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

Table of Contents

S CIENCE • Natural S c ie n c e .......................... ..................................................2 1 6

E N G L IS H 7 • Study and Thinking Skills 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 Dr. Arscnia R. Emperado • P agbasa at Pagsulat tungo sa Pananaliksik. Dr. Arsenia R. Emperado • Masining na P agpapahayag ........................... Dr. Arsenia R. Emperado

Dr. Leticia V. Catris SOCIAL SCIEN C E • Politics and Governance

with the Philippine Constitution................................................. 2 4 4 • •

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123 140

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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)

M A T H E M A T IC S • Fundam entals o f M athem atics Atty. Antonio V. Ferrer • C ontem po rary M athem atics Dr, Gladys C. Nivera W

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Introduction to Com puters..........................................................4 0 3 Dr. Alice D. Dioquino

A N S W E R K EYS

English - Study and Thinking Skills General Education

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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 Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

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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.

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English - Study and Thinking Skills 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

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

General Education

b.

c.

d.

e.

at the pictures, charts, and diagrams. Read the wrap-up of the chapter— the summary and review questions. 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. 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 stopand-go reading. Thought time is needed in addition to reading time. Reread as often as necessary. Do “stop-and-go” reading. 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. 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?”

English - Study and Thinking Skills 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 selfrecite 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.

Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna PNU LET Reviewer

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English - Study and Thinking Skills 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 « 2 .5 ”* < ---------- 6” --------► by Walter Pauk, a lecturer at Cornell University. This method c E is used by dividing the paper in D O 1” two columns. The first column O Note-Taking is used to enter key or cue 3 Area o words while the second is the notes column (for recording ideas and facts). 4 Summaries There are six steps to Cornell 2” 1f t note-taking: 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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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

English - Study and Thinki ig Skills

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 and Letter S ystem

D ecim al N u m b e r S ystem

Title

Title 1. 2.

I. II.

2.1

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2.1.1 2 .1 .2 2 .1 .3

1. 2. a. b.

2.2 2.2,1 2 .2 .2 2 .2 .3

3. B. 1. 2. III.

2 .3 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.


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

General Education

English - Study and Thinking Skills 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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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

English - Study and Thinking Skills 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

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English - Study and Thinking Skills 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?

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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 = p = f = t =

main idea pattern of organization focus of discussion topic


General Education

English - Study and Thinking Skills

Read the entire selection to confirm if the main idea you have predicted matches the writers’ main idea. If there is a match, the purpose of your 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

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

Prof. Merry Ruth M. Gutierrez and Prof, Ma. Jhona B. Acuna

PNU LET Reviewer

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General Education

English - Study and Thinking Skills B. 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.

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

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.

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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.


English - Study and Thinking Skills 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

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General Education

English - Study and Thinking Skills 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.

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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

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English - Study and Thinking Skills 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 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.

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

-from Steps to College Reading by Dorothy U. Seyler

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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.

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

- from Manila Bulletin, August 2007


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General Education

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. 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

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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 elements D. His inventive spirit and tenacious approachtohis work 23. Why did Gutenberg borrow money from Fust? A. In order to fund his printing of the Bible B. In order to pay back loans for buying movable types C. In order to expand his printing ability D. In order to go into partnership with another printer 24. According to the author, which of the following did NOT precede Gutenberg in the use of movable type printing? 1C Fust C. Castaldi B. Koster D. The Chinese 25. Why does the author mention Koster and Castaldi? A. To bring out the superiority of previous inventors B. To show that Gutenberg had rivals C. To demonstrate that historians disagree (tT ) To broaden the scope of this discussion


PNU LET Reviewer

English - Academic Writing

General Education

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

• 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.

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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.

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. •

Dependent Words after although, though as because before

if, even if in order that since that, so that unless

when, whenever where, wherever whether which, whichever while /-

even though until who, whose how what, whatever

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.

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:

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.

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.

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.

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.

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.

Prof. Ma* Concepcion Y. Raymundo and Prof. Ali G. Anudin

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English - Academic Writing 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.

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.)

( 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.

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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


Nonparallel (Not Balanced) 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) Nonparallel (Not Balanced) 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) Nonparallel (Not Balanced) 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.

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General Education

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 timeconsuming 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.

When you connect two main clauses with a coordinating conjunction, use a comma. The pattern looks like this:

F.

Pattern 2 — Connecting two items

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.

Three patterns in writing use coordinating conjunctions. Add commas when required. Pattern 1 — Connecting two main clauses

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.

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:

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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.

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.

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.

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.

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.

The paragraph A paragraph has three parts: 1. a topic sentence 2. support sentences * 3. a conclusion

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.


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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General Education

English - Academic Writing Elements of a Strong Paragraph Strong paragraphs need to have the following elements: completeness, logical or sensible order, unity and coherence.

Illogical Order I opened the front door of my house and went inside. I walked up the front steps to my front door.

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.

Logical Order I walked up the front steps to my front door. I opened the front door of my house and went inside.

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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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 likeon 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 coherencethe 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.

To summarize, repeat, or conclude

all in all, all together, as a result, as had been 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 effect

accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, so, then, therefore, thereupon, thus, to this end, with this object

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 intensify

after all, as an illustration, certainly, even, for 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


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.

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General Education

English - Academic Writing •

• •

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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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

Descriptive Essay

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.

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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-the first instrument I taught myself how to play. It's nothing fancy, just a Madeira folk guitar, all 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.

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

Prof. Ma. Concepcion Y. Raymundo and Prof. Ali Ci. Anudin

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English - Academic Writing Process Essay • •

Point-by-Point or Alternating Arrangement

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)

I.

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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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


English - Academic W riting

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.

•

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.

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


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English - Academic Writing P A R T II.- A N A L Y Z IN G T E S T IT E M S

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^

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

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.

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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

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English - Academic Writing 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?


English - Academic Writing 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’

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English - Academic Writing 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

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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 notes of introduction. D. The speaker he was too excited to sit while the announcer tumbled for his notes of introduction. 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

English - Academic Writing 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

English - Academic Writing 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.

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.

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

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PNU LET Reviewer


English - Speech and Oral Communication

General Education

Speech and Oral Communication Prepared by: Prof. Alice M. Karaait and Prof. Maria Teresa L. Manicio

Competencies:

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

Use English accurately, meaningfully and appropriately in oral discourse

SIMPLE PRESENT (verb + -s/-es) - singular subject (verb, base form) - plural subject

-

SIMPLE PAST (Verb + -d/-ed)

-

-

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

MEANING

EXAMPLES

expresses events or situations that exist always, usually and habitually

a. It snows in Alaska.

an action happened at one particular time in the past.

a. It snowed in Alaska last year.

b. Edbert and Kyle watch television every day.

It began and ended at a specific time in the past.

b. Edbert and Kyle watched television last night.

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General Education

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 (am/is/are + V-ing)

-

Past Progressive (was/were + V-ing)

-

Future Progressive (will/shall + be + V-ing)

-

an action began in the past, is in progress at the at the present time, and probably will continue

a. Beth is sleeping right now.

an action began before and was in progress at a particular time in the past.

b. Beth was sleeping when I arrived.

an action will begin before another action, and it will be in progress at a particular time in the future

c. Beth will be sleeping when we arrive.

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Present Perfect (has/have + V-en (past participle)

-

-

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)

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• PERFECT The perfect aspects all give the idea that one thing happened before another time or event. an action happened sometime before now at an unspecified time in the past. The exact time is not important. (Adverbs like ever, never, already, yet, still and just are frequently used with the present perfect)

a. Gary has already eaten. b. 1have been here since seven o’clock. c.

1have known him for many years.

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 (had + V-en (past participle)

-

an action was completely finished before another activity or time in the past.

a. Gary had already eaten when his friend arrived.

Future Perfect (will/shall + have + V-en (past participle)

-

an action will be completely finished before another time in the future.

b. Gary will already have eaten when his friend arrives.


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 Progressive (has/have + been + V-ing)

-

Past Perfect Progressive (had + been + V ing)

-

Future Perfect Progressive (will have + been + V-ing)

-

an event is in progress. It happened before now up to now.

a. Abet has been delivering the speech for 30 minutes now.

emphasizes the duration of an activity that was in progress before another activity or time in the past.

b. Abet had been delivering the speech for 30 minutes before the President arrived.

an event is in progress. It happened before another event in the future and will last for a particular period of time

c. Abet will have been delivering the speech for 30 minutes by the time the President arrives.

Common Stative Verbs EMOTIONAL STATE

POSSESSION

SENSE PERCEPTIONS

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

MENTAL STATE

OTHER EXISTING STATES

care astonish

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.’’)

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.

Prof, Aikv M. Kar, an and Prof. Maria Teresa L. Manicio

PNU LET Reviewer

General Education

English - Speech and Oral Communication e.g.

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:

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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. PNU LET Reviewer

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.

English - Speech and Oral Communication 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

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

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

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General Education

English - Speech and Oral Communication 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-incharge, editors-in-chief, mayors-elect. 16. Foreign plural:

B. Order of Determiners in a Noun Phrase Core Determiner

Pre determiner

Post determiner

(Adjective)

Noun

A. Articles

Cardinal Numbers:

all

a/an

1 ,2 ,3 ...

red

school

both

the

Ordinal Numbers:

old

college

half

B. Possessive Adjectives

first, second... last

new

dormitory

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

Foreign noun

Plural Form

Foreign noun

Plural Form

C. Possessive of Names

other

Japanese

wool

larva

larvae

criterion

criteria

Ex. John’s

same

silken

silk

vertebra

vertebrae

phenomenon

phenomena

D. Demonstratives several

woollen

steel

alumnus

alumni

automaton

automata

this

single

clay

bacillus

bacilli

libretto

libretti

that

such (a)

plastic

cactus

cacti /cactuses

tempo

tempi

these

cloth

focus

foci

virtuoso

virtuosi

those

leather

48 £ PNU LET Reviewer



General Education E. Indefinite

brick

another

paper

any, each

coat

either

skirt

enough much neither no some what (a) which

PLURAL

we you they

us you them

ours yours 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.

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

SINGULAR

SUBJECT PRONOUN

OBJECT PRONOUN

POSSESSIVE PRONOUN

1 you he she it

me you her him it

mine your hers his its


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

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English - Speech and Oral Communication Superlative Comparative Irregular better best good worst worse bad least less little most more much, many furthest further far Adjectives that do not admit comparative degree according to Bryan Gamer: principal impossible absolute stationary inevitable adequate sufficient irrevocable chief main unanimous complete manifest unavoidable devoid unbroken minor entire paramount unique fatal universal perpetual final whole preferable ideal 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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General Education Origin Material Qualifier

- e.g., French, American, Canadian - e.g., woollen, metallic, wooden - 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 bad badly far (distance) far (extent) good ill late less little (amount)

Comparative worse worse farther further better worse later lesser less

Superlative worst worst farthest furthest best worst latest or last least least



General Education many much well

more more better

most most 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. PNU LET Reviewer

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General Education

English - Speech and Oral Communication 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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PNU LET Reviewer

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).

IN

USES

EXAMPLES

months, years, seasons

in December in 2009 in autumn

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 the fifth of July

ON contact with a surface AT FROM

time

at six o’clock

place as a point of orientation

at the corner

separation from a point of orientation

away from me



General Education separation from contact with a line or surface

fell off the stem

OUT OF

separation from inside of a landmark

fish out of water

BY

denotes the idea of “connection” or nearness

Stand by me

association and/or accompaniment

dinner with friends

equal standing or ability

rank with the best

manner

spoke with ease

structures space as a tunnel or channel

through the woods

duration

through the years

endurance

through thick and thin

spatial movement in any direction

walked about the room

approximation

aboutl 0 miles

concerning something

about the book

at a lower point than a landmark

under the mango tree

below

under 18

OVER

at a higher point than the landmark

over the fence

ABOVE

higher than

above average

in front of

before us

earlier than

before the year ends

at an intermediate point in relation to two entities

between you and me

OFF

WITH

THROUGH

ABOUT

UNDER

BEFORE BETWEEN


V III.

C o n ju n c tio n s /C o o rd in a tio n AND BUT YET SO FOR OR NOR

addition shows contrast but at the same time therefore because one or the other of two alternatives is true 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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General Education


Summary Chart of Modals and Similar Expressions

Frequently Used Subordinating Conjunctions after although as as if as long as as soon as as though

because before even if even though if in order that lest

now that since so that than though till unless

until when whenever where wherever while

AUXILIARY

MAY

PRESENT/FUTURE

USES polite request (only with i or we)

May 1borrow your pen?

formal permission

You may leave the room.

less than 50% certainty

(Where’s John?) He may beat the library

He may have been at the library.


(Where’s John?) He might be at the library

He might have been at the library.

polite request (rare)

Might 1borrow your pen?

advisability

1should study tonight.

1should have studied last night, but 1didn’t.

90% certainty (expectation)

She should do well on the test, (future only, not present)

She should have done well on the test.

advisability

1ought to study tonight

1ought to have studied last night, but 1didn’t.

90% certainty (expectation)

She ought to do well on the test, (future only, not present)

She ought to have done well on the test.

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.

MIGHT

SHOULD

OUGHT TO

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PAST


General Education expectation

English - Speech and Oral Communication Class is supposed to begin at 10:00.

BE unfulfilled SUPPOSED expectation TO

MUST

WILL

Class was supposed to begin at 10:00, but it didn’t begin until 10:15.

strong necessity

I m ust go to class today.

prohibition (negative)

You must not open that door.

95% certainty

Mary isn’t in class. She m ust be sick. (present only)

100% certainty

He w ill be here at 6:00.

willingness

I w ill do that for you.

polite request

Will you please close the door?

ability/ possibility I can run fa s t

CAN

COULD

(I had to go to class yesterday)

Mary must have been sick yesterday.

polite request

Could you help me?

suggestion (affirmative only)

You could talk to a doctor about your problem.

You could have talked to your doctor.


(Where’s Johnny?) He could be at home.

He could have been at home.

impossibility (negative only)

That couldn’t be true!

That could not have been true!

polite request

Would you considerthe offer?

preference

1 would rather go to the park than stay home.

I could run fast when I was a child, but now I can’t.

WOULD

inform al permission

You can use my car tomorrow.

inform al polite request

Can we talk?

unfulfilled wish

im possibility (negative only)

That can’t be true!

That can’t have been true!

1 would rather have gone to the park. When 1was a child, 1 would viol my grandparents every weekend.

repeated action in the past

polite for “want” (with like)


1 could dance well during my younger years.

past ability

1 would like an apple, please. 1 would have liked a cookie, but there were none in the kitchen. PNU LET Reviewer

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English - Speech and Oral Communication repeated action in the past USED TO

SHALL

General Education -

He used to drink beer every night. 1 used to live in the province, but now 1live in the city.

past situation that no longer exists polite question to make a suggestion

Shall 1keep the secret?

future with “i” or “we” as subject

We shall celebrate after passing the examination.

X I. B asic V erb F o rm s U sed in C O N D IT IO N A L S E N T E N C E S SITUATION

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. k f c S S i PNU LET Reviewer

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.

IF-Clause

Examples

RESULT Clause

True in the present/ future

simple present

If 1have enough time, visit simple present simple future my parents every week. (will + simple form) If 1have enough time, 1 will visit my parents next week.

Untrue in the present/ future

simple past

Would + simple form

If 1had enough time, 1 would visit my parents now.

Untrue in the past

Past perfect

would have + past participle

If 1had enough time, 1 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

English - Speech and Oral Communication •

•

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


General Education

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

TragerSmith

IPA

Key Word

TragerSmith

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.

IPA

bit

i

i

pall

3

3

bet

e

e

beat

i:

bat

ae

ae

bait

iy ey

ex

just (adv)

i

-

bite

ay

ai

ago

3

3

bout

aw

au

pan

boat

ow

ou

hut 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

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The following table shows the consonant sounds of English in two transcription systems. Key Word

IPA

TragerSmith

Key Word

TragerSmith

IPA

P b

sure

s

J

ban

P b

azure

z

ten

t

t

hat

h

3 h

den

d

d

cat

c

tj

cot

k

k

job

j

got

g f

mine

m

fan

g f

d3 m

nine

n

n

van

V

V

sing

n

thin

0

e

lot

1

n 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, rocks, graphs

beds, chairs, seeds, stones, leaves, dolls

dishes, churches, judges, garages, 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

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English - Speech and Oral Communication 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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General Education 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 . . .


