E m p crad o
Item 21.
Hinampas ng malakas na hangin ang kanilang bangkang sinasakyan, Patuloy

pa rin sila sa paglalayag.
A. gayundin
• BT. sa kabila nito
C. walang duda
D. bilang patunay
Item 22.
Lalo silang huhusay. Susunod sila sa namumuno.
A. samantala
B. walang alinlangan
,G. kapag
\5. kaya
Item 23.
Nagkaroon sila ng pagdiriwang. Ang lahat ay nagalak.
A. sa kabilang dako
B. bukod dito
C. hanggang
D. kung gayon

Item 24.
Ang mga masisipag ay nakinabang. Ang'mga tamad ay nawalan.
ngunit
B. sa kabuuan
C. sa w'akas
D. saganangakin
Item 25.
Higit na malinaw ang daloy ng kaisipan sa binabasa kapag ang mga pasulat na
pangungusap ay gumagamit ng mga tamang bantas.
Piliin ang wastong bantas na dapat gamitin kapag hindi pinag-uugnay ng

pangatnig ang mga sugnay ng tambalang pangungusap tulad ng sumusunod.
Ang Diyos ang Siyang nagbigay ng buhay__ Siya rin ang may karapatang
bumawi niyon.
A. . C.)
B. , or.-
182 PRU LET Reviewer

G en eral Education
BAHAGI Ilf - PAGLINANG NG KASANAYAN

SA PAGKUHA NG PAGSUSULIT
1. Masarap pakinggan ang ating matatanda sa kanilang pangangaral dahil

sa ang bawat pangaral na kanilang ibinibigay ay may kasunod na mga
salawikain/kawikaan na nakararagdag sa kasiningan ng pagpapahayag tulad
ng:________________________
Kapag may isinuksok, may madudukot.
Maaari mong gamiting panawag pansin sa panimula ng komposisyon ang

salawikain o kawikaan. Ang halimbawang ibinigay ay bagay sa komposisyon
ukol s a _____________ .
A. katipiran
B. kasipagan
C. katapangan
D. katamaran
2. Paano mo ilalarawan ang isang ahente na mahusay kumumbinsi o humikayat
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.”
D r. A rs cn ia R . Em perad o
General Education
4. Saawitna: . .
. “0, ang babae kapag minamahal
May kursunada'y aayaw-ayavy
Pag panay ang dalaw ay nayayamot
Huwag mong dalawin, dadabog-dabog."
Anong uri ng tayutay ang matatagpuan?

A. pag-uyam
B. pagtawag
C. pagsalungat
D. pagtatambis
5. Rung ang pagpapalit-tawag (metonymy) ay nagpapalit ng katawagan o
pangaian sa bagay na tinutukoy, alin sa mga sumusunod na halimbawa ang
di-dapat maisama sa pangkat?
A. Tatlong baso ang nainom ni Gel dahil sa matinding uhaw.
B. Natanggap ni Lisette ang hampas ng langit sa mabibigat niyang
kasalanan.
_ C. Dapat nating igalang ang pitting buhok.
D. Ang kahabag-habag na payong ay nahulog sa kanal.
6. Isa pang sangkap na nagbibigay buhay at kulay sa pakikipagtalastasan ay ang
paggamit ng tanong retorikal. Magagamit ito sa pagsisimula at pagwawakas
ng isang komposisyon. Kung ang paksa ng iyong komposisyon ay tungkol sa
tao, alin sa mga sumusunod na pahayag ang di-angkop gamitin?
,A Ang hayop ba’y may talinong katulad ng tao?
B. May lalaki kayang makatatagal na makisamasa isangbabaeng
bungangera, tamad, bulagsak sa kabuhayan, at mabagsik sa anak?
C. Ang tao bang hindi marunong lumingon sa pinanggalingan ay inaasahan
mong magtagumpay?
D. Ang isa kayang matalinong propesyunal ay agad maniniwala sa mga
sabi-sabi?.
JDr. A rsenin Em perad o

• •
7. Alin sa mga sumusunod na pahayag ang pangit sa pandinig at maaari pang
mapaganda sa pamamagitan ng paglumanay o (euphemism•)?
A. Hinalay' kagabi sa kanyang pag-uwi ang babaeng nagtatrabaho sa call
center'
'J j Buntis ka ba?
C. Matabil ang kanyang bibig.-
D. Ang bunso niyang anak ay sumakabilang buhay.
8. Isa pa sa sinasadyang paglayo sa paggamit ng mga karaniwang salita
upang maging kaakit-akit at mabisa ang pagpapahayag ay ang pagtawag
(apostrophe). Kahawig ito ng pagbibigay-katauhan (personification). Dito,
ginagawa ang pakikipag-usap sa karaniwang bagay na tila ba nakikipag-
usapsatao..
' Alin sa mga sumusunod na pahayag ang di-dapat maisama sa pangkat?

A; Hangin, pumarito ka at pawiin ang matinding init.
B. Buwan, sumikat ka na at pawiin ang kadilimang lumulukob sa kapaligiran.
S L. Hinaplos ng hangin ang nagpupuyos niyang damdamin.
D.. Pag-asa, halika attugunin ang mga tanong kong magbibigay-buhay sa
akin.
9. Kung ikaw ay gagamit ng paghihimig (onomatopoeia) sa pahayag na ito, alin
sa mga sumusunod na tunog o himig ng mga salita ang angkop na piliin mo?
_____________________ ang hanging dumating dala ng malakas na bagyo.

A. Dumadagundong
B. Kumakalabog
C. Rumaragasa
D. Umuugong
PtfU LET Review er t83

i m>)f
Para sa Item 1 0 - 11v

10. Tayong mga tao ay sadyang mausisa. Habang hindi tayo nasisiyahan sa mga
sagot sa ating katanungan, mahalaga ang paglalahad. Sa pang-araw-araw
na pakikipag-usap ang karaniwang salitang ating ginagamit ay nabibigyan ng
napakaraming kahulugan.
Piliin ang taglay na kahulugan na iba kaysa karaniwang pakahulugan sa mga

sumusunod na pahayag.
Mataas ang kanilang paminggalan.
‘A. ambisyoso
Br maramot
"C. kuripot
D. kumain diii
11 .____________________________________________________________________
Malakas ang hangin ni Emi, siya na naman ang bida.
A, matalino
'B. mayabang
cT madaldal
D. matapang
Para sa Item 1 2 - 1 3
Kailangang maging maingat sa pagpili ng mga salitang gagamitin sa
pagpapahayag. May mga salita tayo na kung titingnan ay tila wasto sa kahulugan
subalit maituturing na mali kaya’t hindi matatanggap at lumalabag sa tuntunin ng
mabuting pagpapahayag. .
Piliin sa mga sumusunod na pahayag ang di-wasto ang pagkapili at di-angkop

ang mga salitang ginamit kayat di-dapat maisama sa pangkat.
IMfS»NU LET Reviewer

12. A. 'Kurrrakain na ang mga panauhin. . •

Ep Malakas lumamon ang baboy niya.
C{ Lumalamoh na ang mga panauhin.
13. A. Magandang malasin ang Lawa ng Laguna.
. B. Maluwang ang bibig ng mama. . .
C. May pilat sa mukhasi Annie.
D' May pilat sa pagmumukha si Annie.
Para sa Item 14 - 1 5
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
isang masining na paglalarawan. Basahing mabuti.
14.
Nilanghap niya ang hangin. Inihatid sa kanya ang bango ng sari-saring bulaklak
sa halamanan. Kilalang-kilala niya ang mabagsik na halimuyak ng dama de
noche. Nalanghap ang matamis na amoy ng sampaguita, at ang mailap at
mahinhing bango ng mga rosas. Manaka-naka ay sumasalit ang masansang na
amoy ng bulaklak ng sanggumay. Hindi kataka-taka, kahit gabi ay naglalamay
ang mga kulisap sa pagsimsim ng mga bulaklak.
Sa halimbawang babasahin binibigyang-pokus ang kabuuang detalye ng mga

bagay-bagay na nakatatawag-pansin s a _________ _ ng bumabasa.
A. paningin
B. pandinig
G panlasa
D. pang-amoy
D r. Arsenin R . Em perado *
General Education
" 15.
Napuno ang silid ng malam'bing na tugtugin. Nauna ang pasakalye sa piyano

at sinundan ng nanunuot sa damdaming hilis ng mga biyulin, kasabay ang
taginting ng klarinete.-trumpeta, at iba pang instrumentong hinihipan. Sa
simula’y banayad ang kumpas na para kang dinuduyan. Subalit untt-unting
bumibilis hanggang sa ang iyong mga paa ay hikayatin sa pagsayaw.
Sa sumunod na babasahin nakatawag pansin naman s a ____ _____________ng

bumabasa ang kabuuang detalye kaugnay ng bagay na inilarawan.
A. paningin
B. pandinig
C. panlasa
D. pang-amoy
16. Gamit na gamit ang masining na paglalarawan sa akdang malikhain tulad
ng maikling kuwento.Basahin at suriin kung paano inilalarawan ang isang
tauhan sa akda.
Kapag sa isang umpukan ng mga kababaihan sa Sapang Nabao, halimbawa'y

sa isang ponda o sa isang sesyon ng kutuhan ng magkakalapit-bahay, ay
nakarinig ka ng isang kaylakas at pandalas ng pagsasalita, tiyak na si Nana
Goring na Bunganga iyon. Kung ibig mong ang isang balita ay kumalat na tila
siga sa kugunan, kay Nana Goring na Bunganga mo iyon sabihin.
“Ang Maghangad ng Kagitna”,

A.P. Tumangan
Tagumpay, Setyembre 13,1972
D r. A rsen ia R . E m p crad o
Filipino - M asining na P a g p a p a h a y a g
Alin sa mga sumusunod na idyomatikong pahayag ang ang'kop gamitin upang

ilarawan ang tauhan sa kuwento?
A; sanga-sangang dila
B. mahaba ang dila
C. di-mahapayang gatang
D. makapal ang mukha
17. Pinagsalaysay ka sa harap ng klase. Isinaalang-alang mo ang wika, nilalaman
at pormat. Ganito mo sinimulan ang iyong salaysay.______________ ___
Ang buhay ay parang gulong, minsan nasa ibabaw ka;

minsan nama’y nasailalim ka.
Anong uri ng panimula ito?

A. Pagsisimula sa usapan
B. Pagsisimula sa tunggalian
_C. Pagsisimula sa isang katotohanan na tinataiiggap ng lahat
D. Pagsisimula sa paglalarawan
18. Nabasa mo ito mula sa akda ng isang batikang manunulat. Inilarawan niya
ang pangunahing tauhan sa kuwento.
Siya si Uyukan. Isa siyang batang Negrito. Maliit lamang siya. Tatlong
talampakan at walong dali lamang ang taas. Nakabahag. Kulot na kulot ang
kanyang buhok.
Mula sa: Labuyo
ni: Reynaldo A. Duque
Anong karaniwang pamaraan ng paglalarawan sa pangunahing tauhan ang

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
PNU LET Review er jm

19. Dahil sa kahirapang nararanasan ng mga mamamayan lalo sa panig ng mga

magulang, sumasang-ayon sila sa argumentong ito:
Dapat makialam ang CHED sa taun-taong pagtaas ng tuition fee.
Sa pagsusuri sa pangungusap na ito, anong anyo ng pagpapahayag ang

dapat isaalang-alang upang makabuo ng isang lohikal at makabuluhang
kaisipan?
-..A. pangangatuwiran
8. paglalarawan
C. pagsasalaysay
D. paglalahad
20. Sa maikling kuwento o salaysay karaniwang limitado ang panahon ng
manunulat di-tulad sa nobela. Kailangang maipakita niya ang patuloy na
pag-unlad ng mga pangyayari sa akda sa pamamagitan ng pagpapahiwatig
ng kilos o galaw sa bawat salita, usapan at paglalarawang gagamitin.
Alin sa mga sumusunod na pandiwa ang hindi nagsasaad ng tiyak na kilos?

A. lumundag-
B. tumalon
C. sumugod
J3. lumakad
21. Alin sa mga sumusunod na pahayag ang gumamit ng literal na kahulugan ng
mga salita?
A. Mabigat ang kanyang bibig, kaya huwag mo siyang asahang bumati sa
iyo.
B . ' Nagalit ang ama sa anakna sinungaling. .
C. Tunay na magaan ang kanyang katawan sapagkat buong araw na- siya'y
gumagawa.
p. Sumunod siya sa utos, ngunit isang bakol ang mukha.

Sa mabisang pagpapahayag, isa sa saklaw ng gramar'o balarila ay ang

tamang pagkakaugnay ng mga salita upang makabuo ng malinaw na
' kaisipang panggramatika.
Para sa Item 22 - 23.

Piliin ang pangungusap na may pinakawastong pagkakaugnayan o pagkakasunud-
sunod ng mga salita.
22. A. Dala siya ng isang pumpon ng bulaklak nang magbalik.

B. Nagbalik ang isang pumpon ng bulaklak na dala niya.
C. Nagbalik siya dala ang isang pumpon ng bulaklak.
D. Nagbalik na dala siya ng isang pumpon ng bulaklak.
23. A. Naramdaman ang aking matinding pamamanhid sa binti ko.
B. Sa aking binti ko naramdaman ang matinding pamamanhid.
C." Matinding pamamanhid ko sa binti ang aking naramdaman.
D. Naramdaman ko sa aking binti ang matinding pamamanhid.
Para sa Item 24 - 25.
Isa sa mga kailanganin ng isang mabuting pagsulat ay pagbabalangkas. Gabay
ito sa pagdebelop ng kaisipan. Suriin ang mga hulwarang balangkas sa ibaba.
24.
I. Ang kabataan ay may malaking maitutulong sa bayan.

A. Dapat silang sumali sa mga proyekto ng pamahalaan.
B. Dapat nilang iwasan ang mga bisyo.
C. Dapat nilang sundin ang mga payo ng mga nakatatanda.
D. Dapat silang magkaroon ng ambisyon sa buhay.
Ang halimbawang balangkas ay mauuri-na__________ .

A. paparirala
^ papangungusap
C. patalata • '
D. papaksa '
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
M ath em atics - Fundam en tals o f M athem atics__________________
Fundamentals
of Mathematics
Prepared by:
A tty. A nton io V. Ferrer
IpNU LET Reviewer

G en eral E d u ca tio n
............ jl
PART I - CONTENT UPDATE
The Number System
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 . ,
Acty. A n to n io V. Ferrer
• Unlike signs - get the absolute values of the numbers and subtract the
smaller absolute value from the other and prefix the negative Sign if the
negative addend has the largef absolute value
eg. -4 + (-6) = -10
-2 + 7 = 7 - 2 = 5
3 + (-9) = -T9- 3 ) = -6
II. Subtraction - If the minuend and subtrahend are both positive and the minuend
is greater than the subtrahend, proceed to subtract forthwith. Otherwise,
change the sign of the supposed subtrahend and proceed as in addition.
eg. 8 -3 = 5
4 - 5 = 4 + -(5) = -1
III. Multiplication (Division) - to multiply (or divide) two integers with

• Like signs - get the product (or quotient) of their absolute values
• Unlike signs - get the negative of the product (or quotient) of their absolute
values
eg. -5 x -4 = 20
- 3 x (2) = -6 •
12 -r- (-3) = -4
Divisibility Rules
2: Number ends with 0 ,2 ,4 ,6 or 8, meaning the number is even

e.g. 512
3: Sum of the digits (digital root) is divisible by 3.
e.g. 216
4: Last two digits form a number that is divisible by 4.
e.g.. 1012
5: Last digit is 0 or 5.
e.g. 340
• •
Act\-. A n co n io V. F erre r
M athem atics - Fundam entals o f Mathematics
.
6:. Divisible by 2 and 3. • '
e.g.-192
7: Difference obtained after subtracting twice the last digit from the number
formed by the remaining digits is divisible by 7.
e.g. 364- ‘
8: Last three digits form a number that is divisible by 8,
e.g. 1024
9: Sum of the digital root is divisible by 9
e.g. 423
10: Last digit is 0
e.g. 3540
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.
e.g. 90816
12: Divisible by both 3 and 4.
e.g. 4128.
13: The sum of four times the last digit and the number formed by the remaining
digits is divisible by 13
e.g. 182 is divisible by 13 since 4 times 2 is 8, and 18
+ 8 = 26 which is divisible by 13.
Note:
Divisibility rules for two or more relatively prime numbers (GCF is 1) may be
combined to serve as a divisibility rule for their product.
e.g. The rules for 3, 4, and 13 may be combined to
serve as the rule for their product - 156 since 3,4,
• and 13 are relatively prime.
Prime and Composite Numbers
Prime - counting number that has exactly two factors

. e.g. 2 ,3 ,5 ,7 ,1 1 ,1 3 ,1 7 ,1 9 ,... ■ ’
PNU LET Review er i m

M ath em atics - Fun dam entals o f M athem atics
Composite - counting number that has more than two factors

e.g. 4 ,6 ,8 ,9 ,1 0 ,1 2 ,1 4 ,1 5 ,...
'Note that 1 is neither prime nor composite and that 2 is the only even prime.
Prime Factorization
- refers to both the process as well as to the result of the process of expressing
a counting number as the product of its prime factors
- if the counting number is already prime, its prime factorization is the number
itself
e.g 126: 2 x 3 2 x 7
Methods of getting the prime factorization of numbers
Repeated division by primes
e.g.
126
_63_
21
7
Thus, the prime factorization for 126 is 2 x 32 x 7.
Factor Tree 126

e.g. Again using 126:. / • \ '
2 ■ 63
Thus, again, the prime factorization 9

for 126 is 2x -32x7. / ’ \
|PNU LET Reviewer

Greatest Common Factor (GCF) - largest whole number divisor of the given
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
Methods of finding the GCF
Intersection of Sets Method - for each of the given numbers, list their factors
from least to greatest and pick out the greatest factor that is common to all lists,
e.g. Find (8,28)
8: {1 ,2 ,4 ,8 }
28: {1 ,2 ,4 ,7 ,1 4 ,2 8 },
The GCF is thus 4.
Prime factorization - write the prime factorization for each of the given numbers
so that common, and only common, prime factors are in the same column. The
GCF is the product of the lowest powers occurring in columns common to all prime
factorizations
e.g. Find (12,15,90)
12: 22 x 3
15: 3 x 5
90: 2 x 32 x 5
3 = 3(GCF) -
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,
e.g. For 24 and 28
Aety. A n to n io V. Ferrer
G eneral Education
1. Divide the larger number by the other. ' 28 24 = 1, with

a remainder of 4.
2. If there is a remainder, divide 24 4 = 6,
the last divisor by this remainder. . with no remainder.
Repeat this step until no remainder is left.
3. The GCF is the last divisor. The GCF is thus 4.
Least Common Multiple (LCM) of two or more counting numbers - the smallest
non-zero number that is a multiple of the given numbers. The LCM of two number,
say a and b, is denoted by [a, b].
e.g. The LCM of 5, 6 and 8 is 120 because it is the
smallest non-zero number that is a multiple of 5,6
and 8.
Methods of finding the LCM
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
to all lists.
e.g. Find [12,15,30]
12: {0,12, 2 4 ,3 6 ,4 8 ,6 0 ,7 2 ,8 4 ,9 6 ,1 0 8 ,1 2 0 ,...)

15: {0 ,1 5 ,3 0 ,4 5 ,6 0 ,7 5 ,9 0 ,1 0 5 ,1 2 0 ,1 3 5 ,...}
30: {0 ,3 0 ,6 0 ,9 0 ,1 2 0 ,1 5 0 ,...]
Prime Factorization - write the prime factorization for each of the given numbers
so that common, and only common, prime factors are in the same column. The
LCM is the product of the highest powers occurring in a column of any of the prime
factorizations. ■ *
A tty. A n to n io V. Ferrer
M athem atics - Fundam entals o f M athem atics
e.g. Again, for 12,15 and 30, we have
12: 22 x 3
15: 3x5
30: 2 x 3x5
22 x 3 x 5 = 60 (LCM)
Euclidean Algorithm - the LCM of two numbers may be obtained by dividing their,
product by their GCF. In symbols,
t A/ (a* b>
( a’ bI = fa b )
e.g. Find the LCM of 12 and 15.
[12,15]=(12x15)/((12,15) )=180/3=60
Repeated Division - The task is to divide the two numbers by a common prime
factor and dividing the resulting quotients also by a common prime factor. This step
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
better understood through an illustration
e.g. 12 and'30
2 12 30
3 6 15
2 5-
The LCM is therefore 60.

M ath em atics - Fundam entals o f M athem atics
Fractions
Meanings
a. part of a whole or group
b. indicated division
c. ratio
Kinds of Fractions
As to relation between the numerator and the denominator

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.
5/3
As to relation of the denominators of two or more fractions
a. Similar - the denominators are equal, e. g. 2/5 and 4/5
b. Dissimilar - the denominators are not equal, e.g. 3/7 and 4/9
Other classes
a. Equivalent - fractions having the same value e.g. 3/7 and 9/21
b. Mixed - composed of a whole number and a proper fraction (e.g. 5 'A )
Rules involving Zero

a. Zero numerator and non-zero denominator - the value is zero
b. Zero denominator - no value, undefined
c. Zero value - the numerator is zero
Operations on Fractions
1. Multiplication - multiply numerator by numerator and denominator by
denominator to get the numerator and denominator respectively of the product
e-9- .3 ‘
5 * 4 “ 20 .

G en eral E d u catio n
2. Division - multiply the supposed dividend by the reciprocal of the supposed

divisor.
eg- 4^ 3 _ 4 7 _ 28
. 5 ^ 7 ~ 5 X 3 - 15
3. Addition (Subtraction)
a. Similar Fractions - add (subtract) the numerators and copy the
common denominator
e -9- 3_ 2 _ 5
U + IT- n
b. Dissimilar Fractions - use a common denominator (preferably the
least) to make the addends (minuend and subtrahend) similar and do
as in the preceding rule.
e-g- l 2_ 7 10 _ 17
5 + 7 = 35 + 35 = 35
Simplifying Fractions
A fraction is in simplest form if the numerator and the denominator are relatively
prime (their GCF is 1). Thus, to simplify fractions, express both the numerator
and the denominator as products of a number and their GCF. The fraction is then
decomposed into two fractions one of which has the GCF both asits numerator and
its denominator. This fraction reduces to 1. The other fractionthusisthedesire
• simplest form. - ■
e.g Simplify
16 4x 4 4 4 4
. 28- 4 x 7 _ 4 X 7~7
jOrdering Fractions - •
Two fractions are equivalent if their cross products are equal. Otherwise, that fraction
the numerator of which was used to. get the greater of the two cross products is
the larger fraction.
e.g. £ =
- : 4 2°
Since the two cross products 3(20) and 4(15) are both 60 and therefore equal, the
two fractions are equivalent.
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,
e.g.
7 3
22 < H
Decimals
The place value chart
100000 10000 1000 100 10 1 . 0.1 0.01 0.001 0.0001 0.00001
Arcy. A n to n io V . Ferrer
M athem atics - Fundam entals o f Mathematics
Operations on decimals
Addition (Subtraction)
Addition of decimals is facilitated by writing them in a column so that their decimal

points are aligned. Thus aligned, digits with the same place vgfues would be in the
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)
in the same position as the addends (minuend and subtrahend).
Multiplication
Multiply the numbers as if they were whole and so place the decimal point in the
result as to have as many decimal places in it as there are in the factors combined. ■
e.g. To multiply
21.4 x 0.32, we write
21 4x32 = 6848
Since there are a total of 3 decimal places in the factors,

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,
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!

* Conversion * • * ‘ *
1. Fractions to Decimals
Divide the numerator by the denominator
e.g. 5/8 = 0.625
2. Decimals to Percents . • -
Multiply by 100%. The same result may be had by moving the decimal point
two places to the right and prefixing the % sign.
e.g. 0.625 = 0 .6 2 5 x 1 0 0 %
= 62.5%
3. Percents to Decimals
Divide by 100%. The same result may be had by removing the % sign and
moving the decimal point two places to the left.
e.g. 62.5%=62.5%-f 100%=.625
4. Decimals to Fractions
a. Terminating Decimals
Multiply the decimal by a fraction the numerator and denominator of which
are both equal to such power of ten with as many zeroes as there are
decimal places in the given decimal, and then simplify,
e.g.
1OO0 625 5
0.625 = 0.625 x - ---- = --------
1000 1000 8
b. Repeating Decimals
The procedure is outlined below together with an example to illustrate
each step. _
To convert x=0.16
1. Multiply the number by such power of 10 as would move one repeating
portion across the decimal point.
100jc=16.6"
i b Z f PNU LET Reviewer

G eneral Education
2. Multiply the number by such power of J 0 as would move trie repeating

. portion next to the decimal point. . . -
10x=1.6~
.3. Subtract the result of step 2 from that of step 1.
90*=15 •
4. Simplify • • - -
15 1
X 90 6
Ratio and Proportion
Ratio - comparison of two numbers a and b, where b * 0, and expressed as “a to

b”, or “a:b”, or “a/b”.
Proportion - a statement of equality between two ratios
Given two equal ratios, one comparing a to b and another comparing c to d, the
proportion may be expressed thus:
a : b :: c : d, or alternatively, a/b = c/d.
In either of the above forms, a and d are referred to as extremes, while b and c
are referred to as the means.
Note: If a/b = c/d, its alternation (a/c = b/d) and inversion (b/a = d/c) are both
true provided a, b, c, d * 0.
Finding the missing term of a proportion - As ratios may be treated as fractions,-

and proportions as equations relating two equivalent fractions, then a missing term
of a proportion may be found by equating the cross products and solving for the
unknown. Stated differently, the product of the means equals the product of the
extremes. In symbols, given the proportion a : b :: c : d ,'
ad = be. •
Aery. A n to n io V. Ferref
e.g. Find kin 3 ^5 :: k : 30.

Solution; ad = be
3(30) = 5k
k = 18
Word Problems Involving
Direct Proportion - the ratios of two quantities being compared is constant.
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?
The ratio of the weight of bananas b ,: a, - b 2: a2

to that of apples is 5 :3 .
5:3=30:a2
We thus have
5aj = 3 (30)
as =18
Inverse Proportion - the product of two quantities being compared is constant.
e.g. If 10 of a certain car model a = r*t

running for 3 hours use up 150 liters
ri x t , = r2 x t2
of gas, how many of the same car
1 0 x 33 = r2 x 6
= l2
model running for 6 hours will use up
5 = r,
the same amount of gas?
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 ,
M athem atics - Fundamentals o f M athem atics
then the size of the A* partition may be computed as follows:

e.g. If 24 hours is to be partitioned into 3 parts so that the parts are in the ratio
1 : 2 : 5 , how many hours would the third part be?
p. = — - x 24
' 1+2+5
= — x 2 4 = 15
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
“per cent”.
pn 3 75
9 r ™ = 75%
Percentage, Base and Rate - in the statement 15 ic 30% of 50, three

quantities are involved - Percentage (P), Rate (R), and Base (B).
Percentage is that which bear to the base in the same ratio as the rate.
The statement “15 is 30% of 50”, is telling us that 15 (the percentage) bears to
50 (the base) in the same ratio as 30% (the rate). In symbols, 15 = 30% x 50.
The basic formula P = R x B, has two other useful forms: R = P/B and B =
P/R.
PNU-LET Reviewer 1 E B
M athem atics - Fundam entals o f M athem atics •
ELEMENTARY ALGEBRA
A. Properties of Real Numbers

1. Closure Property - For any real numbers a and b, a -t- b and a x b are also
real numbers
2. Commutative Property - For any real numbers a and b, a + b = b + a and
axb = bxa.
3. Associative Property - For any real numbers a, b, and c,
(a + b) + c = a + (b + c) and (a x b) x c = a x (b x c)
4. Existence of Identity Elements - For any real number a, thereexist real
numbers 0 and 1, such that a + 0 = a and a x 1 = a.
5. Existence of Inverses - For any real number a, there exists a - a such that
a + -a = 0, and a 1/a such that a x 1/a = 1.
6. Distributive Property - For any real numbers a, b and c,a(b + c)= ab + ac.
B. Properties of Equality
1. Reflexive - if a is a real number, a = a.
2. Symmetric - if a and b are real numbers and a = b, then b = a.
3. Transitive - if a, b and c are real numbers and a = b and b = c, then a = c.
C. Some Basic Terms

1. Variable - any symbol that is used to represent an element of a set. e.g. x,
y,Q.
2. Domain - the set of all elements represented by a particular variable
3. Constant - a symbol with only one element in its variable, e.g. ’3, -2, n
4. Algebraic expression - a constant, a variable, or any combination
of constants and variables involving indicated operations (addition,
subtraction, multiplication, division, raising to a power, or extraction of a
root) on them.
e-9- -4 2 5 x 2 -1 ,3x3*- 2xy + y l x ~ -v , J x - -L
4 v
I f c f c l pNlI LET R ev iew er

5. Polynomial - an algebraic expression consisting only of non-negative

integer powers of variables, and with no variable in a denominator. Among
the examples of the algebraic expression above, only the last is not
• polynomial
6. Term of a polynomial - a constant or a constant multiplied by non-negative
integer powers of variables. A polynomial with only 1 item is monomial;
polynomial with 2 is a binomial and a polynomial with 3 is a trinomial.
e.g. -24x2 f 7* is a monomial
2x2 - 3y + xy3 is a trinomial
7. Numerical Coefficient - that constant that is multiplied by the non-negative
powers of variables in a term.
8. Literal Coefficient - the non-negative powers of variables in a term
e.g. In - 2x3y2, the numeral coefficient is -2, while the literal coefficient is
xy
9.- Similar terms - terms with the same literal coefficient. If the terms as not
similar, they are said to be dissimilar.
10. Degree of a term - sum of the exponents of all variable factors of a term
11. Degree of a polynomial - degree of that term of the polynomial with the
highest degree
D. Evaluating Algebraic Expressions
Evaluating algebraic expressions refers to the process of finding the value of the
expression upon substitution of the'given values for the respective variables,
e.g. Evaluate x2y3- 2y2 + 4 when x = 2 and y = -1 .
(2)2(-1)3-2(-1)2 + 4
4(-1) —2(1) + 4 .
-2
Equation - statement expressing in symbols the relationship of equality between

two quantities
A tcv. A n to n io V. F e rr e r
General Education
Linear Equations in one variable - an equation that can be written in the form
ax + b = 0, where a and b are constants and a * 0.
e.g. 3x -4 = 0, 4- 2x = 3x +5
Addition and Subtraction Property of Eq. (APE, SPE)

If a, b and c are real numbers and a = b, then
a + c = b + c,
a - c = b - c.
Multiplication and Division Property of Eq.(MPE, DPE)

If a, b and c are real numbers and a = b, then
a x c = b x c,
a/c = b/c, provided c * o.
Solution of an equation - refers to an element of the domain of the variable that

makes the equation true
Solving Linear Equations - refers to the process of finding, through the use of
the properties of equality, all the solutions of the equation
Some Pointers in solving linear equations

1. Simplify each side of the equation by
a. removing grouping symbols using the distributive law
b. removing fractions by multiplying both sides of the equation by the LCD of all
fractions
3. Use the APE/SPE to have all variables only on one side of the equation and the
constants’ on the other
4. Use the MPE/DPE to make the numerical coefficient of the variable equal to 1.
Arty. A n to n io V. Ferrer
M athem atics - Fundartientals o f M athem atics
Solving Word Problems Involving Linear Equations

Some Pointers • '
1. .Read the problem carefully.
2. Determine what is to be found.
3. Choose a variable to represent an unknown, usually that which needs to be fouod.
'4. Translate word phrase’s to algebraic expressions.
5. Formulate the equation.
6. Solve the equation.
7. Solve the problem.
Exam ple!
Three times the sum of a number and five is 21. What is the number?
3( x + 5) = 21
3x + 15 = 21
x=2
Example no. 2.
Arman is Iwice as old as Andrea. Two years ago, Arman was three times as old
as Andrea. Find their ages now.
m = 2n
m - 2 = 3(n -2)
2n - 2 = 3n - 6
4=n
Inequalities
Inequality - a statement that says one quantity is less than (<) or greater than (>)
another (strict inequality). In some instances, however, one quantity may be less
than or equal to (s), or greater than or equal to (s) to another.
e^g. 3 < 5 x - 2 , 4 x - 5 s x -h 15
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 . . .
PNU LET Reviewer. E H

Properties oflnequality
1. Trichotomy-If a and bare real numbers, then a <b, a = b, o r a > b .
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
Solution of a Linear Inequality - an element of the domain of the variable which

makes the inequality true
Solving a Linear Inequality - the process of finding, through the use of the
properties of inequality, all the solutions of the inequality
Note: Solving a linear inequality is similar to solving linear equations except that
instead of using the properties of equality, we use the properties of inequality,
e.g. -4 £ 2x - 3 s 9
-4 + 3 £ 2x —3 + 3 £ 9 + 3
- 1 s 2x 12
- 1/2 s x ^ 6
Word Problems Involving Linear Inequalities - the steps in solving word problems
involving linear inequalities are the same as those in solving word problems involving
linear equations except that, again, instead of using the properties of equality, we
use the properties of inequality.
e.g. Ani’s grades in the last four tests were 8 5 ,8 9 ,9 0 and 93. What must be
her grade in the fifth and last test to get an average of at least 90?
85+89 + 90+93 + g5
Solution • 905 5
450 s 357+g5 .
• 93 sg 5
t98 P N l LET Reviewer

General Education
PART II - ANALYZING TEST ITEMS
1. How many 1/16 are there in 2 5/8?

A .''42 C. 46
B. 44 D. 48
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
together in half an hour?
A. 1 C. 10
B. 5 ff. 30
3. Which of the following is divisible by 3, but not by 9?
4 11,070 C. 45,072
By 40,206 D. 19,386
4. the distance between two towns on a given map is 2 % cm . If Yi cm
represents 6 km, what is the distance between the two towns?
A„_18km . C. 36 km
B. 33 km D. 42 km
5. Margo paid P400 for a blouse. If the blouse was sold at 20% discount, what
was its original price?
A. P80 C. P500
B. P480 D. P540
6. In a sequence of starts and stops, an elevator travels from the first floor to the ■
fifth floor and then to the second floor. From there, the elevator travels to the
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
B. 36 m D. 60 m .
Arty. A nconio V. Ferrer

A lathematics - Fundam entals o f M ath em atics .
24. Which of the following gives the prime factorization of 54? •' '
A. 22x32 C. 2 3 x 3 3
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
26. What is the value of x - 6 if 2(x - 3) + 5 = 19?
A. -1- C. 16
B. 4 D. 20
27. Apo weighs one third as much as her mother Angela. If Apo weighs 43.5 lbs.,
how much does Angela weigh?
A. 62.5 lbs. C. 130.5 lbs.
B. 95.7 lbs. D. 150 lbs.
28. Lucille is 4 times as old as Nicole. Six years from now, she will be twice as old
as Nicole. How old are they now?
A, Lucille 12; Nicole 3 C. Lucille 3, Nicole 12
B. Lucille 16; Nicole 4 D. Lucille 4 Nicole 16
29. The sum of two numbers is 52 and their difference is 20. What is the larger
number?
A. 16 C. 36
B. 26 D. 46
30. Two numbers are in the ratio 4:3. What are the numbers if their sum is 84?
A, 36 and 48 * C. 24 and 63
B. 36 and 24 D. 12 and 36 •

General Education
PART III - ENHANCING T EST TAKING SKILLS
1. If the sum of a certain number and 8 is divided by 5, the quotient is 5. What

is the number?
A. 5 G 15
B. 6 D. 17
2. The product of 0.4 x 0.04 x 0.004 is
A. 0.64 C. 0.0064
B. 0.064 D. 0.000064
3. Jeepney fares are computed as follows: P7.50 for the first four kilometers
plus P0.50 for every additional kilometer thereafter. How much should Mikey
pay for a ride that covers 11 kilometers?
A. P10.00 C. P11.50
B. P11.00 D. P12.00
4. Which of these is greater than 1 ?
A. 1 / 3 -1 /4 • C. 1/3 x 1/4
B. 1/3 + 1/4 - •/. D. 1/3 4-1/4
5. Which is a set of equivalent fractions?
A? 2/3,4/6,8/12 C. 4/5,3/4,7/10
B. 2/3,4/6,7/10 D. 3/4,7/10,4/5
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
Atcy. A ntonio V. Ferrer

General Education
. 7. The distance from C to D is 24 km. The distance from B to C is 2/3 of. the
distance from C to D. The .distance from A to B is 3/8 of the distance from B
to C. What is the distance from AJo B?
A. 4 km / C. 6 km
B. 5 km -f). 8 km
8. Jason buys a refrigerator for P7 920. She pays 1/3 of the price in cash and
the balance in 12 equal monthly installments. How jgugJijwll he pay each
month?
A. P300 C. P400
B. P350 .''B*)P440
9. Mang Pedro delivers 210 kg of vegetables to two distributors. If 2/5 of the
vegetables goes to Manang Jo, how many kilograms of vegetables does the
other distributor receive?
' A. 84 C. 126
B. 116 D. 132
10. A 210-cm stick is cut so that one part is 3/4 of the other. How many cm is
the shorter part?
A. 120 C. 80
B7 90 D. 70
11. find the GCF of 12,32 and 56.
A. 2 , C. 6
B. 4 . - D. 56
12. Two bells ring at 8 A..M. For the rest of the day, one bell rings every half hour
whereas the other rings every 45 minutes. What time will both bells ring at
the same time again?
a; 9:00 AM • • C. ' 9:30 AM • •
B, 9:45 AM. ' D. 10:00 AM
A rty. A n to n io V. Ferrer
M athem atics - Fundam entals of M athem atics
13. What digit can be inserted in the blank so that the number 59___ J 72 would
be divisible by 3? .
A. 1 . ' C. ' 3
B. 2 D. 7
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
15. One prime factor of 42 is 3. What are its other prime factors?
A. 2 and 3 C: 2 and 7
B. 3 and 5 D. 3 and 7
16. If there are 18 mangoes and 45 bananas in a fruit basket, what is the ratio of
the number of mangoes to the number of bananas?
A. 2 :5 C. 2 :3
B.4 :7 D. 3 : 7
17. A 3 Yz meter ribbon is cut into four pieces in the ratio 1:2:3:4. Find the length
of the longest piece.
A. 35 cm C. 100 cm
B. 70 cm D. 140 cm
18. What number can replace x in the proportion 1 : x = x : 64?
A. 2 C, 6
B. 4 D. 8
19. In a certain municipality the real estate tax is P5.00 for every P1,000 of the
assessed value of the property. Find the assessed value of a property if a tax
.of P1250 is levied on it. * .
. A. P62.50 C. P250.000
B. P6.250 ; D.~ P500.000
20. A tank of water supplies the needs of 5 children for 6 days. How many days'
need for Water will the tank of water supply if there were only 3 children?
' A. 3,6 • . C. -8
B. 5 D. 1(J
PNU LET Review er
M athem atics - Fundam entals o fM ath em atics
2 \. A man gives 10% of his monthly earnings to the church. Another 70% is
spent on food, electricity, water and other bills. After-paying all these, he still
has P2.000. How much does he earn in a month?
A. P5,000 C: P10,000
B. P8.000 . ; d : P12,000
22. Raffy deposited PTO,000 at 5% annual interest. How much will it gain in 2
Yi years?
A. P1.250 C. P1.500
B: PI ,350 D. P1.750
23. In a candy jar are 15 lemons, 12 chocolates, and 3 mints. What percent of
the candies are mints?
A. 10% C. 12.5%
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
28. Arman is 5 years older than An. Three years ago, he was twice as old as An.
How old is An now? :
A. 6 . C. 13
B. 8 D.' 15
29. Andrea can encode a 100-page thesis in 24 hours, while Ani can do the same
task in 16: hours. How many hours will it take them to finish the job if they
work together?
A'. 9 3/5 C. 11
--B. 10 D. 20
30. If Justine can run 3 km in an hour, how far can she run in 45 mins?
A. 1.75 km a 2.5 km.
B. 2.15 km t ) . 2.25 km.
Arty. A n to n io V. F erre r
G eneral Education
C ontemp orar y
Mathematics
Prepared by;
Dr. Gladys C . Nivera
Competencies:
1. Plane Geometry
T.1 Show a working knowledge of basic terms and concepts in
Plane Geometry
1.1.1 Lines and curves, perpendicular and parallel lines
1.1.2 Angles, angle properties
1.1.3 Special triangles and quadrilaterals
1.1.4 Polygons
1.2 Solve problems involving the basic terms and concepts in
Plane Geometry.
2. Statistics and Probability
2.1 Show mastery and knowledge of basic terms and concepts
in statistics and probability
2.1.1 Counting techniques
2.1.2 Probability of an event
2.1.3- Measure of central tendency
2.1.4 Measure of variability
2.2 Solve, evaluate, and manipulate symbolic and numerical
problems in elementary algebra by. applying fundamental
• rules, principles and processes.
D r. G ladys C . N ivera
M athem atics - C o n tem p o rary M athem atics
Introduction
This part focuses on the concepts identified in the LET competencies for Gen
ED Mathematics. It provides a review of the definitions, formulas, operations,
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
those specifically identified by the competencies.
GEOMETRY
BASIC DEFINITIONS
Undefined terms: the basic geometric concepts f a which no definitions are given.
These are the points, lines and planes.
Collinear points: points that lie on the same line.
Coplanar points: points that lie on the same plane.
Space: the set of all points.
Line segment: a part of a line consisting of two endpoints and all the points in
between them.
Ray: a part of a line having one endpoint and extending infinitely in one direction.
Opposite rays: rays with a common endpoint but extending in opposite directions.
Congruent segments: Two segments having the same measure or length.
Angle: formed by two non-collinear rays with a common endpoint. The two rays are the
• sides of the angle. The common endpoint of the two rays is the vertex of the angle.
PNU LET Reviewer 203]

POSTULATES . * ' '
Space contains at least 4 noncoplanar points.

Every plane contains at least three noncollinear points. .
Every line contains at least two points.
Two points determine a line.
Three noncollinear points determine a plane.
If two points are in a plane, then the line containing the points are in the same plane.
If two lines intersect, then their intersection is a point.
If two planes intersect, then their intersection is a line.
POLYGONS
Polygon: a closed plane figure formed by fitting together segments end to end with
each segment intersecting exactly two others.
Diagonal of a polygon: a line segment that connects two nonconsecutive vertices.
Convex polygon: no diagonal is in the exterior of the polygon.
Concave polygon: at least one diagonal is in the exterior of the polygon.
Equilateral polygon: all the sides have equal lengths.
Equiangular polygon: all the‘angles have equal measure.
Regular polygon: it is both equilateral and equiangular.
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
when its sides are extended.
THEOREMS
Angle-Sum Theorems for Triangles: The sum of the measures of the three angles
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

---------- T riw rnn iiTin ii
G eneral E ducation
• 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°.
Exterior Angle Theorem for Polygons: The sum of the measures of the exterior
angles of a convex polygon (one at each vertex) is 18Q°.
TRIANGLES
Classifying Triangles According to Sides

a. Scalene: No two of its sides are congruent.
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
angle opposite the base is the vertex. The angles adjacent to the base are
the base angles.
c. Equilateral: All of its sides are congruent.
Classifying Triangles According to Angles

a. Acute: all of its angles are acute.
b. Right has one right angle.
The hypotenuse is the longest side. The legs are the other two sides,
a Obtuse: One of its angles is obtuse.
d. Equiangular: all of its angles are congruent.
Secondary Parts of a Triangle

Altitude of a triangle: a segment from a vertex perpendicular to the line that
contains the opposite side.
Median of a triangle: a segment from one vertex to the midpoint of the
opposite side.
Concurrent lines: Three or more lines that meet at the same point.
D r. Gladys C . Nivera
G eneral Education
QUADRILATERALS.
A quadrilateral is a four-sided polygon.
Kinds of Quadrilaterals
A quadrilateral is a parallelogram if and only if one of the following is satisfied:

1. Both pairs of opposite sides are parallel.
2. Both pairs of opposite sides are congruent.
3. Both pairs of opposite angles are congruent.
4. Consecutive angles are supplementary.
5. Diagonals bisect each other.
6. Each diagonal divides the quadrilateral into two congruent triangles..
A quadrilateral is a rectangle if and only if it is a parallelogram and one of the

following is satisfied:
1. It has four right angles.
2. Its diagonals are congruent.
A quadrilateral is a rhombus if and only if it is a parallelogram and one of the

following is satisfied:
1. Its sides are all congruent.
2. Its diagonals are perpendicular.
3. Its diagonals bisect the angles of the quadrilateral.
K quadrilateral is a square if it is Doth a rhombus and a rectangle.
A.quadrilateral is trapezoid if it has a pair of parallel opposite sides. The parallel

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*
« •
A trapezoid is isosceles if it satisfies one of the following:
. 1. Its iegs are congruent.
2. Each'pair of base angles is congruent.
3. Diagonals are congruent.
CIRCLES
Circle: the set of all points in a plane at a given distance (radius) from a given point
(center) in the plane.
Radius: the line segment from the center to any point of the circle.
Chord: a line segment whose endpoints lie on the circle.
Diameter: a chord containing the center.
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
exactly one point.
Point of Tangency:The point where the tangent touches the circle.
Congruent circles: two or more circles having the same radius.
Concentric circles: two or more coplanar circles sharing the same center.
RELATIONS INVOLVING SEGMENTS AND ANGLES
Segment-Addition Postulate:
Point Y is between X and Z if and only if X, Y, and Z are collinear and XY+ YZ = XZ.
Midpoint of the segment A point that bisects a segment, or divides a segment
into two congruent segments.
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
congruent parts.
PNU LET Reviewer

M athem atics - C o n te m p o ra ry M athem atics
• PERPENDICULAR LINES AND BISECTOR OF A LINE * -
Perpendicular lines: two lines that intersect at right angles.

Perpendicular bisector of a segment: the line which is perpendicular to the
segment at its midpoint.
Theorem: The shortest segment from, a point to the lines is the perpendicular
segment.
ANGLE PAIRS
Adjacent angles: two angles with a common vertex, a common side, and no
common interior points.
Supplementary angles: two angles whose measures have a sum of 180°.
Complementary angles: two angles whose measures have a sum of 90°.
Vertical angles: Two angles are vertical if and only if their sides form two pairs
of opposite rays and their angles are nonadjacent formed by two intersecting
lines.
Linear pair: two angles which are adjacent and supplementary.
Theorems:
Supplements o f congruent angles are congruent.
Complements o f congruent angles are congruent.
Vertical angles are congruent.
ANGLES AND SIDES OF A TRIANGLE
Exterior angle of a triangle: an angle which forms a linear pair with one of the
triangle’s interior angles..
Remote interior angles: two interior angles of the triangle not adjacent to the
exterior angle.

Theorems: - -
The measure of an exterior angle of a iriangie is equal to the sum o f the
measures o f the two remote interior angles. •
The sum of the lengths of any two sides of a triangle is greater than the length,
of the third side.
In a triangle, if one side is longer than the other side, the angle opposite the
longer side is the larger angle.
In a triangle, if one angle is larger than the other angle, the side opposite the
larger angle is the tonger side.
PARALLEL LINES AND TRANSVERSALS
Intersecting lines: coplanar lines having a point in common

Perpendicular lines: lines that intersect at right angles
Parallel lines: coplanar lines that do not intersect
Skew lines: noncoplanar lines that do not intersect
Transversal line: a line intersecting two or more coplanar lines at different points
Interior angles: 13, I A, / 5, / 6

Exterior angles: /1 ,/ 2, / 7, / 8
Corresponding angles: /1 and / 5, / 2 and / 6
/ 3 and / 7, / 4 and / 8
Alternate interior angles: / 3 and / 6, / 4 and / 5
Alternate exterior angles: /1 and / 8, / 2 and / 7
Same-side interior angles: / 3 and / 5, / 4 and / 6
Postulates:
If parallel lines are cut by a transversal, then:
1. The alternate interior angles are congruent.
2. The corresponding angles are congruent.
3. The alternate exterior angles are congruent.
4. The same-side interior angles are supplementary.
D r. Gladys C . N ivera
G enera! Education
COUNTING TECHNIQUES . ■
Experiment: any activity that can be done repeatedly (e.g. tossing a coin, rolling a die).
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 }.
Sample point: an element of the sample space.
Example: In rolling a die, there are 6 sample points.
Counting Sample Points
1. Fundamental Principle of Counting (FPC)

If a choice consists of k steps, of which the first can be performed in n, ways,
for each of these the second can be performed in n2 ways, for each of these
the third can be performed in n3 ways.... and for each of these the kth can be
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
2. Permutation
Permutation is an arrangement of objects wherein the order is important,
a. Unear Permutation
If n objects are to be arranged r objects at a time, then the number of
distinct arrangements is given by the formula
Example: In how many can the first, second and third winners may be
chosen in a beauty pageant with 10 contestants?
= 10 9 8 = 720 w a y s
b. Circular Permutation
If n objects are to be arranged in a circular manner, then the number of
distinct arcangements is (n -1)1
_______________ . Answer: (7-1)!<=6!'
D r. G ladys C . Nivera
M athem atics - Contem porary M athem atics
c. Permutation with Repetitions'

The number of distinct permutations of n things of which p are of one kind,
q are of a second kind,... r of a kth kind is
P = ----:— where p + « + ...-+ r = n.

«!
Example: How many different permutations are there in the word

COMMITTEE if all letters are to be taken?
9!
P = -------
2! 2! 2!
= 45 360
3. Combination
Combination is the arrangement of objects regardless of order. In other words,
the order of arranging the objects is not important. If n objects are to be arranged
r at a time, the number of distinct combinations is given by the formula:
C = — —— 7i > r
“ r r!(n -r)!; ~ ’
Example: In how many ways can a committee of 4 be chosen from 6 persons?

Answer:
6!
e C 4 = — ----- — = 1 5 w a v s
4 !(6 -4 )!
PROBABILITY
Probability: the likelihood of the occurrence of an event. .

If E is any event, then .the probability of an event denoted by P(E) has a value
between 0 and 1 ‘ inclusive. In symbol,
0 s P (E) s 1
If P(E) = 1, then E is sure to happen.
If P(E) = 0, then E is impossible to happen. , •
Moreover, is the probability that E will not happen is P(E'), then P (E) + P (E') = 1.

1. Theoretical Probability
Theoretically, the probability of an event E, denoted by P(E), is defined as
' P (E ) = ^
n(S)
where n(E) = number of favorable outcomes
n(S) = number of possible outcomes
2. Experimental Probability
The probability of an event may also be obtained experimentally. Suppose we
want to find out the probability of obtaining a tail in a toss of coin. We can
perform an experiment by tossing the coin 50 times and record the number of
occurrences of tail. Suppose that tail occurred 24 times, then the probability of
getting a tail based on this experiment is
P (tail) =
STATISTICS
Statistics is the branch of mathematics used to summarize quantities of data and

help investigators draw sound conclusions. Its two main branches are descriptive
statistics and inferential statistics.
A sample is a specified set of measurements or data, which is drawn from a much

larger body of measurements or data called the population.
Kinds of Sampling
1. Random sampling techniques are used to ensure that every member, of the
population has anequalchanceofbeingincludedin the sample. Arandom sample
is said to be representative of the entire population. The two methods of random
sampling are lottery method and the use of the table of random sampling.
2. Systematic sampling is a technique which selects every nth element of the

population for the s&mpfe, with the starting point determined at random from
the first n elements.
3. Stratified random sampling is a technique of selecting simple random samples
.from mutually exclusive groupings or strata of the population.
Graphical Representations of Data

1. Histogram - a graphical picture of a frequency distribution consisting of a
series of vertical columns or rectangles, each drawn with a base equal to the
class interval and a height corresponding to the class frequency. The bars of a
histogram are joined together, that is, there are no spaces between bars.
2. Bar Chart- uses rectangles or bars to represent discrete classes of data. The
length of each bar corresponds to the frequency or percentage of the given
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
is plotted directly above the midpoint or class mark of its class interval and lines
are then drawn to connect the points.
4. Pie Chart- an effective way of presenting categorized (qualitative) distributions,
where a circle is divided into sectors - pie-shaped pieces - which are
proportional in size to the corresponding frequencies or percentages.
5. Pictogram- known as picture graph where picture symbols are used to
represent values.
MEASURES OF CENTRAL TENDENCY

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
mode.
MEASURES OF VARIABILITY
A measure of variation or variability describes how large the differences between
the individuals are on a trait. The common measures of variability are range and
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
' Directions: "Choose the best answer from the choices given. Write the
corresponding letter of your choice.
1. Which of the following statements is TRUE?

A. The endpoint of iw is R.
B. Opposite rays are collinear.
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
4. Refer to the figure. Given: m Z 2 = 62° and m Z 3 = 92. Find mZ 4.
. 5. ARGO is a parallelogram. If m Z A = 77°,thenm Z G.= _

A. 77° B. 103° C. 1 1 3 °. D. 123°
2T0 PNU LET Review sr

General Education
6 . Which of the following statements are true?

I. A square is a rectangle.
II. square is a rhombus.
III. parallelogram is a rhombus.
IV. rectangle is a parallelogram.
A. I and II only C. I, II and IV only

B. I and IV only D. I, II, III and IV
For item 7, refer to this figure:
7. If lines r and s are parallel, which of the following pairs of angles are
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
of the angle?
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°
D r. Gladys C . N i vcra
General E du cation
11. The angles of a triangle are in the ratio 1: 3: 5. What is the largest angle?
A. 20°' B. 60° C. 80° - ' D. 100°
12. Which of these figures cannot be the sides of a triangle?
A. 1,3,3 B. 1, 1, 1 C. 6,12,8 D. 5, 1 0 , 4
13. The area of a square is 144 cm2. What is its perimeter?
A. 12 cm B. 15 cm C. 48 cm D. 72 cm
14. What is the area of the largest circle that can be cut out of a square paper
whose side is 40 cm?
A. 62.8 cm2 B. 84 cm2 C. 524 cm2 D. 1 256 cm2
15. The graph shows the number of socks, belts, handkerchiefs, and neckties
sold by a store in one week.
160
'item s Sold by Store
The names of the items are missing from the graph. Socks were the item
most often sold, and fewer neckties than any other item were sold. More belts
■ tflan handkerchiefs were sold. How many belts were sold? ■
A. 80 B. 90 . C. 120 D. 140
• • , • • • >
D r. Gladys C . N ivera
16. A card is picked at random from an ordinary deck of cards. Find the probability
of picking a black ace? '
A. % B. 1
/< C. 1/13 D. 1/26
17. A card is picked at random from an ordinary deck of cards. Find the probability
of picking a card that is not a heart?
A. 1/13 B. V* C. Yi D; %
18. Each of the six faces of a certain cube is painted either green or blue. When
the cube is tossed, the probability of the cube landing with the blue face up
is 2/3. How many faces are green?
A. One B. Two C. Three D. Four.
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?
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
swimmers?
A. 15 B. '30 C. 45 D. 90
25. A coffee shop offers 5 flavors of coffee: mocha, cappuccino, espresso, vanilla,
and latte. Coffee may be served hot or cold and it comes in tall, regular,an<l
short sizes. In how many ways can the costumer order his/her coffee?
' 3 ways • B. 10 ways C. 24 ways D. 30 ways* • •
PMU LET Reviewer 211

26. Find the number of distinct permutations of the letters in the word 'CLASS’?
A. 60 B. 120 C. 180 0. 360
27. How many 3-digit, numbers can be formed from the digits 1-8, if the digits
can be repeated?
A. 336 B. 436 C. 512 D. 524'
28. How many 3-digit numbers can be formed from 1, 2, 3, 4, 5 if the 3-digit
numbers form odd numbers and the digits are repeated?
. A. 75 B. 100 C. 112 D, 125
29. How many sets of answers are possible for an 6-item true or false test?
A. 12 B. 36 C. 64 D. 128
30 Mario had three test scores of 78,76, and 74, while Kristyn had scores of 72,
82, and 74. How did Mario’s average (mean) score compare with Kristyn's
average score.
A. Mario was 1 point higher. C. Both averages were the same.
B. Mario was 1 point lower. D. Mario was 2 points lower.
For items 31 -33:
Mr. Marquez gave a mathematics test to a group of students. The distribution of
the scores is as follows:
SCORES FREQUENCY
21-25 • 2
16- 20 5
11 -15 12
6-10 4
1 -5 1
31. How many pupils took the test?
A. 25 B. 24 C. 22 D. .12
32. What is the size of the interval of the frequency distribution?
A. 2 * B. 3 C. 4. 0. 5

G eneral Education
33. What is the computed mean value?

13.6 B. 14.1 C . ' 12 ' D. 15.4-
34. Which of the following classes performed best and with the least variability in
the test? •
Classes Mean Standard Deviation
I- Magalang 24.7 2.16
I - Masunurin • 26.4 2.53
I - Masipag 25.7 2.87
I - Matipid 26.4 2.72
A. I-Magalang C. I-Masipag
B. I-Masunurin D. I-Matipid
35. The table shows the student's grades and the corresponding number of units
for each subject.
SUBJECTS UNITS (Weight) GRADE
Filipino 3 88
English 3 90
Math 3 94
Science 5 91
Araling Panlipunan 3 87
Computer ■ 2 96
PE 1 90
What is the mean (average) of the grades?

A. 88.9 B. 89 • C. -90 D. 90.7
G eneral Education
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?

2A. 4.5° B. 34. 5° C. 114.5° D, 124.5°
2. Given: RS = 5. RT = 16, and ST = 11. Which of these points is between the
other two?
A. R B. S C. T D. any point
3. What is the altitude of this figure?
A B C
4. Which refers to a pair of noncoplanar lines?

A. perpendicular C. parallel
B. coinciding / 0 : skew
5. Which of the following is a convex hexagon?
6. Which of the following quadrilaterals best describes a square?

A Its diagonals are perpendicular to each other.
B. It is an equiangular rhombus.
&. Its diagonals are congruent.
D. It has four right angles. _
M ath em atics - C o n tem p o rary Mathematics
For item 7-8, refer to this figure:
If lines r and s are parallel, which of the following pairs of angles an

congruent?
A. Z 1 and Z 4 C. Z 3 and Z 6
B, Z 5 and Z 7 D. Z 3 a n d Z 8
If lines rand s are parallel and m Z 2 = 42°, what is the measure of Z 6?
A. 42° B. 48° C. 132° D. 138°
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°
C:' 28° / 2\-+ 15
D. 30°
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.
12. If A N Tjs an isosceles triangle with right angle at T, then
A. A Tis the hypotenuse. C. AT = AN
• B.- ' m Z A N T = 4 5 ° ' D. AT = AN

'M athematics - C on tem p orary M athem atics
13. What is the sum of the measures of the interior angles of a regular octagon?
•A. 1260* ’ B. 1080° ■ C-. 145° D. 135°
14. Marco has two sticks of lengths 9 cm and 12 cm. He needs a third stick to
form a right triangle. What could be the length of the-third stick?
^ 12cm B. 13cm C. 14cm D. )15
15. A man jogs around a circular path whose diameter is’BO m\ About how many
times will he have to go around the circular path to jog a distance of 1 % km?
A. 5 times B. 10 times C. 12 times D. 15 times
16. The volume of a cube is 1000 cm3,;What is its surface area?
A. 10 cm2 B. 100 cm2 C . ' 6 0 0 cm2 D. 625 cm2
17. The area of the Great Circle of a sphere is 314 cm2. Find the volume of the
sphere.
A. 4186.7 cm3 C. 5865.5 cm3
B. 5116 cm3 D. 6212.3 cm3
18. The figure below shows a spinner with 12 sectors. When someone spins the
arrow, it is equally likely to stop on any sector. _______________
1/2 of the sectors are blue, 1/12 are green, V* are orange, and 1/6 are red.
If a person spins the arrow, on which color sector does the spinner have the
least probability to stop?
A. Blue. B. green C. -orange D. red
m s PNU LET Reviewer"

G enera] Education
19. What is th’e probability ofgetting a-prime number when a die is tossed?
A. 1/6 B. 'A . C. 1/3 'D. Yi
20. In.a candy jar, there are 15 lemons, 12 chocolates and 3 mints. If a candy is
picked at random, what is the probability of getting a chocolate?
• A. Yi .B. 2/5 C. 1/6 D., 1/10
• 2t. When you flip a coift thrice, what is the probability of getting at least 2 heads?
A. ¥a B. Yi C. 3/8 D. V*
22. How many sets of answers are possible for a true or false test with 10
questions?
A. 1024 B. 512 . C. 256 D /2
23. The mean score of a set of30 tests is 85. Find the sum of the 30 test scores.
A. 2 250 B. 2 360 C . . 2 550 D. 3 240
24. A show manufacturer conducted a survey of the average shoe size among
women to help him decide what shoe size to put on display. What measure of
central tendency would be most appropriate for his purpose?
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?
A. ¥a B. Yi C. 1/3 D. J4
29. In how many ways can 4 people be seated in a row of 4 vacant chairs if they
can sit anywhere?
A. 120 B. 90 C. 64 D. 24 '
D r. Gladys C . Nivera
-3i '■£> k .0 -jj
30 Find the number of distinct pe’rmutations of the letters in the word 'MISSION?
A. 270 B. 720 C. 1260 D. 5040 !
3-1. The following polygon shows a shop's monthly sales of umbrellas for the year.
50
M onths
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

M athem atics - Contem porary M athem atics
35. The table shows the student’s grades and the corresponding number of units
for each subject.
SUBJECTS UNITS (Weight) GRADE

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?