English - Speech and Oral Communication 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 Public Speech Storytelling Announcement

TWO-WAY Conversation Discussion 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

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English - Speech and Oral Communication 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.

G e n e ra l l iliu m iix i o

o o o

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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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. Speech of Acceptance aims to express gratitude for the honor bestowed on the speaker, Eulogies and Tributes celebrate and commemorate the life the deceased while consoling those who have been left behind 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 any/some advice? What should 1do? What do you suggest/ recommend/ advise? What do you think 1should/ought to do?

You should + verb 1advise you to + verb 1suggest that you + verb You can/could + verb Why don’t you + verb? Verb/Don’t + verb

Thanks for the advice That sounds like a good idea. Thank. I’ll do that.

Thanks, but 1 don’t think that’s a good idea. Thanks. I’ll think about it. Thanks, but I’m not so sure.

(Tanka & Baker, 2 0 0 7 p, 59}

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

General Education

English - Speech and Oral Communication Responding

Asking for a Favor

No

Yes Can/could you do me a (small/big) favor? Can/could I ask you for a favor? Will/can/could you + verb?

Expressions for Telephone Conversations

Sure./Yes./OK./Yeah./ Of course. Sure, what do you need? I’d be glad to.

I'm sorry but... I’d like to, but... I wish I could, but... Let me think about it. I really can’t. (Tanka & Baker, 2007 p. 107)

Asking for Directions

Giving Directions

Could you tell me where... is? Where i s ...? Do you know how to get to...? How do you get to ... I’m looking for... I’m trying to find...

Go straight. GostraightfortwoblocksonAvenue/Street/Road. Go past (the market). Go north/south/east/west. Turn right/left. 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 I agree. I agree with that. I agree with you. I’m with you. You’re right. I couldn’t agree more. I completely agree.

Expressing Disagreement I’m not sure about that. I disagree. I don’t agree. I disagree with that. I disagree with you. I completely disagree. You're wrong.

Finding out who is calling

Answering the phone

May I ask who’s calling? Hello, (when answering home phone) 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 give him a message? She just stepped out. May I take a message?

Excuse me? What was that again? Could you please repeat that? (Hartmann & Blass, 2000, p .21 1,213)

Turn-taking and Turn-giving Expressions Introducing the topic

Today we are here to discuss... The goal of our discussion today is ...

Bringing in other people

What is your opinion, M r.___ ? Do you agree with Mr.___ 's opinion, M s.__ ?

Keeping the Discussion Moving

Let's go on to another point. Next, let’s talk about...

Giving an opinion

In my opinion... Personally, I believe that...

Getting further information

Would you mind explaining that a little more, please? Could you explain that more fully? Could you tell us a bit more about that?

(Hartmann & Blass, 2000, p. 45)

Prof. Alicc M. Karaan anti Prof. Maria Teresa L. Manicio

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General Education

English - Speech and Oral Communication Interrupting

Excuse me for interrupting, but... Sorry to interrupt, but...

Seeking clarification

What do you mean? 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 Discussion

In conclusion, the purpose of this discussion... We have concluded th at...

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.

K^SSHIp WU LET Reviewer



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

C. Yes, I was. 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/ ______ me tomorrow? 3. Would you mind^ 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

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General Education

English - Speech and Oral Communication 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?

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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 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

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. 2231 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


English - Speech and Oral Communication 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

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English - Speech and Oral Communication 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.

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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.


English - Philippine Literature

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. Prof. Victor Rey Fumar

P A R T l-A - C O N T E N T U P D A T E

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E arly literary historians d iv id e d Ph ilip p in e literatu 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

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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.

“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

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"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.

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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

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.

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

‘ The Laughter o f My Father ” - Carlos Bulosan

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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

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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 tem 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

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English - Philippine Literature •

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General Education

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)

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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.

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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

Prof. Victor Rey Fumar

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

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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.

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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, but 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.

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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, as 1 was w ont,,losing all in this final irretrievable loss of my deathtime.

or perhaps, possibly, yes, death will be kinder and ho, yes allow me at last this 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 11 12 13 14 15 16


Compute the square o f guilt against an integral his age built when he was young axiomatic; the sum stands th u s : Along the curve x (none noticed the leap; what they saw was the red imprint) by which we know the nothing particular, the momentum carried him to the point beyond the dictum “A Man Falls to His Death" - Cirilo F. Bautista

B ien ve n id o L u m b e ra an d C y n th ia N o g ra le s L u m b e ra in P h ilippine Literature: A H isto ry an d A n th o lo g y (!982, revised 1 997)) ch ro n ic le d P h ilip p in e literatu 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)

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

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Literatura ng Pilipinas Inihanda ni Prof. Victor Rey Fumar

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,

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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”

English - Philippine Literature 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


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General Education

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 mambabasa 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

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 a h ag in g S a k la w ng P anitikang Filipino 3.

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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
PNU Li T Reviewer

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

Salawikain

Bugtong

Ang kalabaw na apat ang paa, nadudulas pa.

Langit sa itaas, 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, nagiisang 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

General Education

English - Philippine Literature 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

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


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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.

2. 3. 4. 5.

Emilio Jacinto - “Kartilla ng Katipunan,” “Liwanag at Dilim” Pio Valenzuela - “Catwiran” Apolinario Mabini - “El Verdadero Decalogo” 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”

“Pag-ibig sa Tinubuang Lupa"- Andres Bonifacio P ro f.

Victor Rey Fumar

PNU LET Reviewer

81


General Education

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 o o o o o o c.

Lope K. Santos - Makata ng Buhay, manunulat, gobemadof, senador, guro, “Mga Hamak na Dakila,” “Puso at Diwa” Benigno Ramos - “Ang Bahag ng Diyos” Pedro Gatmaitan - pinaksa ang lipunang feudal, “Salamisim” Inigo Ed Regalado - “Ang Pinagbangunan” Florentino Collantes - “Ang Lumang Simbahan” Julian Cruz Balmaceda - “Kung Mamili ang Dalaga" Valeriano Hernandez Pena - “Luha ng Panulat”

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

RELIGIOSO 1: MARCELO: RELIGIOSO 1: MARCELO: RELIGIOSO 1:

RELIGIOSO 2: MARCELO: RELIGIOSO 2:

Ah, si Capitang Luis. Ito tagaroon sa amin. Masamang tao ito. Mason po yata among. Kun hindi man mason, marahil filibustero, sapagka’t kun siya sumulat maraming K, kabayo ka. Hindi po ako kabayo Among. 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. Marcelo, si Capitan Piton si Capitan Miguel at an Juez de Paz, ay Daratdagan nan racion. Hindi sila makakain en. 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 o o o o o o o o

Hermogenes Itagan - “Dalagang Bukid,” Hagan Films Pascual H. Poblete - “Amor Patria” Juan K. Abad - “Tanikalang Ginto” Jose Ma. Rivera - “Ang Mga Kamag-anak” Juan Crisostomo Sotto - “Ang Kasalanan ng Patay” Juan Matapang Cruz - “Hindi Ako Patay” Aurelio Tolentino - “Kahapon, Ngayon, at Bukas” Balagtasan 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

English - Philippine Literature 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.

P A R T II - A N A L Y Z IN G T E S T IT E M S

Read the excerpt in the box to answer the item below. Choose the letter of the best answer.

Eksibit Big. 2: Panty na may mantsa, patunay ng kabirhenan ng dalaga.

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

Eksibit Big. 3: Sertipikasyon ng doctor, patunay na a: sapilitan b: lubusan ang pagpasok ng ari, "Gahasa" - Joi Barrios

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

General Education

English - Philippine Literature 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

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 characterization

C. conflict 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 . fif)a n a p h o ra and synecdoche hyperbole and metonymy Read the passage below to answer items 14 and 15.

4

ju J

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

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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

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.

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

FLOR:

“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 photoGraph postmarked, overseas, thus did I began My wellkept boyhood in a tidy house a cozy house

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.

“Poems for My Father" - Federico Licsi Espino

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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 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

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


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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
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

f c t l B pMU LET Reviewer



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? C. Zsa-Zsa Saturna A. Batman 0 Spiderman B. Superman 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 bulong

C. dalit 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.

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English - Philippine Literature 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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General Education 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’ 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.” 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 bolize in Bread o f Saif? The boy’s unreciprocated love for Aida.

story. _ What

bread

r

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

General Education

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 all things were known; this was the king who knew the countries of the world. He was wise, he saw mysteries and knew secret things, he brought us a tale o f the days before the 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.

English - World Literature 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 * kingdoms (ca. 2130-1200 B.C.). 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 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)

The ancient Egyptians possessed a poetry that was rich and varied in tath its subjects and its forms. The largest and earliest group of poems comes from the pyramids that were constructed in the period of the Old

I>t. M.i. AntiMiuric (!. Montcalcgrc

PNU LET Reviewer

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General Education

English - World Literature 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.

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)

(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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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.

Dr. Ma. Antoinette C. Montealegre


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

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General Education

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)

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.

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.

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.

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.

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 “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. ’

From the Panchatantra - Book V Ill-Considered Action

'/

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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

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English - World Literature #64 She cast a quince to me, a costly garnet I returned; it was no equal return, but by this love will last.

She cast a peach to me, costly opal I returned; it was no equal return, 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, seven are the fruits; many men want me, let me have a fine one.

Plums are falling, three are the fruits; many men want me, let me have a steady one.

Plums are falling, catch them in the basket; many men want me, 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

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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

from the Manyoshu

‘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.’

I Loved Her Like the Leaves Kakinomoto Hitomaro

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 itera 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

'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

General Education

English - World Literature Here is an example of a tanka:

from Essays in Idleness by Kenko

A t the great sky I gaze all my life: For the rushing wind, Though it howls as it goes, Can never be seen.'

'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.'

- 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: And on the village Fall the children.' - Issa

An old pond: a frog jumps in — the sound of water. - 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.

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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.

English - World Literature 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 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

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. ”

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English - World Literature 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.

General Education from Oedipus Rex by Sophocles Teiresias:

Oedipus: Teiresias:

An example o f a lyric poem by Sappho: ‘A wed by her splendor

Oedipus:

Stars near the lovely moon cover their ownbright faces when shels roundest and lights earth with her silver. ' Teiresias:

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.

Oedipus:

Teiresias:

Oedipus:

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. What is this? How sad you are now that you have come! 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. 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. Yes, but I see that even your words miss the mark; therefore I must fear for mine. 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. 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. What do you mean? You know o f something but refuse to speak Would you betray us and destroy the city? 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. . . . '


English - World Literature 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?


English - World Literature 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.

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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

English - World Litenmre

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.


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 ralism (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

English - World Literature 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

English - World Literature }. 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?


English - World Literature 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.


Genera] Education

English - World Literature 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-inlaw 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?

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?

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 TwentyTwo 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.


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.


English - World Literature 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.


English - World Literature 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 Ismene:

P A R T II - A N A L Y Z IN G T E S T IT E M S

Choose the best or correct answer.

' f i

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 cowardFor all your royal blood.


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? What work, what's the risk? What do you mean? Ismene: Antigone: [Raising her hands] Will you lift up his body with these bare hands and lower it with me? What? You'd bury him Ismene: 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

General Education

English - World Literature 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 e st 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 b e st an sw er is D. Again this question asks for your prior knowledge. This calls for the use o f your stock knowledge.


are examples o f_____ a metrical tale an allegory elegy

VIII 1 2 3 4

Whether at Naishapur or Babylon, Whether the Cup with sweet or bitter run, The Wine o f Life keeps oozing drop by drop, 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

General Directions: Write the letter only of your answer. 1. Gilgamesh, Mahabharata, and Aeneid J \. a metrical romance C. l ( j j \ an epic D. 2. Wnich is not a lyric poem? A. ballad B. sonnet

Read the poem below and choose the best answer to the questions that follow.

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

D. ode


General Education

English - World l iterature

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 2 3 4 5 6 7 8 9 10 11 12 13 14

“You wine sack, with a dog's eyes, and with a deer's heart. Never once have you taken courage in your heart to arm with your people for battle, go into ambuscade with the best o f the Achaians [the Greeks], No, for in such things you see death. Far better to your mind is it, all along the widespread host o f the Achaians to take away the gifts o f any man who speaks up against you. King who feeds on your people, since you rule nonentities, otherwise, son ofAtreus, this were your last outrage. ... And this shall be a great oath before you: some day longing for Achiileus will come to the sons o f the Achaians, all o f them. Then stricken at heart though you be, you will be able to do nothing, when in their numbers before man-slaughtering Hektor they drop and die. And then you will eat out the heart within you in sorrow, that you did no honor to the best o f the Achaians."

Dr. M a. A ntoinette C. M ontealegre

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 2 3

Africa, tell me, Africa Is this you? This back that is bent

4 5 6

This back that breaks under the weight of humiliation This back trembling with red sears And saying yes to the whip of the midday sun


General Education

English - World Literature 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

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? Is there heaven and hell?

f

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. B. C. 0

gives a sermon or a lecture to teach people to behave properly aims to entertain and give pleasure traces the etymology of things ridicules or holds in contempt the faults of individuals or groups

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

Or. Ma. Antoinette C. Montealegre



General Education

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 D. hammartia B. in medias res 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, to emphasize the sad fate of Oedipus. used C. mimesis A. epiphany B. peripeteia D. irony toward 5. Based on his lines, Oedipus shows h is __ Teiresias. © arrogance B. respect in his 6. On the other hand, Teiresias looks at Oedipus with heart. A. guilt D. hatred B. fear


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

English - World Literature 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.'


General Education

English - World Literature 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

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 Bhagavad Gita

C. Rig-veda D. The Analects

Dr. Ma. Antoinette C. Montcalcgrc

Filipino - Komunikasyon sa Akademikong 1 ilipino

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

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 ” PNU LET Reviewer 123

Filipino - Komnnikasyon sa Akademikong Filipino >

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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 pakikipagugnayan 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 ugatsariwa 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

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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 komplernentoNaglalaba + 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

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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

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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?

Filipino - Komunikasyon sa Akademikong Filipino

Pokus sa sanhi:

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

Batayang Pangungusap (BP)

Hangong Pangungusap (HP)

Bakla ang nakita niya. (Sino ang nakita niya?)

Ang bakla ang nakita niya. (Tinitiyak kung sino ang nakita.)

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Dr. Arsenia R. Emperado

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).

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?

Mga Pangungusap na tiniyak ang panaguri

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. PNU LET Reviewer

127

Filipino - Komunikasyon sa Akademikong Filipino nagsasaad ng kalagayan o panahong panandalian (Binubuo ng pang-uri na may kasamang pang-abay) Mainit! Kay init ngayon. nagsasaad ng pagka-mayroon o Eksistensiyat 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. panawag na pangkamag-anak o Panawag Hoy! Pssst! Tena! Manang! o Pandamdam - nagpapahayag ng matinding damdamin Arayko! Sus! Aru! Ow, talaga! nangangahulugan ng "gusto" / “nais" / o Modal “ibig" Gusto kong matulog. 6.4 Semantika - may kinaiaman sa interpretasyon ng mga kahulugan ng mga salita at pangungusap o

Temporal

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

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parapreys

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(2) taong tagabigay ng baraha sa isang klase ng suga! Pangungusap: Hindi pa dumarating ang bangka. Mahirap alamin ang konteksto. Sino/Ano ang tinutukoy? Ang sasakyang pandagat o isang manunugal. 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 iba (Controlling function)


Pakikiusap, pag-utos, pagmumungkahi, pagpupunyagi, pagtanggi, pagbibigay babala.

B. Pagbabahagi ng damdamin (Sharing feelings)

Pakikiramay, pagpuri, pagsang-ayon, pahayag, paglibak, paninisi, pagsalungat.

K. Pagbibigay o pagkuha ng impormasyon (Getting factual information)

Pag-uulat, pagpapaliwanag, pagtukoy, pagtatanong, pagsagot

D. Pagpapanatili sa pakikipagkapuwa at pagkakaroon ng interaksyon sa kapuwa (Ritualizing function)

Pagbati, pagpapakilala, pagbibiro, pagpapasalamat, paghingi ng paumanhin.

E. Pangangarap at paglikha (Imagining/Creating function)

Pagkukuwento, pagsasadula, 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. PNU LET Reviewer

129

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

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 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 larawangguhit 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

1

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

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.

Wastong Paggamit ng Ponemang Suprasegmental (Tono, Haba, Diin, Antala) Item 1. Alin sa mga sumusunod ang makapagpapabago ng kahulugan ng salitang / kasa. ma / = ‘companion’?

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

B a guhinang_____________ng bigkas ng salita.

’ka 'sa

A. B. C. D.

tono diin haba 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


(b) *ka 'ma Opsyon B. Diin, tumutukoy sa lakas ng bigkas sa pantig ng salita. Kahrt pagbagubaguhin 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 / kasa. ma / = 'companion’ PNU LET

ReviewerliESl

General Education


Kawastuan sa Pagbuo ng Pangungusap (Gamit ang mga Uri ng Pandiwa)

Kawastuan sa Pagbuo ng Salita (Kayarian ng Pangngalan) Rem 3.

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. B. C. D.

Alin sa mga sumusunod na pangungusap ang di wasto ang pagkabuo o walang kabuuan ang diwa? A. B. C. D.

bayan-bayan batikbayan kabayanan kabayanihan

Kumuto ang tubig Nagpatay si Mang Ousting. Kumain siya. Kumain siya ng pansit luglog sa paiengke.

Ang tam ang sagot ay B.

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 salitangugat 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)

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.

Opsyon C. Pangngalang maylapi / hinango ang tawag sa kabayanan.

132 PNU LET R eview er


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.

Filipino - Komunikasyon sa Akademikong Filipino 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.

Item 4.

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.

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.

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.

Alin sa mga sumusunod na pahayag ang angkop at mabuting gamitin sa ganiteK} pagkakataon?

Opsyon D. Kung hindi rin lang tapat sa ating kalooban ang sasabihin, mas mainam na huwag nang kumibo.

A. Napakapayat mo ngayon, a. Naospital ka ba? B. DiyosKo! Bakit nagkaganyan ka? Ang taba taba mo!

Dr. Arsenia-R. Kmperaclo

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: PNU LET Reviewer 133

Filipino - Komunikasyon sa Akademikong Filipino 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: Drayber : Pasahero: Drayber Pasahero:

Mama, ito ho ang bayad! Saan ito ! Isa tang ho. llan 'to? Sa Esparia lang ho.

Uriin ang isblo ng usapan gamit ang batayan: wika ayon sa pormalidad ng pagkagamit. A. B. C. D. 134

formal oseryoso intimeyt o kilalang-kilala konsultatibo o sumasangguni kaswal PNU LET Reviewer

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

7.

8.

9.

10.

A. ewan - iwan C. lataki - lalake B. diles - riles D. uso - oso Piliin ang salitang may diptonggo. A. Yoyong C. lawa B. kamay D. tihaya 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 Alin ang dapat atisin sa pangkat? A. kahali-halina kaakit-akit B. kabighani-bighani Dt kaliga- ligaya 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

Filipino - Komunikasyon sa Akademikong Filipino 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


V

(m ur.il 1'ifiuation

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? C. bibi - bibe A. lasa - tasa D. tela - tila Br' mesa - misa 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


Filipino - Komunikasyon sa Akademikong Filipino 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


Filipino - Komunikasyon sa Akademikong Filipino 12. Alin sa mga sumusunod na satita ang maykattas o nawawaiang poneraa / tunog? C. teka A. dalhin 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_______________. C. hugnayan A. tambalan D. langkapan B. payak


(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

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 140

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- Paghasa at Pagsulat tun go sa Pananaliksik

PNU LET R eview er

B A H A G II - B A L IK -A R A L S A N 1L A L A M A N M G A B A TA Y A N G K O N S E P T O

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


General Education

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


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.

Anyo

Paglalarawan

Karaniwang Aplikasyon

Paglalarawan

Tinipong katibayan sa paksa. Paggamit ng pang-uri at pangabay

Saklaw ang lahat ng pang-akademikong gawain, sining, musika, P.E.

Pagtatala

Pag-iisa-isa ng mga halimbawa na may kaugnayan sa paksa

Agham, Matematika

Pagpapahayag ng kaayusan ng mga hakbang, proseso o pamamaraan

Agham, Matematika

Pagsusunod-sunod


General Education

Filipino - Pagbasa at Pagsulat tungd sa Pananaliksik

Sanhi/Bunga

Pagpapaliwanag kung bakit nangyari ang isang bagay. May naunang pangyayari at may sumunod na pangyayari

Kasaysayan

Problema/Solusyon

Pagbibigay ng problemang maaaring malutas nang mahigit sa isang solusyon. Kailangang ipahayag ang problema at magmungkahi ng piano kung paano ito malulutas

Agham

Paghahambing at Pagkokontrast

Pagpapakita ng pagkakatulad o pagkakaiba ng dalawa o mahigit pang sangkap o bahagi.

•

Kagalingan at kahinaan, sang-ayon at di-sang-ayon, sinang-ayunan at sinalungat na pananaw.

•

Agham Panlipunan, Heograpiya

•

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

•

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 pagaalinlangarli 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: PNU LET Reviewer

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•

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.

>

>

> >

>

>

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PNU LET Reviewer

May dalawang uri ng pamaksang pangungusap: lantad at dilantad 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 dilantad 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 - magasin - radio - mga awtoridad - kaibigan • kaklase - guro

-

dyaryo tv (cable) kakilala

10. Magsisilbing proposal ng sulating pananaliksik ang konseptong papel. Binubuo ito ng apat na bahagi: • Rasyunal (rationale) • Layunin • Metodolohiya • Inaasahang output o resulta

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.

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


General Education

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik 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

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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.

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.

f >f. Arsenia R. Emperado


Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik Artikulo: Tatlong (3) Sangkap ng Memorya 1

2

3

4

5

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. 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. Ang pangalawang sangkap ay ang panandaliang memorya na nakapagiingat 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. 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 pageensayo sa patuloy na pag uulit sa kahulugan ng istimulo hanggang sa maging pangmatagalan ang memorya. 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 maganyong maaaring ingatan sa sistemang kognitibo. Ang pag-iimbak ay ang proseso ng pag-iingat ng impormasyon para magamit.

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-iisaisa 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.

Mula sa: Pagbasa a t Pagsulat




General Education Item 3. t

2 3 4

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. Isa pa’y naakit na silanj ilagak ang kanilang salapi sa (along madaling mapagkakakitaang prodi (to tulad ng asukal, tabako, abaka at troso. Ang nangyari tuloy ay te y/o ang angkatan ng mga likas na kagamitan ng produksyon. 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

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.

Aug tamang sagot - D.

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.

l>r. Arsenia R. Emperado


Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik 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

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 2

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

3 4

Sitwasyon: Nagkaroon ng suliranin si Nena tungkol sa kalusugan ng anak. Kotustrum ang tawag sa unang labas ng gatas ng ina. Ito ay malapot, manilawnilaw 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”. Ganito ang ginawa ni Nena. 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

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik 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

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 mayakda.

!)r. Arsenia R. Lmperado

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. PNU LET Reviewer

151

General Education

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik 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.

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.

152

PNU LET Reviewer


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.

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 Mga Teknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas 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.

5.4 Ukol sa oaoiQina konsistent no uri no baiangkas Opsyon A. Di-konsistent ang mga bahagi. Sa una, papaksa; ang ikalawa n ma’y papangungusap.


PNU LET Reviewer

rm

General Education

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik 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.

Anotasyon Mga Teknik sa Pagsunod sa mga Prinsipyo ng Pagbabalangkas

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 pagsasaalangaiang 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 (PNU LET Reviewer


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 B. PAIN-PLUM

C. PO L-PUT 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 B.^ 2 —3 — 1 —4

C. 3 - 2 - 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 B. 3 - 2 - 4 - 1

C. 1 - 4 - 3 - 2 D. 4 - 2 - 1 - 2

PNU LET Reviewer

155

General Education

Filipino - Pagbasa at Pagsulat tungo sa Pananaliksik 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.

(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

Para sa Item 1 3 - 1 5 . Basahin at unawain ang artikute.

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

mffim LET Reviewer Dr. Arsenia R.. F.mperado

G enera] E du cation


Item 14. ng pagpapahintulot imbes na pagbabago mula sa lipunan. Ang kulto ay

Aling salita ang walang kaugnayan sa pangunahing ideya ng artikulo? A. pinuno C. presidente •

B. tagapag-utos

.

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

• d ! mananaliksik

ng paghihiwalay ng simbahan at estado upang ito ay maging impluwensyal

Item 15.

kahit hindi dominante. Ang eklesya ay isang simbahan na nagbibigay-pansin

Gamit ang graphic organizeram-anong salita ang maiuugnay sa pamumund? A. tropa, bansa, komite B. opisyal, presidente, kinatawan

sa ispiritwal na ekspresyon ng buong komunidad. Ang lumalabas na tungkulin ng reiihiyon ay naipapakita sa obhetibong pagiapit sa mga tao at paghikayat sa kanila na ipakita o gawin ang mga

4

C. militar, gobyerno, negosyo D. walang tamang sagot

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.

Para sa item 1 6 - 1 8 . Basahin at unawain ang artikulo.

Hango sa:Sem orian,etal.(1999). Pagbasa at Pagsulat sa Iba'flbang Disiplina. d. 12 6-127

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

2

3

Item 16.

na kasagutan ng mga tao laban sa supernatural na bagay kahit na ang ilang

Kiialanin ang mga istilong ginamit ng awtor sa paglalahad ng teksto. Alin ang

mga gawain ay nagpapakita ng paniniwaia sa ritwai na sistema. Ang relihiyong sibil o cM I religion ay tumutukoy sa sistema nang malawak

dapat pang idagdag? Depinisyon, pag-iisa-isa o enumerasyon,____________

na paniniwalang panreiihiyon, maaaring hindi ipapahayag nang buo ng isang

A. Paghahambing at pagkokontrast B. Problemaatsolusyon

grupo, at sinasabing may malaking impluwensya sa pulitikal na buhay ng mgaAmerikano.

D. Walang tamang sagot

Ang mga klasipikasyon ng simbahan sa kulto, sekta, denominasyons (denominasyon) at eklesyas (ecclessias) ay nagpapakita ng iba't ibang

C.

Pagsusunud-sunod (paraan o pFoseso)

Item 17. •

•

paraan sa pag-uugnay sa lipunan. Ang sekta ay nagpapataw ng mahigpit

Anong uri ng klasipikasyon ang inilalahad dito?

na modelb'ng hulwarang asal sa mga miyembro nito pero naghahanap

A .' lipunan B.

O r. A rscn ia R . Eropcrado

pamahalaan •

"

C. simbahan D. paaralan'

•

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G eneral E d u ca tio n

F ilip in o - Pagbasa at Pagsulat tango sa Pananaliksik

Item 18. . Kung gagamiti'n ang graphic organizer na nasa ibaba, makatutulong ito upang

Para sa lt§m 1S - 20. Basahin at unawain. Saklaw (Abnormal na Sikolohiya)

maiayos mo ang impormasyong nabasa.

May dalawang epekto ng pagkakahiyang sa gamot. Ekis na pagkakahiyang

IBATIBANG PARAAN NG PAG-UUGNAY SA UPUNAN

at baligtad na pagkakahiyang. Ang Ekis na pagkakahiyang ay kung saan ang KLASIPIKASYON

KATANGIAN

1 2

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

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

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

Eklesyas - nagbibigay pansin D. Sekta- modelo Kulto —ekspiryensya Denominasyon - impluwensiyal Eklesyas - ekspresyon _

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 B. 'pag-asa‘ ‘

C.. kawalang pag.-asa D. kasiyaha’n

/ • ____________________________________________________ __

E f i i i l PNU LET Reviewer

D r. Arsenin R . Em pcrado

G enera! E d u catio n


Item 23.

Item 24.

Anong damdamin ang ipinahihiwatig ng sumusunod na pahayag?

Hustisya! Meron pa ba niyan?

"

Pagkatapos mong basahirj ang artikulo, anong kaisipian ang nabuo mo? A. maaaring magdulot ng pagkabingrang'aksidente

A.

pagmamahal

B.

pag-asam

C. panghihinayang D. i poot

B. isang pambihirang kaso ang pagkabingi ni Anne e: ang bingi ay nakababasa ng galaw ng labi

Para'sa Item 24 - 25. Basahin at unawain. Artikulo: (Abnormal na Sikolohiya)

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

Ang Istorya ni Anne: Isang kaso ng Pagkabingi 1

Si Anne ay isang batang babae na naging bingi dahil sa tensyon sa pamilya.

Anne. A. walang reaksyon -> pagkabingi B.

maiakas na tunog -> pagkabingi

Ang kanyang relasyon sa kanyang ina ay malayo, at ang pagkabingi ay

C .. duiot ng aksidente -> pagkabingi

isang pag-iwas sa boses ng kanyang ina. Si Anne ay hindi nagpapakita ng

D. tensyon sa pamilya -> pagkabingi

reaksyon sa mga biglang malalakas na tunog. Nagpapakita siya ng tagong reaksyon sa mga tunog sa unang pagsubok na sinukat sa pamamagrtan ng eiektro myogram (EMG). Ang unang pagsubok ng EMG ay may reaksyon mula sa leeg matapos ang malakas na tunog. Matapos ang 60 na segundo, sa pangalawang pagkakataon ay wala siyang reaksyon. 2

Sa dahilan na kayang bumasa ni Anne ng galaw ng labi, pinagsama ng therapist ang pagkokondisyon at suhestiyon na nagsasabi kay Anne na malapit na siyang makarinig.

3

Minsan sa isang aksideiite na muntik nang kumitil sa buhay ni Anne, ang kanyang pandinig ay nanunumbalik nang nadinig niya ang busina ng trak.

Mula sa : Semorlan, et al. 1999. Pagbasa at Pagsulat sa iba 't ibang Disiplina. d 107

PNU LET Review er

G eneral E dn cation

Filipino - Pagbasa ac Pagsulac tungo sa PananaLiksik

A.

nakabubulag

B. nagmumulat

. C. masangsang D. malinamnam

Item 4. Item 1. Kilalanin ang mga salita sa pamamagitan ng paghahambing ng mga

Ang maawain ay sa tao Ang matalas ay sa itak na .bagong hasa

magkakatulad na kahulugan. Aliri ang di-dapat maisama sa pangkat? A. Maganda at masining ang kaniyang maikling kuwento.

Ang kislap ay kutitap Ang kinang ay s a ____________ A. kalawakan C. bahaghari

B. Makitid at makipot ang iandas patungo sa kalangitan.

B.

C.

alapaap

D. alahas

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

Item 5. Nagbibigay ang mga salitang nilalapian, ng kahulugang JUa, earn o halos. Aling salita ang di dapat maisama sa pangkat? • A .': malapot

C.

B.' malarosas

D. malakanin

malasutla

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.

tiyak na larangang kinauugnayan.

C. Nadama niya ang matinding sakit na nagpapakirot ng buo niyang — katawan^--------- -----

Item 3.

D. Saklot ng matinding takot ang inang nakatingin sa nakahandusay na

Ang saluhan ay sa baakain "

' ~ M glM w a[[a y sa musika

Ang ningning ay nakaslsilaw Ang lim nag ay ______________

160

PNU LET Review er

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

Filipino - P agb asa at Pagsulat tmigo sa Pananaliksik

Item 7. .

.

Alin sa mga sumusunod na pahayag ang naiiba ang diwa? A . . Matavoo ang lipad ng saranggola.

.

B. Matangkad ang kaniyang bayaw.

A. .mabata B. magbata

C.

binata

D.

pagkabata

Item 12.

D. Malaki ang puno ng niyog.

pang kaanak na ang iba ay nagdadala sa iba pa sa relasyon na tinutukoy ng salitang ugat? A. mag-aaral

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.