A. 89.85 B. 90.12 C. 90.38 D. 91.02

\
Natural Science
Natural
Science
Prepared by:
Dr. L eticia V. Cacris
Competencies:
1. use scientific knowledge to explain natural

phenomena and protect manfe environment
2. use scientific inquiry to investigate materials,
events and phenomena in the natural
world (designing experiments, collecting,
organizing, analyzing and interpreting data,
making conclusions, and communicating
results)
3. identify scientific traits and attitudes
exhibited in various situations
4. analyze the impact of technology on non
living and living things
5. analyze advantages and disadvantages of
different solutions to particular problems

General E d u catio n
INTRODUCTION
Scientific knowledge and skills are essential for socio-economic and cultural
development. While the required knowledge may or may not be generated wholly,
we must have the capacity to make use of it.
Today, the amount of scientific and technological knowledge has transformed

societies. With the advent of information and communication technology, information
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
smaller. Moreover, technology has enabled humans to do things which were thought
to be impossible before like exploring the universe, stem cloning, in-vitro fertilization,
etc... The recent breakthroughs in genetic mapping have made it possible to identify
the useful and bad genes that will result to the breeding of a better species. Life
has been increasingly influenced by science and technology in our pursuit of a more
comfortable lifestyle. BUT the transformations have not been entirely beneficial.
To better understand the innumerable transformations in science and its applications

would require at one extreme, scientists and technologist of high caliber andatthe other, a
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.
The scientifically literate person understands and appreciates the joint enterprises
of science and technology, their interrelationships, and their impacts .on society
and the environment. Some of the factors involved in the interrelationships among
science, technology, society,-and the environment are:
Dr. L ccicia C acris

General E du cation
A. Science and-Technology
There is a distinction between science and technology, although they often
overlap and depend on each other. Scienge deate with generating and ordering
conceptual knowledge. Technology deals with design and development, and the
application of scientific or technological knowledge, often in response to social
and human needs. Technology does not just provide tools for science, however; it
also may provide motivation and direction for theory and research. For example,
the theory of the conservation of energy was developed technological problem
of increasing the efficiency of commercial steam engines. The mapping of the
locations of the entire set of genes in human DNA has been motivated by the
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
discoveries about cells.
B. Scientists and Technologists are human

Scientists see patterns in phenomena as making the world understandable;
technologists see them as making the world manipulate. Scientists seek to
show that theories fit the data; technologists (engineers) seek to demonstrate
that designs work. Scientists cannot provide answers to all questions;
engineers cannot design solutions for all problems. Outside of their specialized
fields, scientists and technologists may not exhibit strong development of all
or even most of the dimensions of scientific literacy. Vocations in science and
technology are open to most, people.
Example: By researching the biographies of famous scientists, students
can begin to appreciate the human elements of science and technology.
C. Impact of Science and Technology

Scientific and technological developments, have real and direct effects on every
person’s life. Some effects are desirable; others are not. Some of the desirable
effects may have undesirable side effects. In essence, there seems to be a
trade-off principle working in which gains are accompanied by losses.
D r. L e ticia V. Cacris
N atural Science
Example: -4s our society continues to increase its demands on energy

consumption and consumer goods, we are likely to attain a higher standard
of living while allowing further deterioration of the environment to occur
The different areas of technology represent areas o f technological activity
in wider world.- •
D. Science, Technology, and the Environment

Science and technology can be used to monitor environmental quality. Society
has the ability and responsibility to educate and to regulate environmental
quality and the wise usage of natural resources, to ensure quality of life for this
and the succeeding generations.
Example: Everyone should share in the responsibility of conserving energy.
E. Public Understanding Gap

A considerable gap exists between scientific and technological knowledge,
and public understanding of it. Constant effort is required by scientists,
technologists, and educators to minimize this gap.
Examples: Some people mistakenly believe that irradiation causes food to
become radioactive. Buttermilk is often mistakenly regarded as having a
high caloric content. Folklore has it that the best time to plant potatoes
is during the full moon. Many believe that technology is simply applied
science.
F. Variable Positions
Scientific thought and knowledge can be used to support different positions. It
is normal for scientists and technologists to disagree among themselves, even
though they may invoke the same scientific theories and data.
Examples: The debate about the possibility o f cold fusion illustrated variable
positions among scientists.
There is a debate about whether or not controlled burning techniques
should be used in national parks.

N atural Science
G. • Limitations of Science and Technology

Science and technology "cannot •guarantee a solution to any specific problem.
In fact, the ultimate solution of any problem is usually impossible, and 3 partial
or temporary solution is all that is ever possible. Solutions to problems can not
necessarily be legislated, bought, or guaranteed by the allocation of resources.
Some things are not amenable to the approaches of science and technology. •
Example: The solutions that technology now proposes for nuclear waste
storage often have significant limitations and are, at best, only short-term
solutions until better ones can be found.
H. Social Influence on Science and Technology

The selection of problems investigated by scientific and technological research
is influenced by the needs, interests, and financial support of society.
Example: The race to put a person on the moon illustrates how priorities
can determine the extent to which the study of particular scientific and
technological problems are sanctioned and thus allowed to be investigated.
I. Technology Controlled by Society

Although science requires freedom to inquire, applications of scientific
knowledge and of technological products and practices are ultimately
determined by society. Scientists and technologists have a responsibility to
inform the public of the possible consequences of such applications. A need to
search for consequences of scientific and technological innovations exists.
Examples: Einstein's famous letter to President Roosevelt, warning about
the possibility of developing nuclear weapons, and his pacifist views,
illustrate the responsibility that scientists must have as members, of society.
■Governments must make decisions regarding the support and funding of
important scientific research.

J. Science, Technology, and'Other Realms • ■ .

Although there are .distinctive characteristics of the knowledge and processes
that characterize science and technology, there are many connections to, and
overlaps with, other realms of human knowledge and understanding.
Example: The Uncertainty Principle in science, the Hawthorne Effect in
social psychology all express similar types o f ideas within the realm of their
own disciplines.
WHAT IS THE NATURE OF SCIENCE AND TECHNOLOGY?
SCIENCE is a systematized body of knowledge based on nature and the facts of

life. The contents or facts of this knowledge are gathered through keen observation
and relentless experimentations. The ideas generated are also products of further
investigations. Science involves the human attempt to generate testable concepts,
generalizations and theories which explain natural phenomena and have predictable
capabilities.
Scientists share certain basic beliefs and attitudes about what they do and how they
view their work This is the nature of science and what can be learned about it.
• The World Is Understandable

Science presumes that the things and events in the universe occur in regular
patterns that are understandable through careful, systematic study. For
instance, the same principles of motion and gravitation that explain the motion
of falling objects on the surface of the earth also explain the motion of the moon
. and the planets.
• 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.
D r. L e ticia V. C atris
G eneral Education
• for example, in fprmulating the theory of relativity, Albert Einstein did riot *
discard the Newtonian laws of motion but rather showed that they are only
approximations of limited application within-a more general concept. Moreover,
the growing ability of scientists to make accurate predictions about natural
phenomena provides convincing evidence that we really are progressing
our understanding of how the world works. Continuity and stability are as
characteristic of science as change is.
• Science Cannot Provide Complete Answers to Ail Questions

There are many matters that cannot usefully be examined in a scientific way.
There are, for instance, beliefs that— by their very nature— cannot be proved
or disproved (such as the existence of supernatural powers and beings, or
the true purposes of life). In other cases, a scientific approach that may be
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
scientists have the means to settle issues concerning good and evil, although
they can sometimes contribute to the discussion of such issues by identifying
the likely consequences of particular actions, which may be helpful in weighing
alternatives.
TECHNOLOGY is the application of-scientific, theories, laws, concepts, and

principles. It is described as the means by which humans control or modify their
environment which can be traced to Paleolithic cultures when humans shaped
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
systems, demographic patterns, gene structure, and other comp[ex systems that
woulcTnofhave been possible. ,.
• All Technologies Involve Control

All systems, from the simplest lo the most complex, require control to keep
them operating properly. For example, a bakintj oven is a fairly simple system
Dr. Leticia V. Cacris

N atu ral Science
that compares the information from a temperature sensor to a control setting

and turns the heating element up or down to keep the temperature within a
small range. Moreover, almost all but the simplest household appliances used
today include microprocessors to control their performance.
• Technologies Always Have Side Effects

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
may be individually small but collectively significant. Refrigerators, for example,
have had a predictably favorable impact on diet and on food distribution
systems. Because there are so many refrigerators, however, the tiny leakage of
a gas used in their cooling systems may have substantial adverse effects on the
earth's atmosphere.
Humankind has been using the technological enterprise to change our

world to accommodate our needs- new metal alloys; devices for agriculture,
transportation, health, and communication; and technological advances such as
seedless grapes, powdered milk, biodegradable soap, plastics, and Styrofoam.
The images of science sit easily with the images of modernization - electronic
devices, robotics, nuclear energy, in-vitro fertilization, jet planes, space
explorations, genetic engineering - on one end, the recognition of environmental
pollution, resource depletion and urbanization - on the other side.
• All Technological Systems Can Fail

Most modem technological systems, from transiStor-radios to airliners, have
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
there are in which it can go wrong— and the more widespread the possible
effects of failure.
PNU LET Review er H P

Natnral Science
Examples of such “fail-safe” designs are bombs that cannot explode when the
fuse malfunctions or automobile windows that shatter into rounded, connected
chunks rather than into sharp, flying fragments. All of the means of preventing
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
reduced to zero.
WHAT ARE THE BASIC CONCEPTS AND PRINCIPLES

OF SCIENCE AND TECHNOLOGY?
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
by various branches of science contributing to an over-all conceptual scheme which
is internally consistent.
• Life Science (Biology) - deals with living things and their parts and actions.
Smaller branches of life science include:
> Zoology - the study of animals
> Botany - the study of plants >
• Earth Science - deals with the study of the Earth and its rocks, dceans,
volcanoes, earthquakes, atmosphere, and other features. This includes
astronomy, that explore nature beyond the Earth. This study objects such as
stars, planets and moons.
• Physical Science - deals with the.study of matter. This includes:
> Chemistry - explore what substances are made of and how they change
and combine.
> Physics - explore the study of relationship between matter and energy.

G eneral Education
The scientific enterprise comprises at least two factors: processes and products.
' The products of science include the facts, .concepts, theories, laws, and applications
that, occur as a result of doing science-that is, scientific content
Scientific Facts: Below are some notions considered to be facts:

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.
4. Water molecules are made of hydrogen and oxygen atoms.
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.
Scientific Concepts: These are ideas that combine several facts or observations. A
concept is an "observed regularity in events or objects” (Novak, 1984).
1.Green plants need light in order to grow. - relates the two observations of light
to the amount of growth of green plants
2. The human body uses food for energy and growth.
3. Some chemicals fizz when they come into contact with other chemicals.
4. It takes more force to slide a book on sandpaper than on smooth paper. ■
5. Running water cuts gullies in soft rock.
6. Heavy marble roll farther than light marbles when both are given the same
push.
Scientific Theories: Theories are developed to explain concepts or other observed

regularities. These are proven hypothesis (tentative answers to questions).
Here are some examples of theories:

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.
D r. L c ticia V. Carris
General E du cation
3. Theory of Evolution: Sp.ecies adapt to their environments, and those that are
most fit survive. * •
4. Theory of Plate Tectonics: The outer shell of the earth consists. of several moving
plates on which the oceans and continents lie.
5. Cellular theory of life: Living things are made of cells.
Scientific Laws: are statements generally accepted to be' true, universal, and
absolute. They can be expressed in terms of a single mathematical equation. They
don't really need any complex external proofs; they are accepted at face value
based upon the fact that they have always been observed to be true.
Some examples of scientific laws:

1. Newton’s Laws of Motion: Inertia, Acceleration and Interaction
2. The Law of Universal Gravitation: All objects attract all other objects with a force
that depends on their masses and the distance between them.
3. The Law of Conservation of Energy: Energy can neither be created nor destroyed;
they can only be transformed from one form to another
4. The Law of Conservation of Matter and Energy: The sum of matter and energy
in the universe is constant.
5. The Law of Segregation: During reproduction, the two factors that control
each trait separate (segregate), with one factor from each pair passed to the
offspring.
CONCEPTS IN PHYSICAL SCIENCE
A. Energy
>•■ Energy has always been defined as the ability to do work. Energy makes
change; it does things for us. In strict scientific terms energy is classified
into two main forms: kinetic and potential energy.
Dr. L e ticia V. C arris

Natural Science
> Kinetic energy is defined as the energy of a moving object. Speeding cars,
a waterfall, a rock falling from a cliff or the ticking of a clock are examples
of objects that have kinetic energy. The various forms include electrical
energy, mechanical energy, thermal energy, radiant energy.
• Electrical energy is the movement of electrical charges. All matter is
made of tiny particles called atoms. These are made up of even smaller
particles: electrons, protons, and neutrons. When a force is applied,
some of the electrons move. Electrical charges moving through a wire
is called electricity. Lightning is another example of electrical energy.
• Mechanical energy is the movement of objects and substances from
one place to another when a force is applied according to Newton’s
Laws of Motion.
• Thermal energy is the internal energy in substances— the vibration
and movement of the atoms and molecules within substances. This
pertains to the kinetic energy of the molecules within an object, it
is technically incorrect to refer to heat as thermal energy. Objects
possess thermal energy; heat is the transfer of energy from one object
to another. It is an evidence of energy.
• Radiant energy is electromagnetic energy that travels in transverse
waves. Radiant energy includes visible light, x-rays, gamma rays
and radio waves. Light is one type of radiant energy and is another
evidence of energy.
> Potential energy is defined as the energy in matter due to its position or
the arrangement of its parts. The various forms of potential energy include
gravitational potential energy, stored mechanical (elastic potential) energy,,
chemical potential energy, and nuclear energy
• Chemical Energy is energy stored inthe bonds of atoms and molecules.
It is the energy that holds these particles together. The energy stored in
gasoline is released by burning. A jnotorboat uses this released energy
•to turn its propeller. There are many examples of chemical potential

I
N atural Science
energy being converted to kinetic energy toilo work. Energy in food is

used by our bodies to move. A lighted firecracker explodes with a loud
sound when chemical energy is released.
• Gravitational Energy is the energy of position or place. A’rock resting
at the top of a hill contains gravitational potential energy. Water in a
reservoir behind a dam, is an example of gravitational potential energy.
When something is lifted or suspended in air, work is done on the
object against the pull of gravity. This work is converted gravitational
potential energy.
• Stored Mechanical Energy is energy in stretched rubber bands, in
compressed springs, trampolines, and even our skin. They have the
potential to do work or resist being stretched out of shape.
• Nuclear Energy is energy stored in the nucleus of an atom and can be
released when the nuclei are combined or split apart. Nuclear power
plants split the nuclei of uranium atoms in a process called fission. The
sun combines the nuclei of hydrogen atoms in a process called fusion.
> One of the reasons energy is hard to conceptualize is that it is constantly

changing from one form to another. When this happens it is called an
energy transformation.
• The law of conservation of energy says that energy is neither created
nor destroyed. When we use energy, it doesn’t disappear. We change
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.

> Converting one form of energy into another form always involves a toss of
usable energy. The total amount of energy available for transformation is
almost always decreasing.
• The human body is like a machine, and the fuel is food. Food gives the
energy to move, breathe, and think. But the body is not very efficient at
converting food into useful work. The rest of the energy is lost as heat.
• Almost all of the energy stored in the molecules of gasoline used
during an automobile trip goes, by way of friction and exhaust, into
producing a slightly warmer, car, road, and air.
• When energy is transformed into heat energy that diffuses all over,
further transformations is less likely to xcur. Energy follows a one
way path. It enters the living system in the form electromagnetic waves
- light and leaves as heat.
> Energy sources are classified into two groups— renewable and
nonrenewable. Renewable energy sources include biomass, geothermal
energy, hydropower, solar energy, and wind energy. They can be replenished
in a short time. Nonrenewable energy supplies are limited. Petroleum, for
example, was formed millions of years ago from the remains of ancient sea
plants and animals.
> Classification of energy
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
> Sound, motidn, thermal energy, and light are not easily classified as kinetic
and potential energy. They are evidences of energy.
• Light is an electromagnetic radiation and has no mass, hence, it has
neither kinetic nor potential energy.
• Sound is produced wtren a force causes an object or substance to
vibrate— the energy is transferred through the substance in a wave,
o The human ear can hear only those sounds caused by objects
vibrating between about 20 decibels (vibs/sec) and about 16,000
decibels.
o Ultrasonic waves are sound waves that vibrate very fast with
frequencies too high to be detected by the human ear. They have
greater penetrating power than audible sound waves and can be
used to see in utero fetuses and the functioning of human hearts.
• Heat consists of moving molecules in air or in an object, and mechanical
energy is the combination of kinetic and potential energy of a moving
object. A pendulum has mechanical energy; it continually converts
kinetic energy into gravitational potential energy and back into kinetic
energy as it swings back and forth.
B. Structure of Matter
> Matter is anything that occupies space and has mass. They differ greatly in
shape, density, flexibility, texture, toughness, and color; in their abilityto give off,
absorb, bend, or reflect light; in what form they take at different temperatures;
in their responses to each other; and in hundreds of other ways.
• Homogeneous system is characterized by a one-phase system whose
■ characteristics are uniform throughout. These are observed either
as a pure substance or in solutions. An example of a homogeneous
substance would be pure water, which contains only the compound
H20 or pure table salt that contains only the compound NaCI. Two or
mpre gases will always mix to form just one phase.
224 PNO LET Review er

• Elements* are the simplest form of matter since they cannot be

decomposed further even through chemical means. Elements
are further classified into metal, non-metal and metalloid. Some
characteristics of metal: luster, malleability and ductility,' high tensile
strength, goodxonductors of heat and electricity. -
• Nonmetals are characterized as are poor conductors (thus, making
them good insulators) of heat and electricity, neither malleable nor
ductile, brittle, (if in the solid phase)
• Compounds are pure substances that are composed of two or more
elements, which are chemically combined in a definite ratio by mass.
There are two ways of grouping compounds - as organic or inorganic:
and as acid, base or neutral. Basically, carbon-containing compounds
are organic. Sugar, acetone, acetic acid, methane, ethylene, alcohol
are organic compounds. However, carbides, carbonates, bicarbonates,
cyanides, carbon dioxide and carbon monoxide are exemptions.
• Inorganic compounds are those compounds that do not contain
-carbon- Salt, lye and water are some examples.
• Acids are usually distinguished from bases through the use of
indicators. Indicators are either weak organic acids or bases that
change color over a range of pH values. Litmus is a common indicator.
Acid turns the color of blue litmus to red while base turns red to blue.
Bases turn red litmus paper to blue. Acids when dissolved in water
yield hydrogen ions (H+) while bases yield hydroxide ions (OH-).
Unlike acids and bases, neutral compounds do not change the color of
indicators.
• Solution is the only homogeneous mixture, made up of two or
more pure substances that are physically combined. Alloys are solid
solutions which are combinations of metals. Salt and water forms ...
a Jiquid.sojutlop while air is a mixture of gases. | g ^ n s ^ ! f e i n . a $'
s61ventJ(the material that does thedSsofvirig of another material): and
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
> Mixtures of substances in the waters,'land, and air may result to some
major environmental problems: *- _ .
• Water Pollution - contamination of, water by foreign matter such as
■ microorganisms, chemicals, industrial or other wastes or sewage.
° Euthrophication - a natural or artificial process on which a body of
water contains high-concentrations of chemical-elements required
. for life making the producers bloom directly nourishing most
bacteria than aquatic organisms like fishes. This results to red
tides.
• Green House Effect: a process in which sunlight is not capable of
escaping the earth’s atmosphere due to suspended particles in air
resulting to global warming
Force and Motion

> Forces are interaction between two bodies. They can either be contact or non-
contact force.
> Contact forces result when two bodies directly touch each other as in walking,
running, playing, writing and pushing objects where friction is observed.
• Friction is a force that opposes the natural motion of an object. It is often
described as the resistance an object meets when its surface rubs against -
another surface. It acts in a direction opposite the natural motion of the
moving object.
• There are 3 types of frictional forces depending on the type of motion that
occurs between two surfaces. Static friction - if there is no relative motion
between two surfaces. Kinetic friction is the type of friction that opposes
sliding motion; is weaker than static friction. The friction force that exists in
rolling motion is called rolling friction. This is the weakest frictional force
that opposes motion.
D r. L eticia V. C am 's
N atural Science
> Non-contact forces are forces that occur when the fields around objects
interact with another field located around another body. The bodies themselves
are not directly touching each .other, but only their fields interact with one
• another.
• Gravitational force is observed when earth is attracted to the sun, earth
also pulls the sun. An-object falling freely in the air is acted upon by a force
• of gravity that cause it to accelerate, (g = 9.8
o Gravity is the force behind rainfall, the power of rivers, the pulse
of tides; It pulls the planets and stars toward their centers to form
spheres, holds planets in orbit, and gathers cosmic dust together to
start the process of star formation,
o Gravitational forces involve a gravitational field that affects space
around any mass. The strength of the field around an object is
proportional to its mass and diminishes with distance from its center.
(F = G m,m2 / r2) where G = 6.67 x 10'” Nm/kg2
• Electrostatic force is the interaction between the electric field of one
charged body another charged body
o On an atomic scale, electric forces between oppositely charged
protons and electrons hold atoms and molecules together
o An electrically insulating material such as glass or rubber does not
ordinarily allow any passage of charges through it. An electrically
conducting material such as copper will offer very little resistance to
the motion of charges, so electric forces acting on it readily produce
a current of charges. (Most electrical wires are a combination of
extremes: a very good conductor covered by a very good insulator.)
• Magnetic force is the interaction between magnetic fields pulling or
pushing each oth.er - like poles attract each other, unlike poles, repel each
other.
PNU LET Review er 227!

N atural .S cien ce
o Magnetic forces are very closely related to electric forces— hence the
term "electromagnetic force". Both are thought of as acting by means
of fields: an electric charge has an electric field in the space around it
that affects other charges, and a magnet has a magnetic field around
it that affects other magnets,
o Moving electric charges produce magnetic fields. For example, electric
currents circulating in the earth's core give the earth an extensive
magnetic field, which we detect from the orientation of our compass
needles.
> The interplay of electric and magnetic forces is also the basis of many
technological design, such as electric motors (in which currents produce
motion), generators (in which motion produces currents), and television tubes
(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
induces a magnetic field, and vice versa.
> When an unbalanced force does act on an object, the object’s motion changes.
It may change its speed or its direction of motion or both. The greater the
amount of unbalanced force, the more rapidly a given object’s speed or
direction of motion changes; the more massive an object is, the less rapidly its
speed or direction changes in response to any given force.
> Sir Isaac Newton developed three laws of motion that explains force and
motipn,.... .......... ' . . \ .v; v
• y ^ |^ |ib t iin r§miiiii$ atrest and ah object in riiotien
femains n* mqfiOn^T3trafght tye and at constant speed u/iless acted
(Inertia) ex: This is the" reason for
seat belts"and airbags as safety devices in cars. (Law of Inertia)
• 2jg|pvy|)f Mdti0i - force is diijectiy proportional to massand’accelerition
(F = ma) (LawTof Acceleration) • '
LET Reviewer
• Srdnip liaW'pt motion^ - states that for every force there is atn equal afftd
; oppoSiteôrpe. This is the familiar “action: reactibn" system and it governs
the "movement of rockets and jet airplanes'(Law of Interaction)
> Some complicated motions can be described not in terms of forces directly but
in terms of the pattern of motion, such as vibrations and waves. Examples are
sound waves, light waves, earthquakes, or surface waves on water.
> Wave behavior can be described in terms, of how fast the disturbance
propagates (speed, v), and in terms of the distance between successive peaks
of the disturbance (wavelength, a). Wavelength can greatly influence how a
wave interacts with matter— how well it is transmitted, absorbed, reflected,
or diffracted..
> Electromagnetic waves include the regions from longest wavelength-radio

waves, microwaves, radiant heat or infrared radiation, visible light (red, orange,
yellow, green, blue, indigo, violet), ultraviolet radiation, x rays/and gamma rays
- shortest wavelength.
> Atmospheric gas, ozone, absorbs some of the ultraviolet radiation in sunlight—
the wavelengths that produce burning, tanning, and cancer in the skin of human
beings.
> Ultrasonic waves are sound waves that vibrate very fast. Their frequencies are
too high to be detected by the human ear. Ultrasonic sound waves have greater
penetrating power than audible sound waves andean be used to see in utero
fetuses and the functioning of human hearts. •
> Doppler effects are evident in the apparent cllange in pitch of an automobile horn
as it passes the observer. The change in thg wavelength of light from stars and
galaxies alsp illustrates Doppler. Because the light emitted from most of them
D r. Lvricia V’. O r r is
General Education
shifts toward longeftoavelengths (that is,.toward the red end of the spectrum),
astronomers^conclude that galaxies are all moving away from one another— and
hence that we are in a generally expanding universe. (Doppler shift)
EARTH AND SPACE SCIENCE
> Earth is a fairly small planet. The distance of the earth from the sun ensures that
energy reaches the planet at a rate sufficient to sustain life. The earth is mostly
rock, with three-fourths of its surface covered by a relatively thin layer of water
and the entire planet enveloped by a thin blanket of air. Bulges in the water layer
are raised on both sides of the planet by the gravitational pull of the moon and
sun, producing high tides about twice a day along ocean shores. Similar bulges
are produced in the blanket of air as well.
> The earth is approximately 1.28 x 104 km in diameter at the equator. The
diameter at the poles is approximately 70 km less than at the equator because
of its rapid rotation on its axis (equatorial bulge).
> The motion of the earth and its position with regard to the sun and the moon
has noticeable effects. The earth’s one-year revolution around the sun, because
of the tilt of the earth's axis, changes how directly sunlight falls on one part or
another of the earth.
> This difference in heating different parts of the earth’s surface produces
seasonal variations in climate. The rotation of the planet on its axis every
24 hours produces the planet's night-and-day cycle. The combination of the
earth’s motion and the moon's own orbit around the earth., once in about
271/3, results in the phases of the moon (new moon, 1st quarter, full moon,
last quarter.
Natural Science
> Transfer of fieat energy at the interfaces of the atmosphere with the land
and pceans produces layers at different temperatures in both the air and the
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
shape of the land.
• The water cycle plays an important part in determining climatic patterns—
evaporating from the surface, rising and cooling, condensing into clouds
and then into snow or rain, and falling again to the surface, where it collects
in rivers, lakes, and porous layers of rock. There are also large areas on the
earth's surface covered by thick ice (such as Antarctica), which interacts
with the atmosphere and oceans in affecting worldwide variations in
climate.
> Fresh water is an essential resource for daily life and industrial processes,
obtained from rivers and lakes and from water that moves below the earth's
surface (groundwater). Many sources of fresh water cannot be used because
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
eroded soils of poorly managed agricultural areas.
> Although the oceans and atmosphere are very large and have a great capacity
to absorb and recycle materials naturally, they do have their limits. They have
only a finite capacity to withstand change without generating major ecological
alterations that may also have adverse effects on human activities. Wind, tides,
and solar radiation can also tie harnessed to provide sources of energy.
> Forces within the earth'cause continual changes on its surface. The solid crust
of the earth— including both the continents and ocean basins— consists of
• "separate sections that overlie a hot, almost molten layer.

N atu ral Science
> The theory of plate tectonics is a unifying theory of the continental drift and
seafloor spreading theories. The current position of continents on the globe
is thought to be the result of the break-up and subsequent movement of the
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
crust of the earth and started moving around 2 >4 billion years ago.
> The surface of the earth undergoes continuous cycles of building structures
and tearing them down. Weathering is process of wearing structures down
while erosion refers to moving the weathered materials. Canyons, gullies, and
valleys are the result of weathering and erosion by rivers and streams.
> Human activities have changed the earth's land surface, oceans, and
atmosphere. For instance,, reducing the amount of forest cover on the earth’s
surface has led to a dramatic increase in atmospheric carbon dioxide, which
in turn may be leading to increased average temperature of the earth’s
atmosphere and surface.
> Smoke and other substances from human activity interact chemically with the
atmosphere and produce undesirable effects such as smog, acid rain, and an
increase in the damaging ultraviolet radiation that penetrates the atmosphere.
> Intensive farming has stripped land of vegetation and topsoil, creating virtual
deserts in some parts of the-world.
The Universe
> The earth has existed for only about a third of the history of the universe and is
in comparison a mere speck in space.

G eneral Education
>' Our sun is a medium-sized star orbiting near the edge of the arm of an
ordinary disk-shaped galaxy of stars, the Milky Way. Our galaxy contains many
billion stars, and the universe contains many billion such galaxies.
> The entire contents of the known universe expanded explosively into existence
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
up from the energy of falling together, and began releasing nuclear energy
from the fusion of light elements into heavier ones in their extremely hot, dense
cores.
> There are also a great many smaller bodies of rock and ice orbiting the sun.
Some of those that the earth encounters in its yearly orbit around the sun
glow and disintegrate from friction as they plunge into the atmosphere— and
sometimes impact the ground.
> 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
material is boiled off by the sun's radiation and pushed into a long illuminated
tail that we see as a comet.
> In studying the universe, a variety of tools are used. These tools include radio
and x-ray telescopes that are sensitive to a broad spectrum of information
coming to us from space. Computers can undertake increasingly complicated
calculations of gravitational systems or nuclear reactions, finding patterns
in data and deducing the implications of theories. Space probes send back
detailed pictures and other data from distant planets in our own solar system;
and huge “atom smashers” that simulate conditions in the early universe and
probe the inner workings of atoms.
D r. Leticia V. Catris
G eneral Education
CONCEPTS IN BIOLOGICAL SCIENCE •
Living organisms are made of the same components as all other matter, ihvolve the
same kind of transformations of energy, and move using the same basic kinds of
forces.
The Cellular Theory of Life

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

N atural Science
Structure and Function of Plants

> Plants contain organs called roots, stems, leaves, and flowers.
• The roots provide anchorage for ihe plant and, through tiny root hairs,
enable plats to absorb water and nutritional elements from the soil.
• The stems transport the nutrients to the leaves through specialized cells
• The leaves are the food- manufacturing sites of the plants.
> Flowers are the sexual reproductive organs of the plants.

• The petals attract insects and birds to help disperse pollen for cross
fertilization.
• The male reproductive organ is the stamen, which manufactures the pollen.
• The female reproductive organ is the pistil, which' has a sticky top called a
stigma to capture the pollen; a style to transport the pollen nucleus to the
ovary; and the ovary, which manufactures the ovules.
• When the pollen nuclei join the ovule nuclei, fertilized seeds result.
> Plants move in response to gravity, light, touch, water, temperature and some
chemicals
• Roots pointing downward shows plants respond to gravity (geotropism).
• Plants also tend to grow toward areas with the most light, causing them
to bend; houseplants bend toward the light and forest plants grow tall,
reaching for the sun. (phototropism)
• Some plants, (makahiya) have leaves that quickly close when touched
(thigmotropism).
Structure and Function of Animals

> The basic functions of all animals include nutrition, respiration, excretion,
circulation, response, movement, regulation, and reproduction.
• The digestive‘system takes food in, processes it for use by cells, and
eliminates indigestible materials.

• The respiratory system is adapted for extracting the required oxygen either
from the air or from water and removing carbon dioxide.
• Excretion is accomplished .through kidneys and other .excretory organs that
extract liquid waste from body fluids and eliminate it from the organism.
• A complex circulatory system ensures that nutrients, gases, and regulatory
hormones are transported from the specialized systems to each individual
cell and that wastes can be removed from each cell and delivered to the
excretory and respiratory organs.
• Regulatory glands secrete hormones to keep all cells working harmoniously.
• An intricate network of nerves and often a central brain structure
coordinate all systems and permit movement, thought, and interaction with
the environment.
• The muscular system allows the organism to move.
• A skeletal system provides rigidity in animals that do not otherwise have
the required structure. Skeletons may be made of bone, cartilage, or water
(such as hydroskeletons in certain worms). Some animals, such as crayfish
and lobsters, have exoskeletons (external skeletons) that are made of
chitin.
• Reproduction is accomplished either sexually or asexually through
specialized organs and specialized systems that ensure perpetuation of the
species.
E. Reproduction, Life Cycles, and Heredity

> Reproduction occurs in 'two ways: asexually and sexually.
• In asexual reproduction, organisms are derived from only one parent
(bacteria, algae, molds, fungi, many lower plants, protozoans, sponges,
and coelenterates as well as in a few higher order animals).
. • Sexual reproduction requires the union of a male gamete (reproductive
cfell) and a female gamete. •
• Chromosomes are made of genes with strands of QNA (deoxyribonucleic
acid). DNA carries the code of fife, which is the code for protein
D r. Lcticia V. Carris
production. .
• Chromo.somes come in pairs, with a gene for each trait on each
member of the pair; thus each trait is determined by two genes that
may be dominant or recessive.'
• Dominant traits in humans include unattached earlobes, brown eyes,
curly hair, polydactyly (more than 10 fingers or toes), and the ability to
curl one’s tongue.
•* Recessive traits include attached earlobes, blue or hazel eyes, straight
hair, the normal number of fingers and toes, and the inability to curl
one’s tongue.
> Living organisms move through definite lifecycles: they come into being, they
grow, they may metamorphose, they mature, they reproduce, and they die.
Genetics and Evolution

> When gametes are formed, abnormal (or mutant genes can be formed by
erroneous duplication of the DNA, by physical transformation of the positions of
molecules making up the DNA strands, or by external causes such as radiation,
X-rays, or gamma rays.
> The basic principle of evolution is “survival of the fittest". This means that the
individuals best adapted to the environment generally produce the greatest
number of offspring.
• The theory of evolution offers an explanation for the immense diversity of
life found on earth, through the process of natural selection; organisms
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

Natural Science
•The basic unit of ecological study is the ecosystem, a community of

living organisms and their nonliving environment, interacting with each
other. It is the environment through which energy flows arid minerals
recycle.
A balanced ecosystem has three fundamental characteristics: (i) there
is a relatively constant source of energy (the sun); (2) The sun’s energy
is converted to glucose, which is needed by the living organisms; (3)
Organic matter and nutrients are successfully recycled.
> Energy is transmitted through an ecosystem primarily, by means of the

food chain. Plants are the sources of all food in any ecosystem since they
manufacture their own food. Some animals are herbivores, some are
omnivores while others are carnivores, (energy follows a one-way path)
> Recycling of organic matter and nutrients within an ecosystem occurs as

plants and animals excrete waste materials back into their environment
and die. Microorganisms recycle all this material back to the environment,
(biogeochemical cycles)
> Humans may upset the balance in ecosystems. Air and water pollution
result to the death of some organisms. Increased levels of carbon dioxide
may cause localized or global warming, upsetting the balance of energy.
Increased CFC levels reduce the thickness of the ozone layer, causing
increased levels of ultraviolet radiation.
PNU LET Review er f e f e M

N atural Science
WHAT ARE THE’PROCESSES OF *

SCIENCE AND TECHNOLOGY? .
A scientifically literate person has acquired and regularly practices the basic and
integrated science process skills. There simply is no fixed set of steps that scientists
always follow, no one path that leads them unerringly to scientific knowledge.
Scientists use the scientific method to search for cause and effect relationships
in nature. In other words, they design an experiment so that changes to one item
' cause something else to vary in a predictable way.
Steps in the Scientific Method
ASKING QUESTION- Identifying the problem

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.
To make their observations, scientists use their own senses, instruments (such as
microscopes) that enhance those senses, and instruments that tap characteristics
quite different from what humans can sense (such as magnetic fields). Scientists
observe passively (earthquakes, bird migrations), make collections (rocks, shells),
and actively probe the world (as by boring into the earth's crust or administering
experimental medicines).
FORMULATING A HYPOTHESIS
A hypothesis is a proposed explanation for a phenomenon. Normally, it is a
general statement about the relationship between the manipulated variable and a
responding variable in order to explain the.questions ask. .
IDENTIFYING AND CONTROLLING VARIABLES

A variable is a factor that affects other factors in an experiment. In a scientific
investigation, we need to identify all-related variables. This step is to test the
234 (PNU LET Reviewer.

consistency'in the experiment and to relate the manipulated variable to the

responding variable.
There are three types of variable, namely

i. Manipulated variable — the factor that is purposely changed in an experiment .
ii. Responding variable —- the factor that changes with the manipulated variable
iii. Fixed variables — the factors that are kept constant throughout an experiment
This is to ensure that other factors do not affect the results of the experiment.
One can control conditions deliberately and precisely to obtain evidence. For
example, controlling the temperature, changing the concentration of chemicals, or
choosing which organisms mate with which others. By varying just one condition at
a time, one can hope to identify its exclusive effects on what happens.
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
studying wild animals in captivity). In such cases, observations have to be made
over a wide range of naturally occurring conditions to infer what the influence of
various factors might be.
DESIGNING AND CONDUCTING THE EXPERIMENT

Always keep in mind that the main purpose of the experiment is to test the hypothesis
Decide how to carry out the experiment, including determine the material, apparatus,
experiment set ups and the procedures to take. The experiment tests whether your
hypothesis is true or false. It. is important for the experiment to be a fair test.
Conduct a fair test by making sure that you change only one factor at a time while
keeping all other conditions the same. Repeat the experiments several times to
make sure that the first results weren’t just an accident
D r. JLecicia V. Garris
General Education
AN/U.YZINGAND'INTERPRETING DATA ’
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.
MAKING A CONCLUSION
Draw -conclusions based on the observations and results. State whether the
hypothesis is true or false.
WHAT ARE THE ATTITUDES AND

VALUES EXHIBITED BY A SCIENTIST?
Science is in many respects the systematic application of some highly regarded

human values— integrity, diligence, fairness, curiosity, openness to new ideas,
skepticism, and imagination. Science particularly strongly fosters three of these
attitudes and values— curiosity, openness to new ideas (the joy of discovery and the
satisfaction of intellectual growth throughout life) and informed skepticism (borne
out by the evidence, is logically consistent with other principles that are not in
question, explains more than its rival theories, and has the potential to lead to new
knowledge).
As a social activity, science inevitably reflects social values and viewpoints The
strongly held traditions of accurate recordkeeping, openness, and replication,
blended by the critical review of one's work by peers, serve to keep the vast majority
of scientists well within the bounds of ethical professional behavior.
a
Dr. L cticia V. Garris

N atural Science
WHAT APE DIFFERENT TECHNOLOGICAL SYSTEMS?
> • Materials Technology - this involves the use and development of materials to ■
achieve a desired result..; construction, preservation and recycling of materials.
- • The characteristics of natural materials could be changed by processing, -
such as the tanning of leather and the firing of clay. Plastics are synthesized
' 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
materials, such as organic wastes, can be returned safely to the
environment. But some materials, such as plastics, are not easily recycled
nor do they decompose quickly when returned to the environment.
Radioactive waste so hazardous for such a long time that how best to
dispose of them is not clear.
> Biotechnology - involves agriculture, tissue culture, food production, health

and the environment, industrial processes, genetic engineering
• The success of genetic engineering has helped to increase the natural
variability within plant species by using radiation to induce mutations, so
that there are more choices for selective breeding. For example, plants
can be given the genetic program for synthesizing substances that give
them resistance to insect predators.
• The widespread use of insecticides, herbicides, and fungicides has greatly
increased useful farm output. However, their effectiveness may diminish
as organisms develop genetically determined resistance to them, thereby
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).
PNU LET R eview er 235

N atural Science
> Process Technology - this include chemical and industrial processes,

mechanical systems, manufacturing, and transportation. Increasing automation
requires, less direct labor and fewer skilled crafts, but more engineering,
computer programming, quality control, supervision,' and maintenance.
Automation reduces the workers’ control and may eliminate some workers’
jobs even while it creates others. Flexibility and skill in learning a succession of
new job roles have become increasingly important as the pace of technological
change quickens.
> Electronic/Control technology - this involves the design and production of

■ simple circuits, robotics, and control systems, electronic devices.
• With the invention of devices to generate and control electric current
information could be encoded and conveyed over long distances by wires.
With radio waves, the same information could be encoded as changes
in wave pattern and distributed in all directions through the atmosphere
without the rjeed of connecting wires. The efficient control of light waves in
lasers has made possible the encoding and transmitting of information as
pulses in light intensity over optical fibers.
• . Robots are used to perform the tasks of mass production. Instructions for
processing are used to control the processes electronically, rather than
. , having to be interpreted and carried out by people.
> Information and" Communication Technology- this deals with locating and
acquiring ..storing? sorting, receiviilg communication information in variety of
forms, data collection techniques, storage and data search programs, and
generation models.
. • -Computers can provide control that is as good as, or more precise and.
rapid than, human control. The operation of automobile engines, the flight ■
control of aircraft and spacecraft, and the aiming and firing of weapons can
. be computerized to take account of more information and to respond much _
236 PNU LET jlevfew er

more rapidly than a human operator could. However, there are also risks
that the information entered may contain errors and its speed of response
may exceed human ability to monitor or judge the output.
• • Information storage also involves issues of privacy and security. Computer-
managed information systems require means for ensuring that information
cannot be changed or lost accidentally.
> Health Technology - is concerned with reducing the exposure of humans to

conditions that threaten health, as well as with increasing the body's
resistance to such conditions and minimizing the harmful effects that do
occur.
• Sanitation measures include containment and disposal of garbage,
construction of sewers and sewage processing plants, purification of water
and milk supplies, quarantine of infectious patients, chemical reduction
of insect and microorganism populations (insecticides and antiseptics),
and suppression of the population of rats, flies, and mosquitoes that carry
microorganisms.
• Vaccination has been the most effective means of preventing early death
from disease. It is used to enhance the human body's natural defenses
against disease. - weakened or killed disease microorganisms injected
into the blood may arouse the body's immune system to create antibodies
that subsequently will incapacitate live microorganisms if they try to invade.
• The detection, diagnosis, and monitoring of disease are improved by
. different kinds of technology. A look inside the body has been provided
. by imaging devices that use slender probes to supply visible light or (from ■
outside the body) magnetic fields, infrared radiation; sound waves, x rays,
or nuclear radiation.
• • Techniques for mapping the location of genes on chromosomes make
it possible to detect disease-related genes in children or In prospective
parents ' ’
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 society’s 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
MULTIPLE CHOICE: Choose the letter of the answer that best completes each
statement:
1. Which of the following is an important factor in explaining why seasons occur

on Earth?
A'' Earth rotates on itsaxis d Earth's axis, is tilted s.
B. The sun rotates on itsaxis D. The sun's axis is tilted.
A. this causes day and night

B. the sun does not rotate
^ the tilted axis causes the uneven distribution of heat from the sun .
D. the sun is not tilted
2. Which of the following is an orderly, systematic approach to problem solving?
A. conclusion C. experiment
B. hypothesis 0.. scientific method -J
A. Conclusion is the answer to the problem

B. Hypothesis is an educated guess solve
C. Experiment is performing an activity to analyze the problem
D. Scfqntiffc method is an approach fea problem step-by-step -
3. What is the correct order for steps in the scientific method?
A. gather data, formulate hypothesis, have a question, develop method, draw
conclusion
B. formulate hypothesis, have a ’question, draw conclusion, gather data,
develop method .
C. 'have a question, formulate/hypothesis, develop method, gather data, draw
conclusion''' 1

G eneral E d u catio n •
D. develop method, have a question, formulate hypothesis, draw conclusion,

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
which has to be tested through experimentation and data gathering before a
conclusion is drawn.
4. Which of the following statements in not true of energy in the biosphere?
A. Energy flows a one-way path
B. Energy is conserved in the biosphere
C. Energy follows a cycle through ithe web of life ,,,
D. Energy leaves the living system) in the form of heat
A. true - energy enters the biosphere in the form of light and leaves the
biosphere in the form of heat
B. true - all energy in the biosphere is conserved; energy can neither be
created nor destroyed, it can only be transformed from one form to another
C. Not true - since energy follows a one-way path
D. true - heat is released as energy is transferred in the biosphere
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. Pipe X
B. Pipe Y
C. All pipes will give the same note
• D. You cannot tell without trying
pipes that produce low pitches are very long '§

pipes that produce highfpitches are short
pipes of different lengths-give different pitch
The length of the pipes determine the pitch
D r. L e tic ia V'. Carris

G enera! E d u cation
6. Which of the following technologies serve as alternatives to scalpels and

cauterisation? •
i.Lasers ii. Inoculation iii. Ultrasound" iv. Radiation
A. i, and iii _B. 'i,3ii, iy * C. ii, iii, iv D. ii, and iv

7. Which of the following is an example of a physical change?
. A Fomihg metal » .
"B. changing of iodine crystals into a violet gas
C. formation of two gases during electrolysis of water
D. formation of a black solid from heated iron and sulfur
8. Good weather usually prevails in a high-pressure area.This is because the
descending air which characterizes a high-pressure area ' _________________ .
A. Cools and increases its capacity to hold water vapor.
B: iM/arms ;and increasesjts capacity to hold watervapor.
C. Warms and reduces its capacity to hold water vapor.
D. Cools and reduces its capacity to hold water vapor.
9. Which phenomenon is associated with a change in direction of the equatorial
currents?
A . ‘ tsunami C. unusually high tide ■
B. eutrophication 0. El Nino
10. What type of solar radiation is effectively absorbed by the ozone layer of the
earth’s atmosphere?
A. infrared C. gamma
. ^tfaviolet D. x-ray
11 .'Which of the following devices best applies the concept that magnetism exerts.
a force on electric current?
A. magnet k electnc motor .
B. transformer D. electric generator
12. In which layer of the atmosphere do all the weather changes happen?
A. mesosphere C. thermosphere
. B. stratosphere D. .troposphere;.
Dr. Lericia V. C a m s
N atural Science
13. Ultrasound is often used by medical workers to obtain features of internal body
' parts. Infrasound on the ofher hand is commonly used in_________________ :___.
A. monitoring conditions in pregnant women
6. detecting harmful living tissues inside the body
C.
D. providing instant moving pictures of tidal waves and earthquakes ■
14. How is the conservation of mechanical energy described in a falling object?.
A. A falling object loses kinetic energy and gains potential energy.
B. A falling object loses kinetic energy and loses potential energy.
C. A falling object gains kinetic energy and gains potential energy.
D ^ A falling object gains kinetic energy and loses potential energy, 'r
15. When we say that chemical reactions in the cell waste energy, we mean that:
-A. energy is being destroyed.
B. pieces of chemicals are being broken.
C. chemical energy is being converted to heat energy which is lost.
D. cells use only the chemicals they need and get rid of all excess chemicals.
16. Which law of force and motion explains this occurrence, when a rocket is
propelled upward by the powerful downward discharge of exhaust gases?
; A>, Universal Gravitation
Action and Reaction
C. Applied Force
D. Inertia
17. Which of the following forms olf energy is demonstrated by a tightly coiled spring?
A. Steam energy
B. Kinetic energy
£. Potential energy-
D .' Chemical energy
18. Which of the following process takes place when ice cubes form vapor without
passing through the liquid state?
A ., Transpiration (Q j Sublimation
B. Condensation of Evaporation••
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
20. What nuclear process occurs in the explosion of an atomic bomb?
K . Fission C. Disintegration
B. Fusion D. Integration
21. Which of the following is true of all planets in the solar system?
A. They have the same surface temperature
B. They can support human life
C. The are exactly of the same size
D. They revolve around the sun
22. Tn which of the following mediums will sound travel slowest?
& Air B.' Brick C. Oil D. Water
23. Which of the following factors does sound in air depend on?
A. Frequency of sound • (£) Air temperature
a " Wavelength of sound D. Period of the wave
24. Which of the following disposal system can food scraps and food peelings be
converted to humus?
A. Open dump
Ei. Sanitary landfill
C. Recycling
^T) Composting
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
wrong practices:
the excessive use of aerosols
B. the use of soil fertilizers
Ci the use of ozone itself on the surface of the earth
'removal of protective cover like green plants

Questions 1 -2 refer to the data below:
Four groups of children were used in a dentist’s experiment on whether “fluoride

aide” helps fight tooth decay. All children in group A had their teeth painted with
■fluoride aide”. Group B children had their teeth painted with ordinary clear
varnish. Groups C and D were not painted at all. All children from the four groups
had their teeth inspected at 6 monthly intervals after painting.
1. Which group of children serves as the control group?

A.' Groups A and B C. Groups C and D
B. Groups A, B and C D. Groups B, C and D
2. Which of the following hypothesis will best indicate on which groups of
children would show the least and most numbers of decaying teeth?
A. Group A less than B less than C and 0
IB. Group A less than B greater than C and D
C. Groups A and B less than Groups C and D
D. Groups A and B greater than Groups C and D
3. Which of the following environmental conditions has been blamed for the
usual occurrence of “fish kills"?
A. Acid rain _ C. Atmospheric pollution
B. Eutfophication D.. Silting of lakes
4 What is the escape mechanism by which the mud fish and the catfish change
from a darker color to a lighter one depending on the color of the water called?
AT protective mimicry C. habitat protection
B. adaptive coloration . -0. aggressive coloration
D r. Lericia V. C atris
G eneral E d u cation
5. The diagrams beiow show the sun, a boat and an observer's eye. Which of the
following diagrams best represent how you might see the boat?
A.i---------------:------------ -=---------------------------------
1 ®
' ,/
:Or 1
• :0 ;
* 1
-<T\
tK
o
Sunlight all around

-o;
i '
;Or -*■
t
\
6. Which law of motion explains what happens every time we walk?- rsoc- '.r .r
A. Inertia ^ Interaction. -P m r
B. Acceleration D. Universal gravitation
7. Which property of light accounts for the phenomenon of color?
A. amplitude C. velocity
B. frequency ® wavelength.
8. Ana formulated a hypothesis that cotton will grow larger bolls (pods) if
magnesium is added to the soil. She has two experimental fields of cotton,
one with magnesium and one without. Which data should be collected to
support this hypothesis?
A. color of the cotton bolls in both fields
B. height of the cotton plants in both fields
<d?'diameter of the cotton bolls in both ‘fields
D. length of the growing season in both fields
N atural Scien ce
9. Shown below is a simple food.web in a grassy community. The arrow symbol

— ► means eaten by. What would happen if all snakes are Killed? .
*• A. Grass population would increase.
Grasshopper population would increase. • '
C. Bird and frog populations would increase.
D. Grasshopper and bird populations would increase.
_ Frog .
Grass Grasshopper Snake
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
fall at the same rate and reach the bottom at the same time. Which of the
following is proven in this experiment?
i. In a vacuum, the rate of fall is the same for all objects regardless of
weight
II. Outside a vacuum, air resistance is what makes different objects fall at
different rates
III. Gravity has no effect ai all on objects that fall in a vacuum.
' C I and II C. II and III

B. I and III D. I, II and III
11. Large quantities of calcium carbonate are dumped into polluted lakes to fight
. the effect of acid rain. It is inferred from this action that calcium carbonate is
a/an_______________ .
A. acid C' neutral substance
B. base D. powdered substance
12. Today, a computerized machine could send regular electrical impulses to the
heart muscles in order for it to beat rhythmically. What is this machine is called?
A. homeostatic machine C. pacemaker
' B. laser- 0. pressure maker
• PNU LET Reviewer 241

N atural Science
13. Which of the following statements is definitely true about the nature science?
A. ' Science can always uncover the truth in the realm of nature.
B. Science will help meike the world a better place to live in.
C. fheofies in science dan be disproved-by"testing; a’ well established
^theory can bedemojished with asingle observation. . .<
D. Scientific work requires a dedication that excludes' the lives of people in
other fields of work. ■
14. A grasshopper was put inside a covered bottle. After sometime, the
grasshopper died. The statement: “The grasshopper died because the oxygen
in the bottle was exhausted is ____________
A. a fact C. an inference
B. a hypothesis (01 I cohclusfen
15. Chemical Heat Energy Mechanical Energy (with wasted heat)
The sequence of energy changes shown explains which event?
A. a flashlight is on
B„ a candle bums
C. '• gasoline burhs to power a car t
DC electric current runs a refrigerator
16. Whichofthefollowingisthetechnologicalconceptratherthanscienceconcept?
A. Tungsten has a high melting piont.
B. Melts conduct electricity, some better than the others.
C.- When electricity passes through metals, heat is generated.
D:'| Lightibulbs are perfected through methods of manufacturing.,,
17. A paint tefchnolbgist use^ “different kinds d f white paint onto concrete wall. He
came back every two months amd observed the painted areas with a hand lens.
Which of the following questions could be a possible problem for this experiment?
A .' Which paint color is best for concrete walls'?
B. Do walls need to be painted with different colors?
C. Which kintf of white paint faded fastest under the sun?
D. Which part of the concrete wall needs to be painted?
PNU LET Reviewer

General Education
• «
18. Consider the problem: “Which toothpaste brand is more effective in killing
mouth bacteria?” Which of the following variables is manipalable?
A. brands of toothpaste
J3. brands of toothbrush
number ,pf time:to brush'teeth
6 . number of persons to* brush teeth
19. The wise use of resources for the permanent good of all is referred to as:
A. restoration
preservation
(C V conservation ' j
D. reforestation
20. The following statements given the underlying principles of technology except:
A. All technological system could fail.
B. All technologies involve control
CA Technologies always have side effects.
D,' Technology often provides tools for science iS irfS iliiil#
21. The statements below refer to the interraction of forces in nature. Which of
these are true?
1. A change in motion is always due to the effects of unbalanced forces.
2. Every objectin the universeexerts a gravitational force on every other object.
3. Frictional forces can never be used to increase velocity
4. Magnetic and electrical forces are unrelaed to one another.
A- 1,2 & 3 C. 2,3 & 4 ,

B. 1,3 & 4 ' d Tj 2 & 4 1 ; !
22. Which of the following is the technological comcept rather han science
concept?’
A. Tungsten has a high melting piont.
B. Melts conduct electricity, some better than the others.
C.’ When electricity passes through metals, heat is generated.
. D. L*ight'bulb$ are perfected through methods of manufactufing;.;f
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. Peoplejustdon’tFecognizethembecausetheylooksimilartotheeath’srocks.
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
Politics an
Governance with
the Philippine
Constitution
Prepared by:
D r. B enjam in M . D om ingciL Jr.
Competencies:
1. Familiarize with the various forms of

government from the barangay to the
present system.
2. Explain the nature and provision of the

present .constitution to advantages
and disadvantages over the other in
the past in its function as fundamental.
law of the state..
—%PNU LET Reviewer
PART J-A - CONTENT UPDATE
I. WHAT IS POLITICAL SCIENCE?
Political Science is the study of the phenomena of the state and government;
it is derived from two Greek words “polis" or “city" which today would mean a
sovereign state and “scire" meaning “science”
Rodee (1980). defined political science “As a branch of social science, it deals
with the theory, organization^govemment, and practice of the state;
Political Science also deals with those relations among men and groups, which
are subject to control by state, with relations of state to other states.
Montesquieu (1689-1775) expounded the concept. He posited that all the

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,
execution adjudication, by their distribution among separate branches of the
government namefy the legislative, the executive department, and the judiciary
of the courts of law.
Aristotle (324-332 B.C.) a Greek philosopher was credited with the observation
that, ‘man is by nature a political animal." By this statement, Aristotle meant
that the basic underlying substance of human existence is politics, that is, that
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
highest form of social existence was through interaction with others in a state
(cited in Rodee, etal, 1983).
. ) i . i k ’n in m in M . fr.
II. W H A T IS P O L IT IC S ?
Black's Law Dictionary (1990) defined politics as the-science of government

and the art on practice of administering public affairs.
----- Accordingly, politics is the process of making government policies. By nature,

_ _ politics everywhere involves conflict-that is, some from struggle among people
trying to achieve different goals and satisfy opposing interest. A conflict arises
from the very nature of human life itself. j
In its broadest sense, politics includes the decision enforcing processes in any
group that makes and enforces rules on its members. Politics' is unavoidable.
Man is involved or will be involved in some kind of politics (Dahl, 1991). Every
Filipino comes upon face to face with politics in almost every aspect of his life.
He encounters politics in the governance of his country and the political unit he
resides in -the barangay or municipality. A citizen encounters politics in school,
in the church, in the business establishments he works, the employees’ union
in which he is a member, or in sxio-civic organization he joins, and in a host of
other organizations and a myriad of situations. He may choose to ignore politics,
but definitely can never escape from its influence. *"
POLITICAL SCIENCE DEFINED
Political science is the systematic study of the State and Government. The word
political is derived from the Greek word 'polis' meaning a city or what today is
equivalent to a sovereign state; the word 'science' comes from the Latin word
'scire' meaning to know. .
CORRELATES OF POLITICAL SCIENCE
Political Science shares common interest with other social disciplines namely:
Dr. Ben jam in M. Dommgcil, Jr.

S ocial Science - ?»iitics an<i Governance witi. the PiiiSiopine ' ’onitiii'tion
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
other hand, the function of political science is to analyze political institutions, to
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
state and its political institution._______________________________________
2. Economics - is the scientific study of man's activity in providing for such human
to earn a living, with man’s activities in connection with the consumpbn,

production, distribution and exchange processes of wealth including taxation. It
is the science of wealth getting~and wealthTTsing activifiesôf rnan.
3. Sociology - The study of sociology provides a way of understanding hunan
behavior. It is the social science that deals with the study of man in his social
interaction with other human beings in groups. It is also to obtain facUal
information about our society and different aspects of social life.
4. Law - It is defined as an ordinance of reason promulgated by a competnt
authority for the common good. It includes any edict, decree, prescript, Oder,
ordinance, statute, resolution, rule, judicial, decision, usage, etc. which is mde
or recognized and enforced by the controlling authority. Political Science, onhe
other hand, is a studytif the state with all institutions, of which law forms clos ly
linked together.
5. Psychology - This science deals mainly—with- the- individual without ny
particular reference to his social life. It studies its soul and faculties - fee
will and understanding and the individual conduct which is the outcome ofsur
mental activity and human habits.
6. Philosophy and Ethics - while the relation of political science to philosony
is somewhat remote, the two studies touch up on each other in some pats,
especially in the realm of political theory and political philosophy.
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
describe and explain the relations between man and his natural environmat;
PMU 1ST Reviewer B S -

Sue:::! ic te n c t - P oi.'tic. au c ^javiriuince wirn rn> >}nilippine Constitution
to examine and interpret the adjustments which groups of people have made
to the combinations •of natural environment conditions which exist in the
regions where they live.
CONCEPT OF A STATE
A state is a community of persons more or less numerous, permanently occupying

a definite portion'of the territory, independent from outside or external control and
possessing a government wherein a great body of inhabitants render habitual
ORIGIN OF THE STATE v . .
1. Divine Theory - it holds that the state of divine creation and the ruler is
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.
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.
3. Paternalistic Theory - it attributes the origin of states to the enlargement of
the family, which remained under the authority of the father or the mother. By
natural stages, the family grew into a clan , then developed into a tribe which
broadened into a nation that becomes a state.
4. Social Contract Theory - it asserts that the early states must have been formed
bv deliberate and voluntary compact among the people to form a society and
organize government for their common good. This theory justifies the right of
" the people to revolt against a Dad ruieT
FUNCTIONS OF THE STATE
i Cdhstituent - those which constitute the bond of society and are, therefore
compulsory in nature.
2. Ministrant — those undertaken only by way of society and are, therefore,

options of such as public works, publication, public charity, health and safety
regulations and regulation of trade and commerce.
CONCEPT OF NATION
A nation is a group of persons occupying a portion of the territory sharing the same
language, culture, tradition, and history.
STATE DISTINGUISHED FROM NATION _______ __
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
may consist of one or more nations while a nation may consist of one or more states.
INHERENT POWERS OF THE STATE
1. Police Power - it is the power of the state to regulate individual's rights and
property for the general welfare.
2. Eminent .Domain or Power of Expropriation - it is the power of the state to
take possession of private property for public purpose and after payment of just
compensation. ^ ,
3. Power ofTaxation - the power of the state to enforce proportionate contributions
from the people for support of all government programs and services.
ELEMENTS OF THE STATE .......... ' ---- --------------

The state has four essential elements, namely:
1. People.
2. Territory
3. Government . ■
*
4. Sovereignty * _ ••
\ ) t. t>eni.un:n X . Jr
G en eral fcducacion
MODES OF ACQUIRING TERRITORY
1.________ Discovery - a discovery of a particular portion of the earth’s surface coupl

with occupation. A discovery without occupation will not make the discover the
_________ owner thereof.------ -------
; 2. Prescription-the continued and interrupted occupation of a territory fora long
period of time by one state.
3. Accretion - it is the process where the land arâ of a state caused by the
pperatjpn_qf either the forces of nature, or artificially through human labor, is
increased.
4. Cessation - is a bilateral agreement whereby one state transfers to another
state a definite portion of its territory.
5. Conquest - the acquisition of territory by means of force.
FORMS OF GOVERNMENT
1. Democracy - comes from the Latin terms 'demos’ and ‘kratos’. It is a form of
government wherein the power or sovereignty is exercised and or resides in the
people. It may be classified as pure or representative democracy.
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.
3. Monarchy - a form of government wherein the power or sovereignty is
exercised by one person only, usually a king or a queen. It could either be
absolute or limited monarchy.
4. Parliamentary - a form of government wherein the President serves as nominal
or titular head. It is-the Prime Minister that runs the affairs of the State. He is
directly accountable to the people. Under this system the ministry is legally
responsible to legislature and consequently to the electorate.
5. Presidential - a form of government wherein the President is the chief executive
of the state and independent of the legislature with respect to his tenure acts,
and policies..
D r. B e n ja m in M . D om iflgcil, Jr.
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
' independent in its own sphere.
7. Military - a form of government established and controlled by military
authorities over a beleaguered state:---------------------------- -
8. Revolutiona'ry-aformofgovernmentwheretattieStat&isobtaiaedbyffl'eansoffBroe....
9. DeJure-aformofgovernmentthatisfoundedonexistinglegalorconstitutionalbqsis
10. De Facto - a form of government that is not founded on constitutional law. !t
exists in fact but not in law. ■ — ------------------------------
11. CivH - a form of government that is run by elected civilian officials
THE HISTORICAL DEVELOPMENT OF PHILIPPINE GOVERNMENT
The Philippines as nation has passed through several stages and has been under
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
been implemented by the different colonizers.
THE PRE-SPANISH GOVERNMENT
Before the Spaniards came to Philippines, there were settlementsTomposedof

villages called Barangay consisting of 100 families. Every barangay was virtual/ a
State for it possessed the fourth basic elements of the state. Each barangay was ruled
by a Datu. He is the chief executives, law - giver, chief judge and military head. Hewas
assisted by the Council of Elders called Maginoos which serve as advisers. In (am.
the government irra barangay is monarchia! in nature with the datu as the monarch.
Social classes in the barangay are divided into four: the nobiiity or the maharla;
the-freeman or the timawa; the serfs or the aliping namamahay; and the slaves or
the aliping sa guiguilid.
Social Science - Politics and Governance with the Philippine Constitution
The early laws were both written ant* unwritten. The written were promulgated by'
the datus. The two known written laws are the Maragtas Code written by Datu
Sumankwel in 1250 AD and the Code of Kalantiaw written by Datu Kalantiaw in
1433 AD both in Panay. The unwritten laws can be seen in the Filipino culture.
THE SPANISH GOVERNMENT
Spain’s title Philippines was based on the discovery of the Philippines by Ferdinand
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
-until-l 898 when the Philippines was ceded by Spain to the United States by virtue
of the Ireaty ofParis.
The Philippics was governed by the King" of Spain through Mexico from 15(?5 to
1821. When Mexico gained independence, the Philippines were ruled directly by
Spain through the Council of Indies from 1821 to 1837. In 1837, legislation for the
Philippines was temporarily performed by the Council of Ministers. From 1863, the
Ministry of Ultramar exercised general powers of supervision over Philippines affairs.
The Spanish government in the Philippines was centralized in structure and national
in scope. The barangays were consolidated into pueblos (towns) and headed by a
Governador who represents the Governor - general in the province. Cities governed
under special Charters were created. Each of the cities had an Ayuntamiento or
Cabildo (city council). Cebu was the first city to be established in 1565 in the
Philippines. The second was manila in 1571.
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
Spanish governor - general was Miguel Lopez de Legaspi and the last was Gen.
'Diego delos Rios.
G en era! E d u cation
To strengthen the judicial system, Spain established the Royal Audiencia in'1583
in Cebu and in Vigan, which exercised appellate jurisdiction over criminal cases
coming from the surrounding areas. In 1886, the Courts of First Instance were
established in each province and the Justice of the Peace Courts wre established in
the town level. Special courts were also organized.
.THE REVOLUTIONARY GOVERNMENT
During the Spanish Period, several forms of de facto government were established.
' Among them were: ...... ........................................... ~ •
The Katipunan - the Katipunan was a secret society that participated the Philippine
revolution against the Spanish in August 26,1896. The Katipunan was organized ”
by Andres Bonifacio. The Central government of the Katipunan was vested in
the Supreme Council (Kataas - taasang Sanggunian). A provincial Council was
established in each province. A popular council was establishing in the town
level. The judicial power was exercised by a Judicial Council or the Sangguniang
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
republic by virtue of the election in the Tejeros Convention on March 22,1897.
The Biak'- na - bato Republic - on NovemberTr1897, witlra republic’was

establish by Gen Emil# Aguinaldo in Biak - na - bato (now San Miguel de Mayumo,
Bulacan). It had a Constitution which was to take tor years only. The republic
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--------------
The Dictatorial Government - the following outbreak of the Spainsh r American

War ojn April 25, 1898, Gen. Aguinaldo established the Dictatorial Government
on May 24,1898. The most important achievements of the government were the
proclamation of the Philippines Independence at Kawit Cavite on June 12,1398
• an'd the reorganization of the local go\fernments.
The revolutionary Government - On June 23,1898, Gen. Aguinaldo established

the Revolutionary Government replacing the dictatorial government. The aim of the
rrew-govemmeril was lu sliuyyle'for the independence of the Philippines, until all
natinnsJneli idinq .Spain will pyprg«ly rarcogniiis-it-ann to prepare the country for the
establishment of a real republic. -
f
The First Philippine Republic - On September 15,1898, a revolutionary congress
of Filipino representatives met in Malolos, Bulacan and Framed the so called
Malolos Constitution. The Constitution established a free and independent Philippine
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
nevertheless an organized government because it actually existed from January 23,
1901. In February, 1899 the United States annexed the Philippines as a result of the
Spanish-American War and in April, 1901, Gen. Aguinaldo was captured.
THE AMERICAN GOVERNMENT
There were three-kinds of government implemented by the Americans .during their

period:
The Military Government- The American military rule in the Philippines started
on April 14,1898, the day after the capture of Manila. The existence of war gave
the President of the United States the power to establish a Military government.
His authority was delegated to the military governor who exercised, as long as the
war lasted, all powers of government executive, legislative and judicial. The three
American Military Governors were: Gen. Wesley Meritt, Gen. Elwell Otis and the last
was Gen. Arthur McArthur. .
D r. 3 c n u m u n M . D o m tn g c ii
‘•oa.'J ScKn-cc * itirivi .uu‘ >ixh .:nc Constitution
The Civil Government- the Spooner Amendment ended the military regime in
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,
who exercised legislative powers. He remained as President of the Philippine
Commission, the sole lawmaking body of the government from 1901.to -'H)H5rthe-
Philippine Commission acted as the upper house of the legislative branch with the,
Philippine Assembly serving as a lower house. With the passage of the Jones Law in
1916, these two bodies gave way to the Philippine legislature. The Philippines w as
represented in the United States by two President Commissioners who were elected
by the Philippine Legislature. These Commissioners had seats in the United States
House of Representatives, receiving the same emoluments and other privileges as
the American members of the body, but without the right to vote.
The first Civil Governor was Judge William H. Taft (1901 -1903). He was succeeded
by Luke F. Wright (1904-1906) who was the first American to enjoy the title of
Governor-General of the Philippines. The last Governor-General was Frank Murphy
(1933 - 1935) who was also the first High Commissioner of the Philippinesupon
the inauguration of the Commonwealth government of the Philippines. A
The Commonwealth Government - the next stage in the political development

of the Filipinos was the establishment of the Commonwealth government of th e
Philippines pursuant to an act of the United States Congress on March 24,1934-,
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
July 4,1946, wherein the independence of the Philippines would be proclaned
and established. The new government of the-Philippines was the inaugurated o n
November 15,1935, following the first national election under 1935 constitutor!
held on September 12, 1935 with Manuel L. Quezon and Sergio Osmefiaas
President andVice - President respectively. The commonwealth government ofthe
Philippines,was-republican in form under the presidential type. The legislative po»er
was vested in a unicameral Congress composed of the Senate and the House oftie
PNU LET Reviewer

Social S dcn ce - Politics and G overnance with the Philippine Constitution
Representatives. The Judicial power was vested in the Supreme Court and inferior
courts provided by law. The government of the Commonwealth was autonomous
ii nature. The Filipinos had almost complete control over the domestic affairs, the
United States retaining control only over matters involving foreign affairs.
During World War II, the Commonwealth government functioned in exile in

Washington from May 13,1942 to October 3,1944. It was reestablished iri Manila
n February 27, 1945 when gen. Douglas MacArthur turned over to President
Osmena.this full powers and responsibilities of the Commonwealth government
under the 1935 Constitution.
THE JAPANESE GOVERNMENT
Hie Japanese Military Administrator was established in Manila on January 3,1942,

one day after its occupation. The Japanese High Command immediately terminated
tie sovereignty of the United States over the Philippines.
Acivil government known as the Philippine Executive Commission was established

with Jorge B. Vargas as its chairman. The Commission exercised both the executive
and the legislative powers. However, laws enacted were subjected to the approval of
the Commander - in - Chief of the Japanese forces. The Judiciary continued in the
same manner as it was independence which it had traditionally enjoyed."
OnOctober 14,1943, the so - called Japanese sponsored Republic of the Philippines

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. . •
FflifojpH U LET Reviewer

G eneral Education
THE THIRD PHILIPPINE REPUBLIC
When the Philippines was finally liberated from the hands of the Japanese, the
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,
paving the way. for the Qurino presidency which lasted until 1953. Qurino was
followed by Ramon Magsaysay, who was not able to finish his term when he
died in a plane crash on March 17,1957. Carlos Garcia succeeded Magsaysay.
Garcia was followed by Diosdado Macapagal who served the country for only one-
term. Macapagal was defeated by Ferdinand-Marcos in the presidential election
of 1965. ;
The Marcos Years. Marcos took his oath of office on December 30,1965. He was
reelected in 1969, due to his outstanding performance as chief executive. However,
before the end of his second term (1969-1973), Marcos made serious efforts to
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
framing of this charter was finished, Marcos issued Proclamation No. 1081 which
placed the entire archipelago under Martial Law. By virtue of this declaration, the
Congress was abolished, the opposition leaders and those who were critical of
the Marcos administration were either imprisoned or they disappeared. Marcos
assumed executive; legislative and even-judicial powers of the government. He
virtually controlled all tSe aspects of Philippine politics through his Presidential
Decrees and through the Batasang Pambansa.
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.
Dr. B en iam in M . D o n iin jjcii. jr.

G ener:;i Education
This event led to the so-called EDSA People- Power Revolution from February
22-25, 1986, that paved the way for the downfall, of the 20 years of Marcos
Presidency.
President of the Philippines on February 2 5 ,1986-in Club Filipino, San Juan. Metro
Manila. Aquino issued' Proclamation No. 3 on March 25, 1.986 promulgating the
Freedom Constitution. Thereafter, on June 2 , 198§, she appointed a Constitutional
Commission composed pf fifty members whichjrafted theJ98Z.Constitution.
On February 2,1987, the Filipino people voted to ratify the charter, thereby legalizing
the restoration of democratic government and institutions in the country. This was
followed by the election of the members of the bicameral legislative body in May
1987 and the election of local executives.
On May 11,1992 the first Marcos presidential election was held and Fidel Ramos,
the former Chief of Staff of the Armed Forces and the anointed successor of Corazon
Aquino was elected president.
The Fidel Ramos Presidency. Ramos was the former military officer to become
the president of the Philippinesrtfe usedJiisJ<nowieage or tne Kmiippine Military
to reestablish a tradition of civilian control over the armed forces. He also built on
the process of restoring democracy to the Philippines by addressing the nation's
most difficult economic reform program based on privatization and deregulation,
opening banking to foreign investment and transferring government assets to
private ownership. He moved quickly to resolve the country's serious electric-
power shortage, which had been a detriment to economic growth, by investing
in the domestic power-generating infrastructure. His government improved tax-
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.

S ocial Science - Politics and Governance »-i*h Hie Philippine C onstitution
reform program, however, unemployment remained a serious problem because

population growth continued to outpace the Creation of new jobs.
In the early 1990'S, meanwhile, secessionist Muslim groups renewed their

guerilla war in Mindanao. Negotiations between Ramos government and the
MNLF formally began in 1993 and resulted in a lasting peace agreement, signed
in September 1996. Other rebel groups, including the Moro Islamic Liberation
Front (MILF) and Abu Sayyaf, continued guerilla activities.
The Joseph E. Estrada Presidency. In 1998 elections, Ramos and the ruling
coalition lakas-NUCD, gave their support to Jose de Venecia. Joseph Estrada,
vice president under Ramos and a populist politician, entered the race as a
candidate of his own party, the Partido ng Masang Pilipino (Party of the Fil ipino
Masses) which entered a coalition with two leading opposition parties. Estrada
campaigned on promises to work toward improving the lives of poor Filipinos. He
won the election with the widest margin ever in Philippine politics.
A major focus of the Estrada administration was “food security'1which invo Ived
agricultural modernization and major infrastructure development, projects.
Despite its rhetoric, however, the government did not make much progress in
implementing its “pro-poor” platform. The opposition became more outspoke n in
its criticism of Estrada, and his administration became embroiled in allegation s of
cronyism and corruption. The corruption allegations led to Estrada's impeachm ent
by the House of Representatives November 2000. His trial in the Senate w as
suspended in mid-January 2001, however, after the prosecution team, resigned
to protest the suppression of evidence. Thousands of Filipinos then took to "the
streets of Manila to demand Estrada's resignation, however, Estrada retained
strong support among the urban poor.
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 :
. The Gloria M. Arroyo Presidency. Vice President Macapagal- Arroyo formed

a strong opposftion alliance, the United Oppostion, within the government. The
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,
after the Supreme Court declared the presidency vacant. Macapagal-Arroyo was
immediately sworn as president.
Early in her presidency, Macapagal-Arroyo declared a suspension of offensive

military operations against the MILF and pursued a policy of reconciliation
with the group. In August 2001, the two sides signed a cease-fire agreement
and peace negotiations continued with Malaysia acting as intermediary. The
government meanwhile continued its military crackdown on the secessionist'Abu-
Sayyaf, which was linked to terrorist activities such as bombings and Kidnapping.
' In 2001 legislative elections, Macapagal-Arroyo won a popular mandate to govern
the country when candidates she hadendorsed won control of the Senate. The
previous Republic of the Philippines can be summarized as follows:
1. The First Republic-established on January 23,1899 under the Malolos Constitution
2. The Second Republic- established on October 14,1943 under the Japanese-
Sponsored Constitution
3. The Third Republic- established on July 4,1946 under the Constitution
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
5. The Fifth Republic- February 2,1987 under the 1987 Constitution __________
BRIEF HISTORY OF PHILIPPINE CONSTITUTION
1. Malolos Constitution _______________

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
January. 3; 1899. President Aguinaldo's message was to the congress.
vienerai Education
On January 21, 1899 President Aguinaldo finally proclaimed the Malolos

Constitution as the fundamental law of the land.
2. 1935 Constitution
The drafting of the Constitution lasted six months from July 30, 1934 to
February. 8, 1935. Some delegates, however, had signed the document
beginning February 9. Altogether, there were 200 signers.
The Tydings-Mcduffie Law required that the Constitution, after its approval by
the President of the United States, be submitted to the Filipino people for their
ratificatioaouejection. May 14,1935, the Plebiscite on the Constitution was held
The electorate overwhelming ratified the Constitution. The ballots cast in favor
of it totaled 1,213,046 and those against only 44,963. *
3. 1973 Constitution
The 1973 Constitution shortly after the start of martial law, the delegates to the
Constitutional Convention reassemble and resume work. They worked more
quickly and finished the new constitution on November 29,1972, signing it on
the following day.
On December 1,1972 copies of the signed Constitution were given to President

----- 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
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.
1973. President Marcos signed the Constitution and put into immediate effect.
4. The 1987 Constitution

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

and established procedure of the submission of the proposed constitution and
electorate-in plebiscite.
October 12,1986. The Constitutional Commission approved the proposed new

constitution after 133 days of work with 44 voting-tfHavonwtille Ttob vofecf
against it.
{
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
in English and Filipino was presented to the President
February 2,1987. The electorate in a plebiscite held for the purpose ratified the
draft of constitution.
STATE DISTINGUISHED FROM GOVERNMENT
Many political science writers widely regard these two term»as identical. It is the
*■ considered view that the acts of the government (within the prescribed limits of the
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
out. The state cannot exist without the government but it is possible to have a
government without a state.
CONCEPT OF CONSTITUTION
Meaning of Constitution
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.

PURPOSE OR FUNCTION OF CONSTITUTION
1.__ To prescribe the permanent framework of the system of government assigned

_________to the different departments their respective powers and duties, and established
certain fixed first principles on which the government is founded and
2.__ To promote public welfare, this involves the safety, prosperity, health, and
_______ happiness of the people.
' KINDS OF CONSTITUTION
1. Written or rigid - is one, the provisions of which have been reduced to writing
and embodied in one or more instruments at a particular time. Example:
Philippine and U.S Constitutions
2. Unwritten or flexible - is one which has not been committed to writing a t
any specific time but is the collective product and accumulation of customary
rules, judicial decisions, dicta of statements and legislative’ enactmenlT o f
fundamental character written but scattered in various records without haring
any compact form in writing.
REQUISITES OF A GOOD WRITTEN CONSTITUTION
1. Broad - because it must outline an organization of the government for he

whole State.
. 2. Brief - because it? nature requires that only its great outlines should be
marked. Its important objects designated and the ingredients which compose
those objects be reduced.
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
TWO STEPS AMENDING OR REVISING A CONSTITUTION
1. Proposal - may be made by

a. Congress
b. Constitutional Convention
c. People's initiative * •
2. Ratification - This means the submission of the draft constitution to the
electorate. A proposal made by the people's initiative requires at least 12% of
the entire electorate and 3% must come from every legislative district.
PREAMBLE ----------------------------
Meaning
The term preamble conies from the Latin word 'preambulare' which means 'to walk
before'. Strictly speaking, preamble is not an integral part of the Constitution. Its
true office is to expound on the scope and nature, the extent and application of the
powers actually conferred by the constitution. (Watson, Const.Vol I p.92)
The Philippine Territorial Jurisdiction comprises:

1. Terrestrial - jurisdiction over bodies of land
2. Fluvial - jurisdiction over maritime and interior waters
3. Aerial - jurisdiction over atmosphere
The United Nations International Convention in Gerfeva-defined" the~five~kinds of

water in relation to the territorial jurisdiction of an archipelago state:
1. Internal Water - the water around connecting and those that are in between
the islands regardless of their breadth and dimensions.
2. Territorial Sea - is’ a tseirof water outside of the archipelagic baoolinoo and—
■adjacent to the archipelagic waters. The archipelagic state has a right to
establish the breadth of its territorial sea, not exceeding 12 nautical miles
measured from the baselines. The archipelagic state has 'sovereignty over the
territorial sea. the air soace above it. and the bed and subsoil of Such sea.
General Education
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
contiguous zone, the control necessary to prevent and punish 'infringements
of its customs, fiscal, immigration or sanitary laws and.regulations within the
territory or territorial sea.
4. Exclusive Economic Zone - which beyond and adjacent to the territorial sea,
may not extend more than 200 nautical miles from the archipelagic baselines.
The archipelagic State has sovereign rights in the EEZ to explore, manage and
exploit all the natural resources living and non-living in the waters, the sea bed
and subsoil.
5. Continental Shelf - is the seabed and subsoil of the submarine areas that
extend beyond its territorial sea throughout the natural prolongation of its
territory to the outer.
v Seabed - is the land holding the sea beyond the seashore. *
' Subsoil - is the soil below the surface soil including mineral and natural
resources.
Insular shelves - are relatively shallow beds of sea bottom bordering the land
Mass, the outer edges of which sink considerably until the great ocean Depths
are reached.
THE NEW LAW ON THE SEA
The Convention on the Law of the Sea ( under the sponsorship of the United Nations)
signed in Jamaica onfOecember 10,1982 fixes a 12 mile territorial sea limit and
establishes an economic zone from the baselines. It adopts and recognizes the
■archipelagic principle but set forth limitations thereon consisting of respect for right
-ot4be-ships of other states to pass though the territorial sea as well as archipelagic
waters and respect for rights of innocent passage and passage through archipelagic
sea lanes subject to the promulgation by local authorities by pertinent rules and
regulations.
Dr. Ikrn ium in M . D o m in u c il. fr.

G eneral Ed u catio n
ARTICLE II
Declaration of Principles and Policies
Section 1, The Philippines is a democratic and republican state. Sovereignty resides

in the people and all government authority emanates from them. ...................
A republican government is a democratic government by representatives chosen"

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
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
of political power and authority.
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
policy of peace, equality, justice, freedom, cooperation, and amity with all nations.
Renunciation of war as an instrument of national policy is the first aspect of the

declaration. Its accordance with thtfprinciple in the United Nations Charter binding
all members to ‘refrain in the international relations or use of force against territorial
integrity or political independence of any state’. The declaration refers only to the
declaration of the Philippines of aggressive war, not in defense of her national honor
and integrity.
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
the sovereignty of the State and in the integrity of the national territory.
The idea of the supremacy of the civilian authority, the highest of such authority
being the president, over the military has always been recognized in our jurisdiction
by implication from express provision of the 1935 Constitution and by practice.
Dr. Benjam in M. Domingcii, Jr.

S o c ia l S c ie n c e - P<tiici«J> a n a i sov erriaiice v.irh m e Phiiinpijp..- C o r.''t:c -ja i« 'i
Section 6. The separation of the State shall be inviolable.
The principle 'of the separation of the Church and the State being inviolable is
implied from the constitutional prohibitions that 'no law shall be made respecting
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
support of any sect, church domination, sectarian institution or system of religion.
ARTICLE II - BILL OF RIGHT S __________ -
Bill of Rights - defined as a declaration and enumeration of a person’s rights and

privileges, which the Constitution designed to protect against violations by the
government or by an individual or group of individuals.
CLASSES OF RIGHTS
1.. Natural Right - possessed by every citizen conferred upon him by God as a
human being.
Example: right to life, right to live
2. Constitutional Right - rights conferred and protected by the Constitution part
" 7 'Of tne“fur'cJaTnentaI law cannot be modified or taken away by the law making
body.
3. Statutory Right - it is provided by laws promulgated by the law making body. 11
can be abolished by the same body.
C U S S E S OF CONSTITUTIONAL RIGHTS
1. Civil Right - right which the law enforces to private individual for the purposes
of security, happiness and enjoyment
2. Political Right - right of the citizen to participate directly or indirectly in the
establishment of administration of the government
3. Social and Economic Right - it is intended to insure the well being and
economic security of the individual.
Right of the Accused - intended to protect persons accused of any crime. They of
law nor shall any person be denied the equal protection of the law.
DUE PROCESS
Concept of due process of law which hears before it condemns and proceeds upon
inquiry before rendering judgment. Under the constitution, a person may be deprived
by the state of his life, liberty-or-property provided-dLie procfiss_ofJaw is observed.
KINDS OF DUE PROCESS OF LAW
1. Procedural due process of law

2. Substantive due processes of law are the (civil) rights intended for the protection
of a person accused of any crime. Example: right against self-incrimination,
right to have a legal counsel,. _
3. Section 1. No person shall be deprived of life, liberty or property without due
process
Section 2. The right of the people to be secure in their persons, houses, papers and
effects against unreasonable searches and seizures of whatever nature and for any
purposes shall be issued exceptupon probable cause to be determined personally
by the judge after e xamination under nath or affirmation of the complaint and the
witness he may produced, and particularly describing the place to be searched and
the persons or things to be seized. : '
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
personal property and to bring it before the court.
G e n e r a ! E d u c a tio n
Warrant of Arrest - is an order in writing, issued in the name of the people of the
Philippines, signed by a judge, directed to the police officer, commanding him to
arrest a person, that he may be bound o answer for the offense committed.
REQUISITES FOR A VALID SEARCH WARRANT OF ARREST
1. Probable cause
2. To be determined personally by a judge
3. After examination tinder oath or affirmation of the complaint and his witness
4. Particularly describing the place to be searched and the persons or things to be
seized
RULES IN THE COURT OF ARREST
1. When in the presence of an arresting officer, the person to be arrested has

committed, is actually committing or is about to commit an offense.
2. When an offense has in fact jut been committed and he has personal knowledge
of facts including that the person tote arrested has committed it and
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
confined while his case is pending or has escaped while being transferred from
one confinement to another.
t
Section 3
1. Right to privacy of the communication
2. Any evidence obtained in violation of this or the preceding section shall be
inadmissible for any purpose in any proceeding. ,
Right to privacy is concisely defined as the right to be left alone. It has also been
defined, as the- right 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
Section 9. Private propejty shall not be taken for public use without just
compensation.
Eminent domain - is power of the state to take private property for public purpose
upon payment of just compensation to its'owner.
_________ Just compensation - is the fair marked value of the property at the time of the
taking'.
I
RIGHTS OF THE ACCUSED IN CRIMINAL CASES
1. The adequate legal assistance

2. To be informed of his right to remain silent
3. Right against the use of torture, violence or any other means which violates the
free will.
4. To be heard himself and counsel
5. To bail and against the excessive bail
6. To be informed of the nature and cause of the accusation against him ‘
7. To have speedy, impartial and public trial
8. To meet the witness face to face
9. Right against self-incrimination
- 10. Right against double jeopardy
Section 21. No expost facto law or bill of attainder shall be enacted.

An expost facto law is one which operating retrospectively makes an act done before
the passage of the law and punish such act as aggravates a crime or makes it greater
than it was committed, changes the punishment and inflicts greater punishment
and alters the legal rules of evidence and receives less testimony than the law
required at the time of commission of the offenses, in order to convict the offender.
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
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
ARITICLEIV -CITIZENSHIP
Section 1. The following are the citizens of the Philippines

1. Those who are citizens of the Philippines at the time of the adoption of this
Constitution.
2. Those whose'fathers and mothers are citizens of the Philippines.
3. Those bom before-danuary-17, I873 uf Filipino’iTl'OtnefS, wTio'elecfPttippine
citizenship upon reaching the age of maturity, and
4. Those who are naturalized in accordance with the law.
Meaning of citizenship
1. Citizenship is a term denoting membership of a citizen in political society,
which membership implies, reciprocally, a duty of allegiance on the partof the
member and duty of protection on the part of the state.
General Ways of Acquiring Citizenship

1. Involuntary method - by birth because of blood relationship or place olbirth,
and
- 2. Voluntary method - by*naturalization, except in case of collective naturatation
of the inhabitants of a territory which takes place when it is ceded by me to
another as a result otconquest or treaty:--------------------------
Citizenship by Birth
There are two principles or rules that govern citizenship by birth, namely:
1. Jus Sanguinis - relationship by blood is the basis of the acquisition of citizash ip
under this rule. The child follows the citizenship of both of the parents or ae of -
them. This is the predominating principle in the Philippines.
2. Jus Soli or Jus Loci - place of birth as the basis for acquiring citizenship d e r
this rule.

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
Ways of Acquiring Citizenship through Naturalization

1. By the judgement of the Court - the foreigner who wants to become a Rlipino
citizen must first apply for naturalization with the proper Regional Trial Court. He
must have all the qualifications as provided by law and must comply with all the
procedures and conditions prescribed.
2. By direct act of Congress - in this case, our law making body simply enacts an
act directly conferring citizenship on a foreigner.
ARTICLE V SUFFRAGE_________________
Section 1. Suffrage may be exercised by all citizens of the Philippines not otherwise
disqualified by law who are at least eighteen years of age, and who shall have
resided in the Philippines for at least, one year and in the place wherein they
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
of suffrage.
Meaning of Suffrage
Suffrage is the right and obligation to vote of qualified citizens in the election of
certain national and local officers of the government and in the decision of public
questions submitted.taJhe. people._____
Nature .of Suffrage

1 A rnara pri»iiggp - sirffragp fc nnt a natural right of the citizens, but merely
. privilege given or withheld by the law making power subject to constitutional
limitations.
2. A political right - in the sense of the right conferred by the constitution, suffrage
is classified as a political right, enabling every citizen to participate in the
^process of government to assure that it derives it? powers from the consent of
the governed. The principle is that of.one man, one vote (supra).
258 PNU LET R svisw ar

G eisera) E d u c a t io n
Scope of Suffrage
1. Election - it is a means by which the people choose their officials for definite and
fixed periods and to whom, they entrust, for the time as their representatives,
the exercise of powers of government.
2: Plebiscite - it is the name given to a vote of the people expressing their choice
for or against a proposed law or enactment submitted to them.
3. Referendum - it is the submission of a law or part thereof passed by the
national or local legislative body to the voting citizens of a Country for their
ratification or rejection.
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-----
during his tenure or before the expiration of his term by a vote of the people
after registration of a petition signed by a required percentage of the qualified
voters.
Qualifications of Voters
He must be
1. A citizen (male or female) of the Philippines
2. Not otherwise disqualified by law
3. At least eighteen(18) years of age; and
4. Have resided in the Philippines for at least six(6)months preceeding the election
Section - The Congress shall provide a system for securing the secretary and
sanctity of the batlot as well as a system for absentee voting by qualified Filipinos
abroad. - ' — ---------- — ----------
The Congress shall also design a procedure for the disabled and the illiterate's to
vote without the assistance of other persons. Until then, they shall be allowed to
vote under the existing laws and such rules as the Commission on'Elections may
promulgate to protect the secrecy of the ballot. •
ft cn ra m in M . D o n u n g d h j r .
c-.iiicuciou
ARTICLE V.- LEGISLATIVFDEPARTMENT

w
Legislative Power - the authority under the Constitution to make laws and to alter
laws _ '
_________ Law; rnfnr tn “MiitPT which are the written enactments of the legislative
governing the relations of the people among themselves and between them and
the government and its agencies.
Classification jof Powers of Congress

1. General Legislative Power - power to enact laws intended as rules of conduct
to govern the relations among individuals and the state.
2. Specific Power - power which the Constitution expressly directs or authorizes
Congress to exercise like the power to choose who shall become the President
in case two or more candidates have an equal and highest number of votes,
to confirm certain appointments by the President to promote social justice, to
declare the existence of a state of war, to impose taxes, to impeach, to act as"
constituent assembly.
3. Implied Power - that which is essential or necessary to the effective exercise
of the powers expressly granted like the power to conduct inquiry and
investigation in aid of legislation, to punish for contempt, to determine the rules
- r^PtsproceedTngs.
4. Inherent Power - power which is possessed and can be exercised by every
government because it exists as an attribute of sovereignty.
THE SENATE
Composition and Election - it is composed of 24 senators who are elected at large

by qualified voters as may be provided by law.
Dr. Benjamin M. Doiiiingdi, ji\

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
• Term of Office - six (6) years
Qualifications of a Senator
1. A natural born citizen of the Philippines________________' ----------- ----------
2. at last 35 years of age on the date.of the election d a y ___________ '
3. Able to read and write ------------ .
4. A registered voter
5. A resident of the Philippines for not less than two_(2)_years^ immediately--
proceeding the election day •
Maximum terms - a senator is disqualified to serve for more than two consecutive
terms but can still run for reelection after a break or interval
Registered Voter - one who has all the qualifications for a voter and none of .the
disqualifications provided by law and who has registered himself in the listof voters.
Residence - the place where one has his true permanent home and to which
whenever absent, he has the intention of returning.
THE HOUSE OF REPRESENTATIVES

K
Composition and election/selection - composeeh t f jiut muie Uijjn~7Srrm iT ih S :s~

popularly known as Congressmen elected from legislative or congressional fetricts
and through party-list system
Term of Office - three (3) years '" '' • '
Qualifications of a Representative • •
1. A natural born citizen of the Philippines
2. At least 25 years of age on the election day
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 /
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
COMPOSITIONS/ELECTION/SELECTIONAND CLASSIFICATION OF MEMBERS
1. The Constitution limits to 250 the maximum numbers the Hose of

Representatives may have
2. The house of Representatives shall be elected from legislative districts and
through party - list system of registered national and sectoral parties or
organizations. The party - list representative shall constitute 20% of the
number of representatives in the Lower House including those under the party
list
3. The members of the House of Representatives may be classified into district,
party-Jifit and sectoral representatives
Kinds of Ejection for members of Congress < -*

1. Regular Election
2. Special Election
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
such increase
STEPS IN THE PASSAGE OF THE BILL
T First'reading
2. Referral to appropriate committee
3. Second reading . . .
4\ Debates . ____ ’ •
-5 — Frinfflpmrdisfribution
6. Third reading '
7. Referral to the other House
8. Submission to join bicameral committee ■
9. Submission to the President . •

G e n era l E d u catio n
ARTICLE VII - EXECUTIVE DEPARTMENT
Section 1. The executive power shall be vested in the President of the Philippines
Executive Power - defined as the power to administer
Section 2. No person may be elected as President unless he is natural born citizen
of the Philippines
Qualifications of the President and Vice President

1. Natural bom citizen of the Philippines
2. Registered voter -----------------------
3. Able to read and write '
4. At least 40 years of age
5. Resident of the Philippines for at least 10 years v
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
Reasons for Prohibition against RE-election of President

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
energy to consolidate this political support.
2. A President who seeks a second term is-under terrific handicap in the
performance oîis function.
3. A President seeking re-election will even use public funds for the purpose even
to the extent of making the govemmenttjantfrupr I
4. The prohibition also widens-the-basic-leaderette----------------------:--- ^ -------
5.,. The ban-will put an end or at least hamper the establishment of political
dynasties.
6. The six year term will give the President a reasonable time within which to
implement his plans and programs of government.
7. AJerm, no matter how longjs short for a good Presidept. ‘
Dr.'Benjam in M. Domingcil, Jr.

General E d u catio n
. POWERS OF THE PRESIDENT .

1. Appointing power * .
2. Power to revoke any appointments •
3. Powec of control over all executive departments, etc
4. Military power
5. Power to grant reprieve, commutations' and pardons
7. Power to enter into treaties nr international agreement

8. Budgetary power
9. Power to address the Congress }
ARTICLE VIII - JUDICIAL DEPARTMENT
Section 1. The judicial power shall be vested in one Supreme Court and in such
lower courts as may be established by law.
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
or between individual litigants in case properly brought before the judicial tribunal.
Scope of Judicial Power

1. Adjucatory power - it includes the duties:
a. to-settle actuai controversies involving rights which are legally demandable
and enforceable
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
the government.
2. Power of Judicial Review
a. to pass upon the validity or constitutionality of the laws of the state and acts
upon the other departments of the government
b. to interpret them
Dr. Be n jam in M . D o m i n g c i l , Jr.

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
3. To render binding judgment

4. Incidental powers - it likewise includes the incidental powers necessary to the
effective discharge of the judicial functions
Section 4. The SUPREME COURT shall be composed of the Chief Justice and 14
Associate Justices. It may sit en .banc orJruts discretion, in divisions-eHhree, fiver
.seven members. Any vacancy shall be filled within 90 days fromjlisjccurrence-
thereof..
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
not be appointed.
2. He must be at least forty (40) years of age
3. He must have, for fifteen (15) years or more, been a judge of a lower court or
engaged in the practice of law in the Philippines
4. He must be a person of proven competence, integrity, probity, and independence
ARTICLE IX CONSTITUTIONAL COMMISSION
Independent Constitutional Bodies

The Three Constitutional Commissions are:
1. Commission on Civil Service . ■■• -
2. Commission on Audit
3. Commission on Election
Common Features:
1. They are multi - headed bodies.
2. They are categorized as independent by the constitution.
3. Their powers and functions are defined in the constitution.
4. The commissioners are required to be natural - born citizens of the Philippines.
PNU L£T Reviewer T m

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.

6. The Commissioner appointed is intelligible for appointment for a period beyond
the maximum tenure of seven (7) years.
7. Appointment of any vacancy is only for the unexpired portion of the term of the
predecessor.
8. The commissioners cannot be appointed or designated in the temporary or
acting predecessor.
9. The commissioners are removable only by impeachment.
THE CIVIL SERVICE COMMISSION
Composition of Civil Service Commission

It is composed of a Chairman and two, (2) Commissioners. It is envisioned to
enhance its independence on the theory that it will be more resistant to political
pressure or influence than a body headed by a single individual. Their terms of office
are for seven (7) years only without re appointment.
Qualifications of Members
1. They must be natural born citizens of the Philippines.
2. They must be at least thirty five (35) years of age at the time of appointment.
3. They must be persons with proven capacity for public administration.
4. They must not have been candidates for any elective position in the elections
immediately preceding their appointment.
The term civil service means that professionalized body of men and women who
have made of the government service of a lifetime career. The scope of this are
every branch, agency, subdivisions and instrumentality df the government including
every government -owned or controlled corporation with original charter
E M PNU LET Reviewer

G en era! E d u catio n
COMPOSITION OF COMMISSION ON ELECTIONS
It is composed of a Chairman and six (6) Commissioners. The 1973 Constitution

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
group or any person who might be interested in the commission deciding or taking
action one way or another.
Qualification of the Members

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.
3. They must be at least holders of college degree.
4. They must not have been candidates for any elective position immediately
preceding elections.
THE COMMISSION ON AUDIT
Composition on Commission on Audit

It is composed of a Chairman and two (2) Commissioners. It is designed to make
it more resistant to pressures from legislative and executive branches and other
offices of the government.
Qualification of the Members------------ ------------ ------

1. They must be natiirai born citizens of the Philippines.
2. They must be at least thirty five (35) years of age at the time of election.
■3. They must oe certiTiea-publiC accouilianis wlltmot1ess-than~ten(lO) years .of
experience------- --------------------- ------ .— __________ __________
4. They must not have been candidates for. any elective position in the elections
preceding their appointment.
G eneral Ed ucatio n
ARTICLE X LOCAL GOVERNMENT . ,
General Provisions •
Section 1. The territorial and political subdivisions of the Republic'of the Philippines
are the provinces, cities, municipalities and baranoavs. There shall he antnnnm n ns
regions in Mindanao and the Cordilleras as hereinafter provided.
LOCAL GOVERNMENT
Concept
Local government refers to a political subdivision of a nation or state, is constituted
by law and has substantial control of local affairs which officials elected or otherwise
locally selected.
LOCAL GOVERNMENT UNITS
The local government units are the following:

1. Province
2. City ' • '
3. Municipality
4. B a r a n g a y ------------ — ------------------------- --------
5. Autonomous regions
These units are also called the political subdivisions of the country.
POWERS OF LOCAL GOVERNMENTS
The powers of the local government are:

1. To have continuous succession in its corporate name
2. To sue and be sued
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 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
3. To use a corporate seal

4. To acquire and convey real or personal properties •
5.To enter into a contract, and
6. To exercise such other powers as granted to corporations subject to limitations
- -......provided by laws • -------
ARTICLE XI ACCOUNTABILITY OF PUBLIC OFFICERS
Section 1. Public officer is a public trust.
Public office - is defined as the right authority, and duty created andconferre
by law in a given period either fixed by law or enduringat the pleasure of the
supporting power.
Public officer - is the individual invested with some portion of the sovereign
functions of the government for the benefit of.the public.
Nature of Public Office *

1. it is a public trust because it renders service to the public. ■
2.It is not a property for the holder of the office may not claiminvested right.
3. it is not a contract because one has no right to suethegovernment for the
recovery of damages.
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
means for achieving of power and wealth.
Section 2. Nature of Impeachment

Impeachment has been defined as a method of national inquest into the conduct of
public men. It aims to protect from official delinquencies or malfeasance.

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
Officials Removable by Impeachment

1. The president and vice-president •
2. Members of the Supreme Court
3. Members of the Constitutional Commissions
4. The Ombudsman
Grounds for Impeachment

1. Culpable violation of the constitution
2. Treason: example a Filipino imposes war in the Philippines
3. Bribery. either direct or indirect bribery
4. Graft and corruption
5. Betrayal of public trust - new ground for impeachment
Section 3. Initiating and Trial for Impeachment

The House of Representatives has the sole power to initiate all cases of impeachment.
The Senate has the sole power to try all cases of impeachment.
Procedure in Impeachment cases

1. Filing of verified complaint in the House of Representatives
2. Trial by the Senate
The members are required to be under oath or affirmation.
3. Requirement for conviction
To convict an officer, at least 2/3 of all members of the Senate agreeing are
necessary.
The only penalty to impose in an officer is limited 'to removal from office and
disqualification to hold any office under the Republic of the Philippines . If a criminal-
offense has been committed, the party convicted is still liable to prosecution, trial, and
punishment.
£64 PNU LET Reviewer

The power of the President to grant reprieves, commutations, and pardons does not
extend to cases of impeachment.
Section 4. Anti -graft known as Sandiganbayan

The Sandiganbayan was a special court created by the Batasang Pambansa under
the 1973 Constitution.
Section 5. Office of the Ombudsman to be known as Tanodbayan

Tanodbayan is a coined term in Filipino, which literally means ' guardians of the
nations’. It is categorized like the three Constitutional Commissions as independent.
Prosecutor
Section 8. Qualification of Ombudsman Deputies

They must be:
1. The natural bom citizens of the Philippines
2. At least forty(40) years old at the time of the appointment
3. Persons with recognized probity and independence
4. Members of the Philippine Bar
5. Not have been a candidate for any elective office in the preceding election
ARTICLE XII NATIONAL ECONOMY AND PATRIMONY
..... Landsof thepDb'lic domain are classified into agricultural, forest or timber, mineral
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
lands of the public domain shall be limited to agricultural lands. Private corporations
orassociationrmay-not hold-saeh-alienable lands, of the public domain except by
lease, for a period not exceeding twenty-five years, renewable for not more than
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.
Dr. Benjam in M . Domingcil. )t>

‘ ARTICLE XIII SOCIAL JUSTICE AND HUMAN BIGHTS
The congress shall give highest priority to the enactment of measures that protect
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
political power for the common good. •— --------------------
To this end, the state shall regulate the acquisition, ownership, use, and disposition
of property and its increments. }
The promotion of social justice shall include the commitment to create economic
opportunities based on freedom of initiative and self-reliance.
LABOR
The state shall afford full protection to labor, local and overseas, organized and
unorganized, and promote full employment and equality of employment opportunities
for all.
It shallûarantee the rights of all workers to self-organization, collective bargaining

and negotiations, and peaceful concerted activities, including the righLto-stnke-in-
accordance with law. They shall be entitled to security of tenure, humane conditions”
of work, and a living wage. They shall also participate in policy and decision-making
processes affecting their rights and benefits as may be provided by law.
HUMAN RIGHTS
There is hereby created an independent office called the Commission of Human

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
Members of the Bar. The term of office and other gualifications and disabilities of
Dr. Benjamin M. pom ingcil, Jr.

Social Science - Politics anti Governance with the Philippine Constitution
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
exercise its present functions and power.
ARTICLE XIV EDUCATION. SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND.

SPORTS
All educational institutions shall include the study of the Constitution as part of the
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
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline ,
encourage critical arid creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.
ARTICLE XV THE FAMILY
The State recognizes the Filipino family as the foundation of the nation. Accordingly,
it shall strengthen its solidarity and actively promote its total development.
— Requisites of a Valid Marriage

• Legal capacity of the contracting parties
o Age
o Status
• Consent freely given
• Authority of the solemnizing officer
• Marriage License
• Public ceremony
Marriage, as an inviolable social institution, is the foundation of the family and shall
be protected by the State.
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
Directions: Read the questions properly. Indicate your answer by encircling the
letter of your choice.
1. It is that definite or portion of the earth's surface which is the subject of

sovereignty rights and interests. From the political standpoint, it is referred to as
A. State C. Sovereignty
B. Government D. Territory
Answer: D
Analyze the statement. What is the focus of the basic information? It is concerned with
*one of the essentials attributes of a state. Definitely, option A is not a specific description
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
an element of a State. On the other hand, option B has for its object the institution or
aggregate of institutions which rule a society. It is concerned with the operation and
organization of government. Option C is synonymous to independence or the power
to impose obedience upon the citizenry and therefore not acceptable as a choice to
describe the statement. Option D provides the accurate definition as it relates to the
portion of the earth's surface where sovereign n'ghts and interests are recognized.
2. The city Mayor ordered the arrest and deportation ofaHthe prostitutes to their
respective provinces for promoting live shows and immoral sexual activities in
the city. The order was assailed to be illegal because: _
' A. The City Mayor has infringed on the constitutional rights of the prostitutes
to travel and abode.
"B.- The City Mayor violatecTflTe due pTocess ot law since there was no notice
•and hearing before, judgment was rendered.
C. The Mayor's order was arbitrary, and capricious. -
D. Only the Courts are empowered to issue the order of arrest and deportation.
’ L E I-R ev iew er
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,
detention and even deportation orders is the exclusive prerogative of the Courts and
does not rest within the competence of the City Mayor.
3. Despite strong protestations from Mang Jose, the government took away from
his private property for public use upon payment to him or just compensation.
What power of the State was involved in the particular case?
_ . .A. Police Power
' B- Power of Eminent Domain
C. Power of Taxation
D.v Absolute Power of the State- "* -*
Answer: B
The question is factual. You will recall that the state possesses inherent powers upon
its domain. Option A is related to the question since it refers to the advancement of
the general welfare of the people but the taking away of the private property is the
main issue. Option C is a State inherent power also but has nothing to do with property
rights. Option D is an inexistent power and is not in any way related to the question.
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. ■
4. The United Satesfls the only known country in the world that follows the “Jus
Soli” doctrine which means Place of Birth, while the rest of the countries follow
— tfte-^s-Sanguinie" principle which means blood relationship. What then is the
■‘ citizenship of a child bom to Filipino parents in the United States?
A. Natural Born Citizen
B. Naturalized Citizen
C. Stateless Citizen •.
D. Dual Citizen
Genera! ed u cation
Answer: D *
The question is wanting of a legal basis. You have to recall what you have learned.
Optien A refers to a citizen born in the Philippines without having to perform any act to
perfect his citizenship while option B refers to a foreign citizen who is conferred Filipino
citizenship through judicial or legal processes. Both options are not responsive to the
Question. Option C implies citizenship minus State recognition. Option D is the correct
choice because the child enjoys the rights to an American Citizenship (,JusSoULancL .
Filipino citizenship (Jus Sanguiniel since he is born to Filipirio parents.
5. Every time Jose's parents leave the house, th^y chain him to a post of their
house padlock the door of his room without food, water and sunlight. He was
untidy and emaciated. What rights were violated?
1. The natural and primary right of parents to rear their children in the manner
convenient to both parents and children.
2. The rights to healthful well being and ecology
3. The right to travel and abode
4. The right of the child to protection, care and support of his parents.
A. 1,2 C. 2,3
B .1 ,3 "D. 2,4
Answer: D ^ ^
Option A is devoid o f any reference. It is the primordial duty of parents to care, protect
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
C suffers from inadequacy of basis. Option D explicitly provides the nght to mobility,
support, care and protection o f the child against parental abuse.
6. It is the department which has the authority to make laws and to alter or
repeal them
A. Administrative department
B. Executive department
C. Judicial department
D. Legislative department
Dr. Be n ja m in M. Doming cii, jr .

Social' jo c t i c e - v; k : . . rd Oov?rr.aji£>: <.
7. Its advantage is that it serves as the tuning ground for the national leaders
A. Bicameralism r C. Primary jurisdiction
•B. Constitutionalism D. Parents patriae •
8. It- is prerogative inherent in the state where it is called upon to protect thoSe
with less than full capacity to iake-adequate care of their own interests
A. Eminent Domain ________ C. Police .
B. Patents Patriae D. Taxation
I he [erm or orfiCt) Of IIItl yunatui--------
A. One year * C. Six years
B. Three years D. Twelve years
10. The power to declare The'existence of a state of war belongs to
A. Congress C. Sandigang Bayan
B. President D. Supreme Court
11. Amendment or revision of the Constitution may be proposed through any of the
following except
A. Constitutional Convention C. People's Initiative
B. Constitutional Assembly D. People's Power
12. The regular election of the Members of Congress shall be held on the second
Monday of
A. April B. May C. June D. July
13. How many members does the Commission on Appointment have?
----- A— 24----------- 8 - 26 C. 25D.27
14. All appropriation, revenue or tariff bills etc. shall originate exclusively in the
A. House of Representatives
B. Sanggunian Panlalawigan
C. Senate
D. Supreme Court
15. An enrolled bill may become a law after a lapse of
A. 30 days C. 40 days
B. 60days D /9 0 d a y s.
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
16. The canvassing of the votes of the President shall be done by congress and
presided by:
A. Chief Justice
B. Secretary of National Defense
C. Ombudsman
D. Vice President
17. The Constitution empowers the President to declare Martial Law for
B. 60 days D. 90 days
18. It refers to the act of the President of staying the execution of a convict.
A. Amnesty _____________ ..C.. ..Commutation_____________
B. Pardon D. Reprieve
19. It is the only constitutional court in the Philippines.
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
22. The 1987 Constitution was framed by
A. People’s initiative.........................................;...........................................
B. Constitutional assembly _____________________ s............................ ......
C. Constitutional commission
. D. Constitutional convention
PNU lE T Reviewer.
23. The government under President Aquino w a s.

A. De facto C. Both a and b
Ek De jure D. None of the above
24. Amendments in the 1987 Constitution can be made through a constitutional
commission.
A. Yes C. Maybe
B. No D. None of the above
25. The president declared martial law on the ground or rebellion. What, if any, is
the effect of such act?
A. The declaration of martial law will not automatically suspend the privilege
of the writ of habeas corpus.
B. The operation of the constitution is not in any manner suspended.
C. A State of Martial Law does not supplant the functioning of the civil courts.
D.- All of the above ** -*
Dr. Bcnjiimin M. Domingcil. Jr.

General E du cation
PART III - ENHANCING T ES T TAKING SKILLS
1. Which of the following sector cannot participate under the party-list system
of representation
A. Elderly C. Overseas workers
B. Handicapped D. Religious
2. Which of the following positions does need the confirmation of the Commission
on Appointments?
A. BIR Commissioner C. Consul
B. Navy captains D. Ambassador
3. The president cannot validly declare martial law in the following instance:
A. Eminent danger . C. Rebellion
B. Invasion D. All of the above
4. The following are the members of the judicial and bar council except:
A. Professor of law C. Retired justice of the Supreme Court
B. Ombudsman D. Secretary of Justice
5. The budget of fiscal year 2012 was submitted to the President for action. He
called a press conference saying that he will exercise his pocket veto on certain
items of the said budget. Is the President clothed with the pocket veto power?
A. Yes C. None of the above
B. No . D. Both of the above
6. The General Appropriation Act for the year 2012 allocated P 10 million each
to the members of the House of the Representatives P150 million to the
senators for countryside development notwithstanding that the President
recommended its abolition. What remedy can the president employ to refuse
release of the funds?
A. Abolish congress C. Exercise the power of impoundment
B. Exercise his pocket veto D. All of the above
Dr. Benjamin M. Domingcii, Jr.

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
case be resolved? *
A. Raffle the case to anther division -____________ _
B. Decide the case en banc
D. Decide the case in absentia

8. Can the Supreme Court justice be removed byfilling a criminal case against him?
A. Yes ................. . C T Both a and b
B. No D. None of the above
9. Police officers arrested the accused based on the information supplied by the
rape victim herself who pointed at him. Is the arrest without warrant valid?
A. No C. None of the above
B. Yes D. All of the above
10. When may stoppage and search of vehicles without warrant be valid?
A. There is a report supplied by undercover agent.
B. Where accused is carrying bulging bags and was suspiciously quiet and
nervous when asked about its content.
C. Where the physical appearance of the accused fitted the description
given in-the-eonfidentiaffepoit—-------— -----
D. All of the above”
11.. The following searches are valid even without a warrant of arrest except
A. There is a waiver.
B. Made during the saturation drive
C. Open to eyes and band
D. Stop and frisk principle
12. The ombudsman must be at feast__________ years of age at the time of his
appointment.
A. 35 B. 40 C. 25 D. 21
13. Who has the sole power to try and decide an impeachment case?
• A. Supreme Court C. Senate
B. People • D. House of Representatives
PNU LET Review er jfcfck ]

Social .Science - Politics and Governance with' the Philippine Constitution
14. The following maybe Removed by impeachment except

A. Chairman of COMELEC C. Senator
B. Commissioner of BIR D. Chief Justice
15. Who has the power to decide on a person's right to vote?
A. Congress C. Court
B. Comelec D. President
16. All persons except those changed with offenses punishable with ________
when evidence of guilt is strong shall be bailable.
A. Arresto mayor C. Reclusion temporal
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

23. The party list system shall constitute_______ of the total number of the The
House Representatives
A. .10% B. 20% C. 21% D. 40% '
24. Members of the Congress shall in all offenses punishable by not more______
years are privileged from arrest.
A. One B. Five C. Six D. Twelve
25. A bill can become a law even if not signed by the President after the lapse of
B. 30 days D. 50 days
Dr. Be nja min M . D oi n in g ct l, Jr.

Prepared by :
I’rot. Rem edios C . O n g
Competencies:
r *
1. Trace the history of the Philippines
from pre-colonial to contemporary
periods^
2. Draw the implications o f the historical

evolution of the Philippines to the
present socio-political conditions.
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
its outlook. Presently, the Filipinos is still searching for his identity.
I. P re-C o lon ial
ife£
A. THEORIES ON THE EARLY PEOPLE 1
Jocano Theorizes that the proof of early human existence in the Philippines
dated as early as 21,000 to 22,000 years with the discovery in Tabon cave in
I
%
1962 of a skull cap and a portion of javO)resumecuo_Dje_mose-or numan being'.
This discovery shows conclusively that human came earlier to the Philippines
than the migrant people of the Malay Peninsula.
B. THEORY OF MIGRATION
4
'A
■}?
> 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
kinky haired, have thick lips, have wide noses and have short limbs. They
used tools made from sharp rocks and pieces of wood in hunting, fishing,
and finding plants and crops sustainable for consumption.
> Indonesians
They used boats for travelling the sea in order to reach the Philippines.
They knew how to plant crops, to hunt and to fish. Their tools were made
up of rocks and metals that enabled them to build houses and to create
tools that make their everyday activities less strenuous.
> Malays
--------- They are brown-skinned, have average height, flat nose and straight, black
hair. They have had the most sophisticated and highly developed civilization
among the varieties of people that came to the Philippines. They are divided
into three groups. The first group of Malay had traveled to the North of
Luzon and became known for their practice of beheading people. The
second group started to use alphabets and archeologist believed that they
are ancestors of the Muslims in Mindanao.
Generally, the Malays started to put up government systems and created

laws to promote harmony in their respective communities. The knowledge
of the arts, music and literature also has become an indelible trademark of
their way of life. This group of people is best known in their manufacture of
-------- pottery'and clothing products.
T]r~roÂCTW AS]AN COUNTRIES AND ITS IMPACT
> Arabs
It is widely believed that the Arabs had first set foot on the country in the
1st century A.D. The relationship was purely about trade and they bought
products such as metals and cloths jn exchange of pearls, gold, and shells
PNU LET Reviewer

from the natives of the Visayas and Mindanao. The Arabs are believed
to be the ones who bring the products of their country and other nearby
countries in Europe and China, India and some Southeast Asian countries.
The Philippines have had a purely trading relationships with the Arabs until
when they started to preach the theories and principles of Islam in the 12th
century A.D.
India
The people that we know today are shrewd and very business-minded.
Today, the most common business relationship the Filipinos have-with them
is borrowing money known as 5-6. Ourcontacr witn tnem started wajT"
back in 700 A.D., the time when the Madjapahit Empire was at its peak.
India, during that time, was under a powerful and sturdy domain. This made
them capable of conquering countries nearby, the Southeast Asian region
inclusive. They had first landed in Sulu and used it as their gateway to a rich
and favorable Filipino trade. They brought tin products, gold and exquisite
Hindu cloths, so famous for their high quality, grandeur and awe-striking
features. The Philippines was not colonized by the Madjapahit Empire
although this rich commercial relationship flourished and continued for
centuries and has influenced Filipino lifestyle in may ways.
China
The early relationship between China and the Philippines started before the
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—
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
information was supported by an article written by Chau Ju Kua in his book
Chu Fan Chi. He reaveled that the Chioese, and the early Filipinos have had
fruitful and prolific trading ties, both parties trusting each other.
Prof. R em ed ies- C . O n g .
> Japan '
Prior to the Japanese occupation in-the twentieth century, the Filipinos
and 'the Japanese have had a good and beneficial relationship that
continued on for centuries. This relationship started in the 13th century
— AvOr-Aeeeitttriy lu lliy ancient Japanese newspaper Nihongi, Filipinos had
set fpnt nn KmThn tn trnrlr wittr thrrrlafpanpRe They became interested
in trading with the early Filipinos after haying seen the gigantic pearls,
cloths, tropical plant products and never before-seen jewelry and
accessories^ This fostered a peaceful, amiable and a friendly relationship
not only to the two involved parties but also had an affirmative implication
to the whole of Southeast Asia.
EARLY HISTORY AND CULTURE OF THE PHILIPPINES

> The Barangay, which was derived from the Malayan word balangay meaning
a boat, was the ancient unit of government of the Philippines. Barangays
are small states that have definite territories, population, government, and
sovereignty. The barangay was the unit of government and consisted of
forty to one hundred families. These barangays lived independently and
was self-supporting underJhe. leadership of a Datu.
T . A Datu is-the-Chief executive, legislative, and judicial administrator of each
tribe of barangay, He executes the law with the help of his own dependents
and a number of people from the freeman class. He does his judicial and
legislative duties with the help of the members of the Council of the Elders.
As suggested by the term itself, the council is made up of the oldest and
the most affluent members of the community.
> The position of being a datu is passed on from the father to his eldest
son. In the absence of an eldest son, the eldest daughter assumed the
post. If a Datu bears no child, a person is chosen from the tribe based
on a certain criteria. The criteria include intelligence, wealth, strength and
S o c ia i S c ie n c e - i^ iiiip p ine H istory
bravery. These are very important traits that a datu must possess in order
to carry out the duties of a tribal chief successfully.
> The social hierarchy is divided intoihree: - ---------;
• Nobles or the elite —consisting*of the chiefs and theidarailies-
• Freemen or the Maharlika
- • Slaves or the dependents—acquired their lowstatus insociety by inheritance.
> Judicial process had trials which were held publicly and decisions were'
rendered promptly thereby avoiding what is known as justice delayed.
“Trial by ordeal was adopted to determine the innocence or guilt of party”.
Among the ancient Filipinos the legitimate children automatically inherited
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
The main industry and the main source of income of the early Filipinos is
agriculture. The early Filipinos have started to practice kaingin in order to
make a land suitable for farming out of bushy and grassy land area^Kaingin
is the early practice of setting a fire to burn unwanted grass and plants that
grow over a piece of land ideal for farming. __________—
> Religious Beliefs and Education
The ancient Filipino people were mostly pagans and believed in their
supreme creator, Bathala. Pagan is someone who does not believed in
Christianity, Islam, or Hinduism. The early Filipinos believed not only in
Bathala but also several other gods. These gods are of lesser degree since
Bathala is considered the god of all gods.
Parents normally educate their children at home. The father is responsible

for teaching his son. He starts his child's education at about 8 years
old. The father teaches his son manly activities such as hunting, fishing,
gathering and chopping of woods, farming, etc. The son learns together
• with other children 1n the tribe who are of his same age.
PNU LET Reviewer M l

O' .v w w ...y
... At night, before sleeping,

..,i daughters about sensitive topics
By educating her daughter with the
mother slowly prepares her daughter for
..u motherhood.
E. HISPANIZAT10N OF THE PHILIPPINES
Magellan held an expedition for Spain to Moluccas by sailing west. Such

expedition brought him to a group of islands, which they called Archipelago
of St. Lazarus (later renamed Philippines after King Philip II of Spain). They
anchored on Homonhon and later sailedlo an islet stiuth of Leyte where they
celebrated the first mass on March 31,1521. While Magellan was killed in a
battle with the Mactan chief Lapu-Lapu, nevertheless his expedition paved way
for the eventual colonization of the Philippines by Spain.
In 1565, Miguel Lopez de Legazpi arrived to establish a permanent settlement in

the Philippine Islands. He concluded a blood compact with Sikatuna, a chieftain
of Bohol, then signed a treaty of friendship with Rajah Tupas of Cebu where
the first Spanish settlement San Miguel was established. It was later named
Santissimo Nombre de Jesus. Further colonization was made in the Visayas and
up north. De Goite fortified Manila, which was under Rajah Sulayman, a Muslim
chieftain. In 1571, Legaspi established Manila as capital of the Philippines.
1. Economic P o lic ie s ______ - .

They mostly characterized by monopoly that favored/ benefited the
Spaniards.
W S L PNU LET Reviewer

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
income) was instituted for residents 18 years of age and above. Taxes
were excessive and most of which went into the pockets of officials.
b. Forced Labor: males from 16 to 60 were required to render services
to the government for 40 day supposedly with daily allowance and
■
meager food ration. Falla is a fee paid by Filipinos to be exempted from
forced labor.
c. Encomienda: became the source of corruption of officials particularly in
the sharing of produce between encomienda workers and landowners.
d. Galleon trade or Manila Acapulco Trade: doctrine of mercantilism
or (monopoly of goods fronrcoloniesTwas imposed by Spain. The
Philippines traded only with China and Mexico in the 16th century and
goods were shipped by the Spanish galleons, for_two centuries the.
chief source of official and individual income in the Philippines.
e. Tobacco Monopoly for 100 years the government designated Nueva
Ecija, Cagayan Valley, and Marinduque as tobacco planting districts.
Later northern Luzon provinces were included.
I. Political Changes
a. Government was centralized. For 250 years, the country was
administered through the Council of Indies that transmitted to the
Governor-General in the Philippines the royal decrees that served as
guide in the administration of theTdlony.'The governors' overwhelming
authority is indicated by his unrestricted use of the cumplase power
to suspend the implementation of any royal order if in his opinion, the
coixlition in the colony did not warrant its implementation.
given to Spaniards who helped in the pacification of the country.