B.

magkakasama

C.

magkapitbahay D.

mag-aama

Para sa Item 13 -17.

D. Pandak ang tindera ng isda sa palengke. item 13. Item 9.

Basahin ang teksto sa ibaba.

Mga halimbawa ito ng mga salitang may nagkakaiba/nagkakasalungat na kahulugan. Alin sa mga pares na ito ang hindi kabilang sa pangkat? A.

B. Langit at lupa ang kanilang agwat sa buhay. C.

Sa Kulay (colors)

Mabuti at marangal ang hanapbuhay ng kanyang Ninang sa Australia.

D. Katulad nila'y tubig at langis na di-pwedeng pagsamahin. Item 10.

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

Sa mga pares ng salita alin ang may magkatulad na kahulugang magagamit sa paglalarawan ng isang panauhin sa isang handaan? matakaw at masiba B.

Artikulo: (Malikhaing Sining at Musika)

Malinis at marumi ang mga damit sa sampayan.

matangkad at pandak

C. D.

marami at kakaunti malapit at malayo

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

Item 11.

hindi sumang-ayon ang kulay dilaw, siya raw ang pinaka-importanteng kulay dahil

Kung ang salitang ugat na tjata ay gagamitan ng iba't ibang panlapi,

ang kulay ng araw ay dilaw. Ngunit sumagot naman ang kulay kahel, sabi niya siya

magbibigay ito ng iba’t ibang kahulugan. Alin sa mga sumusunod ang hindi

raw ang pinaka-importanteng kulay dahil ang lahat ng kulay kahel ay nagbibigay

' dapat maisama sa pangkat batay sa kaanyuan ng salita? O r. A rsen ia R . £ m p cra d o

PNU LET Reviewer

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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

URI NG KULAY 16. dilaw

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

17. asul

.

•

- KATANGIAN

A. sustansiya sa kalusugan B. araw C. kalangitan D. gulay A. kalawakan ng sinasaka B. pinaka-importante C. kalusugan D. kalangitan

Ibigay ang pangunahing ideya na ipinahihiwatig ng awtor. A. B.

kahalagahan ng mga kulay pagtatalo ng mga kulay

,C.

sama-samang pakikisama at pagkakaisa

Item 18. Basahin at unawain. Artikulo: (Produksyong Pantelebisyon at Panradyo)

D. ang kulay ay bahaghari

Programang Pantelebisyon para sa Kabataan Television Shows For the Youth

Item 1 4 - 1 7 . Gamit ang graphic organizer na T-chart paghambingin mo ang mga kulay. Piliin ang titik ng tamang sagot sa mga tanong na makatutulong sa

1

pagbuo nito. KATANGIAN

URI NG KULAY A.

14. kahel

kalawakan

B. kalangitan c : sustansiya sa kalusugan D. gulay

-

'

^ A _ kalawakan na sinasaka

V. C. kapayapaan A. D, bahaghari

162

PNU LET Reviewer

2

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. 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

Mula sa:Pagbasa at Pagsulat 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; "B.

aepHsyoo—

; ___________

Item 22. Basahin at unawain.

:m m

pagsusunud-sunod .D. sanhiatbunga T Ngunit Ano Ba ang Demand at Suplay?

Item 19.

Basahin ang pangunahing ideya sa kahon: 1 Programang Pantelebisyon para sa Kabataan

Alin sa mga sumusunod ang hindi halimbawa ng pangunahing ideya? A. Teen Talk

Kada Five and Up

B. C.

D. Ang programang ito ay tumatalakay sa buhay ng kabataan. Item 20. Alin naman sa mga sumusunod ang hindi nagpapaliwanag sa pangunahing ideya? A. B.

Tumatalakay sa maseselang suliranin ng mga tinedyer Nagpapakita ng mga iba’t ibang balita C. Tropang Trumpo, Ang TV

i

2

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. 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.

Mula sa:Pagbasa at Pagsulat Sa Iba't ibang Disiplina (1999). Semorlan, e ta i, d. 183

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

'Saan nagkakaiba ang depinisyon ng salitang demand at suplay? C. takdang panahon A. dami ng produkto B. sistema ng bilihan

D. walang tamang sagot

PNU LET Review er

16a

g e n e r a l Education

Filipino - Pagbaâ a t P agsulat tungo sa Panunaliksik

Item 22. Basahin at unawain. 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?

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.

A. Usong kasuotan ang maong

Mula sa.Pagbasa at Pagsulat Sa Iba't Ibang Disiplina (1999). Semorlan et a.,1 d. 188-189

•B. Matatagpuan sa Makati at Dibisorya C. Lahat ng uri ng tao’y nagsusuot ng maong D'. Inihahambing ito sa uniporme Item 24. Basahin at unawain.

1. Alin sa mga sumusunod na terminolohiya ang hindi ginamit sa tekstong

Artikulo (Matematikang Pangnegosyo)

binasa kaugnay ng matematikang pangnegosyo? A. persentahe

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

C. produksyon

B. komisyon D'. kultura '. 2. Alin sa mga sumusunod na salita ang ft/nrf/hiniram sa Ingles?_____________ _ A. beysB. reyt

C- istatistiks----------------------------------

. 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 w

jfc £

400

-

350

-

300

-

250

-

o

200

-

S

lO O

-j

£

50

-I

Kahulugan: • • • •

150

¥ 3 a

•

CASS

CED

CLLL

CASS: College of Arts & Social Sciences CEO: CoRege of Education CLLL: College of Languages, Linguistics & Literature COS: College of Sciences

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. B.

2.

CASS CED

Alin

namang

C. CLLL D. COS kolehiyo

ang

may

pinakamababang

magsisipagtapos?

3.

A.

CASS

C. CLLL

B.

CED

D. COS

Ilpn ang bilang ng kolehiyo? . A' 4

4.

B.

2

C.

1

D.

3

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

bilang ng

mga

Filipino - M asining na Pagpapahayag

G eneral E du cation

Masining na Pagpapahayag

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.

Inihand a n i: A rsenia R . Eniperado, P h .D .

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

; Kasanayan:

•

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

j Nagagamit ang angkop j na repertwa ng wika sa j pagpapahayag ng kaalaman, ; karanasan at saloobin.

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 pagaarai 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) l I S f i l PNU LET Reviewer

D r. A rseaia R . Em perau o

G eneral Education

•

F ilipino - M asining na Pagpapahayag

retorika2 ( Ayon sa kontemporaryong depinisyon) -

ang pinakamabisang pagpili/ paggamit ng mga salita

b)

buhay na nagsisilbing patnubay s*a -mga dapat na ugaliin ng tao.

gramroar/balarila - ang wastong gamit/pagkakaayos ng mga salita

Naglalaman ng mga kaisipang nagpapahayag ng mga katotohanan na sadyang may pagkakaugnayan ang buhay sa kaasalan ng tao. Halimbawa:

makabuo ng isang makabuluhan at epektibong mensahe •

Kasabihan - Mga bukambibig na_ hinango mula sa karanasan ng

upang

upang makabuo ng mga pangungusap na gramatikal

Pili nang pili, nauwi sa bungi. 5.

Kung gayon sa mga kaalamangpambalarjla (tulad ng wastong gamit, tamang

(Sa kapipili o sobrang pagkapihikan maaaring matapat sa pangit o may kapansanan.)

mga panuring, pandiwa, atbp.) nakasalalay ang kawastuan at kalinawan ng ating pagsasalita at pagsulat. Kahit na maganda ang pahayag kung hindi

Mahahalagang pahayag din na kinuha o hinugot sa mga akda ng kilalang tao o lider ng bansa. .

wasto ang mga gamit at ugnayan ng mga salita, hindi lamang makababawas iyon sa kalinawan ng pahayag kundi gayundin sa pagiging kaakit-akit nito.

Mga halimbawa:

Samakatuwid, kasama ng retorika ang balarila para makamit ang mabisang

Ang katapatan ko sa aking partido ay magwawakas sa pagsisimula ng katapatan ko sa aking bayan. (M.L.Quezon) Ang kabataan ang pag-asa ng bayan. (Jose P. Rizal)

pagpapahayag. . 6.

Paano ba ginagamit ang retorika sa proseso ng mabisang pagpapahayag? . • Paggamit ng mga alusyon at talinghaga

c)

hindi nagtataglay ng talinghaga kaya tiyak ang kahulugan. Karaniwan

Alusyon - mga karunungang bayan na minana pa natiri sa ating mga

nang binubuo ito ng taludtod o mga taludtod na maaaring may sukat at tugma at maaari ring wala.

ninuno. Nagdaragdag ito ng kasiningan sa pagpapahayag tulad ng mga

Mga halimbawa:

sumusunod: a) Salawikain - Matalinghaga ang salawikain at karaniwang kapupulutan ng aral hinggil sa buhay at pamumuhay. Ito ay mga taludtod na

Kawikaan - Iba ang kawikaan kaysa salawikain. Ang kawikaan ay

Nasa Diyos ang awa, nasa tao ang gawa. Huwag ipagpabukas ang kaya mong gawin ngayon. •

Paggamit ng mga salitang ginagamit na idyoma/ sawikain

may sukat at tugma. Itinuturing na hiyas ng ating wika ang mga

Mga lipon ng salita na ang dalang kahulugan ay iba kaysa sa kahulugang

salawikain sapagkat tulad ng isang hiyas, ito ay nakapagpapaganda

literal ng mga salitang bumubuo nito. Nakatutulong sa mabisa, makulay at makahulugang pagpapahayag ang paggamit ng idyoma.

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.)

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.

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G eneral Education

Filipino - M asihing n a Pagpapahayag

kawangis ng, gaya ng, animo'y, atbp.

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 .

c)

Tinik slya sa lalamunan ni Angelo. Paahihioav-katauhan (personification) ng paggamit ng pandiwa.

b)

Halimbawa:

pagsuri sa kaugnayan nito sa ibang salita sa loob ng pangungusap

naghugas ng kamay buhay alamang •buwaya sa katihan

pagsasalin

ng mga

katangian ng tao sa isang bagay. Naipapahayag ito sa pamamagitan

malaman ang kahulugan ng bawat idyoma sa pamamagitan ng: a) pag-unawa sa kaugnayan nito sa ibang bagay c) paggamit nito nang malimit hanggang sa ito’y maging bahagi na ng sariling bokabularyo Mga halimbawa:

•

Halimbawa:

d)

Sumasayaw ang mga aion sa karagatan. Paomamalabis (hyperbolej - isang pahayag na eksaherado o labis sa katotohanan. Halimbawa:

e)

Nagliliyab ang mga mata ng galit na galit na lalaki. Paotawaa (apostrophe) - isang pabulalas na pagkausap sa isang tao

Paggamit ng tayutay/patalinghagang anyo ng pagpapahayag

(karaniwang patay o wala sa isang tiyak na pook) o isang bagay o

Iniuugnay ang kaalamang retorika sa patalinghagang pagpapahayag o sa ibang salita'y tayutay.

bahagi ng kalikasan na binibigyan ng katangiang pantao. Halimbawa:

Tayutay - Isang pahayag na sadyang masining at kaakit-akit. Naghahayag ito ng makulay at mabisang pagpapakahulugan.

f)

Pag -ibig! Masdan ang ginawa mo. 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.

Pangunahing layunin ng retorika na makapagpahayag nang maganda, masining, at maayos. Ang mga sumusunod ay mga uri ng patalinghagang pagpapahayag o tayutay: a)

g)

pagtukoy sa kabuuan; maaari rin namang nag-iisang tao ang kumakatawan sa isang pangkat.

Paotutulad (simile) - paggamit ng tuwirang pagkukumpara ng dalawang bagay na magkaiba ng uri.

Halimbawa:

Halimbawa: b)

Ang tren ay parang alupihan. 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,

168

PNU LET Review er

Halimbawa: Malalim na pilat ang naiwan sa kanyang puso. Paonaoalit-saklaw (synecdoche) - pagbanggit sa bahagi bilang

h)

Isang kayumanggi ang pinarangalan sa larangan ng boksing. 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


Filipino - M asining na P agpapahayag

Kumalabog sa matigas na lupa ang bumagsak na kargamento . i)

mula sa trak. PaasalunQat/oksimoron/epiaram

(oxymoron)

-

paggamit

b.

pagkakaugnay ng mga salita sa isang pahayag upang makabuo ng malinaw na.kaisipan o diwa.

ng

dalawang salitang magkasalungat o pahayag na nagsasalungatan..

j)

k)

(Pinalo niya ng kahoy ang magnanakaw.)

Mga halimbawa:

c.

tumatawa'y umiiyak may lungkot at tuwa mabuting kaaway Paralelismo (parallelism) - paggamit ng inihahanay na kaisipan sa

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

magkakahawig na istruktura, tulad ng:

e.

ginagamit bilang tagatanggap ng kilos

(Tumanggap ng plake ang kanyang anak.)

sama-samang nabubuhay sama-samang namamatay Paolumanav (euphemism)-paggamit ng mga salitang nagpapaganda

f.

ginagamit na pananda sa tuwirang layon ng pandiwang palipat (Gumagawa siya ng manika.)

ng pangit na pahayag; pagpapahayag na gumagamit ng mga

g.

ginagamit na pananda ng aktor o tagaganap ng pandiwa sa tinig na balintiyak

(Ayaw siyang layuan ng agam-agam.)

malumanay at magagandang pananalita upang tukuyin ang isang pangyayari na maaaring kung sasabihin nang tiyakan ay masakit o pangit sa pandinig.

(Tinulungan ng kapatid ang kanyang ina sa pagluluto.) h.

Halimbawa:

Ang babaeng naglalaro ng apoy (nagtataksil) ay humantong sa isang makabagbag damdaming tagpo sa harap ng kapitbahay.

(Nabali ang mga paa .ng mesa.)

Paano naman ginagamit ang balarilasaprosesongmabisang pagpapahayag? Saklaw ng balarila o grammar ang mga sumusunod: (1) tamang gamit ng

b.

pagkakaugnay ng mga salita sa isang pahayag upang makabuo ng malinaw

ng a.

ginagamit bilang pantukoy (Maluwang ang looban ng simbahan.)

D r. A rsenia R . Em perado

.

ginagamit bilang pang-abay (Itinali nang mahigpit ang bihag.)

mga salita; (2) tamang pag-aaral ng anyo at uri ng mga salita; (3) tamang na kaisipan o diwa. • Paggamit ng mga tamang salita A. ang ng at nang

ginagamit kapag nagsasaad ng pagmamay-ari ng isang bagay o katangian °

nang a.

7.

ginagamit bilang pang-ukol na ang katumbas ay tamang

.

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

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G eneral Education

B. ang din at tin, daw at raw rin a tra w

m ayatm ayroon may - Ginagamit ang may kung ang sumusunod o kasunod na salita ay: F.

Ginagamit Kung ang sinusundancf salita "ay nagtatapos sa patinig at sa malapatinig na w at y. (siya raw / rin

a.

pangngalan'

b.

pandiwa (May pumatay sa mga ipis na nasa kabinet.)

c.

pang-uri (May mataas na sapatos ang guro niya.)

Ginagamit kung ang salitang sinusundan ay nagtatapos sa katinig maliban sa /w/ at /y/.

d.

pantukoy (May mga panoorin sa patyo ng simbahan.)

(takot din / daw malakas din / daw) ang sina at sila

e.

pang -ukol na sa (May sa daga ang anak mong iyan.)

(May tao sa tanghalan.)

ikaw raw / rin tinalakay raw / rin)

din at daw

C.

a.

b.

mayroon - Ginagamit ang mayroon kung:

sina - ginagamit kapag ito ay sinusundan ng mga pangngalan

a.

na tinutukoy sa pangungusap. (Naglilinis sina Gel at Lisette ng bahay.)

sinusundan ng panghalip (Mayroon kayong libreng gamot sa baranggay.)

b.

sinusundan ng isang kataga (Mayroon yatang pagsusulit ngayon.)

c.

bilang panagot sa tanong

sila - ginagamit bilahg panghalip na panao.