Encomienderos were empowered to collect taxes, protect and convert
Prof*. Rcincdios C. Ong

native to Catholicism. Due to abuses perpetrated by encomienderos,
encomiendas were abolished and replaced by the system of provincial
governments: alcadia for pacified, areas and corregimientos for
unspecified areas. Baranggays were retained and assimilated into the
bigger unit of government. Later 'Phln<: ftnwnsUwig-iretahik'hpri
3. Rfiliqihus influence---------------"
Christian religion was introduced replacing the paganistic anito worship.
Friar responsible for spreading the Christian reliqioo; Auqustinians (1565):
Franciscans (1577): Jesuitsr(1"581)": Dominicans (1587): and the Recollects
(1606). Early Missionaries learned the dialects of the people and introduced
a highly church oriented literature. Pagan superstitions were utilized to hold
natives to practice the new religion such that folk Catholicism resulted.
Education was controlled by friars. Religious orders founded the first

school? and colleges. University of Sto. Tomas was the university founded
in 1611. The chief feature of the curriculum was religion. Education was
secularized by the civil government at about 1860.
4. Social Transformation
a. Manner of dressina-altered-eensiderablv TfTorder to accumulate
Spanish customs as welTasthe new morality resulting from conversion
to Catholicism.
b. The Filipinos accepted the practice of burial in public cemeteries and
embraced the idea of marriages performed in the Catholic Church.
c. 1849 Gorvemor Narciso Claveria .issued a decree which contained
thousands of Spanish family names from which the natives could
choose their own surnames.
d. Adoption of Fiesta is a socio-religious event celebrating the feast day
of the patron saint of a Catholic town.
tfror*. R c m e d io s C . O n g
GROWTH OF FILIPINO NATIONALISM
It was ip the 1'9th century when national consciousness developed the sporadic
uprisings started as early as 1574tsy Lakandula and Sulayman followed by Magalat
(1506). Tamblot, Bangkaw, Palaris, Dagohoy, Diego Silang and many others. It
grew in intensity about 200 years later. Nationalism (devotion to or advocacy
of national unity and independence) developed due to the following factors:
a. Opening of Philippines to World Trade
b. * Rise of middle class
c. Racial prejudice
d. Secularization controversy
e. European liberalism of Carlos- Marie dela Torre
f. Cavite mutiny
g. Execution of Gomez, Burgos and Zamora (GOMBURZA)
Campaigns for reforms started with the formation by the middle class of a
Propaganda Movement 'jailing for tlje assimilation of the Philippines to Spain,
the transformation of the Philippines to a province of Spain, and making
the Filipino fellow Spaniards. As Spanish Citizens the Filipinos would be
represented in the Spanish Cortes and thereby their representative in that
body, could propose and participate in the approval of laws beneficial to the
country. Foremost among them were. Lopez Jaena, M.H. Del Pilar and Rizal.
The movement failed to attain the reforms they demanded. However, their
writings inspired and opened the minds of Filipinos. Andres Bonifacio founded
the Katipunan (Kataastaasan, Kagafanggalangan na Katipunan ng Bayan) in
July 7,1892 on a radical platform to secure Independence and Freedom of the
Philippines by force. Katipunan’s Objectives were:
a: Political— separation of the Philippines from Spain.
b. Moral - revolved around the teaching of gopd manners, hygiene, good
morals, religious fanaticism and weakness of character.
c. Civic- principle of self-help and the defense of the poor and the oppressed.
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
The society remained secret until Patinio exposed the society to Fr. Mariano Gil
on August 19,1895. By August 23,1896 at Pugad Lawin, the Katipuneros tore
up their cedulas shouting, "Long Live the.Philippines".
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.
Aguinaldo established the Dictatorial Government in May and a month later, the
revolutionary government upon the advice of Apolinario Mabini, the brain of the
revolution. In June 12,1898, Aguinaldo proclaimed the independence of. the___
Philippines at Kawit, Cavite. ' “ "
F. AMERICAN COLONIZATION
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
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
ceded by Spain to the United States: Aguinaldo, the leader of the Philippine
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—
12, 1898, he declared the Philippine Independence and changed our form
of government from dictatorial to revolutionary. After the promulgation of the
Malolos Constitution in January 21,1899 AgulriSKlcnilauyuidtoU the Philippine—
Republic in January 23,1899— . ----------------------------- 1__________
Due to the cession of the Philippines to US and the continued presence of

Americans, hostilities erupted between the Filipinos and.Americans. The
unfortunate incident at San Juan Bridge where Filipinos werejired on February' .
4, 1899 led to the Filipinos-Afherican Wat It was only after the capture of
General' E ducation
Aguinaldo on March 23, 1901 that the hostilities ended, although pocket
resistance continued in some areas.
AMERICAN COLONIAL POLICY .
General Wesley Merit established the military government and exercised the
powers of government until July 4,1901 when the President of the Philippine
Commission became civil governor in area already pacified by American military.
-------Philippine-Bill of 1902 the first organized act of the Philippines and it provided
for the administration of civil government in the Philippines.
V
William Howard Taft chairman of second the Philippine Commission recogitlzed
the independence of the Philippines.
Jacob Schurman became chairman of the Fist Philippine Commission.
U.S. Pres. William McKinley proclaimed the policy "Benevolent Assimilation”. He

emphasized that the Filipinos would be trained for self-government.
____ The Filipinization Policy expressed American intention of training Filipinos for
self-government. As early as 1900, Filipinos were allowed to take over positions
in municipal, provincial, and national government. By 1901, Cayetano Arellano
------ was-appoioted-Chief Justice of the Supreme Court. Partial free trade was
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
quantities could enter the Philippines free of duty.
The promise of independence was contained in Jones Law of 19T6. With the
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.

b. Public health and welfare was carried to the remote barrio.
c. Commerce, industry and trade were requested.
d. Basic individual freedom were respected — ---------
e. Transportation and communication were qreatly improved.
f. Political consciousness was developed through introduction of American
political institution and practices.
Negative Results:
a. The general economic dependence on the United States
b. Partial loss of the racial heritage
c. The continuance of colonial mentality
d. Distorted sense of values
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.
G. JAPANESE OCCUPATION ____________________________ - T Z I .
On December 7,1941, Japan bombed Pearl Harbor, the US naval base in Hawaii.
This marked the start of World War II in the Pacific. As early as September 1,
1939, war started in Europe when Germany invaded Poland.
Japan successfully occupied the Philippines after the fall of Bataan April 9 and
fall of Corregidor May 6 from 1942 to 1944. The Filipino experienced the extreme
brutality of the Japanese. Liberation of the Filipinos came with the return of Gen.
Douglas McArthur. Japan finally surrendered after Hiroshima (August 6,1945)
and Nagasaki (August 9; 1945) were destroyed by atomic bombs.
Prof. Rcmcdios C. O n j
The return of the Commonwealth government was established with President
Sergio Osmena who died in Mew Yorkjn 194-4. In 1946, election for republican
government was held and ManueJ_Roxas won as president.
_________ Given "these historical experiences of contact with the Asian neighbors and the
western colonizers, the present Filipino has imbibed both cultures of the east
and the west. Her oriental characteristics are very much manifested in her
-------- strong link to family and the respect accorded to them.
Despite her being liberal-minded because of American democratic influence, yet

her Christian orientation instilled in her by the Spaniards and the influence of
other religion enables her to confront the present social, political, and economic
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.
H. POSTWAR ADMINISTRATION r
________ 1_, Pres. Manuel Roxas - July 4,1946 - April 15,1948

------- Roxas declared amnesty for those arrested for collaborating with the
Japanese during World War II. When the Philippines gained independence
from the United States on July 4,1946, he became first president of the
New Republic. He worked for the reconstruction and rehabilitation on the
war damaged country. His problem was compounded by the subversive
activities of the.Huk (formerly a guerilla gevernment “HUKBALAHAP”). He
died without finishing his term.
2. Pres. Elpidio Quirino - April 18,1948 - December 30,1953
Minimized the Huk problems with the help of Defense Secretary Ramon
Magsaysay.-Established Law Settlement and Development Corporation
(LASEDECO) for landless farmers and.HJk surrenderees.
j^Si LJET Reviewer

3. Pres. Ramon Magsaysay - December 30,1953 - March 17,1957
"Man of the Masses”. He promised to give the common taojustice. Established
■
the NARRA (National Rehabilitation and Resettlement Administrations) to
continue the resettlement program of previous administrations.
4. Pres. Carlos Garcia - December 30,1957 -December 30,1961
Famous for his “Filipino First” policy and Austerity program. This policy
favored Filipino businessmen over foreign investors. He was also responsible
for changes in retail trade which greatly affected the Chinese businessmen
in the country. He also made a program focused on thriftiness.
5. Pres. Diosdado Macapagal-December 30,1961 - December 30,1965
The most radical Agrarian Reform Law. Agricultural rand, RfitormTnrie,"
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$.
administration was also known for Harry Stonehill Scandal.
6. Pres. Ferdinand Marcos - December 30,1965 - February 25,1986
Promised to make his country “great again”. Ruled for about 20 years
during this time:
a. Worked for the changing of the 1934 Constitution and the result was
the Constitution of 1973 providing for a parliamentary government.
b. Declared Martial Law 1972 because of deteriorating peace and order
situation in our country.
_c. Abolished Congress upon declaration of Martial Law. The later part of
his regime was popularly known"î®oriafregimT
d. ' Benigno Aquino was assassinated in 1983 which generated protest
and demonstration that culminated in the EDSA Revolution where
People's-Power was manifested. This put to an end the 20 year rule
of Marcos. CorazorrAqainu, widow uf Benigno Aquino assumed the
presidency in February 25,1986.
7. Pres. Corazon Aquino - February 25,1986 - June 30,1992
First woman president in the Philippines. Restored democracy: ’
a. Holding election for Congress and Local government.
b. Framed and ratified the Constitution of 1987,

c. Restored freedom of press and speech.
d. Released political prisoners.
e. Worked for economic recovery.
' 8. Pres. Fidel V. Ramos - June 30,1992 - June 30,1998
Known for his “Philippines 2000”, which is meant to make the Philippines
an economically developed country and make it globally competitive.
Five Point Progress:
a. Peace and stability
b. Economic growth and sustainable development
c. Energy and power generation
d. Environmental protection
e. Streamedlined Bureaucracy - • .*
9. Pres. Joseph Estrada - June 30,1998 - January 20,2001
Known for his “Erap para sa Mahirap" program, which focuses on
alleviating the socio-economic conditions of the poor. His flagship js “Jeep
ni Erap". He was impeached on November but in January People Power II
took place when to the senators voted not to open an envelope containing
the evidences against him.
10. Pres. Gloria Macapagal Arroyo - January 20,2001
She was former Vice-President and concurrent Secretary of Social Welfare
and Development. She assumed presidency by virtue of People Power
II Revolution.or EDSA II. Her vision for the country as ''building a strong
republic throughout her tenure. Her agenda consists of building up a strong
bureaucracy, lowering crime rates, increasing tax collection, improving
economic growth and intensifying counter terrorism efforts.'Her tenure is
marked by charges of corruption scandals.
11. Pres. Benigno Simeon C.Aquino III - at Present
Son of the two Filipino icons of democracy. Vowed to.fight corruption
and establish transparency in governance. Won in, the first ever
automated election.
Pro:'. H -m ed io - C . ’.'ng .
General L Ju cu tto n
1. During pre-colonial period the socio-political unit was the barangay, from the
Malay term balangay, meaning a boat. During colonial period, several forms of
government were established in the Philippines. Which among the following
was not a form of government during colonial pefiod?
A. Puppet C. Military
B. "Democratic RepublicD. Centralized colonial government
Answer: 8
Democratic Republic is our the present form of government.
Option A, C & D were forms of government during colonial period.
Option A. Jose P. Laurel was the President of the Philippines under puppet
type of government.
Option C. The military government was the first government during American period
Option D. Centralized colonial government was established by the Spaniards
r ►
2. The reformist who formed the Propaganda Movement used the pen to expose
the abuses of the Spaniards. The following are reformists except?
A. Dr. Jose Rizal C. Emilio Aguinaldo
B. Marcelo H. Del Pilar D. Graciano Lopez Jaena
The correct answer is option C.

Emilio Aguinaldo was the first Pres, of the Republic of the Philippines and had notjoined
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
to get the reform they wanted.
Option A, B, & D were members of the Propaganda Movement. We Newspaper of the
Propaganda Movement was La Solidaridad which exposed the abuses of the Spaniards.
They also wrote novels, poems and features. They were peaceful reformist who used
pen names. ■ ■ '
Option A. Dr. Jose Rizal wrote Noli & ErFilibusterismo. He used Dimasalang and
Laon-Lasn as his pen name.
Option B. Marcelo H. Del Pilar second editor of La Solidadridad. He used Plaridei as his
-peomme^-------------- ------ I
Option D. Sraciano Looez Jaena I
3. Which of the following is a negative result of American colonization?

A.„.Progresa.in_Educatio n---------------
B. Continuance of Colonial Mentality
C. Improvement of Public Health & Welfare
D. Development of Transportation & Community -
The correct answer is B.

Colonial mentality belongs to the negative results of American colonization.
Option A, C . &D are the positive results of American Colonization.
Option A. Universal Education was stressed under American period
Option C. Doctor of Medicine was carried out into the remote barrios.
Option D. Modern transportation communities like car, telephone lines & telegraph were
introduced in the country.
4, 'WHatTsThe major-program of the President Carlos P. Garcia which is similar to

the present administration program?
^ A. Land to the landless.
^ B. Filipino first policy
"C. Reconstruction and Reconciliation
D. Philippines 2000
The correct answer is B.

The Filipino people have always been avowed the priority o f the government in term of
political, economic and social well being.
Option A, C, & D. There are actually pertain to one aspect of the Philippine Development.
Option A. This program was President Ramon'Magsaysay's Program to give land to. the
landless, specifically the tenants. . .
LET Reviewer
Sociat Science - P h ilip p in e H is to r y
Option C. President Elpidio Quirino inherited the problem regarding the insurgency of the
Huks therefore he offered this program.
Option D. President Fidel Ramos during his administration wanted to uplift the standard
o f living of the people to improve Philippine economy.
5. The emergence of Filipino nationalism came as a response to the long period of

Spanish misrule that hampered political and economic development. Which of the
following is not a contributing factor to the development of Filipino nationalism?
A. Personal Grievances C. Racial Prejudice
B: Secularization Controversy D. Rise of the Middle Class
Answer: A
Personal Grievances is one o f the causes of uprising against Spain.
Option B . C & D are the contributory factors of Filipino nationalism.
Option B, is about Secularization Controversy which is a iconflict involving Spanish
regular and secular priests.
Option C. Racial Prejudice because the Spaniards regarded the Filipinos as
belonging to the "inferior races".
Option D. Rise of the Middle Class or the Filipinos who participated in agricultural production
and commerce following the opening of the Philippines to world commerce acquired not
only wealth and property but also improved their social status.
6. The ancient custom of arranging marriages of children by the parents came

from the influence of
A. Japanese-------------------- -Chinese -
B. Borneans D. Indians
7. Different methods were used by the Filipinos to fight against the Japanese.
A. The arts is part of culture that is developed by events in its environment

B. ‘ The Filipinos love the arts
C. The Filipinos fought for their freedom
D. The Filipinos ate free to express their feelings
ms PNli LET Reviewer

G e n e ra l Ed u catio n
8. Examine/Evaluate the two sentences of every number.

A. ’ If trie first sentence is wrong and the second sentence is wrong
B. If the first sentence is wrong and the second is right
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
resulted in the formation a religious sect popularly known today as:
A. Iglesia ni Kristo
B. Philippine IndependentChurch
C. Anglican Church
D. Evangelist Church
10. The president who ordered the immediate deportation of Harry Stonehill, an
American arrested by National Bureau of Investigation.
A. Carlos P. Garcia ^ C. Elpidio Quirino
B. Diosdado Macapagal D. Manuel Roxas
11. The American promise of granting independence to the Filipinos after a
transition period was contained in the following legislation except
A. Jones law C. Philippine Bill of 1902
B. Hare-Hawes Cutting Law "D. Tydings McDuffie Law
12. A law passed on May 1939 which punished Filipinos who allowed themselves
to be used as fronts by alien businessmen and investors.
A. Immigration law C. Indigenous Protection Law
B. Economic Protection law D., Anti-Dummy Law
13. Which law prohibited the display of all flags, banners, symbol and other
paraphernalia used by the resistance against the US.
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"
choose the system of tenancy under.which they would want to work.
A. Land Tenancy Act C. Agricultural Tenancy Act
B. 'Land Grant Act J3. Tenants Freedom Act
Prof. Rctticdio- C X ) n g
15. Agreement between the U.S. and the Philippines "/herein the former would
withdraw and surrender-all rights and possessions, supervision, jurisdictions,
control or sovereignty over the Philippines
A. Treaty of General Relaiions C.' Treaty of Withdrawal of Authority
------Br—Treaty- of Sovereignty D. Treaty of Surrender
ifi. American Governor-General in whose administration saw the resignation of all
Filipino cabinet members, thus precipitating the ‘cabinet crisis"
A. Cameron Forbes C. Elwell Otis ;
— B. Benjamin Harrison D.'. Leonard Wood.
-17. The Propaganda Movement was'example of the Filipino's expression of
Nationalism. However, most people of today doubt the nationalistic intention of
the propaganda due to its non-advocacy of
A. Assimilation
B. Reform in the administration
C. Generation of the Philippines from Spain
D. Annexation of the Philippines
18. Which of the following was the greatest naval battle in history during Japanese
occupation of the Philippines? -r *.
A; Battle for Leyte Gulf C. Battle of Samar
' B. Battle of Surigao Gulf D. Battle of Cape Engano
19. This law provided that American good of all kinds and in unlimited quantities
could enter the Philippines free duty
',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

21. Veneration of spirits was common arqongrancient Filipinos. Memories:
dead relatives were kept alive through carved idols. This practice is cal
•A . Cult of the dead C. Nature of Worship
B. Mass of the dead____________Q. D i v i n a t i o n ------------------
22. He promised to “make this country-great again and ruled for about twenty \
A. Diosdado Macapagal C. Hamon Magsaysay _
8 . Ferdinand Marcos D. Canos Garcia
23. In the “Death March" prisoners were forced to march from Bataaatoihis pla
A. Sta. Maria, Bulacan CL Lipa, Batangas
B. Imus, Cavite D. San Fernando, Pampanga
24. Who among the following became the chairman of the first Philippine
Commission? ........
A. William H. Taft C.^Jacob Shurman
B. Dean Worcester D. Luke Wright
25. After the Filipino-American War, the Americans imposed restriction on Filipinos.
The 10 year period was referred to as period of suppressed nationalism and
one policy during this time was reconcentration. Which of the following refers
'to reconcentration? '
k. Formulation of Federal Party
B. Capture of rebel leaders- — .
C. Restriction in membership in armed band
D. Settlement of Filipinos on one area .
P8U LET
Social Science - P hilipp ine H istory
PART III - ENHANCING TEST TAKING SKILLS
1. The public announcer of the barangay who announces the promulgation of

the new rules and regulations..
A. Trial by Ordeal V C, ’ Umalohokan
B. Judicial '~tf. Succession
2. The practice-olhaving surnames was started during Spanish regime through
Ih e order ot
A. Governor Gen. Claveria C. Governor Gen. Dela Torre .
B. Governor Gen. Polavieja- D. Governor Gen. Juadrones
3. Which of the following sporadic uprising is considered as the longest revolt?
A. Bankaw C. Tamblot
B. Dagohoy D. Magalat
4: The form of government established by Aguinaldo was changed from dictatorial to
A.democratic- C. republic
B. socialist D. revolutionary
5. The first Filipino who effectively'fepelied Spanish aggressor was
A. Humabon- C. Lapu-Lapu
............... —B;—Sulayman---------- ------ D. Lakandula
6 . Which of the following does not belong to the social transformation that took
- place as a result of Spanish colonization.
--------;— A: "Adoption of fiesta-to-honorpatron saints
_____ __________ R Giving S p a n is h su rn a m e tn F ilipinns
C. Introduction of Gregorian Calendar
D. Introduction of crops and fruit trees- that came from Mexico
7. The Filipino is a product of a mixture of .races and blending of Eastern and
Western culture but he is basically a
A. Mestizo C. -Indonesian
B. Chinese D. Malay
P & M f NU t s : R e v ie w er ’ ' '

G eneral Education
8 . The oldest University in the Philippines founded by Dominicans in 1611 is

A. Ateneo de Manila C. San Ignacio
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
B. Rajah Sulayman D. Lakandula
10. Sporadic uprisings started as early 1574 by Lakandula and Sulayman were
followed by Magalat, Tamblot, Bankaw, Dagohoy and Diego Silang. These
revolts were merely failure. In your own opinion how can you prevent sporadic
revolts to become failure. ----------------- —
A. Initiative C. Respect for others
-* B. Notional Unity • D. Hospitality .
11. If a freemen married a dependent their only child would become
■ A. a freemen C. noble
B. dependent _ D. half free and half dependent
12. He is known for his “Philippine 2000" which is meant to make ttie Philippines
as an economically developed country.
A. Ferdinand Marcos C. Diosdado Macapagal
B. Fidel Ramos D. Joseph Estrada
13. Which of the following example shows the heroism of the Filipinos during
Japanese period in the Philippines. ____________________
A. Support for KALIBAPI C. Defending Bataan
B. Being a Makapili D. Cooperation with the kempetai
14. "The Man of the Masses", he promised to give the common tao justice
A. Manuel Roxas C. RamOn Magsaysay
B. Elpidio Quirino D, Cooperation with the kenpetais
15. For two centuries the chief source of official and individual income in the
Philippine was the
A. Gbias Pias C. Royal Company of the Philippines
B. Tobacco monopoly . D. Galieon trade
General Education.
‘ 16. First woman President who restored democracy in the Philippines as an

economically developed country.
A. Melchora AquinoC. Imelda Marcos
B. Corazon Aquino - ‘ D. Gregoria de J e su s.
17. The Spanish official who was empowered to remove, suspend- or impose
penalties-upon erring officials
------ -A t—Visitedor general----------------------------------- : C.Gobernadorcillo
8: Governor-generalD. Corregidor
18. In order to show that God always took the side of the innocent the early
- — Filipinos'resorted'to trial
A. by number of witness C. by verbal ability
B. by ordeal D. by jury
19.'Who was instructed to prepare the groundwork for the gradual Filipirrization
of the government?
A. Hare-Hawes C. Taft
B. Schurman 0. Tydings McDuffie
20. The Cabinet member of the Quezon administration who was told by th
President to stay and meet the Japanese while the latter would flee to
Corregidor ’ -
A. Benigno Aquino Sr. C. ' Jose P. Laurel
______ EL—JoseAbad-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 ^ .
Social - Philip p ine H iston
23. What have been the negative effects of the Christian orientation of the
Filipinos by the Spaniards in terms of their attitude towards life?
A. The Filipinos tend to be resigned to fate that befall them.
B. The Filipinos became spiritual.'
G. ' The Filipinos became charitable:— ---------------- ; ' ~"
D.’ The Filipinos became conscious of. theiLmoraLxesponsibilities,-----------
24. Barangay was the unit of government during pre-colonial period. Which of the
following does not describe to the form of government in the colonial period?
A. Centralized government .................................. ........
B. Civil government
C. Puppet government
D'. Democratic Republic government
25. The president famous for the “Filipino First Policy” and Austerity Program is
A. Ramon Magsaysay
_B, Diosdado Macapagal
C. Carlos Garcia
D. Manuel Roxas
P f t U LE T R e v i e w e r
Soda.' Science - Basic Econom ics with A.gtariaD Reform
Basic Economics
with Agrarian
Reform
Prepared in ’:
> P rof. J e r i c t C . Ferrer arTd Dr. Benjam in M , D o m in g d J, J r *
• Competencies:
: .1. Familiarized the Philippine economic •

conditions with respect to taxation,
; land reform and cooperative as well as
; to the growth of gross national product.
_ 2, Apply the fundamental economic

• principles to current economic
conditions of the Philippines.
General Education
PART 1- C O N TE N T U PDA TE .
i. ECONOMICS
> 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
wants.
> Economics is the social science that studies the^rodurtlonr distribution,
and consumption of goods and sendees
Why study economics? '*
1. To team a new way ef thinking: Cost and benefit thinking

1. Scarcity is the natural limitation of resources that nature and previous
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
• “No such thing as free lunch”
3. M arg inaiism : in .weighting the cost and benefit of a decision, it is
important to weigh only the cost -and~t>enefitth at arises'from the decision
2. To understand society
3. To understand global affairs
4. To become an informed voters— — ~
..Tools in Economics: Theories and Models
Assumption: principle that economists use to simplify reality and -make the
world easier to understand One important assumption used in economics is
“ceteris paribus” or “all-other things being equal or constant” it helps us simplify
reality in order to focus on-the relationship that we are interested in..
Variable: a measure that can change from time to time and from observation
to observation, e.g. price, income, inflation, GDP, GNP ____ .
Theoqs-a-statement orset-of-relateil sldlmiiailb atm traose and effect, action

and reaction . '
Model: a formal statement'of a theory. Usually a mathematical statement of a

presumed relationship between two or more variables
DIVISION OF ECONOMICS
> Microeconomics - The branch of economics that examines the functioning of

individual industries and the behavior of individual decision-making units, that
is, business forms and households.
> Macroeconomics - The branch of economics that examines the economic
behavior at aggregates - income, employment, output, and so,on - in a national
scale.
BASIC ECONOMIC QUESTIONS
J,). What to produce - The economic system must decide what goods and
services to produce with its land labor and capital.
2) How to produce - The economic system must decide how to produce each
good or service - determining what mix of land, labor, and capital to use in
productton methods to employ.
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
prxess of allocating income.
•S o 'aii .>.;icria; - iiuok i^ o jr im ic s . K g r s ir iu ft Reform
Economic Systems
1. Market System: This is also Known as laissez-faire economy or free market

economy. In this type of economy individuals and firms pursue tfieir own self-
interest without any central direction or re la tio n . ~~
2. Command Economy: The basic economic questions are answered -by-a-
central government or planning agency. Through a combination of government
ownership of enterprises and central planning the government dictates the
directions of the economy.
3. Mixed Economy: A regulated market economy. The government plays a vital role
in the economy while allowing the market mechanism to govern the economy.
Production; the process of making goods and services to satisfy human material
wants and maximize profits
Factors of Production
1. Land includes all resources found on land, and in the sea.
2. Labor can be (Mined as any kind of work, either mental or manual in nature,
which has the soie purpose of receiving rewards. According to Alfred Marshall,
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
pleasure derived from work itself.
3. Capital refers to the stock of goods made by the people to help them in the
production of goals and services.
4. Entrepreneurship coordinates all the factors of production to produce goods
and services.
How the Market Works
M arket is a mechanism by which the buyers and sellers interact to determine both
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
Demand and Supply and Price Determination
Demand is a market expression of the cumulative willingness and ability of household

to buy different amount of product at different prices over a given period of time.
> Demand schedule is a table showing the different amount of a product that
households will buy at all possible prices.
Price of Choc-nut Quantities of Choc-nut Demanded

0 12
• 0.2Q 10
' 0.40 " “ 8
0.60 6
0.80 4
1.00 2
Demand curve: a graphical representation of the demand schedule. It is a

downward sloping curve.
P M ti L E T R e v l e w f e t
G enerd Educatior
> Law of Demand: Ceteris paribus, when price increases, quantity demandei
increases, when price decreases, quantity demanded decreases. Relattonshii
is inversely proportional or negative
- >. Demand Function is a mathematical expression of the law of demand.
Q d = a -b P
Exemptions tojthe Law of Demand

a. Giffen goods: a theoretical goods, when price increases demand also increases
b. Snob goods: when a lot of people buy the good, its demand dies down.
Factors of Demand - 7 _____

1. Changes in income
• 2. Tastes and Preferences:
3. Price of substitute goods
4. Price of complimentary goods
5. Expectation of future income, wealth and prices
6. Population
7. Seasonality
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 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

0 • ' ■ 0
-
0.20 2
0 .4 0 ---------- — -------------- ; 4--------
0.60 - -----------------------8------------------;—
0.80 8
1.00 ................... 10................ '--------
> Supply curve is a graphical representation of the demand schedule. .It is an

upward sloping curve.
> Law of Supply: ceteris paribus, when price increases, quantity supply
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.

Factors of Supply
1. Cost of production ’
2. Price of related goods _ •
3. No. of firms in'the industry ____
Seasonality (weather condition)
— 5. "Expectation of future price
Determinants of Supply
1. Price - leads to a-change in quantity supplied, causes a movement along the
supply curve. . •
2. Non-price - leads to a change in supply, causes a shift in the supply 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
1.00 . 2 10
PNU LET R eview er M S

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

1 . The usual reason for the government to r.nntrnl the prir.a nf gnnris_and.
services is “fairness".
2. Emergency situations,
B. Types of Price control _____________

1. Price Ceiling: people think that the market determined price is very high
and the sellers are greedily amassing huge profit at their expense, thus,
price is it always set bekrn tie market determined (equilibrivm) price.
2. Price Floor: sellers think that the prevailing market determined price is
too low for them to recover their production cost or earn a profit. Price is
usually set at any price above the mari<et price (equilibrium price).
Different Market Structures

1 . Perfect Competition: there are many small sellers in the market, thus, nobody
r control^ the price.-Sellers are said to be price takers. '
2. Monopoly: there is orriy one seller in the market; price is determined by the
seller. --
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
different types of brands of the same product and capturing a specific group of
-buyers for a particular brand erf product.
5. Monopsony is the reverse of a monopoly. There is only one buyer for a
particular good or service.
0 *
Macroeconomic Studies
Circular Flow Diagram of Economic Activities: a visual model of how the

economy works as a \tfiole '
Prof. Jcrick G. Ferrer and Dr. Benjamin M. Domingci], Jr.

Measuring Growth: National Income Account
• Gross National Product (GNP)
° The total market value of all the goods and services produced by a natior
— w-a-giverrp®riod— .
* ' Gross Dnrnfistir-Emcfimt /GDP1
o . Measures the total market value of all the goods and services produced in
the country
Approaches to Measuring GOP

1. Expenditures approach - adding up all the value of all the final goods and
services spent during a given period.
• Private consumption (C)
• Government consumption (G)
• Gross Private Investment (I)
• Net Export (x-m)
• C+l+G+(x-m)
2. Income approach - measures the total income earned by th^"factors of
production.
3. Production approach/ Value Added approach - adding up the contribution of
:— the 3 major sectors of the economy; agriculture, industry, service
Macroeconomic Concerns
• Business Cycle: The cycle of short-term ups and downs of in the economy
• Recession: a period during which aggregate output declines for two
consecutive quarter
• Depression: a prolonged and deep recession *
• Inflation is a sustained and general increase in prices in all or nearly all the
markets in the economy
• Deflation: a sustained and general decrease in prices in all of neariy all the
markets in the economy • • .
P W LET R eview er
....................... ' ■......
S o c ia l S ciSn cc B a s ic Econo u \ !■ i Re/orm
Types of Inflation *
1. Demand-pull inflation - state of excess aggregate demand
2. Cost push inflation - caused by a significant and continued increase in some
. cost of production (labor, raw materials, profit)
• Effects of Inflation - •
1. Decrease in the value of money (Purchasing Power of the Peso)
2. inflation loser
• Fixed salary worker and retirees living on pension
• Creditors and savers
3. Inflation gainers
• Speculators ' -----------------,—
• People with flexible income
• Debtors
Government Role in Combating Inflation

> Fiscal Policy - is the manipulation of government spending and imposition of
taxes.
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
government spending to spur growth and employment.
b. Contractionary fiscal policy causes an increase in taxes and decrease in
government spending to combat inflationary pressures in the economy.
> Monetary Policy - manipulation of savings and investment of the financial

sector to achieve the twin objectives of the macroecenomy
a. Easy money policy- increase in the supply of money-(MS) in-tlie economy
'to spur growth and increase economic activity_______ _______________1
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
General Education
II. ' t a x a t io n
Meaning
• ' It is an inherent power of the state to impose and collect revenues to defray the
necessary expenses of the government.
• It is compulsory contribute imposed by a public authority irrespective of the
amount of services rendered to the.payer in return.
• It is compulsory level on private individuals and organization by the government
to raise revenue to finance expenditure on public goods and services.
PURPOSES OF TAXATION
• collect revenue for the government
• “‘ redistribute income
• correct an adverse balance of payments
v * check consumptions of goods which are considered undesirable
•• protect local/infant industries
• influence population trends of trade
• reallocate resources
• create a sense of identity
Sources and Origin of Taxation

• The Constitution
• Statutes or Presidential Decrees
• Bureau of Internal Revenue regulations
• Judicial Decisions
• Provincial, Municipal and Barrio Ordinances
Observance of Intematignal Agreement . .
—i — Administrative Ruling and Opinions
Object of Taxation _ * .
• , Persons: whether"natural or juridical
' • Property pf any kind
• Transactions, interests and privileges
Classification of Tax System . —

• Progressive Income Tax - the Higher the income the higher tfie tax rate...____
.* proportional Tax - The tax rate is constant and unaffected by the level of
income.
» Regressive Tax -T h e higher the income the lower the tax rate.
Classification of Taxes
As to who bears the burden
• Direct Taxes
• Indirect Taxes
Types of Taxes
• Direct Taxes
• The burden cannot be shifted to the third party.
• Direct taxes areljased on income and wealth.
• In most cases, direct taxes are progressive in nature.
• Direct taxes are compulsory in nature.
• Examples: income tax, residence tax, real state, immigration tax, estate/gifl/
inheritance tax.
• Indirect Taxes
• The tax burden can be shifted to the third party.
• Indirect taxes are based on expenditure and consumption.
• Ail indirect taxes are regressive in nature.
• Indirect taxes are optional in the sense that they can be avoided.
• Examples: sales tax, import tax, VAT/EVAT
- ...................................... -as—.-ap tssssgisr

P ro t.Je rick C . Ferrer and Dr. Benjam in M. D om ingcil, Jr.
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
• ».
Characteristic of a Sound Tax System ’
• • Efficiency - must generate revenue greater than the amount of money the
government must spend to collect taxes.
• Equity - individual and groups belongingto the same income bracket must be taxed
equally while those belonging to different income groups must be taxed differently.
meaSUres and procedures that (will make it
__ more coweoient for taxpayers to pay--------
• Stability - tax system must not be too often or it will encourage tax payers to
withhold tax payment until a more preferred system is put in place.
III. AGRARIAN REFORM
Republic Act No. 6657-T h e Comprehensive Agrarian Reform Law of 1988 which
was signed into law by Pres. Corazon Aquino
AGRARIAN REFORM DEFINED
^ The redistribution of lands, regardless of crops or fruits produced to farmers and regular
farm workers who are landless, irrespective of tenurial arrangement to include the totality
of factors and support services desjaned to lift their economic status of tfie beneficiaries
and all-other-arrangements alternative to physical redistribution of lands, such as
production, profit sharing, labor administration and the distribution of shares of stocks,
which will allow beneficiaries to receive a just share of the fruits of the land they work.
PRINCIPLES OF AGRARIAN REFORM

The policy of the state to pursue a comprehensive Agrarian Reform Program (CARP) to:
• To promote social justice
• To move the nation toward sound rural development and industrialization
• To establish owner-cultivatorship of economic sized farms as basis of'
Philippine agriculture
PfJli LHT R ev iew er W E

Social Science - Basic Economics with. Agrarian Retortt;
COVERAGE OF CARP
« All alienable afid disposable lands of the public domain devoted to or suitable
for agriculture
• All lands of the public domain in excess of the specific limits as determined by
the Congress
• All other lands owned by the governments devoted to or suitable for agriculture
• . All public lands, devoted to or suitable for agriculture regardless of the
• agricultural products raised or can be raised
RETENTION LIMITS
• Five hectares for land owners
• Three hectares to be awarded to each child of the landowner subject to the
following qualification: .... .r —, _ Z -----
o At least 15 years old
o Actually tilling the soil or directly managing the farm „
BENEFICIARIES
• Agricultural lessees and share tenants
• Regular farm workers
• Seasonal farm workers
• Other farm workers
• Actual tillers or occupants of public lands
• Collectives or cooperatives
• Other directly working on the land
Republic Act 9700: CARP Extension with Reform Law or otherwise known as
CARPER Law was signed on August 7, 2009 to extend the implementation of the
CARP, which ended upon the expiration of R.A. 6657 or the CARL on 2008.
LPT R eview ef
General Educacioi
IV. COOPERATIVES
• A free association of persons voluntarily joined together
• With common bond of interest ‘
.• Legally constituted
• Purpose of conducting an economic enterprise
• Owned, controlled and administered democratically
• Making equitable contributions to the capital required
• Accepting a fair share of the risks and benefits
• Organized in accordance with generally accepted principles
NEW COOPERATIVE LAWS

• Cooperative Code of the Philippines (RA 6938)
• Cooperative Development Authority (RA 6939)
• Executive Order 95 and 96 issued by President Fidel Valdez Ramos.
UNIVERSAL PRINCIPLES OF COOPERATIVES

• Open and Voluntary Membership
• Democratic Control
• Limited Interest on Capital
• Education/Training Funds
• Continuing Membership
• Cooperation. Among Cooperatives
Typologies of Cooperatives -
According to Level of Cooperatives
• Primary - members of which are natural
• Secondary-members of which are primaries
• Tertiary - members ‘of which are secondary upward to one or more apex,
organization *
Prof.Jcriek C. Ferrer and .Dr. Benjamin M»l>ommgciLJr.

General Education
According to Services Rendered * . •

• Credits
• Consumer •
• Producers
• Marketing. Cooperative- -
_j»— Service-- . -
« Multipurpose . * ’
According to Scope of Membership
• Institutional - Members are employees of a specific institution or corporation.
. • Associations! - Members are those who have their own enterprise and belong
to specific sector, or organization.
. • Community-Level - Members are based on a defined geographical area.
Prof. Jerick C. Ferrer ;fn<i Dr. Benjamin M. Domingcil. Jr.

1. What does the maxim “There is.no such thing as fresJwcklniBatil------------
A.' You havelO pay every tiuie you have lunch. ■ ■ ~ ___ _
B. All goods and serviees-have a p/fCS" : " "
C. Nobody can have a free lunch'anywhere.
0. Every action and decision has a price that we need to pay^,.___
Option A , B, C are very literal interpretations. Option D is the correct answer as in
economics because of scarcity every decisions, choices and actions we make all entails
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. •
= = Tr ~PMU LET Review er

Social Scieoci: - B asic Economics whi; Agrariais Reform
Option A, is very limited as it assumes money is the only thing that is scarce. Option B,
the values that people adhere to is not oniy influenced by Economics but by other things
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
in which people will have to face tradeoff- that is give up something in order to gain
another- every time they decide or make choices in life. Environment issues, greed and
selfishness are all merely aspects or dimensions of this economic fact.
4. Economics is a science because

A. It studies material objects only;
B. It’s a discipline under the Social Sciences.
ft
5. What does the assumption “ceteris paribus” mean? •
A. All other variables are kept constant except the one being measured
B. Some variables.are not included in the study.
C. We assume a perfectly competitive market.
D. Ali variables are kept constant.
6. What is a market?
A. a place where people buy and sell
B. a group of buyers and sellers of a particular good or service
C. a mechanism by which exchanges takes place
0. both b and c
j._j/vhatjldem and?................... —
A. It is a market expression of the cumulative willingness of all household to
. buy different amount of goods and service at different prices.
B It ic the marli’at avprnrrinn nf A p-m mnlatiup ability of all household tO buy
different amount of ooods and services-at different prices.
C. It is the market expression of the cumulative wiliingness and ability of all
household to buy different amount of goods and services at different prices.
D. It is the market 'expression of the cumulative willingness and ability of all
household to buy different amount poods and services at different prices
on a given point in time. •
"H U S & PHtf 1ST R eview er _
je n c r a l E d u c a r io r .

A. Price is variable while qty. demanded and qty. supplied are constant.
B. Price is constant while qty. demanded and qty' supplied are variables.
C. Price in a dependent variable and qty. demand and supply are independent
variables.
D. Price' is an independent variable and qty. demand and supply are dependent
variables;
9. What best describes the demand curve?
A. is downward sloping indicating a positive relationship between price and
qty. demanded. • <■ __ __ ___ _
B. is downward sloping indicating a negative relationship between price and
qty. demanded.
"* C. is upward sloping indicating a positive relationship between price and qty.
demaided.
D. is upward sloping indicating a negative relationship between price and qty.
demanded. •
10. Which of the following are complementary goods?
A. Coffee and tea C. Pencil and ballpen
B. cellphone and sim card D. jeepneys and buses
11. What is the relationship between price and quantity supplied?
A. Proportional . C, Parallel
B. negative D. Positive :
12. A new tax on imported milk was imposed by the government which resulted in
the decrease-of the supply of this product. What factor of supply is described in
thjs situation? .
A. cost of production •. C.-seasonality --------------— ---------------
B: expectation of future, price 0. price of related product
13. If the government succumbs to the pressure of militant groups to lower the
price of oil by setting a ceiling price what would likely happen?
A. There will be a surplus of-oii in the country. ■*
B. Therewfl!tasa shortage ofoil infinecountry and peoplewill have to fall in fineto buy.
Prof. Jerick (. . ferrcr Her, jam in M . Donvinuo'ii. Jr.

C. The people will beuefit more frorQ the lowering of the price of oil.
D. TJjerewill be no effect at all in the market for oil as the supply of oil is price
inelastic. .
14. A change in quantity demanded implies that
' A. There is a shift in the demand curve.' - ' .
B. . There is a changejg the slope of the demand curve.
£ . There is,a movement along the existing demand curve. .
— " U I w i l l ’OfcTaiTupward sloping demand cun/e.
15. What would likely happen if the minimum wage is increased without any
corresponding rise in the level of productivity? .
A ~ It Increase the welfare of the workers as they will have more' money to take
home to their family.
B. It will increase unemployment as many companies will resort to lay-offs or
even shut down theif operations.
C. The government will have to increase also the wage of government
employees. _
D. Many OFW will return to the country to work. *
16. What is the likely effect of the government's policy on illegal drugs to jail the
pusher and save the user? . »-
A. The supply of drugs will decrease as the pushers (suppliers) are in jail.
B. The demand for drugs will decrease as the shortage of illegal drug will
— -------makeitveryexpensive.
"C". The policemen will have a hard time identifying whether someone is only a
user or a pusher.
0. The demand for illegal drugs will remain the same as it is price inelastic
and will likely increase drug related crime like robbery, theft, and others.
17. This happens when the government spends more than it earns from revenue
generating activities.
A. There is a budget cut.C. There is a budget surplus.
B. There is a budget deficit.D. none of the above
18. What is the name of the global financial services firm that went bankrupt on
September 15,2008 afld i.s'considered the biggest bankruptcy in U.S. histon/?
A. LehmanBrothers C. J.P. Morgan and Chase
B. American Investment Group D. Bank of America________ __________;—
19. Which is NOT a function of money?" T • •
A. unit of account' ... .G.—coeteêf-ewAange ;" ”
B. store of value 0. tool against inflation .
20. A period of general economic decline typically defined as a decline jn GDP for .
two or more consecutive quarters is called _ ......
A. Depression C. Inflation '
B. Recession D. Stagnation
■ 21. A process or means by which the sovereign, through the law-making body,
raise revenue to defray the necessary expenses of the government.
A’, Tax C. Assessment
8. Penalty D. License
22. The term is used to describe duties payable on goods, whether imported or
exported.
A. Subsidy _ .C. Tariff * ■ -
B. Revenue D. Assessment
23. The use by tie taxpayer of illegal or fra.udulent-roean4e-defeat-orlessgirth5~
payment of a tax. . '
A .' Tax evasion C. Tax avoidance
B. Tax deduction D. Tax credit
24. The exploitation by the tax payer of legally permissible alternative tax or
. methods of assessing taxable property or income.
A. Tat evasion - ■ C, tax avoidance
B. Tax deduction ■ D. tax credit
25. A kind of tax on the right of the deceased person to transmit his estate to his.
lawful heirs of beneficiaries.
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
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
1. The policy of the state to pursue a Comprehensive Agrarian Reform Program

is clearly stated in its policy to
A. promote human rights.
B. establish owner-cultivatorship of economic size farms.
C. move the nation toward sound urban development and industrialization.
D. Free the tenant farmers from the bondage of the soil.
Option A forms part of the Universal Declaration of Human Rights embodied in the U.N.
charter optinn.c is a process related to Industrialization of urban centers as a vehicle
towards development and progress and completely a departure from agrarian reform
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
as it embraces the state policy on agrarian reform.
2. What does this principle of equity in taxation provide?

A. Taxpayers should be taxed according to their professions and status in life.
B. Taxpayers regardless of income should pay the same amount of tax:
C. Taxpayers that are similarly situated in life should be taxed similarly.
D. Taxpayers who do not have permanent jobs should pay less tax.
Option B, is m t equitable as high income people will pay the same amount as those
with low income. Options C and D, gives unclear and not definitive criteria for taxation
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
Wes noUetiect the levql of income of the taxpayers; some non-permanent workers
_ ânLWOtS-than-permanent omsrQptionA is the clear answer as the kind ofprofession
and status in life determines the level of income of the taxpayers that should be the
subject of taxation.
IPNU LET R eview er

General Educatior
3. Some Congressmen want to reduce cigarette smoking by increasing the so

called "sin tax”. It will probably take a large increase in the. tax .to make <
difference because
A. demand for cigarettes is inelastic.
B. demand for cigarettes is elastic.
C. supply of cigarettes is inelastic.
D. supply of cigarettes is elastic.
Sin taxes are tax levied on goods and services that are Seen’as vices like cigarettes
and alcoholic beverages. Since most ofproducts have an addicting effect it is generally >
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
Thus, demand for this product is said to be less elastic or inelastic. Option C, is the
correct answer. Options C and 0 pertain to supply and given the above situation It wilL,
not affect much the suppliers. -
4. Jhe retortion limit to be awarded to each child of the landowner is

A. three hectares C. five hectares
- B. four hectares D. six hectares
5. The type of cooperative which promotes thrift among members and creates
funds in OFder to grant loans for productive and provident purposes is called.
A: Credit cooperative C. Service cooperative
B. Producer cooperative D. Consumers cooperative
6. Which of the following describes marketing cooperatives?________ . . . -
A. They distribute products of members to both members and non
members.
B. They coordinate with other cooperatives in mark in g fho pmr^^c-oL.
members. '
C. They undertake joint production of goods whether agricultural or
industrial.
0. They engage in the supply of production inputs to members-and market
their products. . • •
Prof. Jerick C. Ferrer and Dr. Benjamin M. Domingcil. Jr.

General Education
7. The Comprehensive Agrarian Reform Law of 1988 stipulates that the

. retention limits of landowner is . .
A. 5 hectares C: 8 hectares .
— W m ta m -------—— 1— i_cr~ ( hectares ~
• a. The Comprehensive Aprnrinn Rftftirm I aw -oH 988 is also known as
A. Republic Act No. 6 6 6 2- C. Republic Act No. 6657
B. Republic Act No. 6673 D. Republic Act No. 6654
g, Taxable incomeis derived from-— -- -
A. Net income less additional exemption
B. Gross compensation income less withholding tax
C. Gross income less total exemptions
,_D . Gross income less personal exemptions
10. It is an economic union of nations that constitute a single market and uses a.
single currency called Euro;
A. ASEAN C. European Union
B. WTO D. OPEC
11. These .cooperatives provide vital service to the general public such as
' “transportation, health, and housing service.
A. consumers cooperatives___ CL. credit cooperatives
^ a. service-cooperatives ~~ - D. Production cooperatives
12. Of the following, the factor that would cause an increase (shift to the right) in
supply is -'
A. Improved technology
B. Lower labor productivity
• C. Increased price of substitutes
D. Increase demand
13. The main reason why OPEC has been unable to keep oil prices high is that
A. Demand tends to become more elastic in the long run.
B. Supply tends to be more elastic in the long run.
C. Government regulations have prevented it.
0. Consumer boycott has driven the price down.
Prof. Jerick C. Ferrer and Dr. Benjamin M. DomingciJ,Jr.

Social Science - Basic Economics with Agrarian Retor.
14. The "market basket" on which the consumer price index is based is composed of
A. raw materials purchased by firms. . ...... — :— :------------
B. total current production. . ' ____________
C. products commonly purchased by typical consumers. '
Q, none of the above
15. What is the likely reason why the Philippine GNP is always bigger that it’s GDP? .
A. Foreigners are producing more in the Philippines, than Filipino OFWs are
producing abroad.
B. Filipino OFW are producing more abroad than foreigners are producing in
the Philippines.
C .' Salaries of workers abroad are bigger than in the Philippines.
D. The government is not doing enough to achieved growth in the country.
16. Because of the “substitution effect' on demand, when the price of coffee increases
A. People will use’ less cream and sugar.
B. People will be able to afford less coffee because their buying power has
. . decreased. _ •
C. People will drink tea instead.
D. People will use less costly coffee beans and other ingredients; ' _ ..........
17. When price rises at an extraordinary high rate, it is called
A. Inflation C Hyperinflation
B. Deflation D. disinflation
18. Monopofy results because of
A. Barriers to entry into the industry
B. Greed by the seller
C. Lack of interest by potential competitors
D. All of the above
19. What government agency is to e d to manage the monetary policy of the country?
A. Department of Finance
B. Department of Budget and Management
C. National Economic and Development Authority
D. Bangko Sentrai ng Pilipinas
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
Family Planning
P repared by:
Prof. M in d a J. C a b ilao Valencia an d Dr. D ion y V’. Varela
Competencies:
1. Comprehend the basrcr concepts,

theories, and perspectives which
relate to. society, culture, and family
planning.
I."
2. Recognize cultural elements that are
distinctly Filipino.
\ Miiuta l. Cabiiao Valencia .md Dr. Dionv V. Varcia

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
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
perspective incorporates the use of scientific principles and procedures
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
(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
view.” By this Mills meant that the sociological imagination allows people
to comprehend the relation between Biography and history. It is an
awareness of how events In personal life are often shaped by social forces.
Benefits of the sociological perspective

- It challenges familiarity and common sense beliefs.
- It broadens, personal views and helps people appreciate their
opportunities and limitations.
- It empowers people and encourages active participation in society.
. - It recognizes social diversity.
S i i c i j i S c i c i i e t - 13 _.id Culture with Family Planning
•tfin
Sociology's origin can be situated in the context of changes that created"

the modem world. The scientific, economic, and political transformations
during Die eighteenth and nineteenth centuries focused people’s attention
on how society and institution operate.
C. Early Sociologists
Auguste Comte (1798-1857)

- father of sociology; coined the term sociology: “socius" (partner),
. “logos (study); positivism
Kail Mane (1818-1883) ......... ......
- class conflict/ struggle
Herbert Spencer (1820-1903)
-» - sociaMarwinism/evolution
Emile Durkheim (1858-1917)
- group forces; social integration
Max Weber (1864-1920)
- bureaucracy
D. Theoretical Paradigms
1. Structural-functionalism - a macro-oriented paradigm that views

society as a complex system whose parts work together to promote '
integration and social stability. It emphasizes the elements of cohesion,
shared values, and equilibrium as bases of social order. The proponents'
of this paradigm are Auguste Comte, Herbert Spencer tmne uurkheim,
and Robert Merton: „ ‘ . - -------------------- »------
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General Education
2. Social Conflict - a macro-oriented paradigm that views society as

an arena of inequality and conflict. The society is shaped J>y the
. interest of the powerful and dominant groups and the antagonism of
opposing classes and groups struggling over the distribution of scarce
resources. Its main precursors are W.E.B. du Bois and Karl Marx.
3. Symbolic-lnteractionism - a micro-oriented paradigm that views
society as the product of eveiyday social interactions. It emphasizes
that human behavior is influenced by definition and meanings that are
created and maintained through symbolic interaction to each other.
This framework has roots in the works of Max Weber.
E. Sociological Investigation
A sociologist investigates society by asking distinct' questions and

attempting to fiQd the answers by. systematic research. ■*
1. Types of Research
a. Basic research - deals with the development of empirically-based
theory.
b. Applied research - deals with evaluation and action.
2. Methods of Research
a. Participant-observation or fieldwork - researcher both observes
and participates in the activities of the community or peopie being
studied! The researcher also spends lengthy periods of time in the
setting1.While fieldwork generates more in-depth information than
other methods, it can only be used to study relatively small groups
or community.
b. Survey research - researcher sends or-gives questionnaires in.
----------------MervieW31o“a group of people or samples of a larger population. .
It allows the collection of data on large numbers of respondents.
s^^s^^sgassss-r-r ■. rar—T~s~iassssssBSBassssatamanacaBagBMBaam
Prof. Min«ia 1 ‘ C abiiao Valencia and Dr. D iony V. Varela
General Education
The data may, however, be superficial.

c. Documentary research - the method is applicable for acqu
historical data. The researcher is dependent, nonetheless, or
availability of s o u r c e s .------------------------— ------------ ;—
d. Experiments - researcher attempts to test a hypnthesis_u
highly controlled conditions. While this method is easy to repl'ti
there are aspects of social life which cannot be studied
laboratory.- -.1 . ...... ....... ................—
II. C ultu re
. A. Definition
The classic definition of culture is provided by Edward Tylor who descri

it as ‘tfiat.complex whole which includes knowledge, belief, art, ntor
law, custom, and any ottier capabilities andjiabits acquired by man a
member of society* (Kottak, 2011). Encuituration is the process of learr
aculture.
B. Components
1. Material Culture - refers to the material objects Jiat people ere

and use.
2. Non-Material Culture - refers to the intangible world of ideas t
people create.
a. Social Norms - rules and expectations that define what
acceptable in a social situation.
1) Folkways are customary rules of conduct.
2) Mores refer to special folkways which involve moral or ethii
values.
Pro£ Mixicia 1. Cabiiao Valencia and Dr. Dionv V.
* Socialîriencc - Socierv anti Cuinire with Family Piannflig
.3) ■Laws are formalized social 'norms enacted by people who are
vested with political and legal-authority,
b. Values include a person's ideas about worth and desirability.
g7 "■Beliefs are a person’s conception or ideas about the surrounding
-------------------: world.
C. Characteristics
1. Culture is learned.
2. Culture is shared.
3. Culture is dynamic.
4. Culture is adaptive.
5. Culture is integrated.
D. Issues in Understanding Culture
1. Language is a system of symbols that allows people to communicate

with one another and ensures the continuity of culture.
_____2. Cultural Diversity (Macionis, 2004)
: . a. High Culture - cultural patterns that distinguish a society’s elite
b. Popular Culture - cultural patterns that that are widespread among
a society’s population
c. Subculture - cultural patterns that set apart some segments of a
. society's population
d. Multiculturalism - a program which recognizes the cultural
diversity and the equality of all cultural traditions
e. Counterculture - cultural patterns that strongly oppose those-
widely accepted within a society
Social Sciencc - Society and Culture with Family Planning
3. Cultural Change •
a. Cultural Lag - time lag between a change or innovation and
accomplishment of the social and cultural adjustments
b. Culture changes by invention, innovation, and diffusion. An
invention is the development of something totally new, while an
innovation is an improvement on something that already exists.
Diffusion is the spread of cultural traits, from one to another.
4. Cultural Relativism, Ethnocentrism, and Xenocentrism (Kottak, 2011)
a. Cultural Relativism - evaluates a culture by Its own standards.
b. Ethnocentrism - evaluates another culture by the standards of
one's own culture. ’ ---------
c. Xenocentrism - refers to preference for foreign things.
E. Filipino Society and Culture
1. Develppment of Filipino culture

a. Asian
b. Western
2. Basic Element of Filipino Society and Culture
Kinship group is a system of social relations based on blood, and
marriage a affinity.
3; Filipino View-of the World (Panopio and Rolda, 1992)__ __
- Filipinos believe that the universe consists of the upper world
(dwelling place of gods and angels) and lower world (dwelling
place of humans and environmental spirits). _______
4.. Other Characteristics of Filipino Culture_________' .
. Smooth interpersonal relations (SIR), Tiiya (shame;, uiang na lootr
(reciprocity), bahala na, respect for elders, hospitality, personalistic-
cyclic time orientation, close famiiy ties, amor propio
f f t S f pHU LET S sv ie w e r
General Education
(({. Society and Social Structure
A.- Society - refers to interacting individuals sharing a common culture.-
Types of Society
a. Non-industrial: hunting and gathering, horticultural, pastoral, and
agricultural societies
b. Industrial and post-industrial societies
B. Social Structure - refers to patterns of interaction and networks of

relationship in a society. Its elements are as follows:
1. Status - social position of an individual:

v Ascribed status - social position assigned to the individual -* ,
Achieved status-social position which an individual assumes and
reflects personal ability and effort
- Master status - shows a person's social identity and shapes a
person’s life
2. Role - behavior expected of someone who occupies a particular status
- Role conflict - conflict between the roles associated with two'or
more statuses
• - Role strain - tension tjetween roles associated with a single status
......3. Institution - cluster of norms which perform certain social functions
4. Group is composed of two or more persons who share a common
pattern of social interaction. Generally, a social group regardless of-its
nature has the following characteristics:
— — ^ p e r m a n e n c e beyond meetings '
-■ means for identifying and controlling members
- mechanism for recruiting new members.
- goals or purposes
- statuses and roles for members
P ro f- M ir.c ?) ! < .y b iia c VuL'nci.-; ;<uo D r . D io r r V. Y arc!:<

G eneral .Education
• Types of group
1) in-group vs Out-group .
2) Formal vs. Informal group
. 3) Primary vs Secondary groups
•4) Gemeinsctiaft vs Gesellschaft
IV, S o c ia liza tio n
Socialization is a process by which individuals develop their potential and

acquire culture. /
A. Understanding Socialization
1. Nature vs Nurture debate

2. Sigmund Freud's Model of Personality: id, ego and super ego
B. Socialization Agents
*■ * •
- Family
- School
- Peer groups .
- Mass media
C. Socialization and the Life Course
1. Childhood
2. Adolescence
3. Adulthood.
4. OldAge
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

_D. Resocialization and Total Institution . "
r •
Resocialization - refers to radically changing an individual’s personality b;
controlling the environment. (Macionis, 2004) • 1 . ’
------------ -Tntai institution - a sfittinp in which oeoole are isolated from the rest o
society and manipulated by an administrative staff. (Ibid)
V. Deviance and Social Control
. A. Deviance - norm violations which range from simple breaches of etiquette

to serious violence
B. Social Control - attempts by society to regulate or direct people's attitudes

and behavior
C. Explanation of Deviance
1. Caesare Lombroso’s biological research

2. Structural functional paradigm
-------- a 1-miltg^nrirkhRhn-- -dsviannfi performs certain functions in the
society.
b.. Robert Merton’s Anomie Theory-the extent and kind ofdeviance
depend on whether a society provides the means to achieve
cultural goals.
c. Richard Cloward’s and Lloyd Ohlin’s Deviant Subcultures ■
the greater motivation to violate norms will result in differen-
patterns of deviance depending on the availability of illegitimate
opportunities in the neighborhood.
P ~ N u T sffie v ie w e r M l B
Social Science - Society am! Culture with Family Pisuur.og
3. Symbolic interactionism .
a. Labeling Theory - deviance depends on people’s reaction to a
person's behavior, not in the behavior itself.
b. Edwin Sutherland's Differential Association Theory - deviance
depends on the individual's frequency and intensity of interaction
with others..
4. Social conflict
Based on Karl Marx ideas, deviance reflects social inequality. Laws
and social norms reflect the interests of powerful members of society.
Social injury caused by the latter is less likely to be branded as
criminals or deviants-....................—-------- -
VI, Social Stratification v
Social Stratification - hierarchical system that the society uses to divide

people into levels based on wealth, power, and prestige. It exists in all societies
and persists across generations although it may differ in form or system of
operation.
1. Types of Stratification System

a. Caste system is based on ascription or birth and allows little (or no)
social mobility__Ex^ -lndian-system-of castes is composed of four
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
mnhility hasflri nn~ individual anhiavfimfint F x : industrial anrl post
industrial societies
2. Factors that"determine- interaction in a stratification sysiem
A. Class conspioushess.....
k 1 e ¥ f FNU~LET Review er
General Education
B. Class conflict •
C. Social mobility
D. Social distance
3. Theories of Social Stratification
a. Davis-Moore thesis - social stratification Is universal and important for
the operation of a society.
b. Karl Marx - social stratification causes social conflict.
c. Max Weber-social stratification takes the form of a'multidimensional
hierarchy rather than distinct classes.
VII. Institutions
Institution - pattern of norms associated with major societal goal, value, or need'
1. Family is considered the basic unit of society.

2. Economic institution is associated with the organization, distribution and
utilization of resources in the society.
3. Political institution deals with allocating and rationalizing the use of power
for the common good.
4. Religious institution involves beliefs and practices relative to sacred things. •
5. Educational institution is tasked to provide members of society with
important knowledge, including job skills and norms and values.
VIH.Contemporary Issues
A. Population •
.1. Demography - study of human population
---- - • - - T • ----- ------- .................. ' ~|-1 "i" i ■r • ii '

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)

- Fertility-incidence-of childbearing ip a country’s population.
--------- - Mortality.-incidence of death in a country’s population.
- Migration - movement of people into and out of a specified
territory.
. B. Family Planning
1. Definition
Family planning is a national mandated priority public health program
to attain the country’s national hearth development. It is a health
intervention program and an important tool for the improvement of
the health and welfare of mothers, children, and other members of
the family. The program also provides information and services for
couples of reproductive age to plan their family according to their
beliefs and circumstances through legally and medically acceptable
family planning methods.
2. Basic Principles
a. Responsible Parenthood: each family has the right and duty to
determine the desired number of children they might have and
when they might have them. Beyond responsible parenthood is
responsible parenting which is the proper upbringing and education
of children so that they grow up to be upright, productive, and
civic-minded citizens.
b. • Respect for Life: the 1987 Constitution states that the government
protects the sanctity of life. Abortion is not a family planning
method. — ■- ’
c. Birth Spacing: refers to interval between pregnancies, which is
ideally three (3) years. It enables women to recover their health,
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

improve their potential to be more productive, and to realize their
spouse/husband__________' __________. ....

d. Informed cnoice upholds and ensures the rights of couples to
determine the number and spacing of their children according
to their life's aspirations and reminds couQles..tbat planning the
size of their families has a direct bearing on the quality of their
children's and their own lives.
3. Intended Audience
Men and women of reproductive age (15-49) years old), including
adolescents
4. Methods of Family Planning

a. Natural Family Planning (NFP) - refers to methods used to plan or
prevent pre^hancy, based on identifying the woman’s fertile days.
For all natural methods, avoiding unprotected intercourse during
the fertile-ciaysis whatpreveritspreonancv. NaiuTaTmethods are
also known as fertility awareness-based methods.
1) Two-day method - relies on a simple algorithm to help women
identify when they are fertile, based on the presence or
absence of cervical secretions.
2) Symptoms-based - the three primary signs of a woman’s
fertility are her basal body temperature, her cervical mucus,
and her cervical position. Computerized fertility monitors may
track basal body temperatures, hormonal levels in urine, or
changes in electrical resistance of a woman's saliva. From
these symptoms, a woman can leam to assess her fertility. .
3) Calendar-based - based on a record of the length of previous *
menstrual cycles. •
P N U -iffa a v ie w a f'is f>l»1

social Scien«-t - S o d c ty and Culture wirb Family Planning
Rhythm method - the act of abstaining from sexual intercourse

on the days of the woman's menstrual cycle when she could
become pregnant
Standard days method - to avoid pregnancy, a woman
with cycles between 26 and 32 days long should not have
unprotected intercourse on cfycle days 9 through 20. A color-
coded string of beads, called Cycle Beads™, are used to help
women keep track of the days of their menstrual cycle and
see which days they are likely to get pregnant.
4) Lactational amenorrhea method (LAM) - method of avoiding
___ prggnancv based on the natural postpartum infertility that
occurs when a woman is amenorrheic and fully breastfeeding.
A strict version of LAM is known as ecological breastfeeding.
5) Withdrawal (Coitus Interrupts) - a contraceptive method that
prevents fertilization by preventing the contact between the
sperm and egg.
Advantages of Natural Family Planning Methods:

• Increased self-awareness and knowledge of their fertility.
Consequently, a woman may track her reproductive health in
general, and aid in the diagnosis of gynecological health and/
or fertility problems.
: .... . reliance on their own resources rather than a family
planning program or other sources of contraception
~________ » increased independence from costly or distant medical
services . _
----------------- -— -» — Fieedom from artificial substances and the side effects or
potential medical risks of other methods
* Reduced re-supply costs associated with.commodity-based
methods . •
Jt
LET Reviewer
•' i t i i t: n i l E c u c a r i o r *
• Enhanced communication and intimacy with partner

• Ability to adhere to religious and cultural norms
• Can be free or very low-cost.
Disadvantages of Natural Family Planning Methods:

• Tne commitment motivation, and cooperation of betti partners
is necessary.
• When used for pregnancy prevention, a couple may experience
stress as a result of not being able to have unprotected
intercourse for several days in a row during the fertile days. ■
• There are abstinence requirements. ...............
b. Artificial methods
"* 1) Oral contraceptives or the Pill - use of synthetic hormones
(progesterone and/or estrogen) like those produced by the
body to regulate the menstrua! cycle
2) Male condom - made out of latex (rubber), but polyurethane
and tactylon (both plastic) are also available
3) Female condom - a polyurethane (plastic) sheath with an
inner ring that fits inside the vagina, around the cervix (like
the diaphragm) and an outer ring that covers the outside
labia
4) Intrauterine'device (IUD) - a small plastic devtee-which is-
placed in the uterus by a clinician. It is a reversible method of
birth contro; given only by prescription.
5) Cervical cap - a soft rubber cup like'tfgwcs trarTtirsntrcjcjty
around the Base .of the cervix. .......— -----------------------
6} . Vasectomy or male sterilization - a surgical procedure that
prevents pregnancy by blocking the passage of sperm into the
seminal fluid. .
(Jener-w luit.-c4 ci:>»i
7) Diaphragm - a dome shaped rubber cup with flexible rim

tftat covers the cervix ana is inserted into the vagina before
-intercourse. •• •
TT Republic-Act”10354 - Toe Responsible Parenthood and Reproductive

— +teattttftctdf-2012 ' -
1 . Objective
---------"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.
„ ------- e^—A 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'
Pror. M d I. ...b ii:;. Y.tU:-,uri aua i -r D-o.v v ' -u'1.'!
h. Provision of. mobile health care services
L Provision of age- and developmeiâppropriatiîsaffiductive.
health education--------------------- -- " •
j. Mandatory presentatiooî-eeftieate-qf tuniurignUe ~~ '
k. Capacity building of barangay health workers
i. Provision of pro bono services for indigent women ________
m. Provision of. sexual and reproductive heaifIT programs for Persons
with Disabilities
Social Science - S.oderv and Culture with Kimiit Planning
PART II - A N A L Y Z IN G T E S T IT E M S
' 1. It refers to everything which is socially teamed and shared by members of the society.
A. Nature C. Culture
B. Material Catture D. Folkways
Answer: C
OptionA or nature refers to all those things which were made by Sod or created without
human intervention. Examples are rivers, mountains, sky, and trees. Option B or material
outturn Is just one of the two main kinds of culture, the other being the non-material
culture. Materia! culture refers to the creations of man that are tangible. Examples
are buHdioas, jewelry, and cell phones. Option C or Culture provides the best answer.
17] It satisfies-the-definition of culture as a complex whole that includes all habits and
capabilities acQUired by man as a member of society. Option D or Folkways is just ong
of the many components of culture. It refers tothe customary ways people do things.
2. Which of the following statements about culture is NOT true?

A. It is learned by groups of people.
B. It is different from place to place.
C. It is static.
D. It is transmitted across generations
Answer: C
The statement directs us to identify among the options which is NOT a characteristic of
cuiiure. OptionA is not the answer. One of the characteristics of culture is that it is learned.
-One must exertefforts in order to acquire the culture of the society. Culture is not instinct
or something that is automatically acquired at birth. Neither is Option 8 the answer. Culture
varies from one place to another, sometimes even from one generation to another. In the
Phjjjppinec kv mamnin-them exist hundreds of ethnic groups, each having a distinctive
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

General Education
3. Some people argue that individuals with fewer opportunities to achieve success
goals will have greater motivation to violate norms and higher rates of deviance.
This argument is best expressed by
• A. Conflict theory
B. Sub-culture theory
C. Differential association theory '
D. Anomie theory •
Answer. 0
Option A is eliminated. Conflict theory emphasizes the repression of the weak by th8
powerful which leads to deviation. Option 8 orsub-culture theory asserts thatthe motivation
to violate norms depends upon the availability of illegitimate oooortumtie^withirraxertain
subculture. Option C or differential association theory-beiiewsTftat a person may become
deviant depending upon the frequency and interaction with other deviants. Option D or
anomie theory is the correct answer. Anomie theory suggests that persons or gmups with
less opportunity in life are more likely lo become deviants.
4. It is a social system in which most relationships are personal or traditional. It is

found in the rural areas in the Philippines.
A. Gesellschaft C. Gemeinschaft
B. Primary group - 0. Caste system
Answer: C
Option A or.Gesellschaft refers to a social system-where Telationshiparfiohg people
is impersonal and formal. It is usually found in exclusive enclaves of the rich and the
powerful. Option B or primary group is not a social system but a social group of people
who know one another intimately as inrtMriual.pffrsnnaiitifx Ontm C w gemmehnft-b-
the correct answer. Gemeinschaft is a social system in which people are closely tied by
kinship and tradition. Option D or Caste is-a soGial system that is>i eligiM l? sanctioned a W
hierarchically ranked groupings in which membership is fixed at birth and is permanent.
5. Which of the following statements is NOT true about the Filipino families today?
A. Maje authority has declined. . ■
B. Division of labor has changed.
C. Separation has become more common. •
D. It has ceased to be a socialization unit of society.
Answer. D _______________
'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
number of matriarchal families mainly due to women's call for equal authority in the family
and in the society.-0ptionB-telts~3~truth about Filipino families today. Due to women's
higher educational qualifications and more progressive attitudes, many wives now also
work. It is not unusual now to see husbands tending the children and doing household
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
D is the correct answer. The family, with all its issues, continues to serve as a socialization
unit of society, it is the unit of society where an individual is first exposed to and has-the
most significant influence on the development of his/herpersonality.
6. A sociologist would be most interested in studying

A. ArtifactsC. Psychological problems
B. Group behavior0. Economic situations
7. Stability is a feature of this theory,. .
- — ArtSEHuraOunctionalism C. Symbolic interactionism
B. Conflict theory 0. Disruptive functionalism
8. It analyzes society from the standpoint of the interacting individuals and the role
of symbols in influencing human action.
A. Structural functionalism C. Symbolic interactionism •
B. Conflict theory D. Disruptive functionalism
9. These refer to the family, schools, peer group; and the media which influence
an individual to develop their human potential and learn culture.
A. Total institutions C. Counterculture
8. Socializing agents D. Subculture
Prof. Mintta I. Cabilao Valencia *rtd Dr, Oionv V. Varda

Social Science • Society ajiii Cuimre with Famjlr Planning
1G. ârl Marx sees stratification as

A. A system that guarantees the accomplishment of important work in society
B. Necessary for the operation of society
C. A multidimensional hierarchy -
0. A system that safeguatds the interests of the richin_soaety.— ---------—
11. The desire to succeed in life illustrates a Filipino
- A. value C. law
8. folkways D. mores -
12. A behavior pattern related to the general culture of a society and yet
. distinguishable from it is
referred to as
A. Subculture C. Norm
B. Culture shock D. Mores
13. The process of casting aside social practices unsuited to new circumstances
and replacing them with more appropriate social practices is called
A. Socialization C. Enculturation
• B. Resocialization 0. Ethnocentrism *.
14. According toEdward Tyior, it is the complex whole which includes knowledge,
beliefs, arte morals, laws customs and other capabilities and habits aquirfiri-bf-
man as a member of the society. To what does Tylor refer? ..... .............
A. Norm C. Culture
B. Folkways D. Mores
15. An individual considers his/her culture as the best and all other cultures are
inferior or barbaric. This is referred to as
A. Ethnocentrism C. Assimilation
B. Cultural relativism D. Acculturation
16. The main transmitter of culture from generation to generation is
A. Diffusion C. Language
B. Invention D. Education
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
A. Theoretical perspectives . C. Research methods
B. Hypothesis D. Techniques
18. Which process makes a member learn the norms of the group ^nd acquire
a personality? .
A. Accommodation C. Compartmentalization
B. Aggregation D. Socialization
19. What role or status is assigned to-an individual is based on hereditary traits?
A. Achieved C. Master
B. Ascribed 0. Applied
20. Concentration camps, prisons and military schools are examples of
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 student’s 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
24. Which of the following is not true of deviance?
A. It helps to maintain group unity.
B. It helps to reinforce appropriate behaviour.
C. It is common in developed economies.
D. Tlie deviant behaviour of one-generation may become the norm of the
next generation.
25. Sociologists use the term “cultural relativism" to mean that
A. Other components of culture are more relevant than others.
B. Each culture must be judged Within its own context.
C. Other societies have more cultures than others.
D. Culture is important in dealing-with-flther-people.
PART Hi - ENHANCING T E S T TAKING SKILLS
1 . it refers to a group of people who possess similar economic standing in.the,

society. '------------------------- ■
. A. Status ' ------------------ 0. Power-------------- -----------------------
B. Class D. Prestige
2. What would be the sociological position in the 'nature vs. nurture" debate?
A. Biological factors are-more indispensable than sixiafTactors.
B. Social factors are more indispensable than biological factors.
C. Biological factors are fixed and can only be changed and enhanced by
social factors in the same fixed way.
D. Biological factors reflect human capabilities and can be changed and
enhanced by social factors through various means.
3. Which is the least used research method in the social sciences?
A. Participant observation
B. Social survey
C. Controlled experiment
0. Interview
4. Wfiat is the advantage of fieldwork/field research^-----------— ......
A. It provides rich'information: — —
B. . If gives an “insiders’ view”.
C. It is likely to yield unexpected results and findings.
0. All of the above
5. A research technique in which the researcher joins the group being studied
is referred to as
A. Participant observation -
B. Social survey -
C. Controlled experiment •
0. Interview
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.
D. act as therapists to the subject..
7. The Symbolic interacticnist theory
A. is often criticizedas seeing ali interactions asconflicts.
B. is important forthe analysis of macro-ievei issues. ■
■ C. is criticized for neglecting the importance of symbols.
0. is concerned on how individuals understand and interpret their actions.
8. Which represents the person’s basic drives m Freud's model of personality?
A. Id . C. Superego
B. Ego 0. Self
9. A theorist who argues that a society’s institutions are shaped by its economic
system. .
A. Comte C. Marx
B. Durkheim D. Weber
10. Which research technique allows the investigator to ask a' list of’questions,
but is free to change them during the course of the interview?
A. Participant observation
B. A semi structured (open-ended) interview
C. A structured interview
D. A data discussion
11. Material culture would not include
A. Houses C. Jeweiry
B. Folkways D. Mobile phones
12. All societies have means to ensure that their members conform with social
norms. The general term for these means is
A. Social control • . C. Values
B. Fines and imprisonment 0. Taboos
Social Science - Society ana Culture with Family Planning
13. It refers to the movement of people into and out of a specified territory.
A. Fertility C. Demography
B. Mortality D. -Migration ' .
14. The statement "The educational system perpetuates values which protect the
rich gnd powerful” illustrates the
A. Functionalist theory C. Conflict theory
8. Interactionist theory D. Evolutionist theory
15. Research-that investigates a population at several intervals over a relatively
long period of time is called
A. Cross-sectional study C. Secondary analysis —
B .. Residual study D. Longitudinal research
16. Survey-te used when:
A. Other measures do not produce statistical significance
B. The study must be repeatable
C. It is necessary to discover the distribution and interrelations of certain
variables among large numbers of people.
D. It is important to use procedures having cross-cultural applications.
17. The intended audience of the family planning program include
A. Men of reproductive ageonly
B. Women of reproductiveage only
C. Men arid women of reproductive age
•D. Men and women of reproductive age, including adolescents
18. Which of the following is not a group?
A. Board of directors C. University sorority J__________
B. Family D. All football fans
19. What is central to the conflict perspective of deviance? ' "
A. Labelling of deviants ■ " . . :
B. Anomic behavior
C. Dominance and power •
D. Deviant subcultures
k l F J pKU LET R eview er

General Education
20. The process which entails a son's erotic attachment to his mother and his
hostility to his father is called by Freud as
A. Electra complex C. Inferiority complex
B. Oedipus complex ’ D. Xenophobia
21. Questionnaires in surveys may include i
A. Standardized questions
^ B. Open-ended questions
C. Checklist
D. All of the above
is an
example of
A. Xenocentrism ' ' C. Ethnocentrism
B. Culture shock v D. Cultural tolerance
23. Contemporary Filipino culture is influenced by
A. Asian culture
B. Western culture
C. Religion
D. Asian and western culture
24. Which of the following statements about a caste system is not true?
A. It is common in developed economies.
B. There is no social mobility.
c: lfsfiapes a person's life.
D. It is based on ascription.
25. Which of the following statements about culture is not true?
A. Each group needs a culture in order to function.
a number of cultures.
C. Social conflict is due to meeting the expectations of different cultures.
D. Students do not have their own culture but instead practice the culture of
the larger society.
Rizal's Life and
Works and other
Heroines
P rep ared by:
O r. E v a n g e lin e L. M a r t i n
Competencies:
1. Familiarize Rizal and his work. .
2. Evaluate the contribution 6f other

Philippine heroes and heroines
The course is designed to expose students to s wide range of biographical models

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.
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
et impera (divide and rule) strategy to continue their rule in the Philippines.
They devised ways for Filipinos to fight each other rather than to fight together
against the real enemy.
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
toppled the Spanish government in the Philippines.
In the nineteenth century, nationalism was instilled in the Filipinos as they began
to think of themselves as belonging to one nation with a common origin, set of
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

Social Science - R a i l ' s L ife and W orks ai:d ether H eroes and-H eroines
they learned to fight together against their c&lonizers.
B. Dr. Jose P.. Flizal and La Liga Fiiipina
The most popular among the. members of the Propaganda movement was the'
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
outstanding Filipino but also one of the most outstanding representatives of the
Malay race. Rizal’s intellectual legacy includes his two famous .novels, .NolLMe__
Tangere and El Fiiibusterismo. The two novels described tlre'polrticcilrecumjrntv
educational, religious, and cultural situations in the Philippines during the
Spanish period.
While in Hong Kong, Rizal laid down the basis of La Liga Fiiipina, or the Philippine
League, which he planned to establish in the Philippines upon his return. He,
then, drafted the constitution of the league with the assistance of Jose Mariano
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
motto of the league was Unus Instar Omnium, or One Like Alt.
On the night of July 3,1892, Rizal founded La Liga-Filipina-in a houseât llaya—

. Street in Tondo, Manila.
’ authorities, hflcausaof thfc .Governor General FuloginOespujol issued a decree •

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 •
then transferred to Dapitan on July 1 7 ,1892, where he stayed until July 31,"
1896. During his four-year exile in Dapitan, Rizal did all hejsould for the'people
of the community. • _ .
LET R eview er
General Education
On November 3,1896, Rizal was then imprisoned for the second time in Fort
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
o’clock in'the morning of December 30,1896. at Bagumbayan. His execution
embittered the Rlipinos and triggered them to fight with determination.
D. Rizal: The Person
1. The Great Thinker

______ He was the great thinker as he used reasons and understanding that led
-------------him to empower the use of pen and paper. In such, the great books Noli Me
Tangere and El Filibusterismo has aroused the feelings of his countrymen
-and awakened them from the deep-slumber of more than centuries of friar-
misrule and colonial maladministration.
His novels were not the only key of his success but all his other writings,
letters, diary entries and other works that served as his love for the country
as a profound and effective Great Thinker.
2. The Great Doer

Rizal was known as an intellectual and was highly competitive in
........... various fields. He believed that the intellect should be practiced through
performance. He excelled in different fields which made him competent,.
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
himself and Ferdinand Blumentritt.
3. The Great Lover

' He was the Great Filipino Lover in his time. He had four great loves. First
wqs an -almighty sacred love for God. The almighty flame of love was
O r. E 'v .u iiru ifK L . M a r tin

Cl:iiuucai-iv.i-'
burning in his heart and soul whether as a Roman Catholic or as a mason.

Second was his sacred love for nis family and friends. Third was his love for
the country which is nis most beloved “patria adorada. " Lastly, Rizal's tove
for Josephine Bracken, the one true love of Rizal. . '
He had shown his fervent love n’e had shared with all by.giving his'own life-
to enlighten the mind of his countrymen. ......... ...............;—
4. The Great Servant Leader

Rizal had no position in the government, neither he-had control of vast'
financial or material resources and the means to broadcast his reformist
vision. Yet, he had been very effective as a leader to transform the Filipino
people and inspired them to enable them advance their cause. His
leadership was one of being a servant leader.
His ability to love without limits, without ever counting the cost is a real
greatness that became the inspiration of this servant-ieadership. This can
be seen in his masterpiece “Mi Ultimo Adtos” which was written shortly
before his execution. , -
r *•
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.
E. Q uotations from Rizal’s Writings
> “The education of the Filipino from birth until the grave is a brutalizing*
depressing, and anti-human. For five or ten years the youth comes into
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. Evuni»eUne L. Munir.

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
separated from jjjs carabao, that he should not have any further ambition,
etc" During these five or ten years the majority of students have grasped
. nothing more that no one understands what the books say, not even perhaps
. their own- professors. During these five or ten years the students have to
contend with the daily prflartiinqjtiat lowers human dignity, gradually or
brutally killing their self-respect - that eternal, tenacious, persistent effort
------- to HUfflDlfc the native, to maKe mm accept the yoke, to reduce him to the ■
level of a beast."
> “I am assiduously studying that happenings in our country. I believe that
nothing can "redeem us except our brains.”
> “A nation wins respect not by covering up abuses, but by punishing them
and condemning them.”
> “People and government are correlated and complementary a stupid
government is an anomaly among righteous people, just as. a corrupt people
cannot exist under just rulers and wise laws. Like people like government,
we will say, paraphrasing a popular adage."
> “We must confess that these (Philippines) indolence actually
and positively exist; but instead of regarding it as the cause of the
backwardness and disorder, we should regard it as the effect of disorder
and backwardness, which fosters the growth of a disastrous predisposition.
F. Rizal’s W orks: The following are som e o f the writings of Rizal
1. To My Fellow Children (Sa Aking Kabata)

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
hayop at malansang isda, kaya ang marapat pagyamaning kusa na tulad
sa isang tunay na nagpala.”
PNU IE ? Reviewer 315

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

“A La Juventud Fiiipina1, is a literary masterpiece that expresses Real's
immortal message of love of country, energy, and faith particularly in the
youth, the “Hope of the Fatherland." (“Ang Kabataan apg Pag-asa ng
Bayan.")
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
in public office.
4. The Intricate Alliance between Religion and Good Education

Rizal showed the importance of religion in education. Eduction without
God is not true education.
5. My Last Farewell
This masterpiece was written by Rizal in Fort Santiago probably a day or two
before his execution on December 30,1896 in Bagumbayan. The poem is
full of the author’s 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'.”
6. The Council of Gods ____ _ _ _

The winning of this allegorical drama in a literary contest was controversial
and exceptional because the winning author was an Indio. The prize was a
gnlft rinn nn which thfi bust of Cervantes was engraved..__________ '
7. Noli Me Tangere and El Fiiibusterismo ~

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
the heart, a book of feeling; it has freshness, color, humor, lightness and
wit..The diagnosis that ca'me oui was that Juli was an attempt to expose
Genera E au r m o
the real conditions during Rizal's time. El Filibusterismo is a political novel;

it is a work of the head, a book of thoughts; containing bitterness, hatred,
pain violence and sorrow. And the Fili was a study of the prescription
of the diagnosis (prognosis). From this point of view, Rizal analyzed the
prescription, which was the resolution.
G. Taft Commission and Rizal Law
TheTaft Commission chose Rizal out of several great Filipinos as the number
one hero of his people.
Republic Act No. 1425 (Batas Rizal) mandated the offering of the course
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
Education (CHED) saw the need to strengthen the idealism of college students
by providing the youth with opportunities to examine the -different perspectives
that other Fiiipino heroes and heroines took in building our nation.
H. Other Heroes and Heroines
According to American Historian LOUIS L. SYNDER, nationalism is a mental

condition, feeling, or sentiment of a group of people living in a well-defined
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
tradition, and, in some cases, having a common religion.
There are two kinds of nationalism - active and passive. Active nationalism
is more Aggressive. It involves making threats'against strong forces by
forming organizations, using violent"means, and resorting to rebellion. Passive
i' > " . ‘ .‘ v : . ! P ■„ . . -.V i:iT * r s n

’ nationalism, on the other hand, is expressing the sentiments-and needs of
people through peaceful means, such as .literature. Both kinds of nationalism
were displayed by Filipino heroes and heroines.
• Andres Bonifacio
------- 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
founded the Katipunan on a radical platform - winning the independence
and freedom of the country by force of arms. History recognizes him as the
"Father of Katipunan” because he was its founder and leader.
• Emilio Jacinto
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
Bonifacio and Dr. Pio Valenzuela, he wrote many of the documents of the
Katipunan which included the famous Kartilla. He edited the Kalayaan,
which was the official newspaper of the Katipunan.
• General Emilio Aguinaldo

He was a Filipino general, politician, and independence leader. He played
an instrumental roie in the Philippine independence during the Philippine
Revolution against Spain and the Philippine-American War that resisted
American occupation. He eventually pledged his allegiance to the US
government. In the Philippines, Aguinaldo is considered to be the country’s
first and the youngest Philippine President, though his govemment failed to
obtain any foreign recognition.
• Jose Apolonio Burgos

He was a Spanish mestizo born to a Spanish army lieutenant in Vigan,
(locos Sur. Father Burgos vigorously defended the native priests from
. attacks by the Spaniards who believed in the superiority of the white race!
S o cial Science - R iid 's Life and W e x « anti orh. H eroei and Heroines
Being an advocate for the'preservation of rights of the Filipino priests,

Father Burgos antagonized many friars who later on plotted-his death. Part
of-the GOMBURZA trio who were falsely accused of mutiny, by the .Spanish
coloniaLauthorifeifrth^PhtlTppines in ineTSth centuiyHe was placed in
• a mock trial and ahmntlv exeditecijfl-MawIri aim iu wlltnitfiBn3eravmen.
• Apolinario Mabini
He was a Filipino, political philosopheranit re\rolu®hary who wrote .the-
constitution for the first Philippine Republic of 1899-1901, and served as its
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
envious enemies, he is referred to as the "Dark Chamber of the President".
• Marcelo Hilario del Pilar

He was a Filipino revolutionary leader of the Philippine Revolution and one of
the leading iliustrado propagandists of the Philippine War of Independence.
Del Pilar was one of the co-publishers and founders of La Solidaridad
newspaper. In f&82, Del Pilar founded the newspaper "Diariong Tagalog"
to promote reforms among the farmers a ncLpeasants.-He also supported
Jos§ RizalVpoTefflica) writings--— ----------
• Graciano Ldpez y Jaena

He was a Filipino writer and journalist in the Philippine Revolution. Lopez
Jaena was bom in Jaro, Iloilo to Placido Lopez and Maria Jacoba Jaena.
His parents were poor, as his mother was a seamstress and his father a
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
literary contributions to the propaganda movement. Lopez Jaena founded
the fortnightly newspaper, La Solidaridad. When the publication office
moved from Barcelona to Madrid, the editorship was succeeded"to Marcelo
Del Pilar. Looez Jaena died of tuberculosis on January 20,1896.
PNli LET R eview er

Social Science - Riza!':: 5Jf« and Works ana other Heroes and Heroines
• Lapu-Lapu ■ ‘
The king of Mactan Island, he’s regarded as the first great hero of the
Philippine Islands and he’s credited for the death of Magellari( claimed as
the re-discoverer of the Philippine Islands).
• Gabriela Silang
She was the first Filipino woman to lead a revolt during the Spanish
colonization of the Philippines. An active member of the insurgent force
of Diego Silang, her husband, she led the group for four months after
his death before she was captured and executed. Her ferocity and death
hfirame a sym hnnnrFiliprrio women, their pre-colonial importance
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
G e n e r a l E d u c a tio n
n~ *''" "" " "r »^ in - * .......
to cross the Zambales mountains. Aside from being dubbqd the “Mother
of Biak-na-8ato" for her contribution during the Philippine Revolution of
1896, she was also later called ‘Mother of the Philippine- Red Cross. ”
• Geronima Tomelder-Pecson
In 1947, Geronima Tomelder-Pecson changed political history when she
was elected the first female senator of the Philippines. A well-known
educator, she authored and sponsored various laws and bills that
focused on education during her tenure as a senator. Pecson also held
the distinction of being the first woman in the world to become member
of the executive board of the United Nations Educational, Scientific and
Cultural Organization (UNESCO) in 1950. ..... f~
Generai Education*
P A R T II - ANALYZING T E S T IT E M S
and Understanding on the Life and Works of Rizal, Other

Heroes and Heroines.
-Four days after the founding of the La liga Filipina, Rizal was arrested and
imprisoned at Fort Santiago without due process of law. Who was then the
Governor-General of the country who ordered the arrest and banishment of
Rizal in Dapitan?
A. Ramon Blanco C. Camilo Polavieja
B. Eulogio Pespujol D. Emilio Terrero
Answer: B
The statement is about the different Spanish Governor- Generals who played a significant
role on Rizal's life. Option A is not the right choice because it m s Ramon Blanco who
gave Rizal, after the-(our- year exile in Dapitan, the permission to*go to Cubans a
revolutionary doctor. Option Bis the appropriate answer for the reason that on July 7,
1892 Despujol published a decree banishing Rizal in Dapitan. Rizal was detained in Fort
SatitBQo'ffom July 7 to 14, 1892. On July 15, he left for Dapitan and led a fruitful life
there for fouryears from July 1 7,1892toJuly30, 1896. On the other hand, Option C is
not the correct answer because Polavieja approved the death sentence and ordered that
Rizal be executed at 7:00 o'clock in the morning ofOecember 3 0 ,1896, at Bagumbayan
Field,-now Luneta. The same is true with the Option D, because when Rizal returned
in1887, Terrero was the Spanish Governor- General who advised Rizal to return to Europe
because his life was in danger caused by fie publication of his novel Noli Me Tangere.
2. Friends and fellow nationalists defended Noli Me langere. A brilliant defense

came from Rev. Vicente Garcia who claimed that Rizal did not attack the
Church and Spain. .
A. Rizal' Noli Me Tangere was simply a fiction,no harm toanyone.
B. Rizal focused on the ignorance of Filipinos. •
D r. E v an gelin e L . M artin
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. ■■■■
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
purposefully to unfold whatis happening m thattlfiWi D/5MW B dntiTJ were not me valid
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
bad Spanish friars and officiate and not Spain per se or the-ehurch.--------------------- -—
3. According to Rizal himself he took the term Noli Me Tangere, which means
“Touch Me Not" from the Bible. From what Gospel was Noli Me Tangere
taken?
A. St Luke (24:12)C. St. John (20:17)
B. St Luke (24:44)_D. St. John (20; 15)___________________________ _ _
Answer: C
Rizal used the words Afaff Me Tangere because the book contains things nobody in the
Philippines lad dared to speak about because they were delicate matters and could not
be touched hy anyone. Options A and B araêxcludedbecause (Luke 24:12 and.Luke
24:44) am the message of Jesus after His resurrection to help his disciples revive their
faith and hope.
(Luke24:12) ’Then Peter got up and run Wfhe tomb.AIIM-Saw-ttiece-onbending down
were the linen cloths. He went home wondering."
(Luke 24:44) "Then Jesus said to them, “Remember We words I spoke to you when I
was still witti you: everything written about m ein the Law of Moses, the Prophets and
the Psalms had to be fulfilled." ‘Then Jesus said to them, “Remember the words and Vie
Psalms had to be fulfilled."
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
not ascended to the Father. But go to my brothers antfsay to them. I am ascending to my
Fattier, who is your Father. "Christ must not be touched for He is holy and Mary Magdalene,
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,
"Because they have taken myLordandfdon't know where they have put Him."
?NU LET R eview er ME

Sociai Science - Rizai's Life anti Works anu other Heroes. and Heroines
4. The- character in the novel Noli was described by Rizal as a laundry woman
before her marriage to the officer of the Guardia Civil. She was known as the
“Muse of the Guardia Civil.” She pretended to have forgotten Tagalog already
but her use of Spanish was awful. Who was the woman?
A. Dona Consolacion
B. Dona Victorina de los Reyes de Espadafia
C. Sisa. •
D. Paulita Gomez
— AnswenA
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
mistress of the aUerez. She was vulgar, imprudenl quarrelsome and cruel.-Option Bis A
eliminated because although Dona Victorina de los Reyes de Espadana m s the paragon
of colonial mentality but she was the wife of Don Tiburcio de Espadana, the fake doctor
in the IM . She desdains what was Filipino and imitates what was Spanish. Option C is
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
two sons and the indignities she suffered which finally drove her insane. Option Disnot
responsive who yields to the habit of enthico-politico selection in marriage.
5. Sometime in 1807, Rizal’s close friend Ferdinand Blumentrittaskedhim todefine

the term for he could not find the word in EuropeanSpanish or Spanish American
sources. Rizai replied that in Filipino, the word meant: “a dangerous patriot
who someday will be hanged. ” What was the word reguested Rizal to define?
A. Filibuster .... ' C. Militarist
B. Revolutionist * D. Patriot
Answer: A
Analyze the statement: Blumentritt wrote a letter to Rizal, sometimes in 1867, asking him
•to define the word he could not understand. Option A is the appropriate choice because
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
Genera! Education
of legislative action, by delaying tactics, e.g. by making long speeches to consume

time. Options B, C, and D are synonymous to a nationalistic, my-country-right or wrong
j chauvinistic, exaggerated and aggressive patriotism, so these options must be eliminated.
' The same observation holds true to Options B, C, and D, that white Rizal at one time or the
other.entertained the idea of revolution, he was not for armedrevolution per se.
6. The EDSA revolution started with:

A. The holding of snap election
B. The assassination of Ninoy Aquino
C. The founding of RAM ..... ..............
D. The protest of Enrile and Ramos
7. Which of these statements does not show nationalism
A. Filipinos joining the Katipunan
B. Respect for the flag
C. Filipino-American connivance for Aguinaldo’s capture
D. Filipino revolts against Spain
8. Rizal met a kind Protestant German pastor in Germany who befriended him.
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
Noi Me Tangere?
A. Wilhelmsfelcf C. Heidelberg
B. Berlin 0. Leipzig ..... ;
9. The following is a passage from the diary of General del Pilar that he wrote the
night before his tragic encounter with the American'forces. What important
characteristic of General del Pilar hot shown on the passage?
“The General (Agvlnaoldo) has given me ftm pick of all the men-that cairbe-
■ spated and ordered me to defend the pass. I realize what s terrible task he
has given me. And yet I feel that this is the most glorious moment of my life.
What I do is done for my beloved country. No sacrifice can be too great."
A. Brave.ry C. Arrogant
B. Heroism . *D. Loyal
10. Rizal had a best friend whom he would always confide with through letters.
His best friend is a principal of a secondary school in Leitmeritz, Austria. Who
is he?
A. Ferdinand Blumentritt . C. .Pedro Paterno
8. Maximo Viola 0 . Jose M. Cecilio
1 1 . Rizal founded U Jjqa-M etnrbgtûselif his desire to:
— ~~~a TiiTitRhistellnwrnsn and nei-toflflnm from Spain •
.— —8r-6xpcJSETfieabuses.of the Spaniards to the whole world
C. Make his fellowmen more nationalistic
0. All of those mentioned-above
12. El FilibuWrismo is the sequel of Noli Me Tangere arid, like the first book, it
was written in Spanish. To whom did he dedicate this second novel?
A. To his beloved parents . -
8. T o the suffering Filipino people.
C. T o the executed Filipino priests Gomburza.
~D . To his love, Leonor Rivera
13. A character in Noli who became a drug addict and frequently visited Calle
Fumadero in Tondo-the place where the Chinese addicts were allowed to
smoke opium. ’
A. Kabesang Tales C. CapitanTiago
B. Placido Penitente ____ ____Q._ Tiburcio de Espadaiia
j4 J V la g e M a B -tfi^ chieftains would accept and submit, to
Spain's power. However, one brave Filipino ruler, a chieftain of Mactan, defied
Magellan
A. RajaHumabon C. RajaLapulapu
B. Raja Zula 0. Raja Kolambu
15. Jose Rizal integrated in an article for the La Solidaridad the vision of this
legend to expose two contemporary issues of forced labor and land grabbing
during the Spanish regime
A. 8iag-ni-LamAng C. Maria Sinukuan
B. Maria Makiling 0. The Monkey and the-Tortoise
Df. Evangeline L. Martin

16. "There are no tyrants where there are no slaves’ rneans
A. Nationalism is a high degree of emotion. _ _ _ _ _ _ _ --------
B. People are conquered and abused-mly if they allow themselves to be so. _
C. Leaving without the desired freedom is frustrating
D. A condition which when criticized will bring intense results.
17. The battle of Mactan proved that _
A. Filipinos disliked the Spaniards.
B. Magellan was no match for Lapulapu's men.
C. .Filipinos were more courageous than the Spaniards.
D. Filipinos are freedom-loving people.
18. One of the youngest Filipino generals, who led General Aguinaldo’s rear
■guards, was shot and killed while he was defending Tirad Pass in llocos Sur.
A. General Vicente Lukban
B. General Gregorio del Pilar
C. General Macario Sakay
0. General Miguel Malvar • *•
19. Rizal is a not^j kite-maker in his hometown in Laguna. His favorite design is
of'Malay origin. What is the name of the said design? — — — '.T T
A. guryon C. chapi-chapi
B. boka-boka D. debaso
20. Rizal envisioned of putting up a Filipino colony in.Sandakan, North Sorneo. His
dream did not materialize because the Governor-General of the Philippines
did not allow him. Who was the said Governor-General?
A. Emilio Terrero C. CamiloPolavieja'
B. Eutogio Despujol D. Ramon Blanco -
21. The guerilla women played a strategic and vital rote in-the movement. One o f.
. these guerilla women known as “Dayang-Oayang” of Kalipunang Pambansa
. ng mga Magsasaka sa Pilipinas (KPMP) organized an army and armed the
guerilla with weapons from the landlords. • * ’
A. Felipe Culala C. Remedios Gomez . '
B. Carmen Planas D. Elisa OChoa '
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
■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
Rizal. ”This Was done due to which of the following reasons?
A. Creating a province that will lead the people of Morong to be united after
the freedom from Spain.
B. Creating a province that will lead to the proclamation ofJose Rizal to
the National Hero.
C. Creating a province to provide equal rights to people living near Morong
and Manila.
D. Creating'a province to be named after Jose Rizal in honor of his
martyrdom. ■ ^ .
24. Bom in Sta. Cruz,'Manila on August 2,1799; he w&s the parish priest of
Bacoor, Cavite at the time he was involved in the Cavite Mutiny of 1872.
A. Andres-UrdaneteC, Vicente Garcia
B. Jacinto ZamoraD. Mariano Gomez
25. Governor General Emilio Terrero had ordered the commission coming
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
commission regarding the novel?
A. Strictly advised the friars to analyze the content of the novel for further
discussions on the Sunday mass.
B. Create another commission review the contents of the novel.
C. Called a conference with the Governor-General and-let the author explain
the contents of the novel.
- - 0. Strictly prohibit the production, circulation and as well as reading of the
novel.
E M PMU^LET~Revfewer
PART III - EN H A N C IN G TE ST TAKING SKILLS
1. As an answer to Fr. Rodriguez' pamphlet, Marcelo H. del Pilar, under the

pen name of Dolores Manapat.has written a pamphlet similar to the physical
make up that enabled.it to enter the churches and be read by church goers.
. What was the title of Del Pilar’s work which literally means “Be as slippery as
an Eel.”
A. Caiigat Cayo C. Dasalan at Tocsohan
B. Caiingat Cayo D. La Espana Moderna
2. Which of the following statements is Rizal's-annotations on Los Sucesos del
Las Islas Filipinas?.... =
i. Villalobos and not Legaspi was the one who named the island as
"Philippines." ’*■
ii. Manila was established on 1571 and not on 1572.
iii. It was not only the Spaniards who joined Magellan on his trip but also
Portuguese, Malays, Negritoes and other nationalities.
Iv. The Philippines is composed of 7,107 islands and not 7,100 only
A. i and ii C, i, ii and iii

B. iiandiv D. all of the above
3. On Rizal’s ©file in Dapitan, he was guarded by a Spanish military commandant,
Captain Ricardo Canicero-How did this military commandant treat the exiled?
A. He would allow Rizal fo talk to his visitors only upon his consent.
B. He supported Rizal’s activities and reported it to the Governor-General to
ask foffflrraing:--------:---------------------- --------------- --------- •--------
once a week to his office. •

D He strictly guarded’Rizal and would not allow him to do any activities that
are suspicious in his eyes.
•G e n «".U £iiuc:n*K >:: • ».
4. The Katipunan was a secret society founded by Andres Bonifacio and other
patriotic Filipinos on July 7,1892, aimed at attaining Philippine Independence
through the use of force. In what district of Manila was the Katipunan
founded? — ........................................... — :— --------
A. Intramuros C. Tondo
B, Binondo ' ' D. Sampaloc ^
5. She joined the women chapter of the Katipunan in 1895 at the age of 47
and was popularly known as the Mother of Biak-na-Bato. Who was this
Katipunera? .
A. Agueda Kahabagan C’. Teresa Magbanua
B. Trinidad Tecson D. Marina Dizbn
6. The first official flag of the Katipunan was made by Benita Rodriguez upon the
request of the Supremo. She was assisted by a woman very close to the heart
of Andres Bonifacio. Who was this woman who assisted Benita Rodriguez in
making the first official flag of the Katipunan?
A. Marina Dizon C. Catalina de Castro
8. Gregoria de Jesus D. Espiridiora Bonifacio
7. Who was this Filipino hero who wrote in his last will: “Should I be killed,
enshrine me in a Filipino flag with the same clothes in which I died and bury
me in the ground." _..... ... ~ ~ .
A. Juan Luna C. Apolinario Mabim
B. Antonio Luna D. Andres Bonifacio
8. What was Dr. Jose Rizal’s educational philosophy?
A To create in th§ youth an innate desire to alleviate his intelligence that will
lead him to eternal life.
B. -To see improvements in the school and in the methods of teaching.
C. To form the nucleus of an unfavorable- opinion of imperialistic
administration of his country and people.
- D. T o te able to contain if not eliminate, social evils like inferiority complex,
camaraderie, timidity, and false pride. . *
Dr. Evangeline L. vlarcin

. 9. What could be Dr.Jose Rizal’s guiding political philosophy for the country?
A. To censure the friars for abusing the advantage of their position.
B. To counsel the .Filipinos not to resent a defeat, attributed to them.
C. To elevate the country to the highest seat of glory.
D. For the country not to be taken advantage but rather be developed,
civilized, educated, and trained in the science of self-government.
10. The Kartilia of the Katipunan consisted of 13 teachings which the members of
the society were expected to follow. Who prepared the Kartilia of the Katipunan?
A, Andres Bonifacio C. Emilio Aguinaldo
B. Emilio Jacinto D. Apolinario Mabini
11. Who was this Filipino hero who wrote the following statements: “1 am now
surrounded by the enemy which shall overpower me, and my brave men, I shall
die happy with the thought that it is sweet to die defending my motherland."
A. Antonio Luna C. Gregorio del Pilar
B. Andres Bonifacio D. Apolinario Mabini
12. What was the reason of Rizal when he decided to write his two novels in Spanish?
A. He wants to show off his tênt in Spanish. • .
B. He wants to hide it to those who doesn’ t know Spanish.
C. He has the idea that it was the intellegentia that should fead and guide
the people in the revolution
D. He loves the language and were comfortable with it.
13. What crime Rizal was tried by the Spanish military court?
A. graft and corruption
B. rebellion and organizing illegal societies.
C. libel and assault.
D. falsification of documents
14. After the execution, Rizal's corpse was buried with the greatest secrecy at the.
Paco Cfimetery. Who was the one who patiently searched all the cemeteries
in Manila to find his body in vain?
A. his brother, PacianoC. his sister, Narcissa
B. his mother, TeodoraD. his friend, Maximo Vicla
LET Havlewer
Social Science - Rizal's Life and Works and ocher Heroes and Heroines
15. When Rizal was in trial, who was the defense counsel assigned to him?
A. Luis Taviel de Andrade . C. Camilo de Polavieja
B. Nicolas dela Pena " D. Martin Constantino
16. Who gladly agreed to finance the printing cost of the book Noli Me Tangere
when Rizal was having problems with the expenses?
A. Ferdinand Blumentritt C. Antonio de Morga
B. Hans Meyer ' D. Maximo Viola
17. Rizal was able to finish his studies and performed excellently in all subjects in
Ateneo. He was later coined as the “pride of the Jesuits" but he pointed out
that if it weren’t for this education, he. wouldn’t have achieved those goals.
Who was this educator?
A. Father Sajichez C. DonSaez
B. Maestro Aquino "* D. Don de Jesus
18. Below are four statements about the Philippines during Rizal’s time. Which
statement is false?
A. The system of government was called frailocracy.
B. The Philippines was represented in theSpanish Cortes.
C. The big plantations were owned by religious organizations.
D. The justice system served the interests of the Spanish colonial government.
19. Who ordered Jose Rizal to be shot in Bagumbayan on the morning of
December 30,1896?
A. Governor-General Ramon Blanco
B. Governor-General Eulogio Despujol
C. Governor-General Camilo Polavieja ________
D. Governor-General Rafael de Izquierdo
20. Jose Rizai and other mestizos and pensionados in Madrid formetHhe—
Propagandists Movement to appeal to reformers in the Spanish administration
in the Philippines through periodicals and pamphlets. Which of the following
was not .a product of the Propagandists Movement?
A. Sol _ . C. Kalayaan _
B. Fray Botod ’ D. Dasalan at Tocsohan
E m PNU LET R eview er

General Education
21. If Gregorio del Pilar was the hero in the Battle of Tirad Pass, then who was
the leader in the Battle of La Loma? '
A. Antonio Luna ' , C. Emilio Jacinto
B. Mariano Sakay ' D. Miguel MSIvar
22. Who led the longest revolt in Philippine history?
A. Andres Malong C. Francisco Dagohoy
B. Diego Silang D. HermanoPule
23. In 1872 the martyrdom of Gomburza truly inspired Rizal to fight the evils of
Spanish tyranny and redeem his oppressed people. The governor-general
____ who ordered the-execution of Gomburza was
A. Governor-General Rafael de Izquierdo
B. Governor-General Fernando Primo de Rivera
C. Governor-General Ramon Blanco
D. Governor-General Camilo de Polavieja
24. How did Rizal describe his novel, El Fiiibusterismo in terms of treatment,
style, and content?
A. El Fili is a romantic novel; it is a work of the heart, a book of feeling; it
has freshness, color, humor, lightness, and wit.
B. El Fili is a political novel; it is work of the head, a book of thoughts;
containing bitterness, hatred, pain, violence, and sorrow.
C. El Fili is a novel about Filipino ethics, a book of Filipino habits and
-isagt^gnri«EgT»Bmor,‘witrbêmess. and .pain
D. None of the above
25. Af the start, there were two rival factions of the Katipunan in Cavite: one was
the N/lagdalo faction led by Boldomero Aguinaldo with headquarters at Cavite
— Viejo (now Kawit) and the faction led-by~Mariano Alvarez, uncle-in-law of
■ Bonifacio. Where was the headquarters of the Magdiwang faction in Cavite?
A. Imus C. Binakayan
B. Naic ' D. Noveleta
General Education
Prepared by:
Prof. M ichael M , Nael
j Competencies:
: 1. Form a critical and analytical attitude

: towards various philosophical
• thoughts —-------- :----------- n r
\ 2 . Comprehend the various implications

of various philosophical thoughts to
educational theories and practices
3. Manifest knowledge of the nature

- of philosophy and its processes as
• applied in-education
Prof. Michael M. Nael

Social Science - Philosophy
PA 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.
In brief, it is the field of reason.
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 humanity’s attempt to think.speculatively, reflectively, and
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. . *-
_2._B R A N C H E S OF PHILOSOPHY
1. The major branches of Philosophy serve as the foundation of education and

the teaching- teaming process
2. Education must teach Mental and Physical Realities (Metaphysics), the
Truth and knowledge as contained in the curriculum
(Epistemology), the good, and morality (Ethics) and -the reasonable as to
content and processes (Logic).
3. Philosophy guides the educative processes as it determines the aims,
mission, vision, goaisand objectives of education. It likewise
determines the approaches, methodologies, strategies of teaching, the
content of the curriculum, the role of teachers, and all the decisions and
actions in the educative process.
E- = y .r - .r - r r - i'.—im nr- — p p — i l— « ■■ . ,im
... M|J |_
• PNU LET flevieiver 325

2.1 METAPHYSICS- What is reality? (Teachers must teach the realities of life,
especially the essential and the relevant realities.)
Metaphysics. It is the theory of reality. It covers such sub-branches as cosmology

(origin and development of the cosmos); nature of man, problem of freedom as in
determinism (cosmos is governed by forces or laws beyond the control of man ),
and free will; conceptions about God (theism, atheism-, monotheism, polytheism,
pantheism, deism, etc.); teleology (meaning or purpose of life); constancy or lack of
it in reality as in absolutism (constancy) and relativism (lack of constancy); quality
or reality as in monism (one reality), dualism (two), and pluralism (many realities);
ontology (study of being/existence); relation of body and mind; and others;
2.1.1 Metaphysical Axiom

Jt
An axiom is an irreducible pnmary. It doesn't rest upon anything in order to
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
as a premise.
1. Existence exists is an axiom which states that there is something, as
opposed to nothing. -
2. The Law of Identity. To have an identity means to have a single identity; an
object cannot have two identities. ’ .
3. Consciousness- consciousness is axiomatic because you cannot logically
deny your minds existence at the same time as using your mind to do the
. denying. . .
2.1.2. Implications of these Axioms . '____________ _________
1. Reality'is Absolute: The Primacy of Existence -This means that reality is

not subject to wishes, whims, prayers, or miracles. If you want to change-
the world, you must act according-to reality. ,
*
E U pmu LET R eview er * * * *
Genera! Education
2. Causality -Causality is the Law of Identity applied over time. It is the identity
* 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
previous cause. Causality is the law that states that each cause has a specific
effect, and that this effect is dependent on the identities of the agents involved.
4. Nothing. Nothing, or non-existence, is that which doesn't exist. It is not a
metaphysical entity. It doesn't exist. It has no identity.
5. Contradiction-Contradictions don't exist in reality because reality simply is
as it is and does not contradict itself.
6. An Entity is the Sum of its Parts -Assuming there are basic building blocks
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
actually change their identity.
2.1.2. Metaphysical Theories " •
1. IDEALISM
a. believed that the physical world around us is not real; it is constantly
changing and thus you can never say what it really is,
b. There is a world of ideas which is a world of unchanging and absolute
truth. This is reality for Plato.
c. Whenever we grasp an idea, or see something with our mind's eye, we
are using our mind to conceive of something in the Ideal world.
d. Since concept could not come from the physical world, it must come
from an ideal world.
2. DUALISM -
a. Dualism is the philosophy that there are two kinds of reality; material.
5 and Immaterial. ’
b. There is a physical world as well as a non-physjcafor spiritual world.
c. Ideas in the mindcome fromthe physical world as experienced by'the senses.
d. Truth can be verified through its existence in the. natural world.
Gencrni Education
3. MATERIALISM
a. On this view only the world of matter is- real.
• b. Thoughts, ideas, and other non-physical things are merely, movements
of physical matter or chemical reactions. __ _______
c. There is no reality beyond the physical.
2.2. EP1STEM0L0GY- What is truth? ( Teachers must teach the truth, its criterion
and .grounds and the ability to fearn to know)
Epistemology. it is the theory of knowledge. Its major concerns are the nature of
knowledge itself and the grounds for its validity.
2.2.1. Positions in relation to knowledge

a. Agnosticism - coined by Thomas Huxley which means "not being able to
know" or belief in -the impossibility of knowledge.
b. Skepticism is the' doubting or questioning attitude towards knowledge (also
known as the scientific attitude). ~
c. Affirmaflbn of knowledge. It is the possibility of knowledge. ___
2.2.2. Types of knowledge in relation to observation

a. A priori - knowledge not requiring observation; literally means "before" or
"prior to”
b. A posteiriori - knowledge based on observation; literally means "after" or
"posterior to“
c. Experimental - knowledge resulting from tested observation.
2.2.3. Types of knowledge according to means / instruments

a. Empirical - knowledge acquired through sense perception (equivalent to
scientific knowledge). Th» school of thought is known as empiricism.
b. Rational knowledge acquired primarily through reason and belief is called
. rationalism.
c. Intuitive - knowledge acquired primarily through intuition (sudden flash of

wn-as'-inteitionism.
quired through an authority (expertise) and the_
_ _ -------- buliuf ii kiiuwi'aTdiitfiorltariartsm
e. Revealed. Krowledge acquired through revelation (what God discloses to
man). And the belief is revelationism. It is also called religious knowledge.
2.2.4 Criterion of Truth
. 1. Naive realism - argues that reality is precisely what as it appears to be.

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
overdependence on appearance.
2. Feelings - the belief that what one feels is the truth and that the best;
criterion of truth is a hunch. The disadvantage of this is that feelings are
subjective and are not sometimes true.
3._Customs and traditions - this is used by many as a criterion of truth
________partiaiterty-ifl-matters-pertaining to morals, politics, dress, etc.
-------4— Tim 'e'-ls 'regarded as an excellent test if not the final test of truth. The
disadvantage is that we have to wait until the end of time to be really
certain of the truth.
5. Intuition - “truth that comes from one knows not where”. It is not a test of
truth but-a source of truth.
6. Revelation -“Truth which comes from God' This is also a source of truth
and not a test it.
7. Instinct - What is instinctive must by virtue of that fact be true since nature
deemed it so. But most knowledge is beyond the bounds of instinct. It is not
therefore a test of tfuth.
8. Majority, Plurality, Consensus Gentium - The number of people who
believes in the truth determines its truthfulness However, truth is not
necessarily dependent on how many believes it has to be true.
PMU t £7 R eview er
S o d a ! Science - Philosophy
9. Authority- certain individuals who have mastered a field of study may be

a criterion of truth but authority gives only opinion which cuuld be true or
which could be false. .
10. correspondence - a belief that when an idea agrees with its object, it is
proof of its truth. However, it is a definition of truth not a criterion.
11. Pragmatism - If an idea works then it is true, but not aii truths work. It
cannot be the ultimate criterion of truth.
12. Consistency - means the absence of . contradiction. But there is a
possibility to:be consistently false sometimes.
13. Coherence - a systematic consistent explanation of all the facts of
experience. Its technical name js reason.This isijelieved to be the ultimate
reasonable view of reality. This is humanity's criterion of truth.

v
2.2.5 Epistemological Theories .
1. Empiricism
a. Empiricists claim knowledge is a product of human experience.
b. Statements of observations take pride of place in empiricist theory.
c. Naive empiricism holds simply that our ideas and theories need to be
tested against reality and accepted or rejected on the basis of how
well they correspond to observed facts.
d. For any knowledge -to-6e-properly-infereed-or-deduced,. it is to be
gained ultimately from one's sense-based experience.
2. Idealism ------------------------------------ ---------- -----------------—

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.
b. All physical oBjects are ^mind-dependent and can have no existence
apart from a mind that is conscious of them. 1
328 l-PNU LET R eview er

General Education
c. What we refer to and perceive as the external world is in some way an

artifice of the mind. .
d. Analytic statements (for example, mathematical truths), are held to be
true without reference to the external world, and these are taken to be
exemplary knowledge statements.
3. Naive realism -
a. there exists a world of material objects.
- - J>. Statements about these objects can be known to be true through
sense-experience.
c. These objects exist not only when they are being perceived but also
when they are not perceived.
d These objects are also able to retain properties of the types we
perceive them as havingêven wherkthey are not being perceived.
Their properties are perception-independent.
e. Bymeans of our senses, we perceive the world directly, and pretty much
as it is. In the main, our claims to have knowledge of it are justified.
4. Phenomenalism
a. Phenomenalism is a development from- George Berkeley's claim that
to be is to be perceived.
b. When you see a tree, you see a certain perception of a brown shape,
when you touch it, you get a perception of pressure against your palm.
c. One shouldn't think of objects as distinct substances, which interact
with our senses so that we may perceive them; rather we should ;
conclude that all that really exists is the perception itself.
. .. . .'
5. Pragmatism • |
a. ft holds that what is important about knowledge' is that it solves i
certain problems that are constrained both by the world and by human ; f-
purposes. • * -;i
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

that arise in conflicts between belief and action.
c. Pragmatism is committed to the use of the experimental method in all
forms of inquiry,-a non-skeptical falM sm about our current store of
knowledge, and the importance ef knowledge proving itself’through
future testing.
6. Rationalism
a. Rationalists believe that tlw e are a priori or innate ideas ttiat are not
derived from sense experience.
b. These ideas, however, may be justified by experience.
c. These ideas may in some way. derive from the structure of the human
mind, or they may exist independently of the mind.
d. If they exist independently, they may be understood by a human mind
once it reaches a-necessary degree of sophistication.
7. Representationalism
. a. Representationalism or Represestative realism, unlike Naive Realism,
proposes that we cannot see the external world cfirectty, but only
through our perceptual representations of it
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.
c. The veil of perception removes the real world from our direct inspection.
8. Relativism
a. Protagoras maintains that all things are true and in a constant state
of flux, revealing certain aspects of truth at one time while concealing
them at another.
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

9. Skepticism
a. Philosophical skepticism is the position which critically examines
whether the knnwlerloe and neirartiofls-aeeete-havg iff true.
- ......b. "Aflfferents of this position hold that one can.oever obtain true
knawtedgersirceiustlticalion is never certain,
c. Scientific skepticism is the practical stance that one should not accept
the veracity of claims until solidgvidencejs. produced.
2.3. ETHICS - What is the good life? (Teacher must teach the good, to value the
good and moral life and to actually live the good life. Learning to
be, to do and to live together.)
2.3.1. NATURE OF ETHICS

a. Ethics is the philosophical study of the morality of human acts.
b. Only human acts are subjects of morality and moral responsibility.
c. Human acts are acts done with knowledge, freedom and voluntariness.'
■ d. Acts with no knowledge, and/or freedom, and/ or voluntariness are called
acts of man and are not subject to morality. ___ _
e. The determinants-Q^moralttrarethg~aeOtseirthe circumstances, and the
end of the doer.
2.3.2. CLASSICAL ETHICAL THEORY '
1. Platonism
a. If a man knows what the good life is, he will not act immorally. Thus evil
is due to lack of knowledge.
b. Absolutism-there is fundamentally one and only one good life for all
men to lead- the objectivity of Moral Principle.
2. Aristotle- Nicomachean Ethics
a. The doctrine of the mean- in order to achieve happiness, men must act
moderately, they must act so as to be striving for the mean between
two extreme.
b. The good life is a life of happiness.
c. Happiness is an activity not a goal.
d. Men ought to- behave so as to achieve happiness.
3. Epteurus-Hedonism
a. Pleasure is the sole good - to live pleasantly without suffering from any
of the undesirable effects of such living
. -br-Dynami&^leastife-pleas«fe-aGGempanied by pain
c. Passive pleasure-pleasure not accompanied by pain
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
that they'ought to do so since it is the only good.
4. Cynicfem-Diogenes
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
simple life, to a life of ascetic living.
c. The world was fundamentally evil;Jn order to live properly aman must
withdraw from participation in it.
d. Man must find it with-in itselfJhis is what virtue consists of.
5. Stoicism- Zeno . . '

a. Learn to be indifferent to external influences
b. Epictitus- good or evil depends
c. Virtue resides in the will, that only the will is good or bad.
E t f e l t j pHtf LST Reviewer

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

. worid.
e. Predestination- all happenings in the world are fixed by God according
to some preconceived plan.
f. Virtue consists of a will which is in agreement with the happenings of
nature,
6. Christian Ethics
a. The view that there is a divine being who has laid down certain
rules for moral behavior and that correct conduct consist in acting in
accordance with these rules and incorrect conduct consists in violating
them. — -
b. Authoritarianism-the church regards the moral code as an objective
* and infallible guide to correct behavior.
7. Baruch Spinoza “the Ethics” I

a. All things come to pass, according to the eternal order and fixed laws j
of nature-stoics'point of view. ' j
b. Nothing is good or bad in itself but it is only in relation to someone- I
relativist. • I
c. One should look at events as part of a larger system. I
£
8. Utilitarianism: Jeremy Bentham-and J.S.MIII ' _________
a. An action is right in so far as it tends to produce the greatest happiness j
for the greatest number. ^
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
c. The main tenet is to separate rightness or wrongness oFan act from [
the goodness orbadness of an'agent who performs the action. 1
P roft W ic iia e l M • N a tl' 4

9. Êmmanuel Kaht .
a. Kant divided actions into two:
- acts done from inclination-non-moral
- acts done from a sense of duty-moraf
b. Moraiifaus-closely bound up with one's duties and obligation:
- acts in accord with duty-non-moral
--------------: actsfrom duty-moral
' c. Categorical imperatives
a. Act only on the maxim that you can will that it should become the
.... universal law
b. Act as to treat humanity as an end never as a means
2.3.3 MODERN ETHICAL THEORIES
1. Subjectivism and Objectivism

a. Objectivism-any theory that holds that ethical judgments are true or
false. •
b. Subjectivism:
• Ethical judgments are neither true nor false.
• If the theory holds that ethical judgments are true or false but they
------------are always about the psychology of the person who utters them and
only that person then it is subjectivist.
2. Naturalism, Non-naturalism, Emotivism

. a. Naturalistic- holds that moral judgment are true or false and also that
such judgments are reducible entirely to the concept of some natural
science usually psychology,
b. Non-naturalistic-holds that those moral judgments are true or false but
they are not reducible to any natural science.
Social Science - Philosopnv
c. Embtivism-holds that moral judgments are neither true nor-false but

are mere expressions of the feelings
evocative of the feelings ottbose-wlro-t
3. Motivism, Oeontological and Consequence Theories

a. Motiyist- the rightness or wrongness of an action depends upon ttie_
motive from which the art was done. Ex. Kante-ethics "
b. Consequence theory-the rightness or wrongness of an action depends
entirely upon the effects which the action has. Ex. Utilitarian
c. Deontological-the rightness or wrongness of an act depends neither
upon the motive nor the consequence but solely upon what kind of act
it was.
2.3.4 ETHICAL PRINCIPLES
a. Principle of Indirect voluntariness

1. The doer must be abte to foresee the evil effect at least in a general
• way.
2. The doer must be free to refrain
the evil effect.
3. The doer be morally bound not to do that which is the cause of the evil
effect.
b. Principle of Double effect

1. The evil effect must not precede the good effect.
2. There must be a reason sufficiently grave calling for the act in its good
effect. .
3. The intention of the doer must be honest..
c. The end of the agent as a determinant of morality

1. A good act done for a good end takes on an added or a new goodness
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
the end, and from each evil end that influences the act.
• 3. A good act done for an evil end is wholly evil if the end is the complete
motive for the act dr if the end, while only a partial motive, is gravely
evil. A good act done for an end slightly evil and not the whole motive
of the act, is only partially vitiated.
4: An evil act can never become good by reason of a good end.
5. An indifferent act is good if done for a good end, evil for an evil end.
- r i- ~lnfluehcB-trf circumstance upon morality of human acts

1. An indifferent act becomes good or evil by-reason of its circumstances.
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
or evil by reason of circumstances.
4. An evil act can never be marie good by circumstances.
5. A gravely evil circumstance entirely vitiates a good act.
6. A slightly evil circumstance does not entirely vitiate a good act.
e. On duty
1. Common necessity never exempts from duty.
2. No necessity exempts from a negative natural duty.
" " ..3. Extreme or grave necessity'exempts from affirmative natural duty,
provided there is no involved violation of negative natural law.
4. Extreme or grave necessity exempts from the prescription of positive
law, provided there is no involved violation of negative natural law. *
f. On contract: The matter apt; the person fit; consent and a formal note of it
H cfsfeypWtt LET R e v few ir

JL. i 4&. -_
Generaf Education
g. On prescription of ownership: Fit goods: good faith; a title,'too; due time-

the thing belongs to you.
h. On strike: conditions requisite for a just strike

1. That it be the only available means of reaching a just settlement of the
difficulties between employer and employees
2. That the matter at stake be ofan importance sufficient to warrant
the hardship and damage that must be borne by the workers, the
employers, the families of both, and the community at large
3. That there be a reasonable hope of success in obtaining the good for
which the strike . -------------- — .....
2.4. LOGIC - What is correct thinking? Teachers must develop the mental faculty of
students, to reason out critically, creatively andstrategically.
a. Logic is the science and art of correct thinking and right reasoning.
b. Logic is the study of univocal terms and precise ideas that constitute
'propositional judgment in order to determine the validity and soundness of
syllogisms and arguments.
c. Logic is a tool of knowing and understanding and thus a tool of Philosophy,
Science and Education. The wisdom that philosophy discovers through
correct reasoning is taught and transmitted through logical educative
processes. The collective wisdom of the human race is verified byscience
which employs logical processes and methodologies and made applicable
and relevant through technology.
2.4.1. Types of Logic —----------------- *-----------
. a. inductive. It is reasoning from particular/specific to general/universal, ft

is popular in the sciences because it leads to the discovery of principles,
laws, etc. ■ ^
Prof*. M ichael M . Nael

b. Deductive. It is reasoning from the general/universal to the particulars/
specifics. Its main justification is to show proofs of the known principle. It is
often used in Mathematics,
Syllogism is the verbal form of deductive reasoning.
— &— Dialeetifc-fr-fs-roasoning in which the eonflict or contrast of igeas is used
. as a means of detecting the truth.'In Hegel's dialectic, there are three
stages: thesis (affirmation of the idea); antithesis (negation of the idea); and
synthesis (reaffirmation of the idea or truth Itself),
d....ExperimentaLor problem solving. It is the testing of hypothesis and makes
use of both induction an deduction.
2.4.2 IMMEDIATE INFERENCE
a. Inference is a process by which a conclusion is drawn from a valid

sequence and relationship of premises.
b. Syllogisms are verbal expressions of arguments that are products of
.. reasoning or inferential thinking
c. Kinds of Syllogisms
1. Categorical Syllogism is a syllogism that is made up ,of categorical
propositions.
Example;-^// books are tools for learning;
But the dictionary is a book;
Therefore, the dictionary is a tool for learning.
2. Hypothetical Syllogism is a syllogism wherein at least one proposition
is a hypothetical proposition.
Example: If all books are tools for learning then they must be valued
But all books’are tools for learning;
Therefore, they must be valued.
Prof. Micnacl M. Mad

Soci.d Science - P liiiosopa?
d. Immediate Inferences
1. "immediate Inference is a kind of inference by which the mind directly
draws the implication of one proposition to arrive at a new proposition
without the use of a mediuni.or a third idea. • . . ._________
2. Types of Immediate Inference .
2.1. Oppositional inference is a type of immediate- inference—that—
proceeds from the relationship between propositions with the
same subject and predicate but different quantities and/or
qualifies. Oppositional inference is the process of determining the
truth or falsity of an opposite statement from the truth or falsity of
a given statement.
2.2. Types of Categorical Propositions
Categorical Propositions are statements of direct claim of
relationship or non-relationship. They are either true or false. They
are classified into four types, namely A, £, 1,0 propositions:
1. .A propositions- propositions.that are Universal/Singular in
quantity and affirmative ir> quality
E& All men are rational;-Cathy is a student; Every citizen is
free to own properties
2. E Propositions-Those that are Universal/Singular in-quantity——
and negative in quality ......
Ex. No man is an island; All students are not teachers; Every
dog is not a cat
3. I Propositions-Those that are particular in quantity and
affirmative in quality
Ex. Some politicians are liars; Many countries are for peace;
Filipinos are Christians.
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.
^ ^ Ravj^Wfif
Social Science - PhilosopRy
■ 2.3 These four types of categorical propositions are actually opposed

to each other either as contradictories, contraries, sub-contraries,
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 tru
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
proposition is true the particular'proposition is true and if
the particular proposition, is false the universal proposition
is ■false but' if the particular opposition is true the universal -
' 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.
f e W im i
2.4 Square of Opposition
A Proposition E Proposition
Universal affirmative Universal Negative
Ex. All humans are free. Ex. Ato Humans are free.
No humans are not free. All humans are not free.
I Proposition 0 Proposition
Particular affirmative Particular Negative
Ex. Some humans are free. - -Ex. Some humans are not free.
. Summary o f the Rules in Oppositional inference

A. Contradictory Opposition A 'am td-tan^ro position s
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 ■

/. If one is true then the other is doubtful..
2. If one is felse then the other is true.
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
3. if the particular is true then-the universal is doubtful.
4. If the particular is false then the universal is faise.
if one is to apply .these rules in analyzing the relationships

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.
• 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.
• 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.
• If 0 is false then A is true. E is false, and I is true.
To have a visual illustration of these inferences, please

remember the square of opposition. Recall that on the upper
left hand corner is found the A proposition while on the upper
right hand corner is found the £ proposition. Recall further that
on the lower left hand comer is found the! proposition while
on the lower right hand corner is found the 0 proposition. If we
now apply tlie rules of opposition, we will have the table below
iVoK. Miciuici M
2.6 Truth-Vatue Table of Opposing Propositions
L " F F ■ - '■ 9
F I ? .F
_
1. 1
T F ? T F T T ?
?
F F T F T F
>
I ' ' ? E T ? I T £
Legend: T= True, F = False, ? = doubtful
3. Eduction or Logical Equivalence is the process of restating the same

meaning of proposition using different forms. The result of the
inference is a new proposition but it has the same meaning aid truth-
vafue as the given.
3.1 Types of Eduction or Logical Equivalence
. 1. Conversion is the process of interchanging the position of the
subject and predicate terms without extending any term and
without changing the quality of the proposition. The original
propositionis reformulated by interchanging the subject and
the predicate while maintaining the quantities of the terms.
The original proposition is called the converten8 while the
resulting proposition is called the converse.
1ST R eview er
Social Science • P h iiosop.";
Ex. All cemputers are expensive. ■= Some expensive things are

computers. A to I. Partial Conversion
Man is a rational Animal. = A rational animal is a man. A to A
full conversion
No terrorist is a peace lover.- No peace lover is a terrorist. E
to E conversion ■
Shortcut:
□ A O C 3 Z ^ IZ D
Subject copula Predicate = Predicate copula Subject
To illustrate: I proposition converted to another I Proposition
Note: An 0 proposition cannot be validly converted because it will extend a

term .from a particular to a universal extension or quantity
2. Obversion is the process of expressing an affirmative

proposition in a negative manner or a negative proposition in
the affirmative manner. It involves the changing of the copula
and contradicting the original predicate. It is the process in
which a new proposition is formulated by changing the quality
of the original proposition and contradicting the original
predicate. - .
Ex.: All trees are useful. = All trees are not non -useful. A to-E—
obversion. . _________
Some actions are not good, = Some actions are bad 0 to 1
obversion ' :
Genera! Education
Shortcut:
Subject copula Predicate — Subject copula • Predicate

Positive . Negative Negative
To illustrate: A proposition obverted to E proposition
All m edicines]/^<fiypensiveZ> 4= All medicines 1jttlT n b k CSpexpensivi!
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 t
converse of the obverse. The original subject and predicate
'. are contradicted and interchanged but the quality is retained.
Contraposition Process
Contraponend = All nurses are health providers.
Step 1: Obvert * All nurses are not non-health providers.
Step 2: Convert = All non-health providers are not nurses. = Partial Contraposit
Step 3: Obvert_= All non-health providers are non-nurses. = Full Contraposit
Ex. All Nurses are role models, = All non- role models are non-nurses
Fvp.rv imis is not a bacterium. = Some non-bacteria are not non-virus.
Shortcut
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
Ml health workers ^ f K ^5essionaS^= All on-professionaiSy^rK^5a-healthvwyKe5?
(Note: An.l proposition cannot be contraposed validly.)
4. Inversion isthe process of chanainathaQ uantty^sroroaliurr

and contradicting the original subject and predicate terms.
It proceeds by obverting and converting the contraposit of a
universal proposition. It is the process of changirtglhe quantify
of the original proposition and contradicting both subject and
predicate and retaining the quality of the original proposition.
Invertend No X are Y All X are Y

Step 1: Obvert =E Propositions start with step 2 = All X are not non-Y.
Step 2: Convert® No Y is X or AHY are not X.= All non-Y are not X.
Step 3: Obvert = All Y are non-X. = All non-Y are non-X.
Step 4: Convert= Some non-X are Y. = Partial= Some non-X are non-Y. = Full inverse
Step 5: Obvert= Some non-X are notnon-Y.= Full= Some non-X are notY. = Partial inverse
Sample Inversion . ____

Alt knights are brave. = Some non- kn ig h tsare^ ^S f^ A A o t-lm erô n ^
Shortcut:
Subject Copula PrecScate Subject Copula Predicate

Universal affirmative Particular Negative
Affirmative Negative
P roi. M ich ael M . Nsjei

To illostrate:^-Proposition inverted to 1-Proposition
Ml nurses |y^ <5flalth workers^ [Some non-nursesly^rtK ‘aoaSealth wofeS?
jJdte;ian£l O Propositions cannot be inverted
2.4.3 MEDIATE INFERENCES
Categorical Syllogism -
A Categorical Syllogism is a mediate inference that is made up of
categorical propositions. The two propositions, called premises, are
related through a middle term. These result into a third proposition, called
conclusion, whictt flows necessarily from such relationship.
A. 1. Basic Components of a Categorical Proposition

1. The Three Categorical Propositions
1. Major Premise-the proposition of greater extension that is made
up of the major term and the middle ternf It is usuaift written as
the first premise.
2. Mirior Premise- The proposition of lesser extension that is made
up of the minor term and the middle term. It is usually written as
the second premise.
3. Conclusion- The proposition ttiat flowed from the relationship
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.
Example:
Major Precise: All rational animals are mortal;
Minor Premise: But all men are rational animals;
Conclusion: Therefore, all men are mortal.
PNU LET R eview er. H I

A.2. The Three Terms

• 1. The Major Term• is one of the terms found in the major premise and
the predicate of the conclusion.
2. The Minor Term- is one of the terms found in the minor premise and
the subject of the conclusion.
3. The Middle Term- is found in both major and minor premises but not •
in the conclusion. It is the term that mediates and connects the two
premises. The common idea that allows the truth to flow from the
premises to the conclusion.
Example: _______________
J i I health workers are professionals;

But, some public servants are health workers;
Therefore, some public servants are professionals.
Major Term: professionals

Minor Term: public servant
Middle Term: health workers
A.2. Rules on the Validity of Categorical Syllogism

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 ~
excessive terms or lack of terms.
2 .' Each of the terms must be used twice univocally. The violation of this
rule is known as fallacy of analogous or 'equivocSI tsms. . -------------------
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"
middle term.
4. The middle term must be universal at least once. The violation of this
rule is called the fallacy of undistributed riiddle term. +
PWtfliT Reviewer
General Educacion
5. The Major and the minor terms may only be universal in the conclusion
if they are universal in the premises. The violation of this rule is known
■ as the fallacy ofextensbn of the major or the minor term. ■
6. Two affirmative proposition results into an affirmative conclusion. The
violation of this rule is called the fallacy of negative conclusion.
7. Two negative premises cannot have a valid conclusion. The violation of
this rule is known as the fallacy of negativepremises,
8. One affirmativeand one negative premises result into a negative conclusion.
Violation of this rule is called the fallacy ofaffmative conclusion.
---------9. The premises must be universal at least once. The violation of this rule
' is known as the fallacy of undistributed premises.
10. One universal and one particular premise results into a particular
coTidusion. The violation of this rule is known as the fallacy of universal/
or extended conclusion:
11. Two particular premises cannot have a valid conclusion. The violation
of this rule is called the fallacy of undistributed premises.
12. Never claim something in the conclusion something that was not
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
sequence.
A.3. Valid Moods of Categorical Syllogisms j

Figure 1; Barbara, Celarent, Darii, Ferio or AAA,EAE,AII,EIQ. j
Figure 2; Cesare, Camestres. Festino, Barpco or EAE, AEE, 0 0 , AOO . ]
Flprr3r0arapti, Disamis, Datisi. Felapton, Bocardo, Ferison or AAI, IA1, I
Rgure 4: Sramantip, Camenes, Dimaris: Fesapo, Fresison or AAI, AEE, IA1, !