(Umalis na sila kangina pang umaga.) D. pinto, pintuan a. b.

pinto - bahagi ng daanan na isinasara at ibinubukas (Isinara niya ang pinto upang hindi makapasok ang magnanakaw.) pintuan - ang kinalalagyan ng pinto (Hindi pa napipinturahan ang pinto sa pintuan.)

E.

-

(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.

pahirin, pahiran

Kapag nabanggit ang mambabasa, isinasaalang-alang na rin ang uri ng

a.

wikang gagamitin, pati na ang tono at istilo ng pagpapahayag.

pahirin - alisin sa pamamagitan ng pamunas o sa pamamagitan ng kamay.

b.

(Pahirin mo ang sipon sa kanyang ilong.)

Ang mga salita ay may kaantasan din. Isinasaalang-alang ng mga aral

pahiran - lagyan ng isang bagay sa pamamagitan .ng pamunas

sa wika ang kaantasang ito. Sa gayon ang mga salitang bibitiwan o

o sa pamamagitan ng kamay. (Pahiran mo ng langis ang natutuyo mong balat.)

at pook at sa okasyong dinadaluhan.

E l r f l l PNu LET Review er

gagamitin ay bufhabagay sa kanyang katayuan, sa liinihingi ng panahon

D r. A rsen ia R . Em perado



Sa ganang kabagayang ito ng mga salita, masasabing may pormal at

Halimbawa:

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:

PORMAL

KOLOKYAL

saan naroon naroon.naroroon

sanaron

nasaan

nasan

naron

a.

Pambansa - mga salitang ginagamit sa mga aklat at babasahing

kaniya

kanya

b.

may sirkulasyon sa buong kapuluan at lahat ng paaralan. Pampanitikan - mga salitang matayog, malalim, mabigat,

kani-kaniya almirol

kanya-kanya almidon, almirol

makulay at sadyang mataas ang uri. Ito ang mga salitang

aywan

ewan

ginagamit ng mga manunulat at dalubwika.

piyesta

pista

Salitang hindi porm al o impormal - mga salitang karaniwan at

PORMAL

palasak na ginagamit sa mga pang-araw-araw na pakikipag-usap at pakikipagsulatan sa mga kakilala at kaibigan..

Pambansa

b.

Pampanitikan

Lalawiganin

Balbal

tugang ( Bikol) buang ( Bisaya)

utol buwang

kapatid

kapusod

Lalawiganin - mga salitang kilala at saklaw lamang ng pook

baliw

nasisiraang-bait

na pinaggagamitan nito; tatak ito ng mga maka- rehiyonal na kaugalian ng tao.

-

Kasama dito ang: a.

Dl-PORM AL

Balbal - tinatawag ding slang sa Ingles.Tinatawag ding salitang-

ang tono ng mga salitang gagamitin ay maaaring pauyam, malisyoso, seryoso, nakikiusap o maaaring neutral

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

•

Tamang pagkakaugnay ng mga salita sa isang pahayag upang makabuo ng malinaw na kaisipan o diwa.

repinado at malinis ayon sa kung sino ang nagsasalita. Kailangan ang kaisahan sa pangungusap para maging epektibo ito. Narito ang ilang patnubay upang magawa ang kaisahan sa pangungusap (Tumangan, et al., 1997:21 -22):

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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. d. e. f.

Gawing malinaw sa pangungusap kung alin ang pangunahing sugnay at ang panulong na sugnay.

. 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

Huwag ilayo ang salitang panuring sa tinuturingan ng salita. Ilapit ang panghalip na pamanggit sa pangngalang kinakatawan nito 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

b.

(Arrogante, 1994:117). paglalarawan - hangarin nito na sa pamamagitan ng mga angkop na salita, maipakita ang kaanyuan at kabuuan ng tad, bagay, sitwasyon,

c.

insidente o senaryo. pagsasalaysay - hangarin nito na mag - ulat ng mga pangyayari sa isang

d.

maayos na pagkakahanay (Tumangan, et al., 1986:3). pangangatwiran - hangarin nito na hikayatin ang iba pa na tanggapin ang

tamang pagkakaugnay-ugnay ng mga pangungusap. Sa bawat kaisipang

katotohanan o kawastuan ng isang paninindigan o diii kaya'y baguhin

ililipat, naririto ang angkop na salita o pariralang maaaring gamitin:

ang kanilang pag-iisip o impluwensyahan ang kanilang pag-uugali at pagkilos sa pamamagitan ng mga makatwirang pahayag (Semorian, et

a. b.

kaisipang idinaragdag - at, saka, pati, gayundin ■ kaisipang sumasalungat - ngunit, subalit, datapwat, bagaman,

c. d.

kaisipang naghahambing - katulad, kawangis ng, animo'y, anaki'y kaisipang nagbubuod - sa katagang sabi, sa madaling sabi, kaya

al., 1999:155).

kahiman, sa kabilang dako

nga e.

f.

172

kaisipang nagsasabi ng bunga o kinalabasan - sa wakas, sa dakong huli, kung gayon, sa ganoon . paglipas ng panahon - noon, habang, di-naglaon, samantala, sa dikawasa, hanggang

PNU LET Review er

Dr. Arsenia R. Empci »k! o

General E du cation

F ilipino - M asin in g na Pagpapahayag

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.

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.

Paggamit ng mga Alusyon

Gumamit ang pangungusap ng kasangkapan/pamamaraang panretorika.

(Pamamaraang panretorika) Alusyon - pamamaraang panretorika na gumagamit ng “pagtukoy sa isang tao, Item 1.

pook, katotohanan, kaisipan o pangyayari na iniingatan sa pinakatagong sulok ng alaala ng isang taong may pinag-aralan." (Alejandro, 1970, nasa Bisa, 1999)

Bilang isang sining ng mahusay na pagsulat, ang retorika ay nagsasaalangalang sa maingat na pagpili ng pananalita, sa mabisang paghahanay ng mga ito at sa paggamit ng iba pang kasangkapang panretorika. Alin sa mga

Mga uri ng alusyon at mga halimbawa nito (Bisa, 1999):

sumusunod na pangungusap ang gumamit ng alusyon bilang pamamaraang

Alusyon sa heograpiya: Ang Bulkang Mayon ang Fujiyama ng Pilipinas.

panretorika? A. Pinagdarayo ng maraming tao taun-taon ang Antipolo. B. Ang Antipolo ay isang bayan sa Rizal na pinagdarayo ng maraming tao

Alusyon sa Bibliya: Ang hukom ay naging isang Solomon sa paghatol sa kaso ng dalawang babaeng kapwa nagsasabing sila ang ina ng batang babae.

taun-taon. C. Ang Antipolo, ang Lourdes ng Pilipinas, ay pinagdarayo ng maraming tao taun-taon. D. Lahat tama ang sagot.

C ang tamang sagot.

Dr. Arsenia R . Em perad o

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.. . -

PNU LET Reviewer

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G eneral Education


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.

Anotasypn Mga Teknik sa Pagtukoy ng Wastong Paggamit ng Alusyon Bilang Pamamaraang Panretorika

May isang sugnay na di-makapag-iisa na ginagamit na pang-uri, na

pinagdarayo ng maraming tao taun-taon. Wala ring alusyong ginamit.

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

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.’

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

Anong uri ng tayutay ang ginamit upang maging mabisa ang paglalarawan? A. pag-uyam (irony) B. pagtatambis o tambisan (antithesis) C. pagtanggi (litotes)

maikli kaysa sa pagtatambis. Magkasalungat ang kahulugan ng mga salitang pinag-uugnay sa uring ito. Halimbawa: Itihutulak ng bibig, kinakabig naman ng dibdib.

D. pagsasalungat (epigram/oxymoron)

B ang tamang sagot.

174

PNU LET Review er

Dr. A rsen ia R . E m perad o

General E du cation


Ang Balarila sa Proseso ng Mabisang Pagpapahayag (Paggamit ng Tamang Salita)

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)

Item 3. Opsyon B. Ginagamit bilang pang-abay. Ito ay nanggaling sa na at inaangkupan Isinasaalang-alang sa gramatika/balarila ang mga bahagi at tungkulin ng

ng ng at inilalagay sa pagitan ng pandiwa at ng panuring nito.

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

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).

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

Item 4. Hindi maitatanggi na sa ating pang-araw-araw na karanasan sa pakikipagusap, 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.

.

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Filipino - Masining na Pagpapahayag

Maaari rin namang 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

'

*

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

pandiwa tulad ng: Ang mga mag-aaral ay tumungo sa aklatan.

pagsusuot ng uniporme. 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.

•

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.

Ginagamit ang panandang ang para tukuyin ang isang pangngalang ginagamit na simuno/paksa ng pangungusap o kaukulang palagyo.

Opsyon C. Kabilang ang mga pang-uri at pang-abay sa mga panuring. Maaaring

Halimbawa: Nag-aaral magsalita ang bata.

nasa anyo ng salita, parirala o sugnay.

Kapag maramihan, sinasamahan ang ang ng mga.

Sa pagbubuo ng pangungusap, hanggat maaari dapat na malapit ang mga

Halimbawa: Nag-aaral magsalita ang mga bata.

panuring sa salitang tinuturingan. Halimbawa: Mating magdisiplina ang guro sa kanyang eskuwela.

Opsyon B. Upang maging malinaw at tama ang pangungusap, dapat na ang maging simuno ng pangungusap ay ang mga pinunong nagsasamantala sa

Kaysa:

kanilang tungkulin.

Mali ang guro sa kanyang mga eskuwela magdisiplina.

Kaya, dapat ganito ang pangungusap:

Ang mga pinunong nagsasamantala sa kanilang tungkulin ay hinahagupit ng Pangulo.

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sugnay at malayang sugnay. Ang isang payak na pangungusap ay _

Batayan ng Mabisang Pagpapahayag (Kasanayan sa Pagbuo ng Tama at Mabisang Pangungusap)

isang sugnay na makapag-iisa. • Halimbawa:

'

Mahina ang produkyson ng langis. Magkakaroon tayo ng pagkakaisa.-

Item 5. b. Ang mga pangungusap na hindi tama o hindi mabuti ang pagkabuo ay malabo at hindi mauunawaan. Maaaring ang maling pagbubuo ng mga pangungusap

tinatawag din itong sugnay na

pantulong at sugnay na di-malaya. May iba’t iba itong gamit: (Nasa opsyon A, B, C at D).

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.

Sugnay na di-makapag-iisa -

•

Ginagamit itong pantulong sa isang sugnay na makapag-iisa upang makabuo ng hugnayang pangungusap.

Opsyon A. •

Ginagamit na simuno ng pangungusap.

A.

Ginagamit na simuno ng isang pangungusap.

B.

Ginagamit na tuwirang layon ng isang pangungusap.

Mga manggagamotanq magbibigay lunas sa mga maysakit.

C.

Ginagamit na pang-uri na nagbibigay turing sa pangngalan o panghalip.

Si Prop. Villafuente ang mahusayna puno ng Kagawaran ng Filipino.

Halimbawa:

D. Ginagamit na pantulong sa isang sugnay na makapag-iisa. Opsyon B.

D ang tamang sa g ot

•

Ginagamit na tuwirang layon ng isang pangungusap. Halimbawa: Napagkasunduan na, na ikaw ang direktor ng seminar.

Anotasyon Kasanayan sa Pagbuo ng Tama at Mabisang Pangungusap

Alam ng lahat na wala kang kasalanan. Opsyon C.

Ang tamang sagot ay D. •

•

Ginagamit na pang-uri kapag nagbibigay turing sa pangngalan o

Ang sugnay ay kalipunan ng mga salita na maaaring may buong diwa

panghalip. Kung ginagamit na pang-uri ang sugnay, ito ay nagsisimula

at maaari rin namang wala subalit nagagamit na bahagi ng isang

sa mga panghalip na pamanggit na -g, -ng, o na. ' Halimbawa:

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

Isa sa mga suliranin.ng bayan ang mga pinunong mahilig mangurakot'sa kabang bayan.

PNII LET Review er K

W kfk



Hem 6.

Item 8.

•

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.

•

’

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

Maaari mong gamltin ang hallmbawang kawikaan upang ipaalala ang ugaling Item 9. A. pagpapakumbaba B. pagtitiyaga C. paglingap sa mahirap D. pagiglng tapat sa kaibigan

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

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

£.

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

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Basahin ang mga sumusunod na pahayag mula sa mga piling aktia. Suriin ang mga tayutay na ginamit. •

Item 13. Ngunit hindi kumikilos sa pagkakahiga ang batang babae. Nakatitig lamang ito sa maaliwalas na mukha ng langit. Nagtaka ang batang lalaki.

Item 11.

Mula sa: Bagong Paraiso ni.Efren R. Abueg

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)

Piliin ang tayutay sa nabanggit na pahayag at tukuyin ang uri. A. paglumanay B. paglilipat-wika ~C.

pagpapalit tawag

D.

pagpapalit saklaw

item 14.

D. pagbibigay katauhan (personification) Kung minsan sa panahong masamang masama ang iyong loob nasasambit Item 12.

mo ang ganitong pahayag:"Kayo ang puno at dulo ng aking mga kasawian sa buhay."

Kalupitan ay palasong bumabalik, Kaapiha'y tila gatong, nagliliyab. Katipuna'y naging tabak ng himagsik, At ang baya’y sumiklab sa Balintawak.

Ang puno at dulo ay dalawang salitang magkasalungat na itinuturing nating

Mula sa: Bonifacio ni: Amado V. Hernandez Anong uri ng tayutay ang ginamit sa ikalawang taludtod ng saknong? A. pagmamalabis B. C. -D.

halimbawa ng tayutay na: A. pagsalungat (epigram/oxymoron) B.

paralelismo

C.

pag-uyam

0.

pagwawangis

pagbibigay katauhan pagwawangis pagtutulad


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Para saltern 1 5 - 1 7 .

.

Item 18.

#

.

Narinig mong ipinagmamapuri ng inyong kapitbahay sa iyong ina ang nabili

Item 15. Ang mga pahayag na sumusunod ay nalikom mula sa kalipunan ng mga

niyang blusa sa SM. Nang tanungin ang nagmamapuri kung maraming tao, ganito ang kanyang naging tugon:

pang-umagang pahayagan. Bilang guro, balak mong gamiting bahagi ng mga pagsasanay sa wastong gamit ang mga sumusunod. Ganito ang iyong

"Ang nagkakagulong grupo ng mga tao sa midnight sale ngSM ay nagpapaalala

panuto: Suriin ang pahayag na may di-wastong gamit ng salita at di-angkop na

sa hitsura ng mga langgam na nabulabog sa kanilang taguan.’’

maisama sa pangkat. A. Subukin mo ang pabangong ito at napakahusay. 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.

8.

pagsasalaysay

C.

pangangatuwiran

D.

paglalahad

•> Item 19.

Item 16. '

Ang pahayag na nabanggit ay isang anyo ng A.- paglalarawan

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.

Malapit na ang tag-init. Namimili ang isang samahan ng lugar na mapupuntahan para sa isang educational trip. Narito ang pahayag ng kanilang pangulo:

D. Napatay ng pusa ang daga. “Mas sulit na magbakasyon sa Baguio kaysa sa Boracay. Mapatutunayan ito kung ikukumpara ang pagkain, akomodasyon, tanawin, presyo ng mga bilihin

Item 17.

Bumangon ka na at nang makaalis na tayo. 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.

A. B. £,

i E f i l PNU LET Review er

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


_

•

'

Item 21.

. B. pagsasalaysay Cr. paglalarawan

Hinampas ng malakas na hangin ang kanilang bangkang sinasakyan, Patuloy pa rin sila sa paglalayag.

D.'‘ pangangatwiran Item 20.

•

•

A. •

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:

gayundin

C.

BT. sa kabila nito walang duda

D.

bilang patunay

Item 22. “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.

Lalo silang huhusay. Susunod sila sa namumuno. A.

samantala

B. ,G.

walang alinlangan kapag

\5. kaya Item 23. Nagkaroon sila ng pagdiriwang. Ang lahat ay nagalak. A.

sa kabilang dako

Para sa Item 21 - 24. Gawing isang pangungusap ang mga sumusunod na pares ng

B. C.

bukod dito hanggang

pangungusap sa pamamagitan ng paggamit ng angkop na pag-ugnay (pangatnig o transisyunal na ekspresyon).