EAO.F'O ' |
i
(Note; The 1st vowel refers to the major premise, the 2nd to the minor j
premise and the 3rd to the conclusion) ' J
General Hducarioii
A.4. Determining the validity and soundness (reasonability) of Syllogism

1 .' Rewrite the argument in the iogical form that is major premise, minor
premise and conclusion • -
• 2. Check the syllogism if it contains a fallacy or if it i§ in aGGordaftervfitfrm
rules of validity ——
3. If it contains a fallacy or a rule was violated then it is invalid and therefore
should not be accepted as reasonable
4. A shorter way is to identify the middle term, the term common to-both
major and minor premises, and then determine the figure and the mood
then compare it to the valid mood on that figure( see samples below) if it is
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
true. If they are then the syllogism is sound. If one or both of the premises
is false then it is unsound.
A.5 Examples of the valid moods

Figure 1: Subject: Predicate Middle Terms *
1. BARBARA: ' ^
A -A IIXareY; A -A il spiritual are immortal; ______
A- But all Ware X; A -but all human souls are spiritual;
A- therefore, all W are Y A- thus, all human souls are immortal.
2. CELARENT .
E- All X are not Y; E-All spiritual are not immortal;
A- but all Ware X; A -but all human souls are spiritual;
E- Alt W are not Y E- Thus, all human souls are not immortal.
3.DAR1I
A -A llX are Y; A- All spiritual are imrrortal;
I-b u t some W are X; I-bu t some human souls are spiritual;
/- thus, some W are Y. I- thus, some human souls are immortal.
Prof. M id ia c l M . N a d
4: FERIO
E-N oX isY; . E- No spiritual being is immortal;
I- but some WJsJL. '-t-butsom W m an'souls are spiritual;
0 - thus, some W are Y. (kJtsus, some human souls are immortal.
Figure II: Predicate: Predicate Middle Terms

1. CESAPE_________
'EÂIi Y are notX; E- Every Manual is not a newspaper;
A- but ail W are X; A- but all Bulletin Today are newspapers;
E- thus, All IV are not Y. E- Thus, all Bulletin today are not mantels.
2. CAMESTRES
A -A ll Y are X; A- All manuals are newspapers;
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.
3. FESVNO
E -A IIY arenotX E- All manuals are not newspapers;
— t-b o H w m W a rs J I- but some Bulletin Today are newspapers;
V thus, some Ware Y 0 - thus, some Bulletin Today are not manuals,
4.BAROCO
A- All Yare X; A~ All manuals are newspapers;
■ O-but some W are not X; 0 - but some Bulletin Today are not newspapers;
0 - thus some Ware not Y. 0 - thus, some Bulletin Today are not manuals,
Rgure III: Subject: Subject Middle Terms

1.DARAPH m
A- A llX are Y; A -All transparencies are plastic;.
A -butallXare W: A-but all transparencies are instructional materials;
•/- thus, some W are Y. I- thus, some instructional materials are plastic.
PNtf LET aev iew er i f e k ^ l

2. DISAMIS
/- Some X are Y; I-Some transparencies are plastic;
A- but allX are W; A- but all transparencies are instructional materials;
I• thus, some W are Y A thus, some instructional materials are plastic.
3. D A W
A-AH X are Y; A -A ll transparencies are plastic
I- but some X are W; ' l-butsome transparencies are instructional materials
I- thus, some W are X. I- thus, some instructional materials are plastic.
4. FELAPTON ..____________
E-NoXisY; E-Nchtranspareneies-m-piastici— ---------------
A- butallXare W; A-but all transparencies are instructionalmaterials;
0 - thus, some Ware not Y. 0 - thus, some instructional materials are not plastic.
5. BOCARDO
0 - Some X are not Y; 0 - Some transparencies are not plastic;
A-but all X are W; A-butall transparencies are instructional materials;
0- thus, some Ware not Y. 0 - thus, some instructional materials are not plastic.
6. FERISON
E-AllX are not Y E- All transparencies are notplastic;
1- but some X are W ...J-butsmgtransjiarencresmiOstmtionalmaterials;
n. thus, someWare not Y. 0- thus, some instructional materials are not plastic..
Figure IV: Predicate:. Subject Middle Term—--------- --------------------------------------

. 1. B R A M A N TIP _________ ;________________ .
A-AIIYareX; • A-Education is an investment of human capital;
A-but all X are W; ~ A- but all investmentsofhuman capital are precious;
I- thus, some Ware Y. ' /- thus some precious things are education.
General Education
2. CAMENES '
A-AIIYareX; A-Education is an investment of humqp capital;
E-but no X is W; E- but no investment of human capital is precious;
E- thus, noWisY. E- thus, no precious thing is education.
3. DIMARIS
I- Some Y are X; I- Some Education are investment of human capital;
A- but all X are W A-butall investments ofhuman capitalare precious;
I-thus some W are Y I-thus, some precious things are education.
4. FESAPO
E- No YisX E- No education is an investment of human capital;
A -butailXareW . A-butall investments ofhuman capitalare precious;
0-thus, some Ware not Y 0- thuspsome precious things are not education.
5. FRESISON
E- No YisX E- No education is an investment of human capital;
1- but some X are W l-butsomeinvestmentsofhumancapitalareprecious;
0- thus, some Ware not Y 0- thus some precious things are not education.
B Hypothetical Syllogism
B. 1 Rules for the Validity of Conditional Syllogism (Cause and effect Relation
introduced by" If.. .Then.
1. There must be sequence. The consequent must necessarily flow from
the antecedent.
2. Posit or assert the truth of the antecedent in the minor, posit or assert.
the truth of-the consequent in the conolusion.
3. Sublate or deny the truth of the consequent in the minor premise,
sublate or deny the truth of the antecedent in the conclusion. •
Prof. Midhaci M. N'ac!

Oeiierai Education
• •
"4. Posit or sublate completely, never partially.
5. It is invalid to sublate the antecedent in the minor premise:
6. It is invalid to posit the consequent in the minor-precise
Examples: If it rains then the ground will be wet:
But it rained;
Therefore, (he ground was wet.
If it rains the ground will be wet;

But the ground is not wet;
Therefore, it did not rain.
(Note: Mutually exclusive alternatives or sequential correlatives are

exempted from rule 5 and 8)
B.2 Rules for the Validity of Disjunctive Syllogism (choices introduced by

"Either....O r...“)
1. If the disjunction is a strict disjunction or contradictory disjunction: (two
choices only)
a. Posit one alternative in the minor premise then sublate the other
in the conclusion. *" *■ ~
b. Sublate one alternative in the minor premise then posit the other
in the conclusion.
2. If the disjunctive is contrary or a third alternative is implied:
a. Posit one alternative in the minor premise then sublate the other
or the rest in the conclusion.
b. It is Invalid to sublate one alternative in the minor premise then
posit another in the conclusion. '
3. If the disjunction is sub-contrary or both alternatives could be true:
a. Sublate one alternative in the minor premise then posit the other
in the conclusion.
P rof. M ich ael M . Nucl

;>c:ai S c i e n c e - P b .n o s o p ii y
* • ..
b. It is invalid .to posit one alternative in the -miner premise then
sublate the othet in the conclusion.
Examples: Either the answer is correct or it is wrong;
• But the answer is not correct;
: Therefore, the answer is wrong, ■
Either you are rich or poor;

hut you are not rich;
therefore, you are either-poor or middle class.
B.3 Rules for the Validity of Conjunctive Syllogism (introduced by" One
cannot be... and be... at the same respect")
1.Posit one alternative in the minor premise then sublate the other in the
conclusion.
2. It is invalid to subfate one alternative in the minor premise then posit
the other in the conclusion.
Examples: Youcannotbe in Baguio and in PNUat the same time;
But you are in Baguio;
Thus, you are not in PNU.
2.3.4 Fallacies
A. Nature of Fallacy
Fallacy refers to errors in the reasoning process or an argument that has
insufficient evidence or warrant for its conclusion.
A. 1 Kinds of Informal or Material Fallacy

1. The Fallacy of Relevance- an erroneous reasoning processthat presents
unrelated or irrelevant facts or psychological manipulations, which in
turn befog the mind and deviate the .mind from analyzing the real issue.
p T ij LET ?ieview sr~P ^ ¥ l

Sociiif Science - Philosophy
Example:' The bishop Is-innocent from thq charges of sexual

harassment because many people attended the prayer rally for him.
He is also known to be kind and he he/ped a lot of people.
2. The fallacy ofAmbiguity-An erroneous reasoning process, which is a result
of the lack of preciseness in the meaning of the languages that were used.
Example: He did not violate the law since he parked his car only on
one side, what was prohibited was parking on both sides.
A.2 The Types of Fallacy of Relevance

1. Argumentum ad Baculum or the Appeal to force- this uses moral,
psychological, cultural, or physical pressure instead of reason in
its argument. Appealing to force is wrono because it attacks the
freedom -ofm anr--------------------- ~
Example: Since I am the boss, you must vote for my Candidate or else
I will fire you from yourjob. v
2. Argumentum ad' misericordiam o f - the appeal to pity- when
compassion or pity is being used to obscure the issue.
Example: We should not fail poor students for they may not acquire
the education that will help them overcome their poverty.
3. Argumentum ad authoritatem or the appeal to misplaced authority-
when the truth of the argument is solely based on an authority not
relevant to the issue.
Example: According to Time Magazine, Filipinos should.only have one
child thusour congressjnust legislate such law. ■
4. Argumentum ad hominem-when then personality of the opponent is
attacked when it has nothing to do with the issue.
PYPfnpio- Don't heU auajÛ A afti^-*m ft^^firiratinn she was not
even a graduate of P N U . __________ .<!
5. Argumentum ad ignorantiam or the appeal to igftorance- when the
truth or falsity of an issue is asserted because no one can offer proof
of its contradictory.
f t S P j PNlf LET 'Begiew er ~

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: He was not guilty since no one saw him commit the crime.
6. Argumentum ad populum or the appeal to people-when the popular
sentiments of the majority or those that counts are made the basis of
the conclusion. This makes use of the bandwagon argument.
Example: Since milk from China causes health problems then we must
avoid buying any product coming from China,
7. Petitjo Pricipii or Begging the question/ Cireulus in probando or arguing
in circles -when one makes use of an uriproven assumption to prove
yet another assumption or the use of an unproven assumption to prove
another assumption that proves the first assumption.
Example: Order is indispensable to justice because justice can be .
achieved only by means of social and legal order. ........ —
8. Ignoratio elenchi or ignoring the issue- when the issue Is set aside and
an^nrelated fapt is presented or an irrelevant conclusion is made.
Example: Question: Do you love me? Answer: Let us eat you must be
hungry.
9. Fallacy of false cause-when an effect is attributed to an unrelated
cause simply because the perceived effect took place after the
perceived cause.
Example: We are pox'because the government is not concerned with
providing us the basic services.
10. Hasty Generalizatton-When the argument concludes even if there is
insufficient data to establish a valid sequence when what is true to a — j
. few- is made true to all.
' Example: Since I saw them together then they must be lovers.
11. Special pleading-when the argument uses only favorable truths-and--------f
disregards other truth that will not serve the ouroose of the one
arguing. When partial truths are presented as the whole truth. • j
Example: If- you love your friend then you must be willing to give i
everything to him for love is giving everything without expecting 1
anything. _ . j
- P r o f . M ichstei M . N aci
. General Education
12. Black or white or the fallacy of broad disjunction- when a contrary

•relation is presented as contradictory.
Example: Since you are not ugly, then you must be beautiful.
13. Fallacy of accident- wlien an accidental quality of a thing is assumed
to be-essential. When physical properties are mistaken to be the true
' ' nature of a being.. .
Example: Since ice is not liquid it therefore is not water.
— 14. Alurtibfi Fallacy- when other properties/possibilities are not considered
in arriving at a conclusion. The argument is based solely on one aspect
of reality ignoring other aspects that greatly affect that reality.
A.3 Fallacy of Ambiguity

1. Fallacy of Equivocation- when the meaning of a term is interpreted
into two distinct meanings. When one of the terms in the syllogism is
equivocal or analogous.
Example: Time heals all wounds. Time-is money. Therefore, money
heals all wounds.
2. Fallacy of Amphiboly- When a phrase or a proposition is used in two or
more interpretations. r
Example: Wb must bear many children since we were commanded to
go and multiply.
—S.— Falfecy erfAccentor prosody- when the context of a statement is falsely
interpreted. When a statement is entirely taken out of context and the
suppositions are wrong.
Example: Since Ateneo is located in Quezon City it must be called
Ateneo de Quezon City and notAteneo de Manila.
4. Fallacy of Compositiori-Wheri what should be understood to be the
properties of an Individual is taken collectively. When an individual
characteristic is applied to all the members of the group.
Example.' Fatima must be an excellent school since one of its graduates
top the Medical Exam.
Prof. Michael M, Nael

Social Science -'Philosophy
. 5. ■Fallacy of division-When the collective property is applied to an

individual. When what is true to a whole as a whole is made true to an
individual-part. ' .
Example: Since teachers are responsible (or their students, the teacher
of a criminal must-also be-responsibleiortne criminal's act.
6. Fallacy of false analnnv-when simlarifaurt-meaiiiiiu!) is infmiuU liunf
the similarity of patterns. '•
Example: Since both of us sir have the same attendance then we must
have the same grade. ... .......... — '
3. Philosophical Theories and Educational M ovem ents

(Philosophy as related to educational processes)
3.1. Naturalism.
1. te a doctrine denying anything in reality that has supernatural
significance
2. Truth can be discovered'only though nature. MAN is a product of
NATURE
'3 . Nature is the be-all and end-all of rpaiity it<^_antitfafisis-fe-
supernaturalism. Nature is the aggregate of thrngVaroundus.
4. 8s educational theme is harmony with nature and the hedonistic
principte of pleasure in the educative process.
5. Its chief educational spokesman is Herbert Spencer who believes that
the goal of education is complete living.
6. The child (pupil) is viewed as a child of nature and so is inherently good.
7. There is only one reality, and that reality is nature.- Leucippus,
Democritus, Epicurus, Lucretius and Spencer
8. Reality is composed of bodies moving in space.- Democritus, Epicurus,
Lucretius and Hobbes
9. Force or energy is the ultimate reality.- Spencer
...... ~ ....
Social Scjencc - Phifusophy
10. Keeping close to the dominant and peaceful ways of nature is the
most acceptable way of adhering to the demands of day-to-day life.-
Leucippus, Democritus,/Epicurus and Rousseau
11. Cosmic reason is the governing principle of all things.- Epictetus
Educational Aims of Naturalism: To develop the individual in accordance with

laws of nature, human development
Curricular Emphasis: Physical Education, Natural Sciences
Agencies: Family, Tutors
Contents Studied:
• History was taught as biography.
• Astronomy and geography were learned through observation.
.....HniWnTîlw fiin h in q things, measuring distances, drawing and singing
• Women were taught only singing, dancing, embroidery.and home chores to
please their meo.
• Outstanding Contributions to Education:
• Three Modern Principles of Teaching:
o Principle of growth
o Principle of pupil activity
o prfndple of individualization
• The Order of Nature:
o need
o activity
o experience •
.... ' ' ©“'knowledge
Implications to Education
1 . Eduction is. first of all, for the benefit of the child, not for the sake of
any conception, however hallowed, of the function of, the. teacher, or the
--------------corrtCDlflrTl,ortRescfiooT Rdjsseau
2. Education should be a practical preparation for life.- Rousseau
3. All knowledge should be evaluated in terms of evolutionary naturalistic
|344 ^NULET Review er

General Educatiox
. principles of education which must conform to them.- Spencer

4. The method of instcuction should be based upon the psychologies
principles governing the development of the child.- Rousseau
5. Education teaches the moral primacy of the will.- Epictetus
6. Education must provide first-hand contact with the child’s physica
environment.- Rousseau
7. The knowledge that the individual acquires through experience and verifies
and uses to solve his life problems, is utterly superior to that knowledge
, supplied by traditional sources.-Spencer
3.2. Idealism. R opposes the philosophy of naturalism. ___ ___

1. Its origin is traced to Plato who advocated a doctrine of-ideas-âlse-the
doctrine of the universals).
2. Since an idea is nonmaterial, idealism stresses moral and spiritual reality.
3. Rene Descartes, an idealist, advocated a perfect being- God and humans
are imperfect beings (the belief of the one and the many)
4. Its educational philosophy is ideal-centered. God is the absolute/ perfect
ideal. Sometimes, it is regarded as perfectionalism.
5. Plato's Republic is believed to be the first educational classic/treatise ever
written. It envisioned a society ruled by a philosopher- king.
6. Idealism is a philosophy that proclaims the spiritual nature of men and the
universe. Its basic viewpoint stresses the human spirit, soul, or mind as the
most important element in life. ____ ________________
7. It holds that'the good, true and beautiful are permanently part of the
structure of the related coherent, orderly, and unchanging, universe.
'6, All of reality is reducible to one fundamental substance- Spirit Matter ia nnt
real, only the mind is real.
Aim -of Idealist Education:. to contribute to the development of mind and self.
The school should emphasize intellectual abilities, moraljudgments,aesthetics,
■ self-realization, individual freedom, individual responsibility.and self- control.
Pioi. Michael M- Nact

0 nerai Edu ca tio n
Curriculum of Idealist Education-

• intellectual subject-matter, which is ideational and conceptual on subjects,
- jAtiickare-essenttgrfor^^ of mental and moral development.
» Si ihjprt qattpr daoutd-hg-martt rmotant f0r all. Mathematics, History,
and Literature-rank high in relevance since they are not only cognitive but
value- laden.
Methodology of Idealist Education

• Idealists encourage accumulation of knowledge and thinking and must
apply criteria for moral evaluation. Suggested methods are questioning and
discussion, lecture and the project, whether done singly or in group.
• Although learning is a product of the learner's own activity, the learning
process is made more efficient by the stimulation, which comes from the
teacher and school environment.
• The learner is immature and is seeking the perspective into his own
personality.
Role of an idealist Teacher—

— -» ^ 1 ® j3 e a i]s tte a c h e r should be conversant with a variety of methods and
should use the particular method that is most effective in securing the
desired results.
• Teachers are revered persons central to the educational'process. They must
be excellent mentally and morally in personal conduct and convictions.
'• They must exercise creative skills in providing opportunities for the pupil’s
mind to analyze, discover, synthesize, and create. .
• They should see his role in assisting the learner to realize the fullness of his
own personality.
Implication of Idealism to Education

• Idealism is often considered a conservative philosophy of education
. ‘ because much of its thrust is to preserve cultural traditions.
P-oh M id n e ! .M. N:>ci

• This is because of the concern for perennial an^ttm atrffutfis^nd thsT
notion that education is largely a matter of passing on to the young the
nation's cultural heritage. _...__ —
• There is great concern for morality and character development.
• Idealistic education emphasizes the cognitive side, intellectualism or elitist,
to the detriment of the physical and affective side of development.
• Character development in idealistic philosophy was pictured as:
- The first rule to be learned by all students is order.
- Students must conform to rules and regulations and repress everything
that interferes with the function of the school.
- Pupils must have their lessons ready on time, rise and sit at a given
signal, learn habits of silence and cleanliness.
3.3. Realism. It is attributed to’Aristotle, a pupil of Plato.

* 1. Realism may be defined as any philosophical positton-that asserTOKT
objective existence of the world and beings in it and relations between
these beings independent of human knowledge and desires.
2. The knowability of these objects as they are in themselves and the need for
conformity to the objective reality in man’s conduct.
3, Realism holds that reality, knowledge, and value' exist independent of the
human mind. For the realist matter is real,
. 4. The most important part of realism is the thesis of independence. Sticks,
stones, trees exist whether or not there is a human mind to perceive them.
5. Realists refer to those universal elements of man that are unchanging
regardless of time, place, and circumstance.
6. Realists generally maintain a materialistic concept of human nature biased
toward social control and social order.
7. They tend to see the universe in terms of an independent reality with its
internal and systematic order; therefore, human .beings must adopt and
adjust to this reality, and dreams and desires have to be subsumed under
.its demand.
PWU LET ftevisw ar

8. Realism believes that things exist independent of the mind. Its origin is
. traced to Aristotle's doctrine of particulars.
9. It has greatly influenced the socialistic (communistic) educational philosophy.
10. John Amos Comenius, a great realist, believes that education is formation
and that the school is the true forging place of man.
11. It believes in determinism (man is not free because he is governed by
laws or forces of nature beyond his control). One of the primary goals of
education is habit formation.
12. The teacher is the key figure, a master teacher; one who transmits
knowledge to his pupils (an authority).
1 ___Aim of Realist Education

• The aim of a realist education is to provide the students with the essential
„ knowledge that he will need to survive in the natural world. *
Realist Curriculum '

• The curriculum is called the subject-matter approach, which is composed .
of two basic components, the body of knowledge, and the appropriate
pedagogy to fit the readiness of the learner. The liberal arts curriculum and
the math science disciplines consist of a number of related concepts that
constitute the structure of the discipline.
Methodology of Realist Education

• ' The teacher is expected to be skilled in both the subject matter that he
teaches and the method of teaching it to students.
• Formal schooling means transmission of knowledge from experts to the
young and immature.
------- i The school’s task is primarily an intellectual one.
• The administrator’s role is to see to it that the teachers are" not distracted
by recreational and social functions from performing their intellectual task
of cultivating and stimulating the learning of students.
U P p f f t T L E T R e v ie w e r
General Fducation
In the elementary level, emphasis is on the development of skills for

reading, writing, arithmetic, and study habits.
• In the secondary and collegiate level, the body of knowledge regarded as
containing the wisdom of the human race will have to be transmitted in an
authoritarian manner.
• Students will be required to recall, explain, compare, interpret, and make
inferences. Evaluation is essential, making use of objective measures.
• Motivation will be in the form of rewards to reinforce what has been learned.
Role of Realist Teachers

• The teacher is a person who possesses a body-of-knowledae and who is
capable of transmitting it ti> students.
• Teaching should not be indoctrinating. Learning should be interactive.
• The teacher utilizes pupil interest by relating subject matter to student •
experiences.
• The teacher maintains discipline by reward and controls the pupil by activity.
Implication of Realist to Education

• The universal elements in man make up the elements in the education of
man. Education implies teaching/teaching implies knowledge, knowledge
is truth, and truth is the same everywhere. Thus education should be the
same everywhere.
• Realists are concerned with-tfte necessityof student measuring up to the
standard curriculum or external criteria of excellence.
• They believe that the “ superiorstudents should be given the arts and
sciences while the'slower1StudSAts should be given a narrow technical--
vocational-training--------------------- *— ------------------ ;------------------------- j
• Realism favors a fact-based, approach to knowledge. This had led to the ■
tradition and problem'of “testing" including the IQ as passport to a college j
education, the teachers'board as a minimum requirement for entry into ■ j
the profession. The realist believed that hard work and discipline are J
-------------- ----------------- -- ------------ -- ---- ------------ ------ — i
G e n e r a l JS d u c a n o ji
considered “good” and the’ students’ heads should be filled with "factual
truth” so that they do nof come to a ‘bad end* •
3.4 PERENNIAUSM-Robert Hutchins, Mortimer Adler

1 - Despite differing environments, human nature remains..Jhe_. same
everywheferheneereOuualiuii ytlould be the same tor everyone.
2. Since rationality.is..omi^Juaiwst--atti4bule. lie must E g nrto direct his
instinctual nature in accordance with deliberately chosen ends.
3. It is education's task to import knowledge of eternal truth.
4. The student should be taught certain basic subjects that will acquaint him
' with the world's permanencies.
5. Students should study the great works of literature, philosophy, history,
and science in which men. through the ages have revealed their greatest
aspirations and achievements.
6. Perennialism is an educational theory that is greatly influenced by the
principles of realism. It has a conservative/ traditional view of human
nature and education.
7. Perennialists contend that truth is universal and unchanging, and, therefore,
a good education is also universal and constant.
Aim of Perennialist Education--------------- --------------------

• 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.
• They view the universal aim of education as the search for and dissemination
of truth. They look up to the school as an institution designed to develop
human intelligence. •
Perennialist Curriculum
• The perennialist view education as a recurring process based on eternal
truths; thus, the school’s curriculum should emphasize the recurrent
themes of human life. *
P ro f. M ic h a d M . N ael
S o c k i Science - P hilosophy
• It should contain cognitive subjects that cultivate rationality and the study of
moral, aesthetics, and religious principles to develop the attitudinal dimension.
- • The perennialist prefers a subject matter curriculum, which includes history,'
language, mathematics, logic, literature, the humanities, and science. *
Perennialist’s Methodology
• As for the methods of teaching, the curriculum of a perennialist education
would be subject-centered, drawing heavily upon the disciplines of
tjterature, mathematics, language, history, and the humanities.
• The perennialists suggest that the best means to attaining this enduring
knowledge is through the study of great books of Western Civilization.
• The method of study would be the reading and discussion of these great
works which, in turn, discipline the mind.
Role of Perennialist Teachers

• The teacher, accordingly, must be one who has mastered discipline, who is
a master teacher in terms of guiding truth, and whose character is beyond
reproach. r *■
• 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
one day take charge of passing this on to a new generation of learners.
Implication of Perennialism to Education

• Perennialism represents a conservative theoretical view centered in the
authority of tradition and the classics.
• Among its major educational principles are:
• Truth is universal and does not depend on the circumstances of place, time,
or person;
• A good education involves a search for and an understanding of the truth;
• Truth can be found in the great work of civilization; ancf
• • Education is the liberal exercise that develops the intellect.
PNU LET flev iew er m s

3.5 ESSENTIALISM - William- Bagley, Herman Horne

1. Learning, of its very nature, involves hard work and often unwilling
application.
2. The initiative in education should lie with the teacher rather than with the
pupil.
3. The heart of the educational process is the assimilation of prescribed
subject matter.
4. The school should retain traditional methods of mental discipline.
5. Essentiatism, a conservative educational theory rooted in idealism and
realism
6. It arose in response to progressive education. The essentialists were
concerned with a revival of efforts in the direction of teaching the
fundamental tools of learning as the most indispensable type of education.
Aims of Essentialism
• The essentialist have as their ultimate aim " to fit the man to perform
justly, skillfully and magnanimously all the offices, both private and public,
of peace and war”.
• The indispensable cultural objectives of humanity, the essentials, are goals
that must be achieved -sometimes incidentally- but more often by direct
instruction. Informal learning helps, but this should only be supplementary
and. secondary.
• The essentialist believed that the essential skills, knowledge, and attitude
needed by the individual in making has adjustment to the realities of
life should be systematically "planned so ttiat these essentials will be
recognized.
Essentialist Curriculum
• The essentialist emphasizes the need for a curriculum that transmits
significant race experiences and the need to present this racial experiences
through organized subject matter courses. • *
General Ediicarior
• • Thus', reading, writing, arithmetic, grammar, history, geography, hygiene,

elementary science , drawing , language , art .manual training, domestic
arts- all traditional subjects of the elementary school-, are given a new
justification and emphasis as basic essential in the training of children.
• Among the common themes found in the essentialist point of view are:
• The elementary school curriculum should aim to cultivate basic tool skills
that contribute to literacy and mastery of arithmetical computation.
• The secondary curriculum should cultivate competencies in History,
Mathematics, Science, English, and foreign languages. Mastering all
these subjects and skills prepare the student to function as a member of a
civilized soeietv.^
• Schooling requires discipline and a respect for legitimate authority; and
• Learning requires hard work and disciplined attention.
Essentialist Methodology
• The essentialist method emphasizes habituation more than experience,
guidance more than incidentalism, discipline more than freedom, effort
more than interest, and self-examination more than expression.
• Essentialists do not believe in building up generalization by the slow
method of induction, but rather in properly guiding pupils in a few hours or
days in the acquisition of general laws and principles then using them in
. the solution of immediate and pressing problems.
• " The essehtiaTsts are concerned M h the most effective method of forming
habits and developing skills; thus, drill has a definite place in the classroom.
• The~essentialists emphasize the necessity of teaching pupils how to think
systematically and effectively.
Role of Essentialist Teachers

'• It is the duty of the .teacher to help the learner grow into these higher
interests rather than limit all. school activities to those ephemeral things j
that appeal only to natural and childish interest. *
\ i . N ad
• During the immature years of childhood and youth there is a need for
competent, sympathetic and firm teachers to help them see the truth and
to help them adjust themselves to inexorable facts..
• -• In this view, teachers should be restorerUojflstru&ieflal-atttbefify:-----:—
• They must be we'll prepared and held accountable for the children's failure
to learn. Instruction should be geared to organized learning.
• The method of instruction should center on regularassignments,
homework, recitation, and frequent testing and evaluation------------------ -
• They believe that effective thinking cannot take place by looking at the
world en masse, or by picking up knowledge piecemeal.
• Methods of systematic analysis and systematic synthesis must be used;
the essential elements of knowledge must be separated from the worthless
chaff, and these essentials must be organized into meaningful wholes, with
close attention to the interrelationships of each of these entities.
• The essentialists recognize that interest is a strong motivating force
of learning. Learning however, that is not immediately appealing and
interesting to the child should not be totally eliminated from the child’s
education.
• The more valuable and more permanent interests may grow out of efforts
that are at first disagreeable and monotonous?' ' . ..,------
implication of Essentlalism to Education

• Essentialists are particularly concerned with the fundamentals of education,
.the skill and knowledge without which person cannot be either individually
or socially efficient. •
• They emphasize the authority of the teacher and the value of a subject
matter curriculum
• The essenfiafist prescribed the following rubrics for their educational
program:
• A fixed curriculum;
• .Certain minimum “essentials" literature, mathematics, history, etc;
P ro f. M ich ael >1. N a d

• Preconceived educational values: and
• Education as individual adoption to an' absolute Knowledge which.exists
independently of individual. ___ !.
• FiTe'esserrtialists believe that the intellectual disciplines are the necessary
--------- — foundation of modem life. •
• The school has the responsibility to channel the accumulated experiences
of humankind into organized coherent and differentiated disciplines.
----------. Mastering these basic disciplines will enable the students to use them in
solving personal, social, and civic problems.
3.6 Sociological Movements

Sociological movements focused on the contribution of education to the
preservation and progress of society; this is called the social function
of education. Social educationists were concerned with the individual’s
development and his relationship to the social structure. •
3.6.1. Social traditionalism *’

• The high schools had to give experience in science and math, language
_______ and history but emphasis should be;on health, moral conduct, home and ’
leisure, and the vocations.
• In college, work, travel, and study replaced the traditional academic
subjects.
• The results of social education brought about extra-curricular activities in :
the school program. Extra-curricular activities, when properly controlled
and directed, were of value in providing experience in various phases in life.
• Athlete, dramatics, public speaking activities, musical activities, and
.assemblies were all sources of training for the various aspects of social life.
Methodology • ■* , .
• Social communication, social cooperation, and social science were the •
methods used in teaching the child to adjust to life.
• The teacher worked with the social interests of the child in mind to develop
social consciousness.
• Student's participations in school activities and school government were
effective methods of teaching leadership and responsibility.
• Students were taught cooperation rather than-competition; to face the
class rather than the teacher; and to deal with small groups for cooperative
effort.
3.6.2. Social Experimentalism

Aim ------------
• The social experimentalists believe that the school ‘ prepares for a
progressive structuring of the social order since social tradition was not
-concerned with social change.
• . The school should direct the pupil in learning to meet the needs of a
changing society, not only for immediate needs, but also for future needs
under changing social conditions.
• .The experimentalists emphasized the training for intelligence in all phases
of human activity. Students should learn sources of facts and realities of
social conditions and problems and learn to verify, weigh alternatives, and
take sides on controversial issues. Students’emotions had to be trained for
beneficial social results.
3.6.3. RECONSTRUCTIONISM -George Counts, Theodore Brameld

1. Education must commit itself here and now to the creation of a new social
order that will fulfill the bask; values of our cultore-and-at-thrsaintj time ”
harmonize with toe underlying social and.economicioo^^tttie-modem—
work). -
2. The new- society must be a genuine democracy]" whose major institutions
and resources are controlled by the people themselves.
3. The child, the school, and education itself are conditioned inexorably by
social'and cultural forces. .
LET Review er 1
General Education
4. The teacher must convince his pupils of the validity and urgency of the
reconstructionist solution, but he must do so with scrupulous regard for
democratic procedures.
5. The means and ends of education must be completely re-fashioned to
meet the demands of the present cultural crisis and to accord with the
findings of the behavioral sciences.
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.
7.---It is the task of the school to encourage the critical examination of the
-------------- cultural heritage and find the elements that are to be discarded and those
that have to be modified.
8. The Curriculum should include learning to live in a ^global miljgu.
Reconstructionism proposes educational policies related to national and
international problems as a means of reducing world conflict The school
becomes the center of discussions of controversies.
3.7 PROGRESSIVISM -John Dewey, William H. Kilpatrick, John Childs

1. Education should be life Itself, not a preparation for living.
2. Learning should be directly related to the interests of the child.
3. Learning through problem solving should take precedence over the
inculcating of subject matter,
— 4. Theteacher's role is not to direct but to advice.
5. The school should encourage cooperation rather than competition.
6. Only, democracy permits - indeed encourages - the free interplay of ideas'
aid personalities that is a necessary condition of true growth.
--------Progressive-education is based on a philosophy based on experience, the
interaction of the person with fits environment.
8. The end product of education was growth- an on-going experience which
led to the direction and control of subsequent experience. .
9. Progressive education must use the past experiences to direct future
’ .experiences.
P ro f. M ic h a e l M- Nael
. General Education
Content
• Progressive education was not interested in a prepared, prescribed
curriculum to transmit knowledge to students. ______ — -— -— “
• Curriculum must come from the'child so that learning wnulrl he actiua.—
. exciting, and varied.
• The contents of the subject are done by the teacher and the students as a
' . group project or a cooperative effort. The teacher served as facilitator.
Progressive education is characterized by the following contributions to

education:
1. Emphasis on the child as the learner, rather than the subject matter
2. Stress on activities and experiences, rather than on textbook reliance and
memorization
3. Cooperative learning, rather than competitive lesson learning
4 . Absence of fear and punishment for disciplinary purposes
. 3.8. PRAGMATISM. It is the most recent among the four classical

philosophies^
1. Pragmatism is the belief that the meaning of an idea is determined by the—
consequences when it is put into test or practice in the world of reality.
2. Although Greek in origin, it later became an American philosophy. The
foremost American philosophers are William James (practicalism), Charles
Peirce (experimentaiism), and John Dewey (intrumentalism).
3. It believes that change is the essence of reality. "Everything flows; nothing
remains the same."
4. Its chief method is the experimental method that yields experimental
knowledge.
5. It believes that education is life; a continuous process of reconstruction.
.Education is never complete.
Sociai Science - Philosophy
3.9. Existentialism. It is principally a contemporary or modern philosophy.

1. It grew outJmm-fo&-wofte~nf European philosophers particularly Soren
Kiereaaard (Danish).....___ —....
— — •2_ ~ltS'cfiiefprincipieTs “existence precedes essence."
. 3. It has "two types: atheistic and theistic. The chief atheistic philosopher is
Jean Paui_Sarte_{French).
--------4 : TFciamors for individuality and freedom in education.
5. It stresses individual decision-making; the teacher offers knowledge and
the pupil can either acceptor reject it.
6. Man has no fixed nature and he shapes his being as he lives.
7. The philosophy that places emphasis on individual existence, freedom, and
choice.
8. Sees the world as a personal subjectivity, where goodness, truth, and
reality are individually defined. v
9. Reality is a world of things, truth subjectivity chosen, and goodness comes
from group decisions.
10; Existentialism is about being saint without Gpd; being your own hero,
------------ -withoutairthe'sanction and support of religion or society.
------- TTT Existentialism, broadly defined, is a set of philosophical systems concerned
with a free will, choice, and personal responsibility.
12! There are no "universal" guidelines for most decisions.
13. Existentialism takes into consideration the underlying concepts:
Human free will
Human nature is chosen through life choices.
A person is best when struggling against their individual nature, fighting for life.
Decisions are not without stress and consequences.
There are things that are not rational.
Personal responsibility and discipline is crucial.
Society is unnatural and its traditional religious and secular rules arbitrary.
Worldly desire is futile.
Sorv.-I Science ■ Phi.'osopin
■ NATURS
* Focuses on the experiences of the individuals.
• Offers individuals a way of thinking about the meaning of life.
EXISTENTIAL THEMES
1. Existence precedes essence
2. Anxiety and anguish
3. Absurdity
4. Nothingness
5. Death .................................___ ________ _
EDUCATIONALAIM
• To train individual for significant and meaningful existence. v
• Synthesis and Implications to Education:
- The classroom is a free market of ideas and as such it must guarantee
complete, freedom of thought for the individual.
- The student is encouraged to make independent decisions to guarantee
authentic existence.
CURRICULAR EMPHASIS
• Subject-centered
• Literature .............. ...... ......................... ............. •____
• History
• Arts for aesthetic expression
• Humanities for-efticaLualues----------- .------ ;— ;— -------------------------—
TEACHING METHODS ' ~ ~ ' ^

• Inquiry Approach -
« . Question-Answer Method
• Experimentation ^
• Self-expressive activities • •
LET R e v isw e -
Genera! Education
ROLE OF.TEACHERS •
•' Good provider of experiences
« Effective questioner
• Mental disciplinarian
ROLE OF THE STUDENT

• Determines own rule
ROLE OF SCHOOL
• Create an atmosphere for active interaction.
• Plan better solutions to their everyday problems
• Discuss the different situations based by an individual
3.10 BEHAVIORISM
A. B.F. Skinner. ’
1. Learning is manifested by a change in behavior.
2. The environment shapes behavior.
3. The principles of contiguity (how close in time two events must be for a
bond to be formed)
4. Reinforcement (any means of increasing the likelihood that an event will be
repeated) are central to explaining the learning process.
5. Learning is the acquisition of new behavior through conditioning.
3.11. LANGUAGEANALYSIS. It is the most redent contemporary philosophy

and one of the schools of thought under philosophical analysis,
1. It regards philosophy as an activity of clarifying thoughts through the
carefui use of language and logical methods.
2. It advocates the principle of verifiability - what is true Can be verified or
confirmed.
3. The proper use of language is to avoid ambiguity or vagueness; for
precision or accuracy.,
'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

accurate it becomes.”
5. Its principal exponent is Ludwig Wittgenstein. Others are Bertrand Russell
•and A.J. Moore.
6. Words can have different meanings under different contexts.
3.12 Oriental Education

Aims: to impress traditional ideas and cultures in order to maintain and
perpetuate the long established social order
China: to preserve and perpetuate ancestral tradition
India: to preserve the caste system
Egypt: to preserve religious tradition
Persia: to strengthen military traditions
Types: Moral Training- training in customs, duties, and polite behavior

Theoretical training- language and literature
HINDUISM
1. Brahman, the eternal trimutri, or the three in one GOO: Brahma, the creator;
Vishnu, the preserver; and Shiva,Ihe Destroyer
2. The Caste System, determined by the laws of Manu
3. Submission to Fate, since man is not outside, but part of Brahman
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
6. Nirvana, the final stage reached upon the emancipation of the soul from the
chain of rebirflis
7: Yogas, the disciplines which enable the individual to control the body and
the emotions,
8. Dharma, the law of moral order, which each individual must find and follow
to reach nirvana
Prof! Michael M. Nael

BUDDHISM
1. From good must come good, and from evil must come evil. This is the First
Law of Life ' ................
2.__Prayers and sacrifices to the gods are useless only understanding the
___ eightfoi(i-path1-aFiet--praefeing^ttTr Buddhist ten commandments and
rarfertinns lead fri pflrtert wisdom— .— ---------------------- -
3: TheVedas are not sacred books since they teach that people should pray
and offer sacrifices. -
4. The world always was and-always will-ber----------
5. Brahma did not create people into castes out of Manu. There are only two
kinds of people: those who are good and those who are bad.
6. The aim of life is not pleasure or happiness but the end of individual
existence through the practice of the ten perfection.
7. He who attains perfect wisdom enters Nirvana and for him the chain of
reincarnation is broken.
The Four Noble Truths

There is suffering.
2. There is cause for suffering........ ...............—
3. There is cessation of suffering:—
.4. The eight fold path is the way to end suffering.
The Eight Fold Path

1. right belief • 5. right occupation
2. right resolve 6, right effort
3. right speech . 7. right contemplation
4. right behavior8. right concentration
PNU LET R eview er

The Ten Perfections

1. giving 6. patience
2. duty 7. truth
3. renunciation 8. resolution
4. insight £ loving kindness
5. courage 10. serenity
The Buddhist 10 Commandments

1. Do not destroy life.
2. Do not-takewhaWs-flot-giveFfc-------- ---------------
3. Do not commit adultery.
4. Tell no lies and deceive no one. * ' *
5. Do not become intoxicated.

6. Eat temperately and not at all in the afternoon.
7. Do not watch dancing, nor listen to singing or plays.
8. Wear no garlands, perfumes or any adornments.
9. Sleep not in luxurious bed.
10. Accept no gold or silver.
CONFUCIANISM
1. Humari nature is good and-evil is essentially unnatural.
2. Man is free to conduct himself as he wills and he is the master of his choice.
3. Virtue is-its own reward. Five constant Virtue
not want others to do to you. do not do to them. 1. benevolence. .

5. A man has five duties: to his father, to his wife, 2. righteousness
- to his elder brother, to his friend 3. propriety
6. Man should strive to become a superior man. 4-. wisdom
5. sincerity
R T ^ I p n u LET R e v ie w e r
General Education
P A R T II - ANALYZING T E S T IT E M S
Practice test no 1. Which Chinese word is the basis of the Golden Rule?
A. Ren - B. Yi C. Ch'i D. Li • .
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
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
man-a man with compassion, a man who is benevolent, a man with a heart. Ran- letter
% therefore, is the correct answer.
Practice test no. 2. Which type of knowledge is acquired by means of sense

perception?
A. Rational C. Empirical
B. Authoritative 0. Intuitive
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
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
it involves inherent ideas that may not pass through the senses. Letter C-Empirtcal is,
therefore, the correct answer.
Practice test no 3. What valid conclusion can be derived from the premises below?
“Whoever is an industrious person is energetic";
"but all athletes are energetic";
A. Thus, all energetic persons are industrious
B. Thus, all athletes are industrious
C. Thus, some industrious persons are athletes
0. None of the above
Prof. Michael M. Naei

This question asks us to know the rules of valid categorical syllogism. Letter A wrongly
restates thermajor premise through an ipvaiid conversion. Italsouseserroneo
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 - ■ ■
middle term are bothparticular,_The.syllogismrtherefors; cannot have a valid conclusion.
Practice test no 4. Which philosophy believes that the individual is unigueJree,

and in the process of realizing his/her essence?------------------------
A. Pragmatism C. Realism
B. Idealism D. Existentialism
This question asks us to have knowledge of the major tenets of the differentphilosophical
positions. Pragmatism believes in the utility, workability and functionality of an individual.
Idealism contends Oiat truth is the mind. It is more concerned with the mental/moral
development of an individual. Realism is concerned with the body/soul aspects of the
individual. Existentialism- letter D is the correct answer. According to this philosophy,
individuals create their own essence through,their own individuality and subjectivity.
Practice test'no. 5: What fallacy is committed by this argument?

“Sir, I am a scholar and I want to continuejByûdieSr-p^
grade so that my scholarship will continue."- • ......~ "
A. AdBaculum C. Ad Hominem
B. Ad Misericordiam D. AdPopulum
Ad Bacuium is toe use of force, violence, or threat Ad hominem is attack against the
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
of grading is academic performance and not charity. It also violates the requirement of
love/charity which is justice, h r before one can take pity, one should first be just. Ad
Misericordiam-ietter B is the correct answer
?m LET R ev iew er j C B M
PART II - A N A LY ZIN G T E S T ITEM S
1. - In epistemology, on the question of knowledge, which knowledge requires the

• testing of observation? •
' A. A posteriori
6. A priori
C. Experimental .
D. Revealed
2v- -WJiat-pbitosophical belief asserts that knowledge is impossible?
A. Agnosticism
B. Skepticism
C. Altruism v ■
D. Empiricism
3. Critical thinking skill requires a teacher to support his/her claim with a ground
that warrants the reasonability of the conclusion. What major premise is
needed to validly complete this argument?
"but many moments in life are romantic events
Therefore, many romantic events are memorable."
A. All moments in life are memorable.
B. Romantic events are memorable moments in life.
------ Cr-Som e in life are memorable.
D. None of the above '
4. The nature of knowledge in the curriculum, its certainty and its objectivity is
• A. metaphysics-------- —=— — ...... •-

B. Epistemology
C. Axiolpgy ' '
D. logic ’
K M t f PHU LET R eview er

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

14. Why is it that a teacher should address the uniqueness of each pupil, cater
to individual interest, and adapt the lesson to the experience of the leams c l-
A.’ Because of the axiom of causality
* B, Because of the axiom of consciousness'----- ---------------------------------'
C. Because of the axiom of identity
D. Because of the axiom of supremacy of existence _______
15. In the argument, ”We cannot punish this man because lie is the only one
that supports his family", what is wrongly appealed to?
A. People
B. Ignorance
,C. Advantage
D; Pity
16. Aristotle contended that the good life is a Fife of happiness. Happiness is an
activity not a goal and men ought to behave so as to achieve happiness. Thus
men must act moderately and they must act so as to be striving for the mean
between two extremes. As a teacher how are you going to interpret this?
*" A. Yc® will provide your students moral dilemmas.
B. You will develop a sense of duty in your s tu d e n ts .-------— ' ~
CL. You will develop the cognitive ability of your students.
D. You will provide your students opportunities to develop virtues’.
17. If the statement “Some philosophies are irrational" is true, what statement
below will be false?
A. Some rational things are not philosophies.
B. Some irrational things are philosophies. •
‘ -G, No irrational thing is not philosophies.
0 .! No irrational thing is a philosophy.
18. “Some scientists are religious" is false then it follows that
A. All scientists are religious is true. ' .
j} .' No sclentist is religious is false. _ '.
C.r Some scientists’are not religious true.
D. Some non-religious people are non-scientists is true.
PHU LET R eview er m i

19. What kind of opposition exists between the propositions "No man is above the
law" and “Some men are not above the law”?
A. Contraries
B. Sub-alternates
C. Contradictories
. D. Sub-contraries
20. What logical equivalence exists between the statements "All books are
reading materials” and “Some non-books are non-reading materials*?
A. Converse
B. obverse
C. contraposit
D. inverse
21. John Locke contended that the mind is a “white paper” or “tabula rasa" void
of any characters and without any ideas and ajl things anybody knows comes
from experience. What would be the logical implication orthis tenet?
A. There is no inherent idea.
B. We can only know our perception of reality and not reality itself.
C. Reality is in the mind.
D. Reality is what it appears to be.
22. What is the contraposit of the-contradictory of the statement "Life is precious"
and what is its truth value?
A. Some precious things are life, false
B. Some non-precious things are not death, false
C. Some non-life is not precious, true.
D. Some life is not precious, true
23. In the argument," Some people are angry is true thus Some angry beings are
not people is false." What kind of immediate inference exists here?
— -'A. Valid conversion :------- '
' B. Invalid conversion . • '
C, Valid conversion of the. sub-contrary
D. Invalid conversion of the sub-contrary

Genera! Education
24. "My grades should be high for I got high grades in the firfal exam" What
Fateeies are present in this argument?
1. DMrion
II: Composition
III. False Cause . .
IV. A fortiori . . • .
V. Hasty Generalization
a. i, in, 111 c. hi, iv, v

B. II, IV, V D. IV, V, I
25. What major premise is needed to validly complete this argument? "but every
7 A. No mentally retarded person is a scientist. -

■6; All scientists are not idiots. v
C. All mentally retarded persons are idiots.
D. Mentally retarded persons are not to be scientists.
P ro t. M ic h a e l M . N ae»
G«nerar Education
PAR T III - EN H A N C IN G T E S T T A K IN G SK ILLS
1. What metaphysiGa^pFinetptrHnapres humans to knowreality as it is?

A. Identity______ —--------------------- —— - — :
B. Causality
C~ Primacy of existence
D. Excluded middle- --------
2. If the statement, “All teachers are not materialistic" is true, what other
statements below are true?
I. Some teachers are not materialistic.
II. No materialistic being is a teacher.
III. Some non-teachers are non-materialistic.
IV. Some non-materialistic beings are teachers.
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.
Prof. Michael M. Nad

5. When is an act a moral or a good act?

I. With Knowledge
II., Good circumstances and intentions-------- •
lit: Instinctive
■ IV. With Voluntariness
V. In accord with Eternal law
VI. With Freedom
A. 1,11,111, IV, V C. Ill, IV, V. VI, I

B. 11,111, IV, V, VI D. I, II, IV, V, VI
6. "No person is not a subject of human rights and Some persons are not
subjects of human rights" What judgment is acceptable here?
A. The second statement is valid and true.
B.,., The first statement is false.
C. The second statement is invalid and false.
0 . The first statement is supported by the 2nd statement. -
7. TeacherAna believes in D&intological ithics. How will she judge the rightness
or wrongness of her pupil's actions? She will base on
A. The motive/s of the action
EL The Consequence/s of the action
C, The nature of the act itself
D. Her religious beliefs
8. Plato's posited that if a man knows what the good life is, he will not act
immorally. Thus, evil is due to lack of knowledge. The logical consequence of
Jftis-viewpoint wiil be
A - Self-determination morality
B. Emotivism
C. ’Authoritative and objective morality
. D. Hedonism •
PNU LET R eview er 359

9. “They are often seen together, they must be lovers." This is an example of
what fallacy?
A. Hasty Generalization
B. Composition • '
C. False Cause
D. A Fortiori
10. "To be repaired: a VHS of an old'man with a broken head." What fallacy was
committed?
A. • Equivocation
B. Composition
C.- Amphiboly
D. False Analogy
11. "My teacher said that I should marry Richard, therefore, I w i|" The fallacy
committed in this argument is?
A. AdAuthoritatem
* B. Ad Populum '
C. Ad Vericundiam
D. Adlgnoratiam
12. "Why will I trust him, he didn't even have a master's degree." This argument is
A. Valid
B. Ad Populum
C. Ad Hominem
D. Ad Baculum
13. A paper when burned becomes ash. Why is it that a four year old child when
taught Algebra may not learn it?
A. Because learning should concentrate on the basic knowledge.
B. Because learning must be useful and relevant.
C. Because learning is the actualization of the child's potentials.
D. Because learning must be.based on actual experience. ----------

General Education
14. "I'll pay for your tuition provided that you'll be my mistress." Why is this
argument wrong? . •
A. Appeal to Advantage
B. It's practical though immoral
■C. Equivocation
D. a fortiori
15, What situation/s show/s why naive realism cannot be the sole criterion of
truth?
A. What looks like an apple, taste like apple, smells like apple feels like
'• apple is an apple,
B. What looks like a girl, acts like a girl, feels like a girl is a girl.
C. What the majority thinks and feels to be the truth must be true.
D. What is learned by-doing is better than what is learned from books.
16, "if teacher AW uses the showing methodology, then she is a traditional
teacher; but she is a traditional teacher; therefore, he uses the showing
methodology.” What type of inferentiarthinking is this?
A. Valid Conditional
B* Valid Disjunctive
C. Invalid Conditional
D. Invalid Disjunctive
17. The Ethical theory that holds that pleasure is the sole good and that to live
pleasantly without suffering from any of the undesirable effects of such living
is the sole purpose of life according to
A: Utilitarianism
- ;Br-Hedonism-----------------
C. Platonism
D. Cynicism
Prof. Michael M. N£e!

General Education
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
action determines the rightness or the wrongness of an act not the motive for
which itwas done comes to rn -------------- — ■—
A. Utilitarianism _______________-
8. Hedonism • •—
C. Platonism.
0. Cynicism ___ _...................
19. As a teacher, you believe that good preparation leads to efficient and relevant
learning. From what metaphysical axiom is this based?
A. The whole is the summation of all its parts
B. The law of Identity
G. The law of causality
D. The law of potency and act
20. In this conditional syllogism, ’if the dentist is not skillful, he will cause his patient
much pain", what minor premise is needed to have a valid conclusion?
A. But the dentist is skillful.
B. But the dentist did not cause his patient much pain.
C. None. Every possible premise is invalid. . _____
0. But the dentist caused his patient much-pain: " H Z - - ~
21. "The order in the world owes its origin either to mere chance or to an
intelligent designer: but the order in the world is not due to mere chance;
therefore, it must be due to an intelligent designer."
This syllogism is
1. Valid Conditional
II. Vafid Disjunctive
III. Invalid Conditional
IV. Invalid Disjunctive
V. An argument for God’s existence
VI. A self defeating argument
Prof. Michaci M. N’aci

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

. B. II and V .. D. IV and VI
22. "He either violated the law, or else he was arrested unjustly; bat he did violate
""“'“the few;'therefore, he was not arrested unjustly." This is an example of what
------- argument? _
A. Invalid disjunctive
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

25. What would be the logical conclusion if we follow George Berkeley'S tenet.
“To be is to be perceived" or “Essfc est percipii"?
A. Realism
B. Empiricism
C. ■Idealism
D. Skepticism
rn m m LET R e v ie w e r
j^neral Education
Introduction
to Humanitiesr
Appreciation
o f the Arts
P rep ared by:
D r. A n ita M . N avarro
Competencies:-
1. Define art and understand its

functions.
2 ..Determine the composition of the.

• different forms of art
3. Distinguish the different elements,

principles and mediums of the
various arts
D r.'A n ita M . N av a rro
Social Science* lotroducrian to Humanities: Appreciation ofdit m
PART I - C O N T E N T UPDATE
Introduction
The Humanities are-the sum of the best that was thought and said and
artistically rendered.
--Paul Obfer
The Humanities Include literature, philosophy, religion, the arts, and all of
man's varied efforts to understand and improve his own experienee.
-James Bugental
What is art?
* May refer to any skill or mastery
May aiso refer to a process or a product of a creative skill.
As a process - it.is.tha. arrangement of aesthetic elements in an appealinj
anOitereitingmanner.
As a product -it includes human creation, different activities and forms
of expression such as Painting, sculpture, architecture, music, literature,
dance and theater.
Artis imitation-a representation of reality
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
product ' •
Because art expresses the sentiments and temper ef thfe artist as well as
the times, it also communicates. .
?NU LET R eview er

Social Science - Introduction to Humanities: Appreciation o f the Arts
The Functions of Art

• Personal Functions - satisfying individual needs for personal expression
• Social Functions -social needs for display, celebration and communication
' • Physical Function r our physical needs for utilitarian objects and structures
The Persona! Functions of Art • *• ■

1; For personal- expression of the artists ideas and feelings
2. To educate our senses and sharpen our perception of colors, forms,
textures, designs, etc. in our environment
3. For fresh insights into nature and human nature for greater understanding
of ourselves and the world around us - - ------------------------ .
The Social Functions of Art

1. It seeks to influence the collective behavior of a people
2. It is created to be seen or used primarily in public situations
3. It expresses or describes social or collective aspects of existence as
opposed to individual and personal kinds of experiences
The Physical Functions of Art

1 . The need for beauty in functional objects for everyday use (Form and
function: the function of an object generally determines the basic form that
it takes)
2. The need for aesthetic design-of a building is "determined primarily by its
operational function
3. Planning of communities according to environmental and operational
efficiency ...... ..... | “ ~~-
Composition of Art
Subject: What is it about9
Content: What is expressed/whatis being communicated?
Medium: What is it made of ^
364 iPWB LET R eview er

General Education
Form: In what shape is the meaning projected?

Technique: How is it done?
Elements and Organization of Visual Arts
Visual Arts
• Refers to the artworks perceived by seeing which are shown in 2 — 3
dimensionalformsrefiectingthecultural.socialandreligioustemperoftheera.
• Designs are influenced by the demands from nature, man and the medium
of materials available
A. Painting -* ^
• The Art of putting together the elements of Art on canvas, wood, •
plastic, metal paper and glass.
A. 1 Other Related Visual Arts

> Tapestry is a large fabrics in which a design is woven by hand
> Mosaic - made of small pieces of colored stone or glass called
tessarae glued on a surface
> Print is a graphic image resulting from a duplicating process
Print making techniques

• Relief - cutting away from a block of wood. Portions of the
design that the artist does not want to show.
• Intaglio - the design is scratched, engraved or etched into a
• metal plate.
• Planographic process - service printing is done from an
almost soft surface that has been freated chemically or
mechanically so that some will print and others not.
Or. A n ira M . N av arro

General Education
• Stencil printing - done by cutting of special designs out of

special paper, cardboard or metal sheet so that when ink is
-rubbed, design is reproduced on the surface beneath.
« Serigraphy or silk-screen printing - fundamentally multi -
color stencil process done through a screen consisting of
very fine silk nykm mesh stretched tightly over wooden frame.
Parts of the mesh are part out of the stencil and the areas,
which are to print are left over.
B. Sculpture
. • The art of adding or subtracting to any materials to form a new design,
object, project or concept.
C. Architecture -
• The art of designing and constructing buildings and structure to
answer functional demands of man.
Ill, The Elements of Visual Arts
A. Lines
• The most ancient and universal means of creating Visual Arte.
• It is a prolongation of a point that feature the shape and form of any
piece of Arte.
Kinds of Line-maybe:
• Broad
• Thin
• Fine
• Jagged
D r. A n ita M . N a v a r r o
Social Science - Introduction to Humanities. A poredation o f tile Arts
lines evoke feelings and ideas
'Straight - ttia iflaas nf steadiness anri fnrrp -------- —

•^ erticaP lIew T es poise, solemnity, strength'and dignity
• Horizontal - quietude, width, contemplation and infinity
• Diagonal - suggests action and- movement
• Broken or Jagged - connotes violence, war, disturbance
Curve - associated with flexibility, grace, joyous life and energy
• Concave
• Convex
• Spiral
• Scroll
B. Value
• Relative degree of lightness and darkness of colors that gives
impression of solidity, distance and depth illusion.
• Tints are values above normal while shades_are values below normal.
• KindsofVafuesTTTayDa:______
• Light
• Medium
• Dark
C. Light and shadow (chiaroscuro)

• An Italian word which is used in modeling a figure in depth to articulate
the forms in 3 - dimensional arts where shadow occurs naturally.
• it is used in Sculpture and Architecture
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}
PNU LET ae 'v ie w e rlfc T ?W

Social Science - Introduction to Humanities: Appreciation o f the Arts
E. Color ' _
• The most important element of Visual Arte which is the easiest to
notice.
• Primary Colors:-
o Red .
o Yellow
o Blue
• Secondary Colors:
o Orange
o Violet _______ ________
......— o— Qreen----------------- ---------------------
• Tertiary colors:
o Red Violet
o Blue Violet
o Red Orange .
o Yellow-Orange
o Blue Green
o Yellow Green - '
Color Harmonies
Related
-.Monochromatic...............................
o One color tint with shades or values.
• Analogous
a — 3 - A neight)orin§-cotoa-*ôssesges one color in all mixtures
« Contrasting - found to be opposite they.contrast each other strongly
• Complimentary - any 2 opposite colors
• Split - any 3 colors with Y guide
• Double - any 4 opposite colors '
• Double Split-any 6 colors with 2 Yguide
PNU LET Review er

rn'jfcri iw aW
H i— VT*' >;'rhV’iK,H M B r* - *Vr»!-
ISA.iJ i'-.Vf-i.*:;--.'. ■;•-..»■.:».■£->■■:-<■
‘..: -----jg
General Education
• Triad - 3 colors forming equilateral triangle in the color chart

• Intensity-dullness and brightness of cofor- gives color strength
o full intensity
° 2/3 intensity
° 2/3 neutral
° Neutral
Neutral colors: the art of balancing colors - white, black, silver,
brown cream and bronze, gold, copper and peach
Properties of Colors
• Hue-identify or the names of colors
o Cool-dominance of blue
Warm 5 dominance of red and yellow
• Value - lightness or darkness of color
• Tints are values above normal while
• Shades are values below normal
F. Texture
• Deals more directly with the sense of touch
• Best appreciated when felt by hands.
• The surface characteristics of an object - smooth, glossy, shiny or dull,
fine or coarse, plain or irregular, dirty or dusty, rough etc.
G. Volume
• The solidity of an object which enable us to know its thickness, length
and height.
H. Perspective
• The position of an object in space.
• This refers to the location and distance upon the appearance of an
object by which the eye judges spatial relationships.
Or. A n ir a M . N a v a r r o
*G en a ra.1 £ a ucu ii o n
• Foreshortening - linear perspective applied to human figure.

• • Linear perspective or One point perspective - a representation of
distance by means of converging lines - point of origin maybe at the
middle, left or right, top or bottom.
• Two - point perspective - there are twe points in line with each other
in.horizontal position. The points come from left to right They come .
from any point maybe near or far or vice-versa.
•I. Space '

• Represented in a two-dimensional surface.
IV. Organizations as the principle of designs
1. Harmony
• A sense of belonging together of the various parts of the design that
gives unity, which is essential to beauty
2. Balance
• A feeling of ability and equilibrium of parts distributed around a central
point.
3. Rhythm
______ -The continuous use of colors, patterns, objects that carry our attention
from one part to another.
4. Proportion
• Gives the eye the right and proper relationship of one object to the
other.
5. Emphasis . . ■
• The focal point that rests on the subordinate part or space and easily
attracts the attention of the on - looker and enhance the beauty of the
object.
Dr. Anita M. Navarro

.'social .Saeaci.' - in tr o iia c tiu n ' b Kumanirss:-,: A'ppre::i;tfioa o f f-v A r »
V. Elements.in Different Arts
A. Painting
•. Subject: what it is about :_______
. o Landscapes, seascapersnTcffyscapes"" '
o still fifes - — ----------— — ;
o Animals
o Portraits ______.......
o Figures ---- -------------
o Everyday Lite
o History and Legend
o Religion and Mythology
o Dreams and Fantasies
• Medium:
o Fresco
o Watercolor
o Oil
o TempSra
o Encaustic
o Pastel ______________ —— — — 7
° Crayons '
o Acrylic
. o Pencil
'o Charcoal
o Pen and Ink
• Styles in Painting:
o Realism are! Naturalism - real objects, scenery,”aetivities sea
. and experienced
• o Impressionism - goes' beyond what is real. May use distortion ti
form and color to interpret inner sensation and emotion
??IU LET R ev iew er 367

Social Science - Introdo;:tion eg Humanities: Appreciation o f th.e Arts
^— m - i m — -*-t t n m i ~t i i ■ nr - * r I n n i n
° Modernism - Mod§rn-art work with “Gusto"— can discern and

interpret whatever he feels. It can tie anchored to abstract form
° Cubism - applied with form of abstraction-overlapping of forms
o Surrealism - expressed in symbolic forms using superiority of
unconsciousness dreams and imagination in an artistic reaction
° . Expressionism - totally abstract and very free in form. Art in any
means-dripping colors, throwing colors to fill a space, rolling over
a canvass with colored bodies
o Pop a rt./ Post - Modernism arts drawn from advertisement
movie, billboards, comic strips
— 6 — Sculpture
Types
• Free - standing •**
• Relief
1. High Relief
2. Low Relief
• Kinetic
• Processes or Techniques.
• Additives
1. Assemblage and Construction
2. Casting Negative and Positive)
3. Welding / Fabrication
- ...- — 4 ...Mobile'
5. Body forms
6. Modeling
*" * subtractive r ......
—— -------- 1: Carving----------
• Material of Sculpture
o. stone
o wood
f c j & l PMU LEf~B ejriew er

Genera! Education
o Metal
o Bone and Ivory
o Jade‘and other Crystals
. o Clay
° Wax ■ '
o Cement.
o Sliell
o Glass
o Plaster .
o Plastics
° Fiberglass and Resin .............. ................
° Electronic Lighting Devices — -— — ------------~ ~
C. Architecture
• Styles and designs depends on climate, geographical location, aspects
of life as social, economic, spiritual, political, technological and
ideological.
• Types of construction
• Materials:
V. Mortar construction
- cement
- gravel
- rocks ............... ................
• sand
2. Highbred
- adobe .......................................;----------------------
- ’bricks _____________ ____________ _
- tiles ‘
marbles -
3. Organic
- wood .
!.)r. A n n a iVj. N av arro

Gem-ra] E d u c a tio n
4. Metal
5. Reinforced Bars
6. High Tech Sjeel fof Skeleton and Cantilever
7. Synthetic
- plastic
- glass
— V lr M t/s ic —
It is an artistic form of audrtory. communication incorporating instrumental

or vocal'tones; any pleasing and harmonious sound produced by singers or
musical instruments
MEDIUM: Sound/Tones
Elements of Music
1. Rhythm-the movement characterized by the regular recurrence of pulses.
that can be a contrast of strong and weak pulses.
• Beat - the regular, recurrent pulsation that divides music into'equal
units of time.
• Meter - the regular occurrence of accented and unaccented beats
-------------- — Reltted-concepts:— .........
Simple meter, Compound Meter, Polymeter III
Time Signatures/// Rhythmic Pattern III
Syncopation III Accent
2. Melody - that part of music which we can sing. It is a .series of notes
arranged in a particular rfiythmic pattern and divided into smaller units
called phrases. It is the horizontal structure of music. •
D r. A n ita M . N a v a n p
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 i ii s s : A t> p r«c t»c iw i ot'civ: Arc-;
Related concepts:
Pitch-the highness or lowness of a sound _ .
Key Signatures-consists of sharps and flats
Scale-agroupofmusicalnotecollectedinascendingordescendingofder
3. Tempo - the rate of speed in music
Tempo Markings” ' — - .------- - ' ~
Adagio - * very slow
Andante - moderately slow
Allegro - fast
Moderate - moderate
Accelerando - gradually becoming faster
Ritardando - gradually becoming slower
Presto - very fast
Vivace - lively
4. Dynamics-the volume or loudness of a tone'
Kinds:
Fortissimo (ff)-very loud
Pianissimo (pp)- very soft
Mezzo Plano (mp)- half soft _ . * .
r Mezzo«Forte(mf) - half loud
Crescendo - gradually becoming louder .— -—
Decrescendo -gradually becoming softer .......
5. Form -The overall plan or structure of a musical piece that helps a musician
put together a credible performance or a listener to enjoy the music even more.
• Tone-the smallest unit of a composition
• Figure- the smallest characteristic group of a tone
• Motive- a tone group identified with a particular composition
• Phrase- a succession of tones arranged to. give a musical thought
r Period- complete musical thought made of two phrases in question
and answer format
• Section-is a combination of periods . •
PN ulgT Sevtewerl c ^ i
Social Science - Introduction to Humanities: Appreciation o f the Axts
6. Timbre - is musical color or the peculiar quality of a tone. Each instrument

has its own color and produces its own mood or emotion. Various ■
combinations of instruments produce different textures and distinctive
colors. . '
Classification of Instruments
• Strings .• -
• Woodwinds
• Brass
• Percussion
Classification of Voice
• Soprano
• Alto
• Tenor
• Bass _ „
7. Texture- the relationship between melodies and harmonic elements in

music.
Monophonic- a single unaccompanied melodic line
• Polyphonic- having two or more melodic lines
Homoptonic- having one main melody accompanied by chords
8. Harmony-the simultaneous sounding of a group of tones and the vertical

relationship between a melody and its accompanying chords.
Chord- a musical sonority with three or more tones sounded simultaneously.
"V II. Dance .
it is a succession or arrangement of steps and rhythmic movements to musical

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
■ General Education
Medium: The human body
The Elements of Dance

• Theme
• Design
• Movement
• Space, Time, Duration & Force
• Technique
• Music
• Spectacle (costume, props & scenery)
• Choreography ................. ......
Kinds of Dance
• Communal Dance - In early cultures, dance was a wa^ of life, magic
methodology for survival. Confronted by an environment- that could be
neither rationally controlled nor evaded, members of the tribe consciously
invented dance as a strategy for transcending the consciousness of self by
achieving an ecstatic state.
• Ritual Dance - is a conscious dance organized volitionally in its design,
purpose-and meaning. It celebrates mythology rather magic.
• Folk Dance - developed from the racial or regional memories of older
dance motifs in communal dance but reflecting social and recreational, an
expression of the peasantry in feudal society ....................
• Social Dance - this dance form is exemplified by the coupled dance which
emerged in 15th century Europe in a variety of vigorous styles which
dancino masters of the time ‘ --------------------

• Performance/Art/Dance - this is also called theater dance. It is exemplified
by the ballet and later, the modern dance.
D r. A m !,i "M . N av arro

General Education-
VIll.Th eater Arts and Cinema .
The theater combines all the other art forms. It makes use of dramatic literature
for script; architecture, sculpture, painting, and its mlatfiri arts fo^set design:
costumes & make-tâsk/facgpaifiting; and music for setting the mood of
the audience orjoclieigbteaipg-the-efflotionaf impact 61 a paTiiailar scene.
The Elements of Drama

• Plot ..... - ----------
• Characters '
• Theme '
• Dialogue
• Spectacle
• Music
The Elements of Theater

• The script or scenario
• The performance aqfl the performers
• Spectators
Cinema or Film
The projection of an object on the retina for a split second longer than its is
actually there, causing the images to blur into the illusion of motion.
Elements of Cinema . *
• 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
time or the time that is the result of the story or narrative.
• . Motion - the illusion of movement of the many still frames through a
projector. .
Dr. Anita ,V£. Navarro

Social Science - Introduction to Humanities; Appreciation o f the Arts
• Sound - refers to the aural element which could include the dialogue of the
. characters, sound effects, music scores, narrations, and voice over.
• - L ig h tin g th e manipulation of light and dark which helps achieve the
• effects being created.'
• Sequence - the continuity of events, using the visual language of film. It is
the interesting ordering and arranging of shots to tell a story.
• Composition - pertains to the use of visual elements and principles to
create a frame that is artistically interesting, engaging, and inconsistent
with the overall picture the film is creating.
The Major Stages of Rlirv Production

• Preproduction- it involves developing an idea or getting a script, arranging
' the financial concerns of the production, and discussing the script with
key people' responsible -for designs, photography, music and sounds for
conceptualization or any modification needed.
• Production - This involves the director's job of conducting, blocking and
lighting rehearsals.
• Postproduction- It involves three phases: editing, preparing the final print,
and bringing the film to the public.
Categories of Film Genres
The three main types are often used to categorize film genres; setting, mood
and format. The film’s location fe defined as the setting. The emotional charge
carried throughout the film is known as its (flood. The film may also have been
shot using particular equipment or be presented in a specific manner, or format.
The following are some examples of well-established genres in film. They are
often further defined to form subgenres, and can also be combined to form
hybrid genres. . •
PfJU LIT R eview er m i

Social Sciencc - Inrroduction-to Humanities: Appreciation o f the Arts
According to Setting.
• Grime - places its -character within realm of .criminal activity, or within
organizations attempting to prevent said activity (or sometimes both).
• Fantasy - speculative fiction outside reality (i.e. myth, legend)
• Film noir - portrays its principal characters in a nihilistic and existentialist
realm or m^pner. .
• History - taking place in the past amidst notable historical circumstances.
• Music - about musicians, music and their instruments, not to be confused
with musicals.
• Prison - story is about life in prison, the guilty and the innocent
• Sci-Fi - defined by the effects of speculative (not yet existing) technology •
(i.e. future space travel, cyberpunk, time travel).
. • Sports - snorting events and locations pertaining to a given sport.
• War - battlefields and locations pertaining to a given sport.
• Western - wilderness on the verge of civilization, usually in the American
West.
According to Mood
• Action - generally involves a moral interplay between “good” and “bad”.
• Adventure - involving danger, risk, and/or chance, often with a degree of
fantasy.
• Comedy - intended to provoke laughter
• Drama - depends mostly on in-depth character development, interaction
and highly emotional themes.
• Horror - intended to provoke fear and/or revulsion in the audience
• 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. • ' -
* -Jfc-. nUi.. '" f ill iTTn P ' ' ■>' wHiii ^ --■
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 Format
• Live A ction-the most common formats films
• Animation - the rapid display of a sequence of.2-D artwork or model
positions'in order to create an illusion of movement.
• Biography - also known as “biopic”, a format that telis the story of an
historic figure or an inspirational story about real people. This genre is
arguably the most controversial, because the majority of biopics show
fictionalized eyents.
• Documentary - a genre that portrays reality
• Musical - songs are sung by the characters andinterwoven into the
narrative._________ ______
According to Target Audience

• Children’s Rim - films for young children; as opposed to a •family. no
special effort is made to make the film attractive for other audiences.
• 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.
• Adult Rim - intended to be viewed only by an adult audience, content
may include violence, disturb themes, obscene language, or explicit sexual
behavior. Adult may also be used as a synonym for pornographic film.
“The Humanities find their subject matter in those significant achievements

o f the human race which illum inate and illustrate the distinctive
characteristics of man as a rational and spiritual being."
- -C lyde Holbrook
D r. A n i t a M . N a v a r r o
General Education
PART II - A N A LYZIN G T E S T IT E M S
1. From the different techniques in sculpturing, carving is considftted4hfi-ma«tf-

rainstaking and time-consuming processTWhat made, it so?
^/V arious tools are used and the artist-stewty-cotlittie Dy little until a design
is perfectly arrived at.
b. It keeps on adding at or building up to form easily shape, in a. rapid--
execution.
c. The addition of collage where a scrap is pasted to make an additional
texture as a finishing touch.
d. The process is composed of two stages, the positive and negative.
The correct answer is A-since the use ofdifferent materialsin cutting took little by little,
a careful and stow cutting is done toperfectly arrive at a desired masterpiece.
Option 8 -is a process of additive specifically assemblage or construction

Option C -a step used in painting as a finishing touch -
Option D -is a procesS'Used in casting »
2. Which technique in printing does not belong te-

a. etching /^Thvvoodcut
b. intaglio M l / engraving
The correct answer is C - because the woodcut prints the protruding part white the
cfflers print the depressedparts.
OptionA - etchingis thecreationofindentationona metalsurfaceandtheinkfiHsthe spaces

Option B - intaglio involves scratching a metalplate and inidrig the scratched area
OptionO-alsomvotvesscratchingthesurfaceandinkingthedepressedthedepressedparts.
D r. A n ita M . N av arro
■Social Science - iacro Jn c tio n to Hum an uses; A ppreciation 'at'the Arts
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
' ^mentioned qualities?
— -£5?-concave c. spiral '
b. convex d. scroll
5. Colors can be cool or warm. What color dominates the cool colors?
- a. yellow' blue
b. green a red
6. The element of art that signifies the solidity of an object and enables us to
know its thickness, length and height is ~_____________.
a. form x . space
b. value G P volume
7. This principle of design that gives the parts a sense of belonging together is
known as
rhythm. c. balance ' r ■
harmony d. proportion
8. We like to see things having the right and proper relationship with each other.
-_____This principle referred to is _______ .
rhythm c. balance
(jo J ) proportion d. harmony
9. A type of construction which consists of a beam supported on only one end
is called —.
a. • post and bites cantilever ' *
b. truss d. arch •'
10. This construction enabled the development of tall skyscraper.
a. truss /jP 's te e l ca9e
b. cantilever d. arch •
PNU UET «3 v ie w e r W E
Socjal.Sciencc - Introduction to Humanities: Appreciation o f the Arts
11. This medium in painting is a mixture of pigments applied to wet plaster.

a .. fusco c. pastel
b. tempera . d. encaustic
12. This is a subtractive process which chips away a formed material to bring
out the desired form. .
a ,, molding c. modeling
/O c a rv in g d. installation
1&-™ architectural is designed and constructed in consideration of the following
aspects of life:
a. social and economic c. technological and geographical
b. political and ideological all of the above ...... ......'. I . . . V - _
14. Colors can be combined without limits. If we combine all colors in an art work,
wbat will come out?
/a jj gray c. . white
tr black d. brown
15. The use of one color with different tints or shade is a type of related harmonics.
What is the term'given to the use of one color with different shades?
light and shadow •c. analogous
/tym onochrom atic d. complementary
1(H n is element of visual art refers to the surface characteristics of an object
and is best appreciated when touched.
a. value , c. form "
(^ te x tu re d. color ...................
17. sculpture that is dynamic and literary moves or seems to be moving.
a. assemblage < 3 > iJ < in e tic ____________ _____________ _
b. free standing _ d. installation
18. The regular recurrent pulse of music. :
meter. " c. accent - . .
137 beat • d. syncopation
&
374 PNU LE T'U eview er

General Education ;
19. This is the part of music which we can sing *

/ j T ) melody c. rhythm
tf. beat • d. dynamics
20. This refers to the expressive loudness or softness of music or song
a. beat - c. tempo
• b. accent - '^T^dynam ics
21. It is the simultaneous sounding of a group of tones, the vertical relationship
between a'melody and its accompanying chords
a. timbre c. syncopation
_ / t f t ) harmony d. accent
H 2 2 ^ iia rt4 o rm is the most personal of all art forms because of the nature of its
main medium
cU music c. .drama -* -*■
/n s dance d. cinema
23TThis dance form emerged in the 15th century in Europe and started the trend
of dancing in couples, nowadays; it is also called ballroom dancing.
a. folk dance c. ballet
<^p)social dance ' d. communal dance
24. This art form combines dramatic literature for scripts, architecture, sculpture,
painting and its related arts for set design, costumes and make-up, music
and live performance for heightening the emotional impact of a particular
scene. What art form is this?
/'jPS'theatre arts c. dramatic art
dance drama d. musicale
_25J[liej3fiae.SjotstiJI photograph rapidly projected on a screen
.a . video bites . sequence
b. cinema technique- image
D r. A n i t " M . N a v a r r o
General Education
P A R T III - E N H A N C IN G T E S T TA K IN G SKILLS
. 1. This is the property that gives the color its name.

■ a. intensity c. tint
b. value _ (jtT ^ h u e . ■---------------------------
2. Art is usually a representation of reality. Hence it s often referrecWe-a9 ^ —
a. communicative imitative
b." affective ti. expressive
3. Perspective is an element of visual arts that gives thepositionof an object
in space. What kind of perspective represents adistance by means of
converging lines
a. foreshortening
aerial perspective
/c ^ o n e point perspective
L"d. two point perspective
4. Perspective has many functions in art, particularly in the use of space. This is
a type of perspective applied when a figure is illustrated on a surface.
a. one point / & ) foreshortening
b. Wo point * S u aerial
5. A line when used by an artist suggests meaning. What meaning is associated-
with a vertical line?
a. motion and mobility
b. continuity and grace
honor and dignity
depression and chaos
6. When an architect designs and constitute a structure he wants to respond to
a. the needs of humSns
b. the satisfaction of humans
c. the demands of humans •
/d ^ all are considered • •
D r. A n ic a M . N av arro . •
7. Which of thes^ process in sculpture does not belong to the category
a. costing c. welding
'7W /carving d. modeling
3. m iis is an expression of the way of life of its creators
a. because it deoicts important.events in the life of a people
b. because it uses materials that were abundant at the time of Creation
------- c.— because it represents significant human experience and personalities
/S ty because of all of the above
9. '^ g rap h ic image that is a resulp^duplicating process is called
"a. photography ( jj/p r in t
b. image . d. copy
10. When we refer to a color value that is darker than the hue, we call that its
'" ^ a ? shade ' c. saturation
b. tint d. intensity
11. Orange are called ________________colors
a. monochromatic c. split
vrtP('analogous d. triad
2. when
12. whenwe demand that the things we use in our daily lives must be beautiful
we fulfill the________________function of art.
a. social c. personal
— ^ — 77— d- religious
T 3 '7 d f extreme long camera shot of a movie is often used as a
a. panorama shot
^êstablish in g shot
c. dialogue shot
d. character shot
14. When we refer to the material out of which the art is mde of eve means its
a. subject' c'. content

'^H m edium d. style
!*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
Psychology
P repared by;
D r. T e rc sita T abfoada-R ungduin a n d Dr. P risciU B. D izon
j Competencies:
i 1. . Describe the behavior of the individual

: in relation to his .physical and social -
* environment.
j 2. Explain the basic concepts and

i theories in understanding human
behavior.
Dr. Tcresira T;)bbaiia-Rungdurn anil Dr. jPrisctfaB. Dizon

PART I - CO N TEN T UPDATE
P sychology - scientific stndvLiitthe^bBbavieiH?Hmtivtoânfl their mental

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
Goals of Psychology
The goals of psychology are to describe, explain, predict, and control behavior
and mental processes
The History of Psychology: Important People and Dates
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
body, and human experience
17th Century Rene Descartes supported the nativlst view that
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
PNU LET Review er i m

Social Science - Psychology
1879 • * Wilhelm Wundt founded the first psychological

laboratory at the University of Leipzig in Germany
devoted” to experimental psychology. Published
Principles of Physiological Psychology, and is
Known as the father of Psychology
1883* 6. Stanley Half established the first Psychological
Laboratory in North America at John Hopkins
Hospital
1888 James McKeen Catell became the first professor
in Psychology in the IK
ifio n -SVilJiams-James wrote a two-volume work The
Principles of Psychology - most important
Psychologytext ever written
History of Psychology in the Philippines: Important People and Dates
Historical accounts of psychology in the country indicate that the subject was
probably taught as early as the 17th century in two Philippine Universities, namely,
University of Santo Tomas and the University of San Carlos in Cebu •
l,£inforoso Padilla— -— -Established the first psychological clinic in the

country at the University of the Philippines inl932
2. Jesus Perpinan Had set up the Far Eastern University Psychological
Clinic ■
—
"3. Estefania Aldaba-Lim --- -" *"
f e f & p Nir LET Reviewer

G eneral E ducation
. Perspectives in Psychology
The conceptual approaches define 'points of view and sets of assumptions that
influence both what psychologists will study and how to study it. Although each
perspective represents a different approach, psychologists borrow and blend
concepts from more than one of these perspectives.
Biological Perspective - the approach to identifying causes of behavior that

focuses on the functioning of the genes, the brain, the nervous system, and the
endocrine glands.
Psychodynamic Perspective - a psychological model in which behavior-is-

explained in terms of past experiences and motivational forces; actions are
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.
Behaviorist Perspective - it was concerned with observable behavior that can

be objectively recorded. Its emphasis on the need for rigorous experimentation
and carefully defined variables has influenced most areas of psychology.
Humanistic Perspective - according to the humanistic perspective, the main

task for humans is to strive for growth and development of their potential. They
deal with the whole person - integrating knowledge of the individuals’ mind,
body and behavior with an awareness of social and cultural forces.
Cognitive Perspective - this perspective stresses human thought as both .

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.
G enwai' .Education
Evolutionary Perspective - it suggests that mental abilities evolved millions .

otyears to serve particular adaptive purposes just as physical abilities.
Cultural Perspective - this focuses on the cross-cultural differences in the

cause and consequence of behavior. • -
The flelevance of Research to Psychology
..The- research process in psychology can be divided into two major categories
that usually occur in sequence; forming an idea (discovery) and then testing it
(justification). In the initial phase, observations, beliefs, information, and general
knowledge lead to a new ideas and theories. A theory is an organized set of
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 scientific method.
The Biological Bases of Behavior
Heredity_and Behavior
......Researches in human behavior explore the link between the genes people
inherit and their behavior.
Biology and Behavior

The hormones of the endocrine system and the neurotransmitters of
neurons perform similar function. They both carry messages between cells.
Neurotransmitters carry messages between adjacent neurons.
TercsicaTiibbiuia-Runsjduin and Dr. P nscila 8 . Dixon

• The Nervous System in Action
The human brain is composed of three functional divisions: the central core, the
limbic system, and the cerebrum. The central core mediates basic-autenefflic-
functions; the limbic system is invcfltfgOTmotion, motivation and memory: _
and the cerebrum is responsible fotpianFHfig^rrchcteclSron making! 7 "•
Sensation and Perception
Sensation is the process by which stimulation of sensory receptors produces neural

impulses that represent experiences inside or outside the body. It is the study of
the relationship between physical stimuli, and the behavior or mental experience the
stimuli evoke is the task of Psychophysics.
The most significant figure here is German physicist Gustav Fechner (1801 -
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 Different Sense Modalities

Senses Stimuli Specific Brain Area
Receptors
Visual Light rays Rods and Cones Optic nerve to
(Sense of Sight) Occipital lobe
Auditory Sound waves Cochlea Temporal lobes
(Sense of Hearing) (Organ erf Corti)
Olfactory Chemical Olfactwy cells Temporal lobe
(Sense of Smell) substances, m a (perception of .
gaseous state odor)
PNU 1ST Reviewer WE

Social Science -'Psychology"
Gustatory Chemical Taste buds Gustatory center

(Sense of T^ste) substances in in the cerebral
liquid form cortex
Cutaneous Mechanical ■ Light touch Somatosensory
(Touch, energy applied - Meissner’s area of the
Pressure,Pain, to the skin corpuscles cerebral cortex
Cold andWarm . Pressure
Sensations) - Pacinian
corpuscles
Cold sensation -
Krause’s corpuscle
Warm sensations
- Ruffinian •
JL.
•v endings
Perception - the processes that organizes information to make sense of sensation.
Major Functions of the Visual Perceptual System
1. Localization: determining where objects .are

a. Figure-ground organization: natural tendency to organize stimulus into
regions corresponding to figure and ground
i>. Perceptual grouping: elements are perceived together, rather than isolated
units
1) Proximity -
-------Similarity--------------
. 3i -Good Continuation, . •
4) ■Closure ' -
5) Common fate •
LET Reviewer
G eneral Education
c. D^pth perception: determining how far the object is from' us

. 1) Relative size
2) Superimposition
' 3) Relative height.
4) Linear perspective
5) Motion parraiax •
2. Recognition: discerning what objects
3. Constancy: keeping the appearance of the objects the same even if their image
in the eye are changing ____ _____ ___
Identification and Recognition
Identification and recognition involve both Bottom-Up and Top Down Processes,
which work together to provide a coherent understanding of the world.
Bottom-up processing: Taking sensory data in from the environment and
sending ittofrie brain for extraction and analysis of relevant information
Top down processing: involves your past experiences, knowledge, and cultural
background in perceiving the world. Higher mental functioning influences how
you understand objects and events.
Consciousness _________ ___ _____
Consciousness: is a state of awareness of the outside .world, of our own thought

and feelings. Each day we go through a uaripfy nf rnncrim ic _Qlatj3£r-Cfimjatknfi£-
unintentionally or intentionally. . __________________ _____________ .
William James: one of the earliest psychologists who dealt with consciousness.
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

• Normal Waking Consciousness

Consciousness can be defiaed as the sum total of all the external stimuli and
internal mental events of which we are aware at any given time; simply defined
gs a state of awareness.
Consciousness andAttepiion-------------------
Selective attention: The cognitive mental process that toils the amount of
— “ -information aiiowed tnroconsciousness is known as selectiveattention.The process
of selective attention is illustrated in our everyday experiences in the classroom.
Sleeping and Dreaming
Sleep is a part of the daily cycles in behavioral or physiological activity known as

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.
Sleep is not a single, continuous state. It's a complex combination of states. Actually,
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
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
_distinctstaiesr|w jtorFîdTye“Movement (NREM) which contains four stages,
ranging from lght to deep sleep, and the Rapid Eye Movement (REM) sleep which
occurs periodically through the night.
Dream Theories
Dreams as wish fulfillment

Dreams are one of the most fascinating aspects of human consciousness. What
do dreams tell us? '
Dr. Tercsfta Tabbadn-R ungduifi an d Dr. Prisciia 3 . D ixon

:-/0X'U! S c ,cf* c - •• ]->syrc !l’.)iJ...gV
Sigmund Freud was the first modern theorists to consider seriously the.
psychology of dreaming. To the followers of Freud, dreams are the royal road to
the unconscious, They believe that dreams are derived from the unconscious
drives or wishes. These wishes or drives:are.usually repressed-dtirtng-tReBay; ~~
but during sleep, the repression is relaxed and unconscious.:wisties-are*{nefe—
likely to emerge into consciousness, thus manifest in our dreams.
Dreams as brain activity

Two sleep researchers, J.A. Hobson and R. McCarley (in Lahey, 1989), proposed
a biopsychological theory of dreaming, the activation synthesis hypothesis.
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
periodic brain activation rather than a result of unconscious wishes.
Seeping and dreaming seem important to health, and extended periods of sleep
deprivation have been shown from researches to cause fatigue, inefficiency,
and irritability. • <
Sleep Disorders __ -
Normal patterns of sleep and waking can be disturbed for many reasons. The most
common sleep disorder is insomnia. Other sleep disorders include sleep walking,
sleep talking, narcolepsy, and steep apnea.
Insomnia
Insomnia is the long-tenp inability to obtain adequate sleep due to lengthy time
' to steep onset, frequent wakening during the night, and /or very early morning
wakening. People with insomniaare usually mildly depressed or anxious. During
the day/they tend to internalize their worries, concerns, and feelings rather than
expressing them outwardly. At night, as external distraction wane and attention '
. is directed inward, these concerns enter consciousness. This mental-aleitness
p iu T g T la v ie w e r j c g f l
blocks sleep, causes muscular tension and physiological arousal that leads to
an escalating pattern of fearing to go to bed because of expected, insomnia.
Sleep walking
Sleep walking occurs primarily during the deepest parts of noo-REM sleep.
Sleepwalkers rise from bed and carry on complicated activities, such as walking
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.
Sleepwalking is not an abnormal behavior. It usually reappears in adults only
during periods of stress.
Learning Memory
Learning is a process that results in a relatively consistent change in behavior or

behavior potential. How do humans learn?
The Behavioral Learning Theories

1. Pavlov’s Classical Conditioning. Learning takes place as a result of the
association between the stimulus and response.
2. Thorndike’s Connectionism. Learning is a result of the bonds or connectionism
established between the stimulus and response through the laws of exercise,
readiness, and effect.
3. BF Skinner’s Operant Conditioning. Learning is enhanced by the consequence
associated with the response or behavior. The effects of reinforcement and
punishment shape the desired behavior. ' '
. A. Bandura's Social Learning. Learning is possible by observing the consequences
of another person’s behavior..He gave emphasis to the impact of modeling and
the individuals cognition of himself and the target behavior. ■_ '
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G e n e ra l E d u c a tio n
Cggnitive Learning .
Gestalt Psychology
Wolfgang Kohler, Max Wertheimer, Kurt Koffka studied on how organisms
perceive relationships among ideas and the effect those relationships have on
memory and learning. • -
Kurt Lewin developed the Field Theory or his concept of life space -
psychological environment that influence a person's learning.
Ausubels Meaningful L e a r n i n g . *•
Meaningful Learning wiiroccurwhen me m atMrtoT5eleamed are related
to what students already know. It will also be helpful if there is an advance
organizer that will give an overview of the new information before actual
learning is expected,
Bruner’s Discovery L e a r n in g '' -+ f ~ "‘ "

Learners will be more interested if they are confronted with problems that they
will need to investigate / experiment / gather data about and’discuss among
their peers or with the teacher.
Information Processing
The human brain is compared to the computer--the ways in which sensory input
is processed in the working memory and later retrieved for new interpretation
and application. .
The use of mnemonics needs to be demonstrated so that learners will be

helped to encode in their long - term memory the knowledge that will help
them apply "and create knowledge.
Dr. T tresits Tabbadu-Rur.uduin and Dr. Prisciin B. Dixon

ticiicrai Education
Motivation _
Motivation refers to an internal state or condition that activates behavior arid gives
it direction.
Motive and its Components ------- — :-------------- —

Motive has two components, need and drive. Needs are based on some deficit
within the person. The deficifTnay'Be’ physfological or psychological. Drives,
on the other hand, are based on needs-and have the-added'feature of an
observable change in behavior. Drives imply motion of some sort.
Functions of Motives
Motives have three important functions in behavior. First, they energize the
person. The motivated person is active and his activity is maintained at
relatively high levels until relevant goals or rewards are attained. Goal refers to
a substance, or object capable of satisfying'a need. Aroused motives will make
the individual more alert in general.
* Motives have a directingiwctco. They determine from many possible behaviors

or responses which are likely to be the most appropriate Jhisdirects a person
to organize his ideas araOncTwfiatever-goaHs important to him at the moment.
Lastly, motives have a selecting function. Reinforcement, consequences, and
feedback determine which of a number of responses will be selected. A number
of responses and ideas are available In every situation and at each choice.
Origin of Motives '

Motives originated from a. biological or physiological source or from an
environmental influence. A motive may arise from a biological need such as the
need for food or water which drives an individual to seek food when hungry or
drink when thirsty. The tissue^ of the human body need these food and water to
function continuously. . •
Dr. Tetesu* Tabbada-Rungduin and Dr. PriscrJa B. Dizon

Sotsai Science • Psychology
Motives may also be caused' by environmental factors. We react strongly to

social acceptance.
Theories of Motivation
Instinct Theory
People act the way they do because of their instincts. An instinct is an innate
or generally predetermined disposition to behave in a particular way when
confronted with certain stimuli.
Instinctual behavior follows an inborn plan that allows for substantial flexibility
in the course of development. For example, infants have the tendency to form
a strong emotional bond with their biological mother, but an infant can form a
bond with a substitute mother. Instinctual behavior, then, is viewed as innate
or pre-programmed but is subject to modification in the face of environmental
demands.
r ►
Drive Theory
Clark Hull (1943) believed that organisms are motivated to eliminate or reduce
bodily tension. Drive is the term used to define the state of tension that occurs
when a need is not met Hull believed that drives motivate organisms to reduce
tension. Organisms with high state of arousal are motivated to engage in the
process of drive reduction, a set of behaviors designed to reduce or eliminate
bodily tension.
Drive theory states that the potential level of any response is a joint function of
the response habit, strength, and the person’s level of drive. High drive facilitates
performance on'simple or pver-learned tasks but hampers performance on
complex or novel ones. .
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Arousal Theory .
Arousal theory, which arose partly as an alternative to drive theory, stipulates
that a moderate level of stimulation is reinforcing. An increase in the level of
tensions or excitement is referred to as arousal.
The theory proposes that moderate level of stimulation is the most pleasant and
that both higher and lower levels are relatively aversive.
Some contemporary examples of activities that suggest-a need to increase
arousal are roller rides, sky diving, and horror movies.
Solomon’s 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
■feeling is followed by a contrasting negative feeling, and vice versa; and any
feeling, eithe? positive of negative, that is experienced in succession loses
some of its intensity.
incentive Theory
External goals motivate organisms to perform certain actions. The external
stimuli in the environment that “pull" the organisms in certain directions are
called incentives.
The basic assumption of incentive theory is that if a desirable goal can be
anticipated following the completion of a particular action, the organism is
motivated to perform that action.
Classification of Motives
Primary Motives: Biological Needs — ------------

Many human motives stem from the need for things to keep an organism alive
and are necessary for survival. We consider these as primary motives, also
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
G eneral Education
rest and sleep, protection frem heat and cold, avoidance of pain and so on.
Sexual motive is also considered to be a primary motive because the species
would not be able reproduce if the sexual motive is not satisfied. •
Psychological Motives
Psychological motives are needs in the sense that individual's happiness and
well-being depend on these motives. Though psychological needs are as
powerful as physiological needs, often they are less easily identified such as
needs for approval, affection, affiliation, achievement, power, prestige, and so on.
According to Maslow, our motives are organized in a hierarchy arranged from

the most basic to the personalând advanced. If lower needs in the hierarchy
are riot met for the most part, then higher motives will not operate. Higher
needs lie dormant until the individual has the chance to immediately satisfy
pressing lower needs like hunger, thirst, and safety. When the lower needs
are met, other motives like developing relationships with others, achieving a
positive self-esteem, and producing crafts or art or realizing one's full potential
become important to the individual.
The Maslow needs of hierarchy is as follows:

1. Physiological or Biological needs: food, drink, sex and so on
2: Safety/SecUrify needs: order, protection, shelter and family stability
: 3. LoveandBelongingness:tffecim, group affiliation, andpersonal acceptance
4. Esteem needs: self-respect, reputation, and social status
5. Intellectual needs: knowledge, truth, education
— 6r-êsttfe/nr779ei^Tt?.lT3rmonyrappreciation and value of nature
7. Self-Actualization: self-fulfillment, achievement of personal goals
8. Transcending beyond oneself
!>:■. 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

Emotions
Ptutchik (1984) identified eight basic emotions: fear, anger, joy, sadness, acceptance,
disgust, anticipation, and surprise. These emotipns.are-assoGiate4eftonneaeirwifFr"
each other. For example, the emotion of fear is tho ^hgujnr-pattocB—
of protection. Likewise, anger is related to the behavior pattern of destruction.
Motivation and emotion are closely related concepts for three reasons;.......-...........
1. The arousal of emotions activates behavior as motives do.
2. M o te are accompanied by emotions.
3. Emotions typically have motivational properties of their own.
Theories of Emotions
James-Lange Theory
William James believed that the emotional stimulus is routed (by the sensory
‘ relay center known as the thalamus) direcfly to the hypothalamus, which
produces the bodily reaction (fear or other emotion). Tiie sensations from this ,
bdcJity reaction are then sent tack to the cortex which produces what we feel is—
the conscious experience of emotion. According to James,we cry because w e ..
feel sorry, strike because we are angry, tremble because we are afraid..
Cannon-Bard Theory
Walter Cannon did not just criticize the James-Lange theory. He proposed •
an alternative theory of his own. The theory states that conscious, emotional
' experiences and physiological reaction and behavior are relatively independent
events. The theory was later revised by Philip Bard aid is known as the Cannon-
Bard theory of emotion.
•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

Cognitive Theory
The more'contemporary theory of emotion-views the cognitive interpretation
of emotional, stimuli or events in the outside world and. stimuli within the body
as the key elements in emotion. According to this theory, there are two steps
1— ITTffle process of cognitive interpretation in emotions: (1) the interpretation of
' stimuli from the environment and (2) the interpretation of stimuli from the body
resulting from autonomic arousal.
Principles of Emotion
1. Emotional needs express themselves one way or another.
2. Anger is an expression of need.
3.Our feelings and needs are not wrong or bad.
4.Emotions are the gateway to vitality and feeling alive.
5.We can address emotional issues and still save our true face.
6.Immediate reactions to problem often disguise deeper feelings.
a. Running away. A frequent response to. intense feeltffgs is to remove
ourselves from the situation by avoiding others, not talking to them,
acting like they are not there, and pretending the event never occurred.
— b: Getting angry. Anger, although it appears direct, is one of the strongest
avoidance function we have because it keeps us away from our deeper
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.
d. Addressing the situation. Identifying real feelings and then addressing
‘ the situation is the best, but possibly the most difficult way to respond.
Solutions based on surface reactions never satisfy os because they do
not respond to the heart of our concern. True satisfaction comes when
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'.
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Mental Processes ‘ •
What'are the mental processes?

Mental processes refer to thinking which can be any of the following:
a. Use of symbolic processes by the brain
. b. Ideation, the sequence of producing ideas concerned with the solving of
specific problems or incongruities in models of reality (Stratton and Haye,
1991).
c. The deliberate exploration of experience for a purpose. That purpose may
be understanding, decision-making, planning, problem-solving, judgment,
action, and soon (De Bono, 1991).
d. Purposeful manipulation of words and images. Forming conceDtsrso1vino~
problems, making decisions, and being creative (Sdorow, 1990).
e. “Thinking is a process by which a new mental representation is formed
■* through transformation of information by complex interaction of the mental
attributes of judging, abstracting, reasoning, imaging and problem-solving"
(Solso, 1988).
From the above definitions, we can deduce that mental processes can be categorized
Into forming concepts, solving problems, and making judgments or plans or what
they call metacognition.
Mental Processes
Major Decisions Thinking Processes Thinking Skills
.O f Thinking Involved in each Dimension
I. Concept critical thinking/analysis i . seeing relationship
Formation logical reasoning -....— -
b. deduction
G eneral E ducation
II. Problem problem' sdving strategies learning and remembering

Solving decision making analysis, synthesis, making a-
creative problem solving choice, communication
II. Problem self-management. setting goals
Solving self-concept„ , monitoring effort
awareness of oneself evaluating outcomes
self-efficacy.
„ - ____ self-esteem
Critical Thinking
- • Critical thinking has been defined as “principled thinking" (Siegel, 1980)
ffinvolves the correct assessing of statements using analysis and logic. It
serves as the foundation for evaluation and decision-making. It is therefore a
. nScessaryskill to develop. Ennis*(1962) suggested the following twefoe aspects ■
o critical thinking:
1. Grasping the meaning of a statement
2. Judging whether there is ambiguity in a line of reasoning
3. ■Judging whether certain statements contradict each other
4. Judging whether a conclusion follows necessarily
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
8. Judging whether an inductive conclusion is warranted
9. Judging whether something is an assumption
10. Judging whether a definition is adequate
— rrdodglng whether a statement by an alleged authority is acceptable
DrÎeresit.' Tabbada-Ran^dsim .tm! Dv . Prisciia B. Diw>n

Analysis ' •
Analysis is defined as a breakdown of the material irtto its constituent parts and
the detection of'the relationships of its parts - of the way they are organized
(Bloom, 1956).' Two or more items are compared and contrasted. Then a
relationship is established between or among the concepts. The relationships-
are varied and can be any of the following: ‘ _
1. Semantic relationships involve similarities or differences in meaning.
2. Symbolic relationships are those that are comparable purely in terms of the
symbols (e.g. letters or numbers) that make up their components, with no
respect to their meanings.
’ 3. Phonetic relationships are pairs of words that sound alike like homonyms,
rhymes.
4. Class relationship involves pairs that belong to the same classification.
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.
6. . Quantitative relationships are expressed as similarities or differences as to-
quantrty, degree or number.
7. Pattern relationships are those that possess similar figural attributes (size,
shape, pattern, cplor) „ -
Strategies for Solving Analytical Problems

When attempting to solve analogy problems, it is helpful to adhere to a specific,
deliberate set of steps.The following sequence is based on Stemberg’s (1981) model:
1. Read the entire analogy item.
2. Take note of the carts of speech used. No more than two different parts of
speech may be used for a parallel analogy. •
3. Examine the primary relationships first, i.-e. determine in what way are the
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
various types of analogies that can be used and try to narrow to more than
two or, three possibilities.
D r. Tcresjca*Tahbada-R nngduin anti Dr. P r is d k B. D izon

• T-ociul i;>?v ch o io u v
Logic and Logical Reasoning

Two thousand years ago, Aristotle introduced a system of reasoning - a process
of validating arguments called syllogism' Syllogism has three parts - a major
premise, a minor premise, and ajflnclusion-ifrthat order.
— A-eonekmn-reauwa 6y means of syllogistic reasoning is considered valid if

the premises are true and'the form correct. This type of reasoning is deductive
logic. From a general statement, .vye proceed, to a specific situation and
determinerMapplication of a ruie or principle to that particular case.
One wouldobserve that knowledge stored in the long-term memory has influence
on the quality of information perceived, encoded, stored, and transformed. The.
more information a person has, the more accurate his transformation will be.^
Problem-Solving
Problem solving is the cognitive process through which information/concepts
. are used to reach a goal that is sometimes blocked by some kind of obstacle
^ (Sdorow, 1980). It is synonymous to synthesis (Bloom, 1956), which is putting
• 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
informationTEdward’de Bono (1979) calls it generative thinking.
Problem solving consists of cognitive operations that follow a pattern. It is

required that the elements be combined in a new way. When a scientist uses
the findings-of others as background information and then builds on these
findings, adding personal interpretation to-produce new information, he is
forming a synthesis.
The following are the steps in solving everyday problem:

1. Analyze the problem, its manifestations and its causes;
2. Decide what informatioaand tools are needed;
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Social Science - l-'sychology
3. Design solution and alternatives:

4. Evaluate advantages and disadvantages of each possible solution;
5. Act on the chosen solution;
6. Monitor and evaluate every step and its effect; ahd
7. Be creative and patient until the problem is solved.
Creative Thinking
Problem-solving challenges one’s creative thinking. The quality of the solution
to a problem is an outcome of one’s creative thinking.
Torrance (1974), an authority on creativity, defines creativity as “a process
of becoming sensitive to problems, deficiencies, gaps in knowledge, missing
elements, disharmonies, searching for solutionsrmaking guesses, or formulating
a hypothesis about deficiencies, testing and retesting this hypothesis - possibly
modifying and retesting them - and finally communicating the result.”
1. Saturation v
2. Deliberation
3. Incubation
4. Illumination
Creative problem solving can be enhanced by following some of these strategies.

1. Use brainstorming to stimulate ideas.
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
feel of all the others; — -- --------- :..................
3. Try lateral thinking (de Bono, .1979).
4. Challenging anything that blocks the solution.
5. Persist and revifew the objectives wffilSTn
6. Be-in
7. Ask hel(3 where you may.
8. Break the problem to make it easier to cope with.
9- Be open-minded, be flexible. Consider the devif’s advocate ideas.
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G eneral Education
10. Grow in knowledge by reading, listening to others, and involving yourself in

. different learning experiences. . .
--I >"■V '.K ' C-3 '. •
Metacognition ~ . _ .•
Another mental process that needs attention is thinking about one’s thinking.
People usually spend so much time thinking about others, about their work,
and about the events in the environment. Taking time to think about one's
thinking will make a difference in the ’expressions and outcomes of one's action.
Thinking about one's thoughts that affect one's feelings and action may make
the person realize the impact of his emotions on his behavior. This kind of
thinking is called metacognition. It is a form of thinking in which an individual
develops an awareness of his characteristics, attitudes, beliefs, and actions
Intelligence -
-• -A
Nickersen, Perkins, and Smith (1985) in Solso, 1988 have compiled a list of abilities
with they befieve represent human intelligence that would be required of a computer
to act “Humanly * intelligent:
The ability to classify patterns. All humans with normal intelligence seem able
to assign.non-identical stimuli to classes.
The abiStyto modify behavior adaptively. To leam adapting to one’s environment

is amore important mark of human intelligence.
The ability to reason deductively. Making logical inferences from stated

premises lessens mistakes and failures
Tlx ability to reason inductively and generalize. Todiscover rules and principles
from specific circumstances makes an intelligent person go beyond the
information given. ■
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 ^

The ability to develop and’use conceptual models. Much of what we "know"
W in te r Trom our past experiences with other similar things and events.
The ability to understand. The ability to sae relationships in problems and

to appreciate the meaning of these relationships in solving a problem'is a
validation of one's understanding.
J ite o rie s o f Intelligence
Francis Gallon’s Theory of General Intelligence.

The term intelligence was popularized in the 1980's by writings of Sir Francis
Galton. He is a cousin of Charles Darwin, who is credited for developing the
theory of evolution based on natural selection of inherited characteristics. In
Galton's view, intelligence is a single genera) characteristics that provides
the basis for more specific ability that each of us possesses. He believed that
intellectual ability is inherited and.if one is generally intelligent, he will likely
develop strong mechanical, artistic, musical, and other kinds of ability.
Alfred Binet’s Theory of General Intelligence v *.

Alfred Sinet also viewed intelligence as the general ability to reason and solve
problems in a variety of situations. He based this view in his observation that
good students tend to do well on all of the tasks included in the Binet-Simon
scale, while poor students fend to do poorly on all tasks.
David Wechsler
Oavid Wechsler (1958, cited in Sdorow. 1990) believed that intelligence is
the capacity to understand the world and the resourcefulness to cope with
the challenges. He further suggested that it may include the capacity to act
purposefully, to think rationally, and to deal effectively with the environment
(Wechsler, 1975), He constructed an intelligence test with subscales
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

S o c ia l S c ie n c e - -! , 'V dioi?> g)
. T
different age groups. The Wechsler Intelligence Scale for Children (WiSC) for
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
Intelligence scale contains subtests measuring diffprpnt asBft&s-of-verbal
and nonverbal IQ, rperfqrffllfice or nonverbal IQ, and an overall IQ......... .
Horn and CattelFs Two-Factor Theory of Intelligence

John Horn and Raymond Cattell (1966) identified two fundamental types of
intelligence. Fluid intelligence which refiects'thinking ability, memory capacity,
and speed of information processinq, is largely inherited and independent of
education. In contrast, crystallized intelligence is a combination ofknowledge
and developed skills brought about by schooling and everyday experiences.
Spearman’s Theory of General Intelligence

Charles Spearman found that scores on certain tasks correlate highly with one
another. Performances on vocabulary test, reading , and writing test which
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
tended to show high or moderate or low on all tests. This led Spearman to
conclude that performancfi_on-alL 4 h e ^ j^ ^ ra ro O h T o p e ra tio n ; of a
single underlying factor which he'calScPg" - a general intelligence factor.
However, the correlations between the tasks correlated were less than a
perfect 1.00; Spearman thought there must also be a specific factor which
he called “S* factor.
Thurstone's Theory of Primary Mental Abilities

Based on the individual's performance on a battery of tests, Louis Tburstone
identifies seven factors which he called Primary Mental Abilities namely,
reasoning,.word fluency, perceptual speed, verbal comprehension, spatial
visualization, numerical calculation, and associalive memory. .
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, Social Science - Psychology
though scores or tests measuring these abilities had moderately high

correlation with one another, they did not correlate high enough forThurstone
■ to assume the existence of a general underlying factor which would reflect the •
influence of a specific intelligence related to the particular ability assessed by
the test.
Guilford’s Structure of the Intellect

J.P. Guilford suggested that some 120 different abilities make up what we
call intelligence. Each of these represents the interaction among dimensions
that Guilford called cognitive operations (thought processes), contents
(infQrmation~the~pfersffn is thinking about), and products (result of thinking
about the information).
V
The Triarchic Theory of Intelligence

Robert Sternberg (1984) developed the Triarchic Theory of Intelligence
assuming the intelligence is composed of three general types of abilities.
He distinguished between componential intelligence which reflects verbal
reasoning ability, experiential intelligence which is the ability to combine
different experiences in insightful ways to solve specific problem, and
contextual intelligence which is the ability to function in everyday social
situation (Sdorow, 1990).
The Triarchic theory recognizes the individual's ability to function in setting
'other thaFschocO also recognizes that fact that one may excel in one
kind of intelligence without excelling in the other two. However, Sternberg
(19§6) believes that each of the three kinds of intelligence can be improved
by. special training.
The Theory of Multiple Intelligence

Howard Gardner (1983) believed that the brain has evolved separate systems
for different adoptive abilities that he calls ‘intelligences.’’ Each of Jhese
Seven types of intelligences is developed in different degrees in every person.
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G eneral E ducation
Some of them are assessed by traditional intelligence tests like linguistic .

intelligence, Ipgical mathematical intelligence, and spatial intelligence.
Others are not assessed by traditional intelligence test like bodily-kinesthetic
intelligence, intrapersonal intelligence, interpersonal intelligence, and musical
intelligence.
As observed in everyday life, a person may excel in one or more of Gardner's

intelligence, while being average or below average in others. In extreme
cases, there are children who are autistic but have musical intelligence , one
who excels in painting but may be “average" in other areas, the athlete who
excels in sports but is too shy in an interview, or one who is mathematics_
genius but could hardly carry out a verbal exchange, confidently.
According to Gardner, the extent to which a person will succeed in life depends
on, the extent to which he develops the kind of intelligence that are needed
in one's culture. For example, for most people especially in the urban areas,
success depends more orf linguistic intelligence than in any other. One has to
learn to process information in print, or otherwise organize and use them to
act communicate effectively. One who liye in another culture, like in a fishing
or farming village, will have to depend on their spatial and bodily-kinesthetic
intelligence to live productively. Somewhere in the readings of the author, she
encountered an additional intelligence which is the naturalistic intelligence.
People who are very keen observers of tlie elements of nature so that they
can predict what is to happen from their observations are examples of this
type. Another’ book cited moral intelligence an ability to decide on which is
more appropriate behavior as another kind of intelligence. Perhaps as long
as there are psychologists trying to understand human^behavior, there wilt be
additional human capabilities that will be studied and haroessed to improve
'. human society.
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 *
EmotionaUntelligence
Recently, Goteman (1994) revived the notion of emotional intelligence. It
refers to the. ability to use one's emotions, as conceptualized by Saiovey,
in order to succeed. Actually, it can be’synonymous to Thorndike's earlier
formulation flf-sociai-intellioence. It involves being aware of one’s feelings and
mood, managing one's mood..motivating oneself, and being able to maintain
— — rnterpSfsonai^ relationships. Researches are being conducted to harness
emotional intelligence for one's success.
■Human Relations
Interaction with others add meaning to one’s life. Living is worthwhile as long as
we learn to live life for what it is. What is life for? It depends on one's experiences
and thoughts. But to live life meaningfully is to be able to say that one has done
something for himself and for others. In Erickson's psychosocial stages of life, one
who is in his retirement age should be able to look back and claim he contributed
to the betterment of another's life. r
Inside every individual is an interaction. His personal characteristics are manifested

in his behavior which others in the group experience as he relates with them.
_jjies&-pefs 0na( characteristics are products of his hereditary endowments, his
' Interaction with his environment and the realization that comes with maturity.
Theories of Social Interactions .
Symbolic Interactioriism {George Herbert Mead)

The Self emerges' from axial interaction through the understanding of
symbols. She learns to understand the symbols in her society as she sees
them. At first' she imitates them, but they don’t have meaning, lite r, she
learns to produce the symbols. She likewise learns to imitate what others
Dr. Tiresiea T abfeada-R ungtiuin ancf Dr. PrisciJa B. D izo n

are doing to express herself to/ with others. As she matures, she is able to
understand many symbols and adjust behavior accocdim-te-he^Berception
of symbols in the situations. If'She has” acquired the symbols of the.oeoais—
around, then there will be more harmonioosinteri5ersoniFrelations.
Social Learning Theory ..............- ..............

A person's self-concept is an aspect of his personality that will affect his
interpersonal relations. The sum total of a person’s thought or idea about his
appearance, his family, his experiences and the recognition he gets from the
people around him all contribute to his self-concept.
During childhood an individual develops his self-conceptis as he interacts

with the members of his family. When he feels he is loved, he sees himself
positively. When he goes to school, he begins to compare himself with' others.
If he sees himself comparable with others, he continues to feel good about
hirnself. If he habitually fails or is generally dislik&i by others he develops
.-negative self-concept. _
You can observe how these two. kinds of personal orientations differ as to
attitudes towards others and their work. While one who has high self-concept
usually volunteers to do something, the one with low self-concept will shun
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
is usually shy acid withdrawn while the other is open to experience and is
outgoing.
The feedback one gets from peers, significant others Or even new
acquaintances continue to form the self-concept of an âdolescent. The
comments she receives define her identity which influences her reactions to ■
other events. It (feedback) is also the basis for future plans and goals in life.
PHU ',HT a'evlewer I f c k H

S o d s! Science.- Psychology
However, as one matures, she develops, a self-awareness that may‘influence

her self-concept betterthan that provided by information from others Jhrough
careful observation of her feelings, thought and behavior, she develops a
better self-concept. She knows her strengths and weaknesses. If she is able
to do things successfully, she develops a'sense of worthiness or self-esteem.
Sometimes she may not feel successful but knowing that she tried her best,
that she did something, gives the individual high assurance of self-worth
because she may realize that not everything is under her control.
• As an individual matures, the self becomes the source of self-esteem. It is

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
'own thoughts, feelings, andxapacities, he develop?high self-esteem.
Attribution Theory
Another belief that affects one’s interpersonal behavior is attribution. It
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
or attitudes, he has internal orientation. How do you think will this affect
his attitude? How about when one sees that-others, luck or circumstances
beyond his control, are responsible for his outcomes? How will he behave
in future projects? Having external orientation usually draws little or no
effort in doing something better. People who have internal attribution are
perceived to be more self-reliant, more persistent, and more .persevering.
I hey" are more likely to succeed specially in academic situations. Perhaps
—tt-ean also improve-our interpersonal relations. When we risk something in
somebody whom we like to be our friend,-a friendship might develop. Taking
responsibility for the direction and qualify of the relationship will result in‘a
more active and responsive interpersonal relations. Heider suggests: "The
greater the personal force contributing to the production of an outcome, the
greater the actors’ responsibility for the occurrence of that effect."
ESEIPNU LET-Reviewer
Genera! Education
In an interpersonal context, a persons attribution of a behavior can affect his

behavior to the situations.
We judge situations and other people on the basis of our own perceptions,
expectations, experience, motives, and feelings. We fail to consider the
other person’s concerns and mptives. It will help if we find out first the other
person’s thoughts and feelings. We will achieve better relationship if we
check our perception and our communication. Take care not to be biased or
too emotional. Being considerate of the other person’s thoughts and feeling
can make a difference in our expressions.
Carl Roger’s Theory of Interpersonal Relations

Congruence is the term used to indicate an accurate matching of experiences,
awareness, and communication of an individual. Actual psycllblogical
experience is being accurately represented in his awareness and his
communication.
Each one of us recognizes the need to be in congruence with persons we

deal with. In your interaction with others, perhaps, you may have .met and
observed persons who really mean what they say and try to reciprocate or
match the feelings and expressions of. others. With them, we exactly know .
where we stand. However, there are also others, who, with certainty always
put up a front, a fagade and we wonder what they really feel.
Empathic Understanding: A Tool for'Interpersonal Relationship

Being empathic (empatftetie with some autnorsj is a very spBCial'wayof'being'
using ourselves (Rogers, 1995). it Is also the most potent factor in bringing
about changing and learning. Listening to feelings and reflecting them are
important aspects of empathic understanding, “It is an experiencing of the
consciousness1behind ‘ another^ outward communication, but continuous
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.

Empathy is the ability to understand hcfo the other person feels and thinks
about a particular situation."
What are the effects of empathy? Empathy is related tojositive outcome so

proven bv social researches---------- " " ”
Empathy-dissOlves alierration. The person feels he~is no longer an isolate

because someone is able to understand him.
The recipient feels valued, cared for, and accepted as the person he is which
later facilitates to listening more to himself and understanding himself better.
By letting the other person know “where you are" emotionally, being able to
communicate clearly or what we term congruence is the basis for building a
relationship. The three of them-congruence, empathy, positive regard-provide
illumination and healing, our precious gifts to the other person.
The Filipino Interpersonal Values

Filipinos are admired for their capacity for smooth interpersonal relations.
They Valuerthe "kapwa-tao.” They will exert effort to please the other
person. They Hold the “kapwa* in high esteem,that they give him the best of
themselves an^theirre55ufces^~
Pagbibigay-galang, mabutlng pagtanggap, pakikipagpalagayang loob, hiya,

utang na loob, bayanihan, and pakikisama are Filipino vocabularies that give
color to the Filipino interpersonal relations. •
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

How do you feel after each situation? How does it feel to try and give your
best to what you are doing?
How does it feel to help others do a taskofjust lift their hopes or spirits!___
How does it feel when someone says I was motivated, by your concern for
me?
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
to. The sense of confidence in our capacity to do something is self-efficacy.
Self-resRect is the feeling we develop from trying to give our best to what we
think we can and ought to do. These two components make up self-esteem.
Self-efficacy + self-respect = self-esteem

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
experience and iifsight about*herself and her capacity. She develops a sense
of well-being or respect for herself. The acceptance and respect.she gives
herself is felt for others. If she is able to accept herself for what she is and
respect herself for what she can do, she will also be able to give the same
to others. She experience- of success or approximation of what is expected
develops trust. Hence, there is improvement in every undertaking. These
feelings of acceptance, respect, and trust of oneself is experienced also for
others, Thus, a person with healthy self-esteem can establish a harmonious
or facilitate relationship with others.
i j ><ii • i ? o,(jt^~'
What is Communication?
Communication is process in which one person or group (the'sender) transmits

some types of information to another person or group (the receiver) who interprets
the message and sends feedback in return.
The message is transmitted to the receiver. A sender’s ability to encode ideas,

thoughts and feelings will affect how it is going to be decoded or interpreted
by the receiver. After decoding, the receiver may send a reply or feedback. The
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
sender and the receiver. The situation of the environment, like atmosphere, will
also have an impact on how the message is transmitted and received.
Types of Communication
Nonverbal Communication
While we do transmit a great deal of information to others through words, we
also communicate with them non-verbally through an unspoken languages
of gazes, expressions, and body movements. The distance we kept from the
other person or the way we use physical space gives non-verbal cues. The
manner and style of personal grooming are also channels for non-verbal
communication.
Reading Facial Expressions "~

The six different emotions universally understood/conveyed by facial—
expressions are happiness, sadness, surprises, fear, anger and disgust. We
have to watch the facial expression to find out the other's feelings. If however
the other person doesn’t want us know his feelings, he may conceal them. •
Some professionals must learn to conceal their true reeling like the doctor
who worries about his patient, t&e consumer who wants tp. get-a bargain.
ig f~ W f8 w a r'
General Education
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;
concealment by the timing of: ' [
I
Gazes and Stares: the Language of the Eyes _ <
The eyes are the windows of the soul. They transmit eloquently a great deal [
of our thoughts and feelings. Have you seen a smile that seems to be iacking :
in genuineness because the look in the eyes of the person seems to say he j
is not really happy? j
CanyoO"tell the difference between the casual look and the look full of love?
Have you been alarmed by the stare of another person?
• 'V
Body Language: Gestures, Movement, and Postures
Another interesting mode of communication is the use of body language.
Gestures, movements, and postures convey as many messages as there are
symbols one can think of and can be understood in return. What does a
thumbs up sign mean? When one cannot sit still or when he paces a room
back and forth, how does he feel? How do you sit when you are alert and want
to participate in a discussion? What does a person who looks at his watch
want to say or unconsciously feel? What would you think of people who are
weil mannered, polite,-and respectful?- •
Physical-Appearance
— Itfy fa m s rw d to narrate hirexpwiErrce-atiout grooming, He was bidding
— for the- construction of-tew -door-apaflment-lauilding. He came en a friend’s
invitation. There were three o? them who. met the owner. He won the bidding
not on the basis of the lowest bid but on the basis his good grooming. He
learned 'he was trusted the project because the owner thought he must be
responsible because he'cared for his appearance. He showed concern not ;
only for himself but for other who he was going to inte/act with.
As you might imagioe, people really care about appearance. There are^nany
good things about being properly groomed.
The Use of Space and Architecture.