D.

kung gayon

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Item 24.

BAHAGI Ilf - PAGLINANG NG KASANAYAN SA PAGKUHA NG PAGSUSULIT

Ang mga masisipag ay nakinabang. Ang'mga tamad ay nawalan. ngunit B. sa kabuuan C. sa w'akas

1.

D. saganangakin

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:________________________

Item 25.

Kapag may isinuksok, may madudukot.

Higit na malinaw ang daloy ng kaisipan sa binabasa kapag ang mga pasulat na pangungusap ay gumagamit ng mga tamang bantas.

Maaari mong gamiting panawag pansin sa panimula ng komposisyon ang salawikain o kawikaan. Ang halimbawang ibinigay ay bagay sa komposisyon ukol s a _____________ . A. katipiran

Piliin ang wastong bantas na dapat gamitin kapag hindi pinag-uugnay ng pangatnig ang mga sugnay ng tambalang pangungusap tulad ng sumusunod.

B. Ang Diyos ang Siyang nagbigay ng buhay__ Siya rin ang may karapatang bumawi niyon. A.

.

B.

,

C.) or.-

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.”

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4.

Saawitna:

.


.

.

•

7.

“0, ang babae kapag minamahal

mapaganda sa pamamagitan ng paglumanay o (euphemism•)? A. Hinalay' kagabi sa kanyang pag-uwi ang babaeng nagtatrabaho sa call

May kursunada'y aayaw-ayavy Pag panay ang dalaw ay nayayamot

center'

Huwag mong dalawin, dadabog-dabog."

'J j C.

Anong uri ng tayutay ang matatagpuan? A.

pag-uyam

8.

B. pagtawag C.

•

Alin sa mga sumusunod na pahayag ang pangit sa pandinig at maaari pang

Buntis ka ba? Matabil ang kanyang bibig.-

D. Ang bunso niyang anak ay sumakabilang buhay. 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-

pagsalungat

D. pagtatambis 5. Rung ang pagpapalit-tawag (metonymy) ay nagpapalit ng katawagan o

usapsatao..

pangaian sa bagay na tinutukoy, alin sa mga sumusunod na halimbawa ang di-dapat maisama sa pangkat? A. Tatlong baso ang nainom ni Gel dahil sa matinding uhaw. B. _ C. D. 6.

D.. Pag-asa, halika attugunin ang mga tanong kong magbibigay-buhay sa

Ang kahabag-habag na payong ay nahulog sa kanal.

tao, alin sa mga sumusunod na pahayag ang di-angkop gamitin? ,A Ang hayop ba’y may talinong katulad ng tao? May lalaki kayang makatatagal na makisamasa isangbabaeng bungangera, tamad, bulagsak sa kabuhayan, at mabagsik sa anak? Ang tao bang hindi marunong lumingon sa pinanggalingan ay inaasahan

Hangin, pumarito ka at pawiin ang matinding init. Buwan, sumikat ka na at pawiin ang kadilimang lumulukob sa kapaligiran.

S L. Hinaplos ng hangin ang nagpupuyos niyang damdamin.

Dapat nating igalang ang pitting buhok.

paggamit ng tanong retorikal. Magagamit ito sa pagsisimula at pagwawakas ng isang komposisyon. Kung ang paksa ng iyong komposisyon ay tungkol sa

C.

A; B.

Natanggap ni Lisette ang hampas ng langit sa mabibigat niyang kasalanan.

Isa pang sangkap na nagbibigay buhay at kulay sa pakikipagtalastasan ay ang

B.

' Alin sa mga sumusunod na pahayag ang di-dapat maisama sa pangkat?

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

mong magtagumpay? D. Ang isa kayang matalinong propesyunal ay agad maniniwala sa mga sabi-sabi?.

JDr. A rsenin

Em perad o

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i

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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

12. A. 'Kurrrakain na ang mga panauhin.

Piliin ang taglay na kahulugan na iba kaysa karaniwang pakahulugan sa mga sumusunod na pahayag. Mataas ang kanilang paminggalan. ‘A.

D. Lahat tama ang sagot.

D.

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.

ambisyoso

14.

Br maramot "C.

•

Ep Malakas lumamon ang baboy niya. C{ Lumalamoh na ang mga panauhin.

na pakikipag-usap ang karaniwang salitang ating ginagamit ay nabibigyan ng napakaraming kahulugan.

.

kuripot

Nilanghap niya ang hangin. Inihatid sa kanya ang bango ng sari-saring bulaklak

kumain diii

11 .____________________________________________________________________ Malakas ang hangin ni Emi, siya na naman ang bida.

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.

A, matalino 'B. mayabang cT madaldal D. matapang Para sa Item 1 2 - 1 3 Kailangang maging maingat sa pagpili ng mga salitang

Sa halimbawang babasahin binibigyang-pokus ang kabuuang detalye ng mga gagamitin sa

bagay-bagay na nakatatawag-pansin s a _________ _ A. paningin

pagpapahayag. May mga salita tayo na kung titingnan ay tila wasto sa kahulugan

B. pandinig

subalit maituturing na mali kaya’t hindi matatanggap at lumalabag sa tuntunin ng

G panlasa D. pang-amoy

mabuting pagpapahayag.

.

ng bumabasa.

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

D r. Arsenin R . Em perado

*

Filipino - M asining na P a g p a p a h a y a g

General Education

" 15.

Alin sa mga sumusunod na idyomatikong pahayag ang ang'kop gamitin upang

Napuno ang silid ng malam'bing na tugtugin. Nauna ang pasakalye sa piyano

ilarawan ang tauhan sa kuwento? A; sanga-sangang dila

at sinundan ng nanunuot sa damdaming hilis ng mga biyulin, kasabay ang

B.

taginting ng klarinete.-trumpeta, at iba pang instrumentong hinihipan. Sa

C. di-mahapayang gatang

simula’y banayad ang kumpas na para kang dinuduyan. Subalit untt-unting bumibilis hanggang sa ang iyong mga paa ay hikayatin sa pagsayaw.

mahaba ang dila

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.______________ ___

Sa sumunod na babasahin nakatawag pansin naman s a ____ _____________ng bumabasa ang kabuuang detalye kaugnay ng bagay na inilarawan. A.

Ang buhay ay parang gulong, minsan nasa ibabaw ka; minsan nama’y nasailalim ka.

paningin

B.

pandinig

Anong uri ng panimula ito?

C.

panlasa

A. Pagsisimula sa usapan

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.

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.

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

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

siga sa kugunan, kay Nana Goring na Bunganga mo iyon sabihin.

ni: Reynaldo A. Duque

“Ang Maghangad ng Kagitna”, A.P. Tumangan Tagumpay, Setyembre 13,1972

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 D r. A rsen ia R . E m p crad o

PNU LET Review er

jm



Sa mabisang pagpapahayag, isa sa saklaw ng gramar'o balarila ay ang

19. Dahil sa kahirapang nararanasan ng mga mamamayan lalo sa panig ng mga

tamang pagkakaugnay ng mga salita upang makabuo ng malinaw na ' kaisipang panggramatika.

magulang, sumasang-ayon sila sa argumentong ito: Dapat makialam ang CHED sa taun-taong pagtaas ng tuition fee.

Para sa Item 22 - 23. Sa pagsusuri sa pangungusap na ito, anong anyo ng pagpapahayag ang dapat isaalang-alang upang makabuo ng isang lohikal at makabuluhang kaisipan? -..A. pangangatuwiran 8.

Piliin ang pangungusap na may pinakawastong pagkakaugnayan o pagkakasunudsunod ng mga salita. 22. A. B.

paglalarawan

Nagbalik ang isang pumpon ng bulaklak na dala niya.

C. Nagbalik siya dala ang isang pumpon ng bulaklak.

C. pagsasalaysay D. paglalahad 20. Sa maikling kuwento o salaysay karaniwang limitado ang panahon ng

Dala siya ng isang pumpon ng bulaklak nang magbalik.

D. Nagbalik na dala siya ng isang pumpon ng bulaklak. 23. A. Naramdaman ang aking matinding pamamanhid sa binti ko.

manunulat di-tulad sa nobela. Kailangang maipakita niya ang patuloy na

B. Sa aking binti ko naramdaman ang matinding pamamanhid.

pag-unlad ng mga pangyayari sa akda sa pamamagitan ng pagpapahiwatig

C." Matinding pamamanhid ko sa binti ang aking naramdaman.

ng kilos o galaw sa bawat salita, usapan at paglalarawang gagamitin.

D. Naramdaman ko sa aking binti ang matinding pamamanhid. Para sa Item 24 - 25.

Alin sa mga sumusunod na pandiwa ang hindi nagsasaad ng tiyak na kilos?

Isa sa mga kailanganin ng isang mabuting pagsulat ay pagbabalangkas. Gabay

A.

ito sa pagdebelop ng kaisipan. Suriin ang mga hulwarang balangkas sa ibaba. 24.

lumundag-

B. tumalon C. sumugod J3. lumakad

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.

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

C. Dapat nilang sundin ang mga payo ng mga nakatatanda. D. Dapat silang magkaroon ng ambisyon sa buhay.

iyo. B . ' Nagalit ang ama sa anakna sinungaling. .

Ang halimbawang balangkas ay mauuri-na__________ .

C. Tunay na magaan ang kanyang katawan sapagkat buong araw na- siya'y

A. paparirala

gumagawa. p. Sumunod siya sa utos, ngunit isang bakol ang mukha.

^

186

PNU LET Reviewer

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__________________

G en eral E d u ca tio n ............

Fundamentals of Mathematics

jl

PART I - CONTENT UPDATE

The Number System

Prepared by: A tty. A nton io V. Ferrer

Counting numbers - numbers that we use in counting; also called natural numbers. Using the roster method, N = [1 ,2 ,3 ,4 ,5 ..] Whole numbers - union of the number zero and the set of counting numbers. Again using the roster method, W ={0,1; 2 ,3 ,4 ,5 ,...} Integers - the union of the set of counting numbers, their negatives, and zero. Using the roster method, l„ = {... -2, - 1 ,0 ,1 ,2 ,3 ,4 ,5 ..} Operations on integers I.

Addition • Like signs - add the absolute values, and prefix the negative sign if the •

IpNU LET Reviewer

addends are negative

.

,

Acty. A n to n io V. Ferrer


•

M athem atics

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

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

Unlike signs - get the negative of the product (or quotient) of their absolute values -5 x -4 = 20

e.g.-192 Difference obtained after subtracting twice the last digit from the number

8:

e.g. 364Last three digits form a number that is divisible by 8,

9:

e.g. 1024 Sum of the digital root is divisible by 9

‘

e.g. 423 10: Last digit is 0

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

+ 8 = 26 which is divisible by 13. Note:

Divisibility Rules

Divisibility rules for two or more relatively prime numbers (GCF is 1) may be

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.

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, •

Last digit is 0 or 5. e.g. 340 •

and 13 are relatively prime.

Prime and Composite Numbers

e.g.. 1012

Act\-. A n co n io V. F erre r

'

digits is divisible by 13 e.g. 182 is divisible by 13 since 4 times 2 is 8, and 18

- 3 x (2) = -6 • 12 -r- (-3) = -4

5:

7:

•

of the 2nd, 4th, 6th,... digits is divisible by 11.

III. Multiplication (Division) - to multiply (or divide) two integers with • Like signs - get the product (or quotient) of their absolute values

eg.

6:. Divisible by 2 and 3.

e.g. 3540 11: Difference between the sum of the 1s t , 3rd, 5th,... digits, and the sum of the

4 - 5 = 4 + -(5) = -1

•

Fundam entals o f Mathematics

formed by the remaining digits is divisible by 7.

-2 + 7 = 7 - 2 = 5 3 + (-9) = -T9- 3 ) = -6 II.

-

.

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 ,...

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

'Note that 1 is neither prime nor composite and that 2 is the only even prime. Methods of finding the GCF Prime Factorization refers to both the process as well as to the result of the process of expressing a counting number as the product of its prime factors -

if the counting number is already prime, its prime factorization is the number

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)

itself e.g 126: 2 x 3 2 x 7

8: {1 ,2 ,4 ,8 } 28: {1 ,2 ,4 ,7 ,1 4 ,2 8 },

Methods of getting the prime factorization of numbers The GCF is thus 4. Repeated division by primes Prime factorization - write the prime factorization for each of the given numbers e.g.

so that common, and only common, prime factors are in the same column. The 126

GCF is the product of the lowest powers occurring in columns common to all prime factorizations

_63_

21

e.g. Find (12,15,90)

7 12: 22 x 3 15: 3 x 5 90: 2 x 32 x 5

Thus, the prime factorization for 126 is 2 x 32 x 7. Factor Tree e.g. Again using 126:.

126 • \

/ 2

■

Thus, again, the prime factorization for 126 is 2x -32x7.

|PNU LET Reviewer

9 /

’

3 ' 63

= 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. 2.

M athem atics - Fundam entals o f M athem atics

Divide the larger number by the other.

28

24 = 1, with

e.g. Again, for 12,15 and 30, we have

a remainder of 4. 24 4 = 6,

If there is a remainder, divide the last divisor by this remainder.

3.

'

.

Repeat this step until no remainder is left. The GCF is the last divisor.

12:

with no remainder. The

15: 30:

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,

22 x 3 3x5 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,

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.

t

A/

(a* b>

( a’ bI = fa b )

e.g. Find the LCM of 12 and 15.

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]

[12,15]=(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

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 ,...}

better understood through an illustration e.g. 12 and'30

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

2

12

30

3

6

15

2

5-

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

■

*

The LCM is therefore 60.

PNU LET Reviewer

191

G e n eral E d u catio n

M ath em atics - Fundam entals o f M athem atics

2.

Fractions

Division - multiply the supposed dividend by the reciprocal of the supposed divisor.

Meanings a. part of a whole or group b.

indicated division

c.

ratio

eg. 3.

5 ^ 7 ~ 5 X 3 -

Kinds of Fractions

Similar Fractions - add (subtract) the numerators and copy the common denominator

3_

e -9-

Improper - the numerator is equal to or greater than the denominator/e.g.

b.

Dissimilar - the denominators are not equal, e.g. 3/7 and 4/9

5

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.

5/3 As to relation of the denominators of two or more fractions Similar - the denominators are equal, e. g. 2/5 and 4/5

2 _

U + IT- n

As to relation between the numerator and the denominator a. Proper - the numerator is less than the denominator, e.g. 3/4

a.

15

Addition (Subtraction) a.

b.

7 _ 28

4^ 3 _ 4

e-g-

l

2_ 7

10 _ 17

5 + 7 = 35 + 35 = 35

Other classes Simplifying Fractions

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 ) 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

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

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. • simplest form.

Operations on Fractions 1.

Simplify

16

4x 4

The other fractionthusisthedesired ■

Multiplication - multiply numerator by numerator and denominator by

denominator to get the numerator and denominator respectively of the product e-9-

.3 5 * 4

192

e.g

-

PNU LET Reviewer

.

‘ “ 20

4

4

4

28- 4 x 7 _ 4 X 7~7

. Acty. A n to n io V. Ferrer


M athem atics - Fundam entals o f Mathematics

jOrdering Fractions

-

•

Operations on decimals

Two fractions are equivalent if their cross products are equal. Otherwise, that fraction

Addition (Subtraction)

the numerator of which was used to. get the greater of the two cross products is the larger fraction. e.g. -

£ =

:

4

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

2°

subtracted) as if they were whole numbers, the decimal point in the sum (difference) Since the two cross products 3(20) and 4(15) are both 60 and therefore equal, the two fractions are equivalent.

in the same position as the addends (minuend and subtrahend). Multiplication

On the other hand, for the two fractions below, the left cross product is 7(8) or 56 while the right cross-product is 66. Thus, the fraction on the right is greater, e.g.

7

22

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. ■

3

e.g. To multiply

< H

21.4 x 0.32, we write 21 4x32 = 6848

Decimals Since there are a total of 3 decimal places in the factors, we place the decimal point between 6 and 8 to have

The place value chart

also 3 decimal places in the result. Thus, 21.4 x 0.32 = 6.848 Division

100000 10000 1000

100

10

1

.

0.1

0.01

0.001 0.0001 0.00001

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!

Arcy. A n to n io V . Ferrer

PNU LET Reviewer

193


*

Conversion 1.

*

•

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~

Fractions to Decimals Divide the numerator by the denominator

.3.

Subtract the result of step 2 from that of step 1.

4.

Simplify

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 %

.

90*=15 • •

X

•

15

1

90

6

.

-

-

-

Ratio and Proportion

= 62.5% 3.

Percents to Decimals Divide by 100%. The same result may be had by removing the % sign and

Ratio - comparison of two numbers a and b, where b * 0, and expressed as “a to b”, or “a:b”, or “a/b”.

moving the decimal point two places to the left. e.g. 62.5%=62.5%-f 100%=.625 4.

Proportion - a statement of equality between two ratios

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 0.625 = 0.625 x - ---- = -------1000

b.

1000

5

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.

8

Repeating Decimals

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.

The procedure is outlined below together with an example to illustrate _

Finding the missing term of a proportion - As ratios may be treated as fractions,-

To convert x=0.16

each step.

and proportions as equations relating two equivalent fractions, then a missing term

1. Multiply the number by such power of 10 as would move one repeating

of a proportion may be found by equating the cross products and solving for the

portion across the decimal point. 100jc=16.6"

i b Z f PNU LET Reviewer

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


M athem atics - Fundamentals o f M athem atics

e.g. Find kin 3 ^5 :: k : 30. Solution; ad = be

then the size of the A* partition may be computed as follows:

3(30) = 5k

e.g. If 24 hours is to be partitioned into 3 parts so that the parts are in the ratio

k = 18

1 : 2 : 5 , how many hours would the third part be?

Word Problems Involving

p. = — '

Direct Proportion - the ratios of two quantities being compared is constant.

x 24

1+2+5 = — x 2 4 = 15

e.g. Five bananas weigh as much as 3 star apples. At this rate, how many star apples will weigh as much as 30 bananas? The ratio of the weight of bananas to that of apples is 5 :3 . We thus have

Per Cent - literally meaning "per hundred”, it is one way of writing fractions in

b ,: a, - b 2: a2 5:3=30:a2 5aj = 3 (30) as =18

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). Inverse Proportion - the product of two quantities being compared is constant. Percentage is that which bear to the base in the same ratio as the rate. e.g. If 10 of a certain car model running for 3 hours use up 150 liters of gas, how many of the same car model running for 6 hours will use up the same amount of gas?

a = r*t ri x t , = r2 x t2 1 0 x 33 = r2 x 6 = l2 5 = r,

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.

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 :

Acty. A n to n io V. Ferrer

: a . : . . . : c in ,

PNU-LET Reviewer 1 E B


M athem atics - Fundam entals o f M athem atics •

5.

ELEMENTARY ALGEBRA

Polynomial - an algebraic expression consisting only of non-negative integer powers of variables, and with no variable in a denominator. Among

A.

the examples of the algebraic expression above, only the last is not

Properties of Real Numbers 1.

•

Closure Property - For any real numbers a and b, a -t- b and a x b are also

6.

real numbers 2.

Commutative Property - For any real numbers a and b, a + b = b + a and

polynomial with 2 is a binomial and a polynomial with 3 is a trinomial. e.g. -24x2 f 7* is a monomial

axb = bxa. 3.

Associative Property - For any real numbers a, b, and c,

4.

(a + b) + c = a + (b + c) and (a x b) x c = a x (b x c) Existence of Identity Elements - For any real number a, thereexist numbers 0 and 1, such that a + 0 = a and a x 1 = a.

5.

2x2 - 3y + xy3 7.

real

is a trinomial

Numerical Coefficient - that constant that is multiplied by the non-negative powers of variables in a term.

8.

Existence of Inverses - For any real number a, there exists a - a such that

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

a + -a = 0, and a 1/a such that a x 1/a = 1. 6.

polynomial 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;

Distributive Property - For any real numbers a, b and c,a(b + c)= ab + ac.

9.- Similar terms - terms with the same literal coefficient. If the terms as not B.

C.

similar, they are said to be dissimilar.

Properties of Equality 1.

Reflexive - if a is a real number, a = a.

10. Degree of a term - sum of the exponents of all variable factors of a term

2.

Symmetric - if a and b are real numbers and a = b, then b = a.

3.

Transitive - if a, b and c are real numbers and a = b and b = c, then a = c.

11. Degree of a polynomial - degree of that term of the polynomial with the highest degree D.

Some Basic Terms

Evaluating Algebraic Expressions

1. Variable - any symbol that is used to represent an element of a set. e.g. x, 2.

y,Q. Domain - the set of all elements represented by a particular variable

3. 4.

Constant - a symbol with only one element in its variable, e.g. ’3, -2, n 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 4

I f c f c l pNlI LET R ev iew er

-L v

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 M athem atics - Fundartientals o f M athem atics

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,

Solving Word Problems Involving Linear Equations Some Pointers • ' 1. .Read the problem carefully. 2. Determine what is to be found. 3. '4. 5.

Choose a variable to represent an unknown, usually that which needs to be fouod. Translate word phrase’s to algebraic expressions. 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

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

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

the properties of equality, all the solutions of the equation

m - 2 = 3(n -2) 2n - 2 = 3n - 6 4=n

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

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. Use the MPE/DPE to make the numerical coefficient of the variable equal to 1.

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. Arty. A n to n io V. Ferrer

-4 < 2x-3 £ 9

.

.

.

PNU LET Reviewer. E

H

General Education


Properties oflnequality 1. Trichotomy-If a and bare real numbers, then a b . 2.

.Transitive - If a < b and b < c, then a <

PART II - ANALYZING TEST ITEMS

c.

. If a > b and b > c, th en a> c. 3. Addition Property - If a, b and c are real numbers and a < b.'then a + c < b + c If a, b and c are real numbers and a > b, then

a

1. How many 1/16 are there in 2 5/8? A .''42

Solution of a Linear Inequality - an element of the domain of the variable which makes the inequality true

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

Solving a Linear Inequality - the process of finding, through the use of the

together in half an hour?

properties of inequality, all the solutions of the inequality Note: Solving a linear inequality is similar to solving linear equations except that

A.

1

C. 10

B.

5

ff. 30

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

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 % A„_18km

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

5.

.

C.

36 km

B. 33 km D. 42 km Margo paid P400 for a blouse. If the blouse was sold at 20% discount, what was its original price? A. P80

C. P500

85+89 + 90+93 + g5

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

5

fourth floor and then to the third floor. If the floors are 4 meters apart, how far

her grade in the fifth and last test to get an average of at least 90? Solution

cm . If Yi cm

represents 6 km, what is the distance between the two towns?

• 905

has the elevator traveled?

450 s 357+g5 .

A. B.

24 m 36 m

C. 40 m D. 60 m .

• 93 sg 5

t98

P N l LET Reviewer

Arty. A nconio V. Ferrer

General Education

A lathematics - Fundam entals o f M ath em atics .

24. Which of the following gives the prime factorization of 54? A.

22x32

•'

'

PART III - ENHANCING T EST TAKING SKILLS

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!

D. 9 kph

5 kph

1.

If the sum of a certain number and 8 is divided by 5, the quotient is 5. What

26. What is the value of x - 6 if 2(x - 3) + 5 = 19?

is the number?

A. -1C. 16 B. 4 D. 20 27. Apo weighs one third as much as her mother Angela. If Apo weighs 43.5 lbs.,

A. B.

how much does Angela weigh? A. 62.5 lbs.

2.

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

3.

5 6

G D.

15 17

The product of 0.4 x 0.04 x 0.004 is A. 0.64 C.

0.0064

B. 0.064 D. 0.000064 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

as Nicole. How old are they now?

pay for a ride that covers 11 kilometers?

A, B.

A.

Lucille 12; Nicole 3 Lucille 16; Nicole 4

C. Lucille 3, Nicole 12 D. Lucille 4 Nicole 16

29. The sum of two numbers is 52 and their difference is 20. What is the larger

4.

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 B. 36 and 24

*

C. D.

24 and 63 12 and 36

•

5.

C. P11.50

B. P11.00 D. P12.00 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

Which is a set of equivalent fractions? A? B.

6.

P10.00

2/3,4/6,8/12 2/3,4/6,7/10

C. 4/5,3/4,7/10 D. 3/4,7/10,4/5

Robert left 3/4 pan of cake on the table, Karen ate 2/3 of it. How much cake was left? A. B.

200

PNU LET Review er

1/5 1/4

...

'

C. 1/3 D. 1/2

Atcy. A ntonio V. Ferrer

General Education

. 7.

M athem atics - Fundam entals of M athem atics

The distance from C to D is 24 km. The distance from B to C is 2/3 of. the

13. What digit can be inserted in the blank so that the number 59___ J 72 would

distance from C to D. The .distance from A to B is 3/8 of the distance from B

be divisible by 3? .

to C. What is the distance from AJo B? A. 4 km / C. 6 km

B. 2

B. 5 km

A.

-f). 8 km

1 .

C. ' 3

'

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.

the balance in 12 equal monthly installments. How jgugJijwll he pay each month? P300

B.

P350

C.

P400

C.

B7 90

C.

80

D.

70

4 .

C.

6

-

•

C.

100 cm

B.

D.

140 cm

70 cm

• '

2

C, 6

C. ' 9:30 AM D. 10:00 AM

•

•

.

.of P1250 is levied on it. A. P62.50 B.

P6.250

* C. P250.000 ;

.

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 B.

A rty. A n to n io V. Ferrer

2 :3

assessed value of the property. Find the assessed value of a property if a tax D. 56

whereas the other rings every 45 minutes. What time will both bells ring at the same time again? 9:00 AM B, 9:45 AM.

C.

B. 4 D. 8 19. In a certain municipality the real estate tax is P5.00 for every P1,000 of the

12. Two bells ring at 8 A..M. For the rest of the day, one bell rings every half hour

a;

2 :5

of the longest piece. A. 35 cm

A.

11. find the GCF of 12,32 and 56. B.

3 and 7

18. What number can replace x in the proportion 1 : x = x : 64?

120

2 ,

2 and 7

D.

3 and 5

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

126

the shorter part?

A.

C:

B.

A. B.

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 A.

A. 2 and 3

the number of mangoes to the number of bananas?

vegetables goes to Manang Jo, how many kilograms of vegetables does the other distributor receive? 84

72

16. If there are 18 mangoes and 45 bananas in a fruit basket, what is the ratio of

.''B*)P440

9. Mang Pedro delivers 210 kg of vegetables to two distributors. If 2/5 of the

' A.

C.

B. 63 D. 91 15. One prime factor of 42 is 3. What are its other prime factors?

8. Jason buys a refrigerator for P7 920. She pays 1/3 of the price in cash and

A.

54

5

•

. C. -8 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? 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

C.

B.

8

12.5%

B. 12% D. 15% 24. A particular model of a cell phone sold for P4.000 in 2010. Two years later,

: .

C.

13

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

23. In a candy jar are 15 lemons, 12 chocolates, and 3 mints. What percent of the candies are mints? A. 10%

How old is An now? A. 6

C: P10,000

A. P5,000

28. Arman is 5 years older than An. Three years ago, he was twice as old as An.

--B. 10

C. 11 D. 20

30. If Justine can run 3 km in an hour, how far can she run in 45 mins? A. 1.75 km B. 2.15 km

a 2.5 km. t ) . 2.25 km.

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 •_B. Closure

.

C.

Commutative

D.

Distributive

LET Reviewer Arty. A n to n io V. F erre r

G eneral Education

M athem atics - C o n te m p o rary M athem atics

C ontemp orar y Mathematics


Introduction This part focuses on the concepts identified in the LET competencies for Gen

Prepared by;

ED Mathematics. It provides a review of the definitions, formulas, operations,

Dr. Gladys C . Nivera

postulates, and theorems in Geometry and Statistics. However, in an effort to effectively guide students to a deeper understanding of the concepts involved, it begins with the foundations and gives a wider, more comprehensive discussion than

Competencies: 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

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]

---------- T riw rnn iiT in ii M athem atics - C o n tem p o rary M athem atics

POSTULATES

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G eneral E ducation

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• Angle-Sum Theorems for Polygons: The sum (s) of the measures of the interior angles, of any polygon with n sides is given by s = (n - 2)180°.

Space contains at least 4 noncoplanar points. 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.

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. b.

Scalene: No two of its sides are congruent. Isosceles: At least two of its sides are congruent. The two congruent sides are the legs. The third side is called the base. The

POLYGONS 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.

angle opposite the base is the vertex. The angles adjacent to the base are c.

the base angles. Equilateral: All of its sides are congruent.

Classifying Triangles According to Angles a. b.

Acute: all of its angles are acute. Right has one right angle.

Equiangular polygon: all the‘angles have equal measure.

a

Obtuse: One of its angles is obtuse.

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

d.

Equiangular: all of its angles are congruent.

Equilateral polygon: all the sides have equal lengths.

when its sides are extended.

The hypotenuse is the longest side. The legs are the other two sides,

Secondary Parts of a Triangle Altitude of a triangle: a segment from a vertex perpendicular to the line that contains the opposite side.

THEOREMS

Median of a triangle: a segment from one vertex to the midpoint of the

Angle-Sum Theorems for Triangles: The sum of the measures of the three angles

opposite side. Concurrent lines: Three or more lines that meet at the same point.

of any triangle is 180°.

Angle-Sum Theorems for Quadrilaterals: The sum of the measures of the four angles of any quadrilateral is 360°.

204

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D r. Gladys C . Nivera

G eneral Education

QUADRILATERALS. A quadrilateral is a four-sided polygon.

M athem atics - C o n tem p o rary M athem atics «

•

A trapezoid is isosceles if it satisfies one of the following: . 1. 2. 3.

Its iegs are congruent. Each'pair of base angles is congruent. Diagonals are congruent.

Kinds of Quadrilaterals CIRCLES A quadrilateral is a parallelogram if and only if one of the following is satisfied: 1.

Both pairs of opposite sides are parallel.

Circle: the set of all points in a plane at a given distance (radius) from a given point

2. 3. 4.

Both pairs of opposite sides are congruent. Both pairs of opposite angles are congruent. Consecutive angles are supplementary.

(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.

5. 6.

Diagonals bisect each other. Each diagonal divides the quadrilateral into two congruent triangles..

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

A quadrilateral is a rectangle if and only if it is a parallelogram and one of the following is satisfied:

exactly one point.

1.

It has four right angles.

Point of Tangency:The point where the tangent touches the circle. Congruent circles: two or more circles having the same radius.

2.

Its diagonals are congruent.

Concentric circles: two or more coplanar circles sharing the same center.

A quadrilateral is a rhombus if and only if it is a parallelogram and one of the following is satisfied: 1. Its sides are all congruent. 2. Its diagonals are perpendicular.

RELATIONS INVOLVING SEGMENTS AND ANGLES

Segment-Addition Postulate:

Its diagonals bisect the angles of the quadrilateral.

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

K quadrilateral is a square if it is Doth a rhombus and a rectangle.

into two congruent segments. Bisector of the line segment A ray, line or line segment that contains the midpoint.

3.

Angle bisector: A ray that contains the vertex and divides the angle into two A.quadrilateral is trapezoid if it has a pair of parallel opposite sides. The parallel

congruent parts.

sides are the bases and the non-parallel sides are its legs. If the legs are congruent, the trapezoid is said to be an isosceles trapezoid.

D r. Gladys C . N ivera*

PNU LET Reviewer

M athem atics - C o n te m p o ra ry M athem atics

• 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

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.

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°.

Intersecting lines: coplanar lines having a point in common

Complementary angles: two angles whose measures have a sum of 90°.

Perpendicular lines: lines that intersect at right angles

Vertical angles: Two angles are vertical if and only if their sides form two pairs of opposite rays and their angles are nonadjacent formed by two intersecting

Parallel lines: coplanar lines that do not intersect

lines. Linear pair: two angles which are adjacent and supplementary.