Are you aware of the distance you maintain with others? The more famiiiat.
with the person, the closer y o u -a p fm c irth g iT O P i^ h e irS e e ^ mere
acquaintances or strangers. There are,Qlheun^sflqesTorrcsqgn by physical-
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,
including the location and materials used in each. The architectural design
of homes, school and offices convey status, interest and life/work style of its
occupant.
We are aware of the importance of heeding the non-verbal cues when there
is incongruence. Actions speak louder
Understanding Human Personality
Personality can be defined as the distinctive patterns of thought, emotion, and

behavior that make up an. individuals’ personal style of interacting with the
physical and social world.
There are five general approaches to explaining- persdnalityTThese are the

psychoanalytic approach, the trait approach, the humanistic approach, the
behavioral approach and the cognitive approach.
The psychoanalytic approach - people’s unconscious experiences are

responsible for their behavior styles.
The trait approach - inherited predispositions explain individual difference in

personality. The most popular of these approaches is tl\e Big Five Personality
Dr. Teresica Tabbada-Rnnsîuin and Dr. Priscik B. Dizon

•ui-a j c i e n t t -
Factors namely Openness to experience. Conscientiousness, Extraversion.

Agreeableness, and Neurotism. (OCEAN)
The humanistic approach - identifies self responsibility and feelings

------- -of"acceptance, respect, and trust as the key causes of differences in
____ personality. A person who is growing toward self actualization can be said to
be psychologically healthy.
Behavioral approach - behavioral theorists see behavior as a result of

conditions in the environment that shape human behavior. Social learning
theory emphasizes the role of models to develop the desired personality.
Cognitive approach - describes how people process information. People

differ in the way they mentally represent information. How individuals
interpret themselves and their environment determine how they will respond
to the world.
y *•
Each.of five approaches is of some value when explaining behavior patterns.
It is possible that one theory is appropriate for explaining one aspect of
personality and some others will be more acceptable for explaining other
dimensions of personality, it seems that when studying a person’s personality
one needs to consider the different approaches to really understand a person.
Psychological Disorders
P#ople with Good Mental Health
A normal person possesses to a greater degree the following traits:

1. appropriate perception of reality •
2, ability to exercise voluntary control over behavior
PStf LET Revfewar

Social Science - Psvchologv
3. self-esteem and acceptance

4. ability .to form affectionate relationships
Maladaptive behaviors may be categorized into:

1. Anxiety disorders
a. - panic
b. phobias
c. obsessive compulsive disorders
2. Mood disorders
a. depression
b. Bipolar disorder --------------------
3. Schizophrenia
„4 , Personality disorders
There are many ways we can influence our psychological well being. By trying
to analyze our actions and feelings we can enhance our capacity to remain
psychologically healthy.
PMU LET ( r e v i e w e r
General Education
1. The Constitution of the Philippines is to a lawyer while the'Professional Code

of Ethics for Teacher is to a teacher.
A. semantic relationshipC. phonetic relationship
B. symbolic relationshipD. functional relationship
The correct answer is D because the Constitution of the Philippines is used by the lawyer
and the Professional Code o l Ethics is a guide to the teacher.
2. A person’s assessment of his current circumstances determines his response.

What will you dqjn case you were in a not so.pleasant situation? -
A. Express you?thoughts and feelings to whomever.
B. Analyze the situation in different perspective.
C. Listen to your friend's opinion.
D. Respond the way you think you are happier. ____
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 one’s environment. .
— &—PefswalftyHs-shaped by the person's decision.
D. Personality is a product of the reactions of people in one’s 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.'
G e n c r a i E d a c a c io n
4. What is defined as the distinctive pattern of thought, emotion, and behavior

that makes up an individuals' personal style of interacting with physical and
social environment? . •
A. Psychology.
Personality
"T . Intelligence • _ . __ _______
D. Heredltv ? ' ‘
5. It is considered the most comprehensive and influential theory of personality.
Sigmund Freud, its proponent, claimed that much of what we think and do is
driven by unconscious experience.
A. Evolutionary Psychology
B. Humanistic
Psychoanalytic
Social Learning
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
'tf? Hypnosis .
C. Meditation
D. Transference *> ■
7. Roderick won the Web Page Design Competition in his school. His work
showed he has superior capacity for abstract thinking and creative expression^
What stage does he manifest?
A. Sensory motor
B. Pre-operational
C Concrete
( Di) Formal
8. 'Wnart defense mechanism is uSfed when a person gives reasons for failure to
perform a behavior?
A. Displacement ( £ / Rationalization
B. Projection D. Reaction Formation
Dr. Teresita Tabbada-Rungduinami Dr. Prisciia B. Dixon

.i Science - Ps'choioey
9. This perspective holds that individuals have an innate tendency to move

toward growth, maturity, and positive change.
A. Behavioral
' B. Cognitive
/^ H u m a n is tic ' '■
— 0 r)i£syeh03ftatytte----------- --------- ------- _
iQ Jfo interrelated set of propositions about a particular phenomenon and
supposed to i)e the most important source for scientific hypothesis - is
referred to as
__ A....Conclusion---------- .
B. Experiment
JL Problem
f o ) Theory
1 v fle is the author of the first psychology textbook published in 1890.
C. Ivan Pavlov
0. James B. Watson
12. Psychology not only seeks to scientifically study behavior and mentaV-
processes, but also attempts to
A. Understand why people do the things they do.
— B. Provide continuity between scientific disciplines.
C. Combine sociological and psychiatric constructs.
■ 'fib Apply that knowledge to the service of human welfare.
13.Tuihough psychologists study many different topics and use many kinds of
methods, there is unity within the field since most psychologists
A. Work in more that one subfield. .
'f it y Emphasize empirical research.
Publish articles on their research.
D. Engage in speculative.research. ' •
PfiU LET R eview er n n

14. These psychologists believed that perception depends on the patterns formed
by the stimuli and on the organization of experience.
Behavioral
iB . /Gestalt .
^ Humanistic • -
D'. Psychoanalytic
15. He established the first psychological laboratory in Germany in 1879. His
interests were on the senses, especially vision.
A. Charles Darwin
B. Ivan Pavlov .............. ........
vQ. Kurt Koffka ..... — ----------------------------;------ :-----------
Wilhelm Wundt
16SWhfch would be a logical sequence for solving a problem? . ■*
1.. Making Conclusion
2. Defining the problem
3. Gathering relevant information
4. Generating Hypothesis
5. Testing the Hypothesis
A. 1 2 3 4 5 -^.12354
B. 2 3 4 1 5 | D. 2 3 4 5 1
'17- This perspective understands oenaviorin.terms of unconscious processes.
A. Behavioral
ijL Cognitive • .
(c\/ Psychoanalytic------ ----------- --------------- ;------------------:---------------------
Subjective ■ ■ -______________ •____________ _
18. All behavior is a result of conditioning and the environment shapes behavior
by reinforcing specific habits according to:
A. Structuralism' /^C 7 Behaviorism
B. Functionalism ■ * ■ l). ^Humanism
•ffifPM tf LET R eview er

«BrejTK
19. This is the subfield of psychology which conducts research in teaching and
learning to influence development of more effective ways in facilitating learning.
A. Experimental Psychology .
^-Developmental Psychology
/u yrd u ca tio n a l Psychology
M l Organizational Psychology
20. Which process is involved in integration and meaningful interpretation of
^-information received by the stimuli?
Perception
B. Sensation
C. Elaboration
D. Generalization .
21. The most common sleep disorder characterized by long term inability to
jebtain adequate sleep due to late onset of sleep or frequent wakening is
(3/insom nia
B. Sleep Apnea
C. Sleepwalking
D. Nightmare
22. This is a kind of talking to oneself which helps the individual to know what
to do, what tools to use, what consequence will be acceptable. What kind of
thinking is this? ' .
/"A ? Metacognitive
'-'■B. Analytical Thinking
C. Logical reasoning
- D. Creative Thinking -
23. What kind of thinking do we engage in when we Categorize or organize into
tegories, or analyze materials by establishing relationships or patterns in them?
y Critical Thinking
B. Creative Thinking
C. Generative Thinking
D. Reflective Thinking
'• crtrM'vi Juni^'dinr, 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 . •
( D/ Physical Attributes
2SrYhis refers to a group of disorders characterized by loss of contact with reality,
marked disturbance of thought and perception. Delusions and hallucinations
almost always occur. 1
A. Anxiety Disorder
B. Mood Disorder
C. Personality Disorder-
Schizophrenia
D r. Tcrssica Tnbb-.ic{a-Rung<iuin anil Dr. Priscila B. D izon

1. Who was the psychologist who proposed thatjfreams are expressions of
.. ....unconscious-dnves-orwishesTrnd to Benefit fronTit, they should be studied
and axnlainart? :----- ---------- ------------ —— ■
... p O S. Freud -
\E J B.F Skinner
C. KurtLewin ---------------- :--------------------
D. James Watson
2. Piaget argued that if the new experience does not fit the existing schema,
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
Social Science - Psvchoiogy
5. Pia noticed that her new friends are fond of computer games and spend
most of their time in the computer shop. They have little time for school
assignments and are sometimes reprimanded. What should Pia do?
Engage in computer games to be with her new friends
Encourage friends to balance studies and leisure
Stop playing computer games
D. Stay away from her new friends
6. Which of the following areas of identity development needs to be resolved
/ fifet? ____________
fA!) gender------ ------------- —— - — -
'B / career direction
C. social affiliation v
D. ideological view
7. Which is a good way to interact with person we have conflict with?
A. Avoid encounters with them
/ jjv Ignore or deny their presence
' f c ] Negotiate your ideas and feelings with, them
N / Talk negatively about them
8. Filipinos are admired for their capacity for smooth interpersonal relations.
Which Filipino value should be controlled so it will be positive for the individual
and for others? _ ____
A. pagbibigay-galang •
B. mabutingpagtanggap
..-^ / i -PwyanllMn ______ _________________
j- pakikisama ■ ' .
9 \_ X person with a healthy sense of selRisteefti.'self confidence, and self
- respect is not likely to
• A. Establish healthy social relationship.
Stay away from others. . •
Work well with others.
D. Share little to others. . ' •
^ F i M PWlI LET B a t f is w e r • !
10. A group of students were watching the cheering competition, during the
conversation after the demonstration each of the group of friends pointed out
a different aspect of what they saw. What explains this?
active perception
selective attention
divided consciousness
D. subconscious process
11. Chemicals produced in the brain that make communication between nerve
■jails possible are called
VIV. neurotransmitters
MB. hormones
C. neurobiology
D. electro chemicals'* .
12. It is the brain’s stress center, responsible for activating tbe inner core of the
adrenal glands to release the hormones which help the body to adjust to
emergency situations.
L cortex
m 3 / hypothalamus
M i. cerebrum
0. medulla
13, What is the label for all the strategies used to organizeinformation in ord
---------- - .— " ti easily?
C. keyword ----------
D. loci . . . .....................
14. Sternberg believes that individuals-can be more successful if they are given
training in improving their capacities for componentiai, experiential, and
contextual intelligence: How is this theory known?
4jener.il Education
Triarchic theory of intelligence -

Zone of proximal development
C. ’ Sociocultural theory.
D. Multiple intelligence theory . '
15 . The self interacts with itself - a kind of talking-to oneself whichH
. individual to know what was done, how to do it again,and what consequences
“I will be more accepting. What kind of thinking is it?
--------ft" ciyaflVSlfrifiKihg' -
EL critical thinking .
(%J reflective thinking
— D: lateral thinking
1€. The more information a person has the more accurate his hypothesis will be,
the better problem solving he will perform. What is your opinion?
A. Agree
Disagree
Strongly agree
D. No opinion
17. Which is very helpful for learning complex materials / text?
(A^PGRST strategy ■ *.
B r Experiential strategy
C. Rehearsal strategy
- — 0.—Association startegy
18. Where is this happening?
Noting similarities and differences among the forms in a row and then coming
up with a conclusion that you make use of to solve a problem,
sensory register
vorking memory
long term memory
D. storage memory
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
S o c ia i S c ie n c e - P s y c h o lo g y
19. Aside frpm setting goals, planning action, and acting on your goal, what else
will ensure achievements of goals? These are so easy to say but will require
a lot o f_______ _ to achieve.
A planning _______ ;_______ -
((B^ goal setting . ----------------------------- - ' •
acting ' ......... _ , -----------------— '
D. discipline
20. What needs are satisfied 'Mien a person feels he belongs to a group, trusted
he can contribute, and that his effort are recognized?-......-
_ A, physiological
\ J y psychological
C. self actualization
0. self regulation
21. What would be possible if an acquaintance tells you that you look like
someone who had a significant role in her past?
A. Be happy of the association
Be wary of transference
M r Be confident of your appearance
0. Be anxious to please
22. Thisischaracterizedbylongstandingpatternso^nraiadaetryeJaetiaviocthatcoRstitute-
immature and inappropriate ways of coping with otherrand'solving problems.
A. anxiety disorder
mind disorder
[ d j personality disorder
v. Schizpphrinia
23. Which is the least helpful way of coping with negative emotions?
Engage in physical exercise
Push the emotion out of conscious awareness
"C. Seek emotional support from others
D. Talk about/Analyze Negative emotions.
PNU LET Review er H Q

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
Introduction
'Dr. Wlice D . D to q u in o
Com petencies:
;1. Manifest mastery of fundamental

; concepts, principles and operations
; of information and communication
f technology (ICT).
; 1 — - *
: 2. Identify varied and appropriate use of

: technology.
: 3. Analyze the effect / impact of ICT on

; the environment.
• in tF i> d u c tio n m C o m p u t e r s
• 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.....
through classifying, sorting, merging, recording, retrieving, transmitting, or
reporting. Data processing can be manual or computer based.
H ISTO R Y O F COMPUTING
"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
computer is a complex piece of machinery made up of many parts, eacfcof which
can be considered a'separate invention.
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-
mechanical device 2) electromechanical and 3) electronic
> 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
the user when used. The earliest data processing devices were all manual
mechanical devices due to the absence of electricity and adequate industrial
technology. Some examples of these devices were the:
Introduction to Com puters *
• Abacus - A counting device for making calculations consisting of a frame

mounted with rods along which beads or balls are moved. It is the first
manual mechanical data processing device which was developed in China
in 3000 B.C.
• Napier's Bones - Napier's bones, also called Napier's rods, are numbered
rods which can be used to perform multiplication of any number by a
number 2-9. By placing "bones" corresponding to the multiplier on the
left side and the bones corresponding to the digits of the multiplicand next
to it to the right, and product can be read off simply by adding pairs of
numbers (with appropriate carries as needed) in the row determined by the
multiplier. This process was published by Napier in 1617 in a book titled
Rabdologia, so the process is also called rabddogy.
• Oughtred’s-Slide Rule - A device consisting of two logarithmically scaled
rules mounted to slide along each other so that multiplication, division,
and other more complex computations are reduced to the mechanical
equivalent of addition or subtraction. The first slide rule was a joint effort
of two Englishmen Edmund Gunter and William Oughtred. This was based
on Napier’s logarithms and has become the first analog computer (of the
modern ages).
• Pascaline - invented by the famous French mathematician, Blaise
Pascal in 1642. Although iimited to addition and subtraction, the toothed
counting wheel is still used in adding machines. Several wheels with teeth
numbered from 0 to 9 are arranged in a row representing ones, tens,
hundreds, thousands, and so on.
• Leibniz’s Calculator - was invented by Baron Gottfried Wilhelm Von Leibniz
in 1874. It utilizes the same techniques for addition and subtraction as the
Pascaline but could also perform multiplication; division ancl square roots.
• Babbage’s Analytical Engine - was invented by Charles Babbage in
1822. He'is known as the “Father of Modem Computers’’ as a result of his
contributions to the basic design of the computer.
m i S m i LET R eview er
— —~ -T-—fUB- T>vaf iTftitTOMt
> Electromechanical - An electromechanical device is usually powered by an

electric motor and uses switches and relays. Household electrical appliances,
desk calculations and punched - card data processing equipment all fall under
this category. Some examples of these devices were the:
• Hollerith’s Punched Card Machine - It was invented by Herman Hollerith
in 1880. He used punched cards, read electronically to keep and.transfer
data. The cards were transported between brass rods, and when there
were holes in the cards, the rods made contact and an electric current
could flow. This was a machine to tabulate census data in 1890 more
efficiently than the manual method:------------------
• Jacquard’s Loom - used punched cards to create patterns on fabric
woven on a loom. It was fhe forerunner of the keypunch machine. It was
invented by Joseph Marie Jacquard in 1804.
• Mark 1- was a 51 x 8 x 2 feet machine. It could perform the four basic
arithmetic operations and could locate information stored in tabular form.
It was invented by Howard Aiken in 1943 but was put into'use in 1944
up to 1959 at Harvard. It was fully automatic and could complete long
computations without human intervention. Its official name was Automatic
Sequence Controlled Calculator.
> Electronic Devices - are devices which use electrical switches and circuitry.
• Atanasoff-Berry Computer - invented by John Atanasoff in 1942 and
was the first digital computer that used binary logic circuitry and had
regenerative memory.
• Electronic Numerical Integrator'and CalculaWlENlAC) - was invented
large-scale general purpose digital electronic computer. It consisted of

over 18,000 vacuum tubes and required the manual setting of switches to
. achieve desired results. It could perform 300 multiplication problems per
second.. •
.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
computer. •
G E N E R A T IO N S o f c o m p u t e r s _____ _— ---------------
The history of computetdevetepmentl^tiflSiTreferrid to in reference to the different

generations of computing devices. Each generation of computer is characterized by
a major technological development that fundamentally changed the way computers
operate, resulting in increasingly smaifer cheaper, and more powerful and more
.efficient and reliable devices.
• First Generation -1940-1956: Vacuum Tubes

The first computers used vacuum tubes for circuitry and magnetic drums
for memory, and were often enormous, taking up entire rooms. They were
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.
First generation computers relied on machine language, the lowest-level

programming language understood by computers, to jrerfom operations, and
they could only solve onapixiblefM ^tti^npDfwas'based on punched cards
and paper tape, and output was "displayed on printouts.
The UNIVAC and ENIAC computers are examples of first-generation computing

devices. The UNIVAC was the first commercial computer delivered to a business
client, the U.S. Census 8ureau-in 1951. '
• Second Generation -1956-1963: Transistors

Transistors replaced vacuum-tubes and ushered in the second generation
of computers.. The transistor was far superior to the vacuum tube:allowing •
Dr. Alice 0 . O i o q a m o
computers to become smaller faster,'cheaper, more energy-efficient and more .
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
relied on punched cards for input and printouts for output.
Second-generation computers moved from cryptic binary machine language

to symbolic, or assembly, languages, which allowed programmer? to specify
instructions in words. High-level programming languages were also being •
developed at this time, such as early versions of COBOL and FORTRAN. These
were also the first computers that stored their instructions in their memory,
which moved from a magnetic drum to magnetic core technology.
The first computers of this generation were developed for the atomic energy
industry.
• Third Generation - 1964*1971: Integrated Circuits

The development of the integrated circuit was the hallmark of the third
generation of computers. Transistors were miniaturized and placed on silicon
chips, called semiconductors, which drastically increased the speed and
efficiency of computers.
Instead of punched cards and printouts, users interacted with third generation
computers through keyboards and monitors and interfaced with an operating
system, which allowed the device to run many different applications at one
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
cheaper than their predecessors.
■ Fourth Generation -1971-Present Microprocessors

The microprocessor brought (fie fourth generation of computers, as thousands of
fMW LET 3CTiewar~% T*P rl

integrated circuits were built onto a single silicon chip. What in the first generation
filled an entire room could now fit in the palm of the hand.-The Intel 4004 chip,
developed in 1971, located all the components of the computer - from die central
processing unit and memory to input/output controls - on a single chip.
In 1981 IBM introduced its first computer for the tome user, and in 1984
Apple introduced the Macintosh. Microprocessors also moved out of the realm
of desktop computers and into many areas of life as more and more everyday
products began to use microprocessors.
As th«se small computers became more powerful, they could be linked together
to form networks, which eventually led to the development of the Internet.
Fourth generation computers also saw the development of GUIs, the mouse
and handheld devices.
• Fifth Generation - Present and Beyond: Artificial Intelligence

Fifth generation computing devices, teed on artificial intelligence, are still in
development, though there are some applications, such as'voice recognition,
that are being used today. The-use of parallel processing and superconductors
is helping to make artificial intelligence a reality. Quantum computation and
molecular and nanotechnology will radically change tie face of computers in
years to come. The goal of fifth-generation-computing is to develop devices
that respond to natural language input and are capable of teaming and setf-_
organization. . _ - ............... ................. .
CLASSIFICATIONS OF COMPUTERS
* Computers are available in different shapes, sizes and weights, due to these
different shapes and sizes tbeytwrform different sorts of jobs from one another.
G eneral Education
• They can also‘be classified in different ways. All the computers are designed
by the qualified computer architectures that design these machines as their
requirements.
• 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
the computer also differs in size and shape performing its job as a weather
. forecaster.
The Super Computer

....... .♦ Thet)ffloest in size, the most expensive in price than any other is classified
and known as'super "computer. It can process trillions of instructions in
seconds. This computer is not used as a PC in a home neither by a student
in a college. v ■ .
• Governments specially use this type of computer for their different
calculations and heavy jobs. Different industries also use this huge j
computer for designing their products. .’I
• In most of the Hollywood's movies it is used for animation purposes. This f
kind of computer is also helpful for forecasting weather reports worldwide. 1
Mainframes ;
•• Another giant in computers after the super computer is the Mainframe, !
which can also process millions of instruction per second and capable of ;
accessing billions of data.
• 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
• This is normally to expensive and out of peach from a salary-based person!
whp wants a computer for his home. ' .
■ Minicomputer
• ^ This computer is next in the line but offers less than mainframe in work and
' performance: These are the computers, which are mostly preferred by the
small type of business personals, colleges, etc;
Personal computers -------- —- — ;----------------

• Almost all the computer users are_familjar_wittLJttB4)6« 8naf-eompotBisr
They normally know what the personal computer is and what are its
functions.
• This is the computer mostly preferred by the home users. Thesexortiputers
are lesser in cost than the computers given above and also, small in size;
they are also called PCs in short for Personal computers.
• This computer is small in size and you can easily arrange it to fit in your
single bedroom with its all accommodation.
Laptops/Notebooks/Netbooks
• Having a small size and low weight the notebook/netbook is easy to carry
, to anywhere. A student can takeit with him/her to his/her school in his/her
bag with his/her bopk.
• Jhis is easy to carry around and preferred by students and business people
to meet their assignments and other necessary tasks._______ _ _ _ ____
• 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
of personal desktop computer.
The Tablet PCs

At some point, most people end up in front of their desktop dr laptop computers
to search for something in the Internet, file a document or create a presentation
for. work. But not anymore, technology has evolved to be more accessible even
Dr. A lice D. D ioqu in o

. ^hen you are on the go. Mobility has been a Key standard set by the emerging
. wireless computing devices in the recent years, and these devices and gadgets
have progressed from the biggest down to the smallest, from the thickest to the
thinnest, anrf from the heaviest to the tighter ones. '
One of these more popular wireless and handheld clevices are the tablet PCs
which- dominated the market in 2011. Tablets of different brands, kinds and
sizes were launched following the first series of the iPad sold in the market
early in 2011. Tablet PCs are known as wireless, portable personal computers
with a touchscreen interface. The tablet form factor is typically smaller than
a notebook computer but larger than a smartphone. This form of device was
initially developed to replace the bulky and heavy laptops and immobile desktop
computers. Tablets offered mobility and faster connectivity in a single touch of a
finger.
Mobile Phones
On the other hand, mobile phones which have considerably larger screens that
also functions as a personal computer gained popularity in theTecent years. A
number of mobile phone brands developed their own smartphones that are said
to be at par or a better choice over a tablet PC. Smartphones have functions
-and features similar to a tablet PC, only integrated in a mobile phone.
THE CO M PU TER SYSTEM
The computer is a system which consists of the hardware, software and the
peopleware. Without each one the computer cannot function at air The term,
"computer hardware" refers to all the parts of the computer that you can touch.
’ Computer software" generally refers to those computer related things that you
can't touch.
PHU IE7 H evim erW S ^

Introduction to C om puters
HARDWARE COMPONENTS
The hardware components are further categorized as input and output devices.
An input device is any peripheral (piece of computer hardware equipment)
' used to provide data and control signals to an information processing system
(such as a computer). Input and output devices make up the hardware interface ‘
between a computer as a scanner or 6D0F controller.
Many input devices can be classified according to:

• the modality of input (e.g. mechanical motion, audio, visual, etc.)
« whether the input is discrete (e.g. keypresses).or continuous'1e:qr-a-
mouse's position, though digitized into a discrete quantity, is fast enough
to be considered continuous)
• the number of degrees of freedom involved (e.g. two-dimensional traditional
.mice, or three-dimensional navigators designed for CAD applications)
Pointing, devices, which are input devices used to specify a position in space,
can further be classified according to:
• .Whether the input is direct or indirect. With direct input, the input space
coincides with the display space, i.e. pointing is done in the space where
visual feedback or the cursor appears. Touchscreens and light pens involve
direct input. Examples involving indirect input include the mouse and
. trackball. ........... " ' .. .... .
» Whether the positional information, is absolute (e.g. on a touch screen) o r.
relative (e g. with a mouse that can be lifted and repositioned)______
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
to a computer, or to call upon a particular function of the computer. Traditional
keyboards use spring-based buttons, though newer variations employ virtual
keys, or even projected keyboards.
G eneral Education
• A pointing device is any human interf&e device that allows a user to input
. spatial data to a computer. In the case of mice and touch screens, this is
usually achieved by detecting movement across a physical surface. Analog
devices, such as 30 mice, joysticks, or pointing sticks, function by reporting
their angle of deflection Movements of the pQinting. device are echoed on the
screen by movements of the cursor, creating a simple, intuitive way to navigate
a computer's GUI. Other pointing devices are:
• Trackball operates with a rotating metal ball inset in a small boxlike device
and does not require a desktop
• Touchpad a pressure sensitive pad that is smaller, more accurate, thinner
and is less expensive to build than a trackball
• Trackpad a small, touch- sensitive pad, usually a couple of inches square
v which acts as an alternative to a mouse onôme notebook/palmtop
computers. It works by sensing fingertip pressure
• Joystick a manual control consisting of a vertical handle that can move
freely in two directions; used as an input device to computers or to devices
controlled by computers. •
• Touch Screen a type of display screen that has a touch-sensitive transparent
panel covering the screen. Instead of using a pointing device, .you can use
your finger to point directly to objects on the screen. This is used nowadays
in tablet pcs. television sets and even cell phones.
• Light Pen utilizes a light-sensitive detector to select objects on a display
screen
•--- Stylus a pointing device shaped like a pen. You use this with a digitizing
-------—tablet or touch screen.
Imaging and Video input devices

Video input devices are used to digitize images or video from the outside world
Into the computer. The information can be stored in a-multitude, of formats
depending on the user's requirement.
• Webcam
• "Image scanner •
• Fingerprint scanner
• 8arcode reader
• Digitizing Tablet .
• 3D scanner
• Laser rangefinder ' . ■ '
• Optical Character Recognifion ----------
• Optical Mark Reader
• Voice-Recognition System
Audio input devices

Audio devices are used to either capture or create sound. In some cases,
an audio output device can be used as an input device, in order to capture
produced sound.
• Microphone
• MIDI keyboard or other digital musical instrument
Output Devices
An output device displays information on a screen, .creates printed copies or
generates sounds A monitor, printer and speakers are examples of output
devices.
Monitors and Displays

• Shows the processed information on a screen
o A monitor uses a picture tube like a television with the image displayed
on the front of the tube, which is called the screen
o Displays are flat and use plasma, LCD, LED, active-matrix, or some
other technology
D r. A lice D. D io q u in o
Ln£r..;'.ia‘:iiOi. co O>oipucers
• Monitors used to be called Cathode Ray Tqpes (CRTs) because of the

picture tube which was a large vacuum tube. • ;
• A monitor or display produces a soft copy. When the device is turned off
the information disappears. • . '
• Monitors are rapidly being replaced by flat panel or ICO monitors.
Printers - prnrtunp. fl hard mpuJaimypatipri as printout). The information is

"printed on paper and can be used when the device is off.
• Dot-matrix printers use metai pins to strike an inked ribbon to make dots
on a piece of paper- -.....
• Ink jet printers (non-impact printer) - use drops of magnetic ink to produce
dots on a page to produce text or images
• Laser printers (non-impact printer) - a Jaser or LEDS make dots on a light
sensitive drum. A toner (very tiny particles of plastic) sticks to the drum
where the dots are made. The paper is pressed against the drum and the
toner is placed on the paper. The paper is then heated and the toner melts
into the paper.
Plotter a device that draws pictures on paper based on commands from a

computer. Plotters differ from printers in that they draw lines using a pen. As a
result they can produce continuous .lines
Input/Output Devices
These are pieces of hardware that is used for both providing information and
receiving information.
• disk Drive reads and writes information on it
• Hard Disk Drive a rigid magnetic disk mounted permanently in a drive unit
• Optical Disk a direct - access<iisk which has recorded informationon it with
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
PfIU LET Reviewer 4 0 9 1

b u ro cu ctio fi to C om puter:
Speakers
• Used to output sound.
Parts of the System Unit .
Motherboard - is the main circuit board of a microprocessor. It is also Known

as the main board or system board.
Central Processing Unit (CPU) - is the central electronic chip that determines
the processing measured10hertz (one cycle
per second), it has three basic parts:
• The Arithmetic Logic Unit (ALU) -does all the arithmetical and logical
operations df the computer
« The Control Unit - directs the flow of information into the CPU and or/
memory or storage and controls the instructions the CPU wili do next.
• Registers - used to store data and instructions inside the processor.
Memory - consists of silicon chips, usually uses either VLS or VLSI technology
to create the chips. There are two forms of memory:
• Read Only Memory (ROM) - stores information which is used by the CPU.
o it can also hold programs that are directly accessed by the CPU,
o The instructions cannot beerasednor altered,
o These instructions are built into the. electronic circuits of the chips and
^ ■called firmware. ________
o The instructions in the ROM are nonvolatile. They stay'there even
wlien the computer is Wrt§3T5ff:~’ — ~----------------
o Access to information is either random or sequential access:
• Randonraccess means that any piece of information in the ROM
can lie accessed at any given time without accessing other
informati&n first.
G enera! E ducation
• The other kind of access is sequential access.

• Random Access Memory (RAM)
o The instructions here are constantly changing, depending on the needs
of the CPU:
o Instructions are volatile. When -the computer is turned off, the
information in the RAM disappears.
° Hence, the information in the RAM needs to be saved to a secondary
storage device before the computer is turned off.
o Access to information is random access.
• Computer data storage, often called storage or memory, refers to computer
components, devices, and recording media that retain digital data used for
computing for some interval of time. Computer data storage provides one
of the core functions of the metJern computer, that of information retention.
• Other forms of fast but temporary storage today more commonly refers
to mass storage - optical discs, forms of magnetic storage like hard
disks, and other types slower than RAM, but of a more permanent nature.
Historically, memory and storage were respectively called primary storage
and secondary storage.
• The computer stores information as a string of zeros (0) andones (1)
o Hie standard string length iseight 0's or 1’s in arow called a byte
o A byte equals one character ( a letter, number or symbol)
° There are 256-standard characters used by almost all computers
Megabytes, Gigabytes, Terabytes*. What Are They?

These terms are usually used in the world of computing to describe disk space,
or data storage spaee, and system memory. .
o 1 Kilobyte (KB} = 1024 bytes - ..
° 1 megabyte (MB) = 10Q0 KB
° i gigabyte (GB) = 1000 MB
o 1 terabyte ‘ = 1000 GB
* « Hard Drive is the primary device that a computer uses to store
. information. It stores programs, data files, saves and organizes
files. It is usually located inside the computer case, although there
are now USB drives which are connected externally. The hard drive
magnetically stores data on stacks of rotating disks called platters.
____ « Floppy drive-storesand retrieves information on a floppy disk
• CD/DVD ROM drive - a device that reads information stored on a disc
• US8 (Universal Serial Bus) flash drive - also known as Pen Drive is the
nexi revolution in secondary portable storage device. Initially emerged
with couple of MB storage capacity, it quickly gained attraction due
to its solid state rugged construction, being very handy and can now
accommodate large capacity of files and its capability of being used on
any computer equipped with USB port.
• Zip drive - a removable disk that holds a large amount of information. .
It can be used to archive and protect large amount of data.
Communication Devices
’ For communication to take place between two people from widely different
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.
An interface Is usually provided by a card which contains ports for .input and
output devices, plus processing and memory microchips. In effect it translates
one form of communication from an external input device into that which can
be understood by the computer and then, if necessary, into another that can
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.
Dr. A lice D. D ioquino

Hers are some common e’xamples:,
MODEM (MODulator-DEModulator) - needed for Internet, email, fax and video
conferencing communipations using telephone cables. It converts-outQoifin
' digital signals from-the-eompotennto anaiogueûSotones which can travel
along the telephone wires. anriihe-w ef^forirrcorflino sioriais!
Sound Card - for music or speech from programs, CD'-ROMs, and microphone.
It usually includes a MIDI interface for input from musicaljnstrurrients.
MIDI (Musical Instrument Digital Interface) - needed to connect musical

instruments to a computer so that the music played can be stored as a file,
displayed on screen, edited, printed or played back.
Network Card - enables the computer to communicate with other computers

linked together by cable through the interface. Used for shared storage of
programs and work files, and for sharing printers.
Peripheral devices - an^ piece of Hardware attached to a computer. A few

examples of peripheral devices are scanners, printers, and digital cameras.
Computer software or just software is a general term used to describe a

collection of computer programs, procedures and documentation that perform
some tasks on a computer system. This provides instructions that tell the
computer how to operate. Software also includes video games and the logic
systems of modern consumer devices such as automobiles, televisions,
toasters, etc.
PiWJ LET R eviaw eT W I f i

In tro d u ctio n to C om puters
Types of Software .
System software
System software helps run the computer hardware and computer system. It
includes:
• device drivers
• operating systems
• servers
• utilities
• windowing systems,
" The purpose of systems software is to unburden the applications programmer

from the details of the particular computer complex being used, including such
accessory devices as communications, printers, readers, displays, keyboards,
etc. And also to partition, the computer's resources such as memory and
processor time in a safe and stable manner.
Programming software
Programming software usually provides tools to assist a programmer in writing
computer programs, and software using different programming languages in a
more convenient way. The tools include:
• compilers
—... • debuggers- ...
• interpreters
-* linkers
------ •— texfedttore------------------- ::
An Integrated development environment (IDE) is a single application that ‘

attempts to manage all these functions.
G eneral Educacior
Application software
Application software allows end users to accomplish one or more specific (not
directly computer development related) tasks. Typical applications include:
• industrial automation
• business software
• computer games
• telecommunications, (ie the internet and everything that flows on it)
• databases
• educational software
• medical software
Ways of acquiring software:
public domain software are programs that are uncopyrighted because their
authors intended to share them with everyone else are in the public domain.
Programs in the public domain can be used without restriction as components
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'
Shareware is software that is .distributed free on a trial basis with the

understanding that the user may need or want to pay for it later. Some
software developers offer a shareware version of their program with a built-
in expiration date (after 30 days, the user can no longer get access to the
program). Other shareware (sometimes called liteware) is offered with certain
capabilities disabled as an enticement to buy the complete version'of the
program. Programming that is offered at no cost is called freeware. However, it
‘ is copyrighted so that you can’t incorporate its programming into anything ytf’u"
. may be developing. Free to use and make copies of. Cannot be changed or
csed in another program without the copyright holder’s permission.
•A I
Commercial software requires payment before it can be used, but includes all
the programs features, with no restrictions or time limits. Commercial software
programs typically come In a physical box. which is what you see displayed in
retail stores. While it's trye that the software boxes are not-as big as they used
to be, they still contain the software CD or DVD and usually a "getting started".
— manoaTaiong with a registration key used for registering the product. Most
rnmmaic ioi .p.nftw wfff mnramt; ask that the user to register the program so the
company-can keep track of its authorized users. Some commercial software
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
days. While most commercial software programs are sold in the physical box,
many software titles are now available as downloads. These downloads are
typically made available from-the company's website. The user pays for the
program directly on the website and instead of receiving the software in the
mail, the user downloads it to his computer. Another popular-way of purchasing
commercial software online is simply paying for a registration key, which
unlocks the features of a shareware program. This upgrades the shareware
program to the commercial version, which removes any feature limitations fsem
the shareware version.
Computer Security Ethics and Privacy

— -Today; many people rely on computers to do homework, work, and create or
store useful information. Therefore, it is important for the information on the
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
abuse. For example, it is crucial for businesses to keep information they, have
secure so (hat hackers cannot access the information. Home users also need to
take means to make sure that their credit card numbers are secure when they
are participating in online transactions.
.*:rvouuc:iott :o Computer:*
- A computer security risk is any action that could cause lost-of information,
software, data, processing incompatibilities, or cause damage to computer
hardware, a lot of these are planned to do damage. 'An intentionaLlaeact-ifl-—
computer security is known as a co m p iM T jffi^h ich is slightly different
from a cybercrime. A cybercrime is knownasillegaftictrbasecron the Internet. 7
There are several distinct categories for people that cause cybercrimes, and
they are referred as hacker, cracker, cyberterrorist, cyberbully, cyberextortionist,.....
unethical employee, script kiddie and corporate spy......
' The term hacker was actually known as a good word but now it has a very
negative view. A hacker is defined as. someone who accesses a computer or •
computer network unlawfully. They often claim that they do this to find leaks
in the security of a network. The term cracker has never been associated
with something positive this refers to someone who intentionally accesses a
computer or computer network for evil reasons. They access, with the intent
of destroying, or stealing information. Both crackers and hackers are very
advanced with network skills.
A cyberterrorist is someone who uses a computer-ne^rtf-oHhrinternC tg r~ ~

destroy computers for political reasons. A cyperextortionist' is someone who
uses emails as an offensive force. They would usually send a company a very
threatening email stating that they will release some confidential information,
exploit a security leak, or launch an attack that will harm a company’s network.
An unethical employee is an employee that illegally accesses their-company’s

network for'numerous reasons. One could be the money they can get from
selling top secret information, or some may be bitter and want revenge. A script
kiddie is someone who is like a cracker because they may have the intentions
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
'has extremely high computer and network skills and is hired to break into‘a
specific computer or computer network to steal or delete data and information.
Shady companies hire these type of people in a practice known as corporate
espionage. They do this to gain an advantage, over their competition an illegal
practice. Business and home users must do their best to protect or safeguard
their computers from security risks.
The typical network attacks that puts computers at risk includes viruses,
worms, spoofing, Trojan horses, and denial of service attacks. Every
------ unprotected computer is’vulnerable to a computer virus which is a potentially
Harming computer program that infects a computer negatively and altering
the way the computer operates without the user's consent. Once the virus is
in the computer it can spread throughout infecting other files andpotentially
damaging the operating system itself. It’s similar to a bacteria virus that infects
humans because it gets into the body through small openings and can spread
to other parts of the body and can cause some damage. The similarity is, the
best way to avoid is preparation.
A computer worm is a program that repeatedly copies itself and is very similar
to a computer virus. However the difference is that a virus needs to attach itself
to an executable file and become a part of it. A computer worm doesn’t need
to do that. It sends copies to itself and to other networks and eats up a lot of
bandwidth. A Trojan Horse named after the famous Greek myth and is used
to describe a program that secretly hides and actually looks like a legitimate
------- progranrbut is a fake. A certain action usually triggers the Trojan horse, and
____ iM ie m is e s and worms they don’t replicate itself. Computer viruses, worms,
and Trojan horses are all classified as malicious-logic programs which are just
programs that deliberately harm a computer. You know when a computer is
infected by a virus, worm, or Trojan horse if one or more of these acts happen:
LET R eview er
G e n e ra ) E d u c a tio n '
j l ---------------- ■
• Screen shots of weird messages or pictures appear.

•• You have less available memory then you expected
• Music or sounds plays randomly.
« Files get corrupted
• Programs or files don’t work properly
• Unknown files or programs randomly appear
• System properties fluctuate
Computer viruses, worms, and Trojan horses deliver their payload or instructions
through common ways. _______ -___ —
• when an individual runs an infected program so if you download a lot
of things you should always scan the files before executing, especially
executable files.
• when an individual runs an infected program.
• when an individual boots a computer with an infected drive
• when it connects an unprotected computer to a network.
• when one opens an unsecured email attachment.
Intellectual Property
• Intellectual property refers to creations of the mind: inventions, literary and
artistic works, and symbols, names, images, and designsjjsed in commerce.
• Intellectual property is divided into two categories: Industrial property, which
includes inventions (patents), trademarks, industrial designs, and geographic
indications of source; and Copyright, which includes literary and artistic
works such as novels, poems and plays, films, musical works, artistic works
designs. Rights related to copyright include those of performing artists in

their performances, producers of phonograms in their recordings, and those
of broadcasters in their radio and television programs. , .
Genera* r.uucadors
Computer Ethics • . _ .
Ethics is a set of moral principles that govern the behavior of & group or
individual. Therefore, computer ethics is set of moral principles that regulate the
use of computers. Some common issues of computer ethics include intellectual
property rights (such as copyrighted electronic content), privacy concerns, and
and multilayered. Teachers can tieip society by practicing e'thical computer use,
avoidingToffware piracy, and providing direct instruction on ethical computing
practices.
INTERNET
The Internet, sometimes called simply "the Net,” is a worldwide system of computer'
networks - a network of networks in which users at any one computer can, if they
have permission, get information.from any other computer (and sometimes talk
directly to users at other computers).
Why do users access the Internet?

1. Communications
2. information
3. Shopping ——------ ~ — —■ -
4. banking
5. Online classes
6. entertainment
What is the Web? '

» Billions of documents, called Web pages, available to anyone connected to the
Internet - •
Or. Alice D. Dioquino

A Web site is a collection -of related Web pages
A Web page contains text, graphics, sound. ••/ideo..ana.::nks to other Web
pages
You can share information oy creating Web pages or posting photos on a
photo sharing community _ _
A Web browser, is a software application used to locate and display Web pages."
The two most popular browsers are Microsoft Internet Explorer and Firefox. Both of
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.
Search engine - A program that searches documents for specified keywords

and returns a list of the documents where the keywords were found. Although
search engine is really a general class of programs, the term is often used to
specifically describe systems like Google, Alta Vista and Excite that enable users
to search for documents on the World Wide Web and USENET newsgroups.
Directories - like yaboo, uses human editors to place the site into a hierarchy or
outline of topics so that users can find it by selecting the appropriate category.
URL (Uniform Resource Locator) - is the gtobat address of documents and

other resources on the World Wide Web.
' 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
the IP address or the domain name where the resource is located. The protocol
identifier and the resource name are separated by a colon and two forward
slashes.
PNU LET SsviestHMT

w
Servers
Laptops
I
Phones
Cloud Computing .
fje n e ra i E d u c a tio n •
Cloud Computing _ r
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
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-
services with a user's data, software and computation.
Google Apps is a cloud-based productivity suite that helps you and your team
connect and get work done from anywhere on any device. It's simple to setup, use
and manage, allowing you to work smarter and focus on what really matters.
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
comes from the use of a cloud-shaped symbol as an abstraction for the complex
infrastructure it contains in system diagrams. Cloud computing entrusts remote
services with a user's data, software and computation.
World Wide Web (www) - refers to al? the publicly accessible web sites in
the world, in addition to other information sources that web browsers can
access. These other sources include FTPsites, USENET-newsgroups and a few
surviving Gopher sites.
Email - Short for electronic mail, the transmission of messages over

communications networks. The messages can be notes entered from the
. keyboard or electronic files stored on disk. - •
Dr, Alice D. Dioquino

• : j ; r r o t i u c : i o r co C o m p a c t .
What is a network? .
A.social networking service is an online service, platform, or site that focuses on

facilitating the building of social networks or social relations among people who, for
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
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
and instant messaging. Online community services are sometimes considered
as a social network service, though in a broader sense, social network service
usually means an individual-cantered service whereas online community services
are group-centered. Social networking sites allow users to share ideas, activities,
events, and interests within their individual networks.
Advantages of Using Computers

• Speed
• Reliability
• - Consistency ’’ "
• Storage and
• Communication
Disadvantages:
• Violation of Privacy
• Irrptct on the labor Force
• Health Risks
• Impact on the Environment ' '
PHD LSI Seviewsr E i f i

In troduction to C om puters
What are some examples of computer applications in society?

• Education
• Finance
• Government
• Healthcare •
• Science
• Publishing
, « Travel
. • Industry
Computer Applications in Education
'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
General Education
Educational Research - Computers are used widely in educational research.

Educational research includes functions relating to information gathering and
processing. The teacher/researcher may examine student performance data
in new and revealing ways. Bibliographic citations of studies performed by
educators around the world can be acquired and perused "from the desktop
computer.
■v *
'•«:,VW£*-y-'V‘
Direction: Read eacn item carefully then choose the letter of the best of-the
answer. ------- —----------—
1. What two things did George Booie invent?

A. a punch card machine
B. C programming code .............. .
C. Logic and Boolean Algebra
0. the search engines
2. What do punch cards do?
A. give someone a horse
B. Store data as small holes on a piece of paper
C. Quench your thirst
D. Provide written code for the Altair
3. Whai did Steve Jacobs introduce in the computer world? ,
A. laptop
B. netfrook
C. ipad ____
0 . tablet PC ....—
4. Who is the high-tech mogul who appeared on'a 1995 cover of Time magazine
headlined as “Master of the Universe”?
A. Bill Gates
B. Steve Jobs
• C. Paul Allen .
D. Douglas Engelbart
D r. Alice D. p:oqt>Mi>>
f ! r ; \ > J a c T .o n C ^n i p p e r s
• *
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 -
C, Extra Terrestjal _ '
D." Twilight Saga
^r-W ta tT ra sT rirfir§ f fast-food restaurant to offer patrons free-20 minutes of
Internet time?
A. Burger King
■ B. J6!ibee
C. McDonald’s
D. Starbucks
7. What do you cail the board that forms the foundation of your computer?
A\ motherboard
B. ROM
C. main memory
D. RAM
8 .. How is RAM speed measured? ■ . <
A. bytes
8. megabytes
— Cr-hertz— .■
D. gigabytes
9. The word processor is an example of what types of software?
A. application software
B. operating systems software
C. systems software .
D. utilities •
P'JU ISTSevievi/er HE
in tro d u ctio n to Computer:-:
10'. Which of the following hardware devices acts as the intermediary between a
computer arid the phone system?
A. modem
B. speaker
C. keyboard
D. hard disk
11. Which is the standard input device that accepts letters, numbers and
commands from the user?
A. keyboard
B. digital camera ...... ...."•................ '
C. scanner
D. mouse
12. Which of the following refers to the transmission of messages over
communications networks?
A. email
B. WAN
• C. LAN
D. networks
13. Fourth generation computing devices, are based on what?
A. IC
B. vacuum tubes
C. LSI ..... .......... .............
D. transistors
14. Which of the following enables the computer to communicate with other
computers linked together by cable through the interface?
A. network card • ----------------------=----- :------------------------------------------
8. internet
C. LAN.
D. intran.et
G eneral Education
15. This is the biggest in size, the most expensive in price tnan any other
computers. Different industries also use this huge computer for designing
their products. Which classification of computer is referred to?
A. minicomputers . . .
B. super computers
C. personal computers
D. mainframe computers
16. Which of the following is equivalent to one character?
A. kilobyte
B. byte
C. megabyte
D. gigabyte _ „
•17. What software helps run the computer hardware and computer system? •
A. operating system
B. utilities
C. application software
D. system software
18. What do you call someone who accesses a computer or computer network
unlawfully?
A. hacker
B. unethical employee
C. cyber extortionist '
D. script kiddie
19. What is the latest portable storage device which can have as much as 8
gigabytes memory?
“ A! "'thumb drive
B. CD '
C. floppy drive
D..DVD
20. Which program repeatedly copiesitseifandisvery similar to
virus? ' .
A. trojan horse
B. virus . •
C. computer worm
D. freeware '
21. Which electronic machine cantakeinstructions,andperform compu
........ 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

2'5. What is the meaning .of URL?
A. Uniform Reading Locator ■
B. Unidentified Reading Location
C. Uniform Resource Locator
D. Unidentified Resource Locator
PfJli lET B evfew er

Introduction to C om puters
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
1' Who invented the disk drive?

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

Thinking S kills ' . "
Part II Part III £acUl........ ..... Part III

1.- r .— ET“ . 1. A 1. 0- .
2. B 2. A 2. C 2. D
3. A 3. C 3.... - C 3. C -
4. D 4. D • 4. B 4. A
5. A 5. B 5. D 5. e
6. 0 6. C 6. D 6. C
7. A 7. B 7. B 7., B
8. 0 8. A ■ 8. C 8. D
9. 0 9. B 9. 8 9. C
10. 0 10. B 10. D 10. A
11. 0 11. C 11. D 11. D
12. A 12. c • 12. D 12. A
13. A- 13. C 13. A 13. B
14. D 14. c 14. .0 14. C
15. D 15. B .1 5 - c. 15. 0
16. B - 1 6 .-X --------- . . . .
16. C 16. A
17. C 17. B 17. A 17. C
18. D 18. C 18. B 18. B
19. A 19. B 19. B 19. C
20. A 20. D 20. A 20. B
21. A- 21. B 21. C 21. B
22. D - 22. A 22. B 22. A
23. C • 23. A 23. D 23. D
24. D 24. A 24. B 24. C
25. B 125. 0 L25. B 25. A
E nglish-S peech and Oral English-P hiiippine Literature__
C om m unication . "‘ '
Part li Part III Part II Part III

1. D 1. • C 1. C 1. D
2. C 2. D 2. A 2. C
3. C 3. ' C 3. D 3. c
4. A 4. B 4. B 4. B
5. 0 5. A . 5. A 5. B
6. B 6. C 6. 0 6. D ‘
7. B 7. B 7. C 7. A'
8. B 8. B • 8. B 8. A
9. ' C 9. A 9. A 9. 0
10. B 10. B \ 10. C 10. A
11. B 11. C 11. B 11. B ’
12. A 42. 0 - 12. D 12. C
13. C 13. D 13. C 13. c
14. 0 14. C . 14. A 14. 0
15. 0 - 15. B 15. D 15. A
16, A 16. C 16. C 16. B
17. B 17. C 17. B 17. B
18. C 18. C 18. B 18. C
19. B 19. A 19. A 19. A ’
20. 0 20. D 20. D 20. D .
21- A ■ 21. A • 21. A 21. B
22, A 22. 8- 22. B 22. D
23. B 23. 0 23. A 23. B
24. D 24. B 24. .0 24. A , •
25. C 25. 0 25. a 25. D
PNU LET Ravi

English- F iiip ino -
W orld L iterature K om unikasyon sa
A kadem ikong Filipino
Part II Part III Part II Part III
1. e 1. C 1. C 1. C
2. A 2. D 2. D 2. D
3. B 3, A 3. B 3. A
4. A 4. D 4. C 4. B
5. D 5. A 5. 0 5. - 0 _
6. C 6. C 6. C 6. B
7. A 7. _B 7. "V B 7. C
8. B 8. A 8. D 8. A
9. C 9. C 9. B 9. A.
10. D 10. 0 10. C 10. A
11. A 11. C 11. 0 11. D
12. B 12. A 12. B 12. A
13. A 13. B 13. • 0. 13. B
14. C 14. D 14. A 14. C
15. B 15. B 15. A 15. C
16. D 16. C 16. C 16.. A.
17. A 17. A 17. D 17. A
18. C 18. D 18. D 18. B.
19. B 19. B 19. B 19. A
20. A 20. C 20. A 20.' B
21. C 21. B - 21. B' 21. B
22. A 22. A 22. ' 4 22. C
23. B • 23. C 23. D 23. D
24. A 24, D 24. B . 24. A
25. 0 25. A 25. C 25. D
Filipino- ' Filipino-
P a g b a s a a t P agsulat tu n g o . M asining na P a g p a p a h a yag
s a Pananaliksik .
1. 0,8, A 1. 0 1. C 1. A
2. A 2. 8 2. B 2. B
3. D 3. B 3. 0 3. A
4. A. A,B 4. _D ____ 4. D 4. D
5. B. B.A,B,B 5 r- -~k----------- •5— —D— — 5. 0
6. D 6. A 6. A • 6. A
7. * B 7. D 7. B v . .. . 7. B
8. C' 8. C 8. A 8. C
9. B 9. C 9. D 9. D
10. C 10. A 10. A . 10. B
11. A 11. C 11. B 11. B
12. A 12. D 12. D 12. C
13. B 13. C 13. A 13. D
14. 0 14. C. A. e.D 14. A 14. D
15. A 15. A, B 15. D 15. B .
16. A 16. A 16. C 16. B
17. r» 0 : • - ---- 17. 0----------- 17. D 17. C
18. E 18. V r-- 18. A 18. A
19. C- 19- B 19. 0 19. A
20. ' ~B • -26~ -e ------------ ------ •20.— B—— -. • 20. D
21... . R 21. B 21- B 21. B
22. A 22. c 22. C 22. C
23, T) 23. D ■ 23. 0 23. D
24. B 24. D.D.B 24. A 24. B
25. D . • 25. D. C, A, A 25. c 25. A
M athem atics-Fundam entals of M athem atics
Part II Part III

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-------
3. B 13. 0 23.- -e-— X~n r 13. 23. A
4. B 14. C 24. B 4. ,o 14. B 24. Q
5. C 15. B 25. A 5. A 15. rv ....
• 25- 8 -
6. C 16. B 26. 8 6. 3 16. A ; 26. c-
7. A 17. 0 27. C 7. C 17. 0 27. A -
8. A 18. B ' 28. A 8. D 18. 0 28. B
9. D 19. A 29. C 9. C 19. c 29. A
10. C 20. D 30, A 10. B 20. D 30. 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
Part li Part III

1. B . 13. C 25. 0 1. D 13. B
25. A
2. . D 14. D 26. A 2. B 14. 0
26. 0
3. B 15. C 27. C - 3 r-- f r ------
i n . - k 0
4. D 16. D 28. A 4. D 16. C 28, A
5. A 17. 0 29. c - 5. C 17. A 29. 0
6. C 18. B . 30. c 6. B 18. B 307
7. D 19. A 31. B 7. B 19. D ' 31. C ~
8. A 20. B 32. D 8. A ■ 20. B 32. D
9. A 21. B 33. A 9. 0 21. B • 33. A
10. A 22. D 34. B 10. B 22. A- 34. 8
11. 0 23. 0 35. D 11. r
V 23. C 35. C
12. D 24. A 12. B ■ 24. B
N atural Science ■ Social S c ience-
Politics and G overnance with
tfSe Philippine Constitution
. Part II Part III' Part II Part III
1. C 1. C 1. D 1. D
2. L> 2. A 2. D 2. A .
3. r
O 3. s 3. 8 3. A
4. U 4. B 4. 6 4. o
5. A 5. B 5. D 5.. A
6. e 6. C 6. D 8. 8
1: B 7. 0 7. A 7. 8
8. B - 8. C B. B 8. B
9. 0 . 9. c ■ 9. C 9. B
10. B 10. B 10. B 10, 0
11. c 11. B 11. D 11. D
12. D 12. C 12f 8 12. B
13. C 13. C 13. C 13. C
14. 0 14. C . 14. A 14. C
15. c 15. C 15. A 15. C
16. B 16. D 16. A 16. B
17. c 17. C 17. 8 17. A
18. c 18. A 18. 0 18. c
19. uA 19. r*V . 19. 0 19. 0
20. A 20. D 20. 0 20. A
21. D 21. .0 - 21. B 21. L
22. c 22. D • 22. c • 22. c
23. c . 23. 8 . 23. C 23. 8
24. 0 24. A- 24. 8 24. C
25. A 25. .8 • 25. D 25. B *
F?JU LET R eview er f i r & l

Answer' ICevs
Social S c ie n c e - Social S c ie n c e -
Philippine H istory Basic E c o n o m ics
with A grarian R e fo rm
1. B 1. C 1. A 1. B
2. C 2. A 2. C 2. A
3. B 3". B 3. C 3. A
4. B 4. D 4. C 4. B. ..........
5. A 5. C 5. A . 5. A
6. -* c _« 6. D 6. D 6. C
7. D 7. D 7. D 7. A
8. C 8. D 8. D 8. A
9. B 9. C 9. B 9. C
10. B 10. B • 10. B 10. B
11. C 11. 0 11. D 11. A
12. D 12. B 12. A 12. A
13. B 13. C 13. B 13. A
14. C 14. C 14. •C 14. C
15. A 15. D 15. B 15. B
16. D ' 16. B 16. D 16. c - .
17. D 17. A 17. B 17. C
18. A 18. B 18. A 18. D
19. A 19. C 19. D 1£L__D ..
20. A 20. C 20. B 20. D
21. A 21. A. 21. A ' ........ 21. "A....
22. B 22. C ' 22. C 22. B
.23. D 23.. A • 23. . A 23. C
24. C 24. D 24. C 24. C
25. B 25. C 25. B . 25. t C -
f ^ : j pVt; LET Reviewer

G eneral E ducation
Social S cien ce- 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
w ith Fam ily P la n n in g ' other H eroes a n d H e ro in es .
Part II Part HI Part II Part III
1. C 1.' B 1. B 1. A
2. C 2. 0 2. D 2. C
3. D 3. C 3. C 3. C
4. u 4. D 4. A 4. C
5. D 5. A 5. A 5. B
6. B 6. B 6. B 6. B
7. A 7. v D 7. 0 7. B ^
8. C 8. A 8. A 8. A '
9. B 9. C 9. B 9. D
10. 0 10. B 10. A 10. B
11. A 11. B. 11. D 11. C
12/ A 12. A 12. C 12. C
13. B 13. D 13. C 13. B
14. C 14. C 14. C 14. C
15. A 15. 0 15. B 15. A
16. c . 16. c 16. B 16. D
17. A 17. D 17. 0 17. A
18. D 18. D 18. A 18. B
19. B 19. C 19. A 19. C
20. A 20. B’ 20. B 20. C
c j. H 21. -G ------ 21-. A 21. D. •
22. C 22. C 22. C 22. C
23. c • • 23. D 23. D 23. A
24. B 24. A 24. D 24. B
25. B 25. A 25. D 25. 0
So cial Science- Social S cience-
Philosophy Introduction to Hum anities:
A ppreciation o f the Arts
Part II Part III Part II Part 111
1. C 1. A 1. A • ir u
2. A 2. B 2. C 2. C
3.- A 3. A 3. 0 3. C .
4. B 4. A 4. A 4. ■C
5. B 5. D' 5. C 5. C
6. A 6. C 6. D: 6. D
7. C 7. c 7. B 7. B
8. D 8. c 8. B 8. D
9. A 9. A 9. c- • 9. C
10. B 10. C 10. C 10. B
11. C 11. A 11. A 11. B
12. 0 12. C 12. B 12. 8
13. B 13. C 13. 0 13. B
14. C 14. A" - 14. A 14. 8"
15. ’O 1-15. 8 15. B 15. B
16. D 16. C 16. B 16. d— IT
17. D 17. B 17. C 17. D
18. C 18. A 18. B 18. B
19. B J9. A 19. A 19. 0
20. 0 20. B 20. D 20. A
21. A 21. B 21. 8
22. B 22. A 22. 8
23. D 23. C 23: B
24. B 24. C 24. A
25. A 25. B 25. D
Answer K i’-'s
Social S cience- IC T -
Psychology Introduction to C o m p u ters
P a i t L ----------- Partlll-------- Part II P artlll -

1. D . 1. A 1. r>
V 1. C
2. 8 2. A 2. B 2. C
3. C............. 37 C •3. C ' 3. A
4. B 4. B 4. A 4. 8
5. C 5. 8 5. A 5. 8
6. A 6. A 6. A 6. D
7, D 7. C 7. A 7. C
8. C 8. D 8. •c 8. 8
9. c 9. 8 9. A 9. A
10. D 10. 8 10. B 10. B
11. 8 11. A 11. A 11. A
12'. D 12. 8. 12. A 12. 8
13. 8 13. A 13. C 13. B
14. B 14. A 14. A 14. 8
15. D________ -15,- C 15. 8 15. A
16r- o------------ 16. C 16. .8 16. A
17. C 17. A 17. A 17. B
18. C 18. B 18. A 18. A
19. C 19. D 19. A 19. B
20. A 20. B 20. C 2a A
21. A 21. B 21. B 21. D
22. A ‘ 22. C 22. C 22. A
23. A 23. B 23. B 23. A '
24. D. 24. 0 24. 8 24. B
25. 0 25. A 25. C . • 25. C
M Reviewer 429

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Table of Contents

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)

Apply study and critical reading skills

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

PNU LET Reviewer M W

8 PNU LET Reviewer

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

PNU LET Reviewer 9

Cornell University. This method c

10 PNU LET Reviewer

e. Review On a frequent basis, review your past notes by reciting

Pr«f. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

R om an and A rabic N u m b e r D ecim al N u m b e r S ystem

D. Skimming and Scanning

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

E. Summarizing - is a method used in stating the main idea and significant

12 PNU LET Reviewer

Prof. Merry Ruth M. Gutierrez and Prof. Ma. jhona B. Acuna

Prof. M erry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

PNU LET Reviewer 13

14 PNU LET Reviewer

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

Prof. Merry Ruth M. Gutierrez and Prof, Ma. Jhona B. Acuna

PNU LET Reviewer 15

16 PNU LET Reviewer

-from 1000 Stories You Can Use by Frank Mihalic

1. What is the passage mostly about?

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

B. The camel smells the clothes.

8. What relationship is shown between education and invention?

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

PNU LET Reviewer 17

18 PNU LET Reviewer

The Cook's Prayer

Lord o f all the pots and pans and things,

17. Who is speaking in the poem? ,

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

-Excerpted from Being There byJerzy Kosinski

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

PNU LET Reviewer 19

-from Steps to College Reading by Dorothy U. Seyler

20 PNU LET Reviewer

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuiia

- from Manila Bulletin, August 2007

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

11. The ideas are arranged using______ as a pattern of organization.

PNU LET Reviewer 21

The Dangers o f Acid Rain

- from Manila Bulletin, October 2007

16. What is the average pH of rainwater?

22 PNU LET Reviewer

Prof. Merrv Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

PNU LET Reviewer

Use English accurately,

24 PNU LET Reviewer

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

2. It describes something, but there is no subject-verb relationship:

3. It may have most of the makings of a sentence but still be missing an

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

Prof. Ma. Concepcion Y. Raymundo and Prof. Ali ( I. Anudin

B. Run-on Sentences and Comma Splice