PARALLEL LINES AND TRANSVERSALS

Skew lines: noncoplanar lines that do not intersect Transversal line: a line intersecting two or more coplanar lines at different points Interior angles: Exterior angles: Corresponding angles:

13, I A, / 5, / 6

/1 ,/ 2, / 7, / 8 /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

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 Postulates: 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.

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PNU LET Review er

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

M athem atics - Contem porary M athem atics

COUNTING TECHNIQUES

.

■

c.

Permutation with Repetitions' The number of distinct permutations of n things of which p are of one kind, q are of a second kind,... r of a kth kind is «!

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.

P = ----:— where p + « + ...-+ r = n.

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: How many different permutations are there in the word

Example: In rolling a die, there are 6 sample points.

COMMITTEE if all letters are to be taken? Counting Sample Points 1.

9!

P = ------= 45 360 2! 2! 2!

Fundamental Principle of Counting (FPC)

3.

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. 2.

Example: In how many ways can two dice fall? Permutation

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:

A ns.: 6 • 6 = 36 ways

Permutation is an arrangement of objects wherein the order is important, a. Unear Permutation

“

C = — —— r

r!(n -r)!;

7i > r ~

’

Example: In how many ways can a committee of 4 be chosen from 6 persons? Answer:

If n objects are to be arranged r objects at a time, then the number of

6! e C 4 = — ----- — = 1 5 w a v s

distinct arrangements is given by the formula

4 !(6 -4 )!

PROBABILITY

Example: In how many can the first, second and third winners may be chosen in a beauty pageant with 10 contestants? = b.

10

9

8 = 720 w a y s

Circular Permutation If n objects are to be arranged in a circular manner, then the number of distinct arcangements is (n -1)1

_______________ . D r. G ladys C . Nivera

Answer:

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, If P(E) = 1, then

0 s P (E) s 1 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. (7-1)!<=6!' PNU LET Reviewer

207

M athem atics - C o n te m p o rary M athem atics


1. Theoretical Probability Theoretically, the probability of an event E, denoted by P(E), is defined as

' where n(E) n(S) 2.

P (E ) = ^

population for the s&mpfe, with the starting point determined at random from 3.

n(S)

= number of favorable outcomes = number of possible outcomes

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

.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 2.

STATISTICS

histogram are joined together, that is, there are no spaces between bars. 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

getting a tail based on this experiment is

P (tail) =

the first n elements. Stratified random sampling is a technique of selecting simple random samples

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

4.

are then drawn to connect the points. Pie Chart- an effective way of presenting categorized (qualitative) distributions,

is plotted directly above the midpoint or class mark of its class interval and lines

where a circle is divided into sectors - pie-shaped pieces - which are Statistics is the branch of mathematics used to summarize quantities of data and 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.

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

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 2.

sampling are lottery method and the use of the table of random sampling. Systematic sampling is a technique which selects every nth element of the

208

PNU LET Reviewer

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

Measures of Central Tendency Mean


Definition

How to find

The sum of the data divided by the number of data

Advantages

Ungrouped data:

„

2^x

Y

X =

Grouped Data:

The middle number of the set when the data are arranged in numerical order

Ungrouped

The middle to r the ^n+in ,

uaia.

Not appropriate for skewed distribution as it is affected by extreme scores or outliers

Stable from group to group _ £xf X = — N

Median

A single, unique value that is . representative of all the scores

Disadvantages

May be used in further computations More stable from group to group than the mode

Not necessarily representative of all scores

Appropriate for skewed distribution

Unstable from group to group

th sco re

Grouped Data:

„

Mdn = L+

Cannot be used in further analyses Mode

The number that occurs most frequently in the data

Ungrouped data:

Easy to obtain

'

The most frequent score

Not necessarily representative of all scores

Grouped Data: The class mark of the class interval with the highest frequency Measures of Variation Range

Standard deviation


How to find

Definition The difference between the highest score and the lowest score The square root of the variance of the set of daita

Advantages

Ungrouped data: R = HS - LS Grouped Data: . R = Upper Limit of the Highest Class Interval Lower Limit of the Lowest Class Interval

Ungrouped data: c _ J z ( x - x) 2

Grouped Data: c, _

Cannot be used in further analyses

Jz

f ( x - x) 2

Easy to compute Gives a unique value Easy to understand .

Disadvantages Unstable Not representative of the set of data Not used In. further computations ■

Most stable Affected by extreme scores Gives a unique value Most representative More difficult to compute and Used1in further computations ; understand

PNU LET Reviewer

■

M athem atics - C o n tem p orary M athem atics

General Education

6 . Which of the following statements are true?


I.

A square is a rectangle.

II.

square is a rhombus.

III. parallelogram is a rhombus. IV. rectangle is a parallelogram.

' Directions: "Choose the best answer from the choices given. Write the corresponding letter of your choice.

A. I and II only C. 1.

B. I and IV only

Which of the following statements is TRUE? A. The endpoint of iw is R. B. Opposite rays are collinear.

I, II and IV only

D.

I, II, III and IV

For item 7, refer to this figure:

C. A line has length and width. 2.

D. The length of a ray can be measured. Which of these triangles CANNOT be a right triangle? A. obtuse

3. 4.

B.

scalene

C.

isosceles

D. equilateral

In triangle BED, with right angle at B, what is the hypotenuse? A. B E B. ED C. BD D. cannot be determined Refer to the figure. Given: m Z 2 = 62° and m Z 3 =

92. Find mZ

7. If lines r and s are parallel, which of the following pairs of angles are

4.

congruent? A. Z 3 a h d Z 6

C.

Z2andZ7

B.

D.

Z 4 and Z 6

Z 5 and Z 6

8. Find the measure of angle 1 in the figure.

A. 25° 9. . 5. ARGO is a parallelogram. If m Z A = 77°,thenm Z G.= _ A. 77°

B.

103°

C.

1 1 3 °.

D.

123°

■ B.

45°

C. 126°

D.

155°

■

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°

2T0

PNU LET Review sr

B. 140.5°

_C .

720°

D. 900°

D r. Gladys C . N i vcra

General E du cation

M athem atics - C o n tem p o rary M athem atics

16. A card is picked at random from an ordinary deck of cards. Find the probability

11. The angles of a triangle are in the ratio 1: 3: 5. What is the largest angle? A.

20°'

B. 60°

C.

80° -

'

of picking a black ace?

D. 100°

A.

12. Which of these figures cannot be the sides of a triangle? A.

1,3,3

B. 1, 1, 1

C.

6,12,8

%

B. 1 /<

' C. 1/13

13. The area of a square is 144 cm2. What is its perimeter?

of picking a card that is not a heart?

A. 12 cm B. 15 cm C. 48 cm D. 72 cm 14. What is the area of the largest circle that can be cut out of a square paper

A.

62.8 cm2

B. 84 cm2

1/26

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

whose side is 40 cm? A.

D.

17. A card is picked at random from an ordinary deck of cards. Find the probability

D. 5, 1 0 , 4

C.

524 cm2

is 2/3. How many faces are green?

D. 1 256 cm2

15. The graph shows the number of socks, belts, handkerchiefs, and neckties sold by a store in one week.

160

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 'item s Sold by Store

swimmers?

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

D r. Gladys C . N ivera

B.

•

90 .

C.

120

D.

•

140

• >

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
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

G eneral Education


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?

33. What is the computed mean value? 13.6 B. 14.1 C . ' 12 ' D. 15.434. Which of the following classes performed best and with the least variability in the test? •

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

30 Mario had three test scores of 78,76, and 74, while Kristyn had scores of 72,

A. B.

Mario was 1 point higher. Mario was 1 point lower.

C. D.

Both averages were the same. Mario was 2 points lower.

2.16

26.4

2.53

I - Masipag

25.7

2.87

I - Matipid

26.4

2.72

B.

I-Masunurin

C.

I-Masipag

D. I-Matipid

35. The table shows the student's grades and the corresponding number of units

SUBJECTS

UNITS (Weight)

GRADE

Filipino

3

88

English

3

90

Math

3

94

Science

5

91

Araling Panlipunan

3

87

2

96

1

90

FREQUENCY

SCORES 21-25

•

2

16- 20

5

11 -15

12

6-10

4

1 -5

1

Computer

A. 25 B. 24 C. 22 D. .12 32. What is the size of the interval of the frequency distribution? B.

3

PNU LET Reviewer

C.

4.

■

PE

31. How many pupils took the test?

212

24.7

I-Magalang

Mr. Marquez gave a mathematics test to a group of students. The distribution of

*

I- Magalang

A.

the scores is as follows:

2

Standard Deviation

for each subject.

For items 31 -33:

A.

Mean

I - Masunurin •

29. How many sets of answers are possible for an 6-item true or false test? A. 12 B. 36 C. 64 D. 128 82, and 74. How did Mario’s average (mean) score compare with Kristyn's average score.

Classes

0.

What is the mean (average) of the grades? A.

88.9

B.

89

•

C. -90

D.

90.7

5

D r. G ladys C . N ivera

M ath em atics - C o n tem p o rary Mathematics

G eneral Education

For item 7-8, refer to this figure:

PART III - ENHANCING TEST TAKING S K ILLS

Directions: Choose the best answer from the choices given. Write the corresponding letter of your choice. 1.

An angle is 55.5°. What is the measure of its supplement? 2A. 4.5°

2.

3.

B.

34. 5°

C.

114.5°

D,

If lines r and s are parallel, which of the following pairs of angles an

124.5°

congruent?

Given: RS = 5. RT = 16, and ST = 11. Which of these points is between the other two? A. R B. S C. T What is the altitude of this figure?

A

D.

B

any point

C

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. 4.

Which refers to a pair of noncoplanar lines? A.

perpendicular

B. coinciding

C. parallel / 0 : skew

5. Which of the following is a convex hexagon?

20°

B .: 25° C:' 28°

/

2\-+ 15

D. 30° 11. Which of the following statements is TRUE? A. Adjacent angles form a linear pair. B. ’ Supplementary angles form a linear pair. C.- Angles that form a linear pair are supplementary.

6. Which of the following quadrilaterals best describes a square? A B.

Its diagonals are perpendicular to each other. It is an equiangular rhombus.

&. Its diagonals are congruent.

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.

B.- ' m Z A N T = 4 5 ° '

C. AT = AN D. AT =

AN

D. It has four right angles. _ D r. G ladys C . N ivera

PNU LET Reviewer

213

'M athematics - C on tem p orary M athem atics

G enera] Education

13. What is the sum of the measures of the interior angles of a regular octagon?

19. What is th’e probability ofgetting a-prime number when a die is

•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

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

form a right triangle. What could be the length of the-third stick? ^

12cm

B. 13cm

C.

14cm

D.

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.

picked at random, what is the probability of getting a chocolate?

)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?

625 cm2

17. The area of the Great Circle of a sphere is 314 cm2. Find the volume of the

tossed?

•

• 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

sphere. A. 4186.7 cm3

C.

5865.5 cm3

24. A show manufacturer conducted a survey of the average shoe size among

B.

D. 6212.3 cm3

women to help him decide what shoe size to put on display. What measure of

5116 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.

_______________

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 1/2 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

m

s

PNU LET Reviewer"

C. -orange

D. red

A.

¥a

1'girl? 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

'


-3i

'■£>

k

.0

-jj

M athem atics - Contem porary M athem atics


30 Find the number of distinct pe’rmutations of the letters in the word 'MISSION? A.

270

B.

720

C.

1260

D. 5040

!

35. The table shows the student’s grades and the corresponding number of units for each subject.

3-1. The following polygon shows a shop's monthly sales of umbrellas for the year.

SUBJECTS

UNITS (Weight)

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

EP

0.6

50

.

GRADE

93 92

What is the mean (average) of the grades? A.

M onths

89.85

B.

90.12

C.

90.38

D. 91.02

How many more umbrellas were sold in June than in November? A.

45

B.

35

C. 30

D. 20

For items 32-34: The scores of 10 students who took the qualifying exam for a major mathematics competition are as follows: Student

A

B

C

D

E

F

G

H

I

J

Score

18

32

10

15

27

18

23

28

29

30

.

32. What is the median score? • A. 18 * B. 20 C. 33. What is the mode of the scores? A.

18

B.

20

23

C. 23

34. What is the range of scores? A.

18

'D r. G ladys C . N ivcra

B._ 22

' D. 25 D.

25

D.

25

. C. 23 '

PNU LET Reviewer

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\

Natural Science

General E d u catio n

Natural Science


INTRODUCTION Scientific knowledge and skills are essential for socio-economic and cultural development. While the required knowledge may or may not be generated wholly,

Prepared by:

we must have the capacity to make use of it.

Dr. L eticia V. Cacris

Today, the amount of scientific and technological knowledge has transformed

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

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:

216

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Dr. L ccicia

C acris

N atural Science

General E du cation

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.•

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,

D. Science, Technology, and the Environment Science and technology can be used to monitor environmental quality. Society

the theory of the conservation of energy was developed technological problem

has the ability and responsibility to educate and to regulate environmental

of increasing the efficiency of commercial steam engines. The mapping of the

quality and the wise usage of natural resources, to ensure quality of life for this

locations of the entire set of genes in human DNA has been motivated by the 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

and the succeeding generations.

Example: Everyone should share in the responsibility of conserving energy.

discoveries about cells. E.

Public Understanding Gap A considerable gap exists between scientific and technological knowledge,

B. Scientists and Technologists are human

and public understanding of it. Constant effort is required by scientists,

Scientists see patterns in phenomena as making the world understandable;

technologists, and educators to minimize this gap.

technologists see them as making the world manipulate. Scientists seek to show that theories fit the data; technologists (engineers) seek to demonstrate

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.

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

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. PNU LET Reviewer

217

N atural Science


G. • Limitations of Science and Technology

J.

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

that characterize science and technology, there are many connections to, and

or temporary solution is all that is ever possible. Solutions to problems can not

overlaps with, other realms of human knowledge and understanding.

necessarily be legislated, bought, or guaranteed by the allocation of resources.

Example: The Uncertainty Principle in science, the Hawthorne Effect in social psychology all express similar types o f ideas within the realm of their own disciplines.

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.

Science, Technology, and'Other Realms • ■ . Although there are .distinctive characteristics of the knowledge and processes

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

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.

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.

218

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D r. L e ticia V. C atris

N atu ral Science

G eneral Education

•

that compares the information from a temperature sensor to a control setting

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

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.

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

•

Technologies Always Have Side Effects In addition to its intended benefits, every design is likely to have unintended side

characteristic of science as change is.

effects in its production and application. The effects of ordinary technologies •

may be individually small but collectively significant. Refrigerators, for example,

Science Cannot Provide Complete Answers to Ail Questions There are many matters that cannot usefully be examined in a scientific way.

have had a predictably favorable impact on diet and on food distribution systems. Because there are so many refrigerators, however, the tiny leakage of

There are, for instance, beliefs that— by their very nature— cannot be proved the true purposes of life). In other cases, a scientific approach that may be

a gas used in their cooling systems may have substantial adverse effects on the earth's atmosphere.

valid is likely to be rejected as irrelevant by people who hold on to certain beliefs (such as in miracles, fortune-telling, astrology, and superstition). Nor do

Humankind has been using the technological enterprise to change our

or disproved (such as the existence of supernatural powers and beings, or

world to accommodate our needs- new metal alloys; devices for agriculture,

scientists have the means to settle issues concerning good and evil, although they can sometimes contribute to the discussion of such issues by identifying

transportation, health, and communication; and technological advances such as seedless grapes, powdered milk, biodegradable soap, plastics, and Styrofoam.

the likely consequences of particular actions, which may be helpful in weighing alternatives.

The images of science sit easily with the images of modernization - electronic TECHNOLOGY is the application of-scientific, theories, laws, concepts, and

devices, robotics, nuclear energy, in-vitro fertilization, jet planes, space

principles. It is described as the means by which humans control or modify their

explorations, genetic engineering - on one end, the recognition of environmental pollution, resource depletion and urbanization - on the other side.

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

•

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.

them operating properly. For example, a bakintj oven is a fairly simple system Dr. Leticia V. Cacris

PNU LET Review er H

P

Natnral Science

G eneral Education

Examples of such “fail-safe” designs are bombs that cannot explode when the fuse malfunctions or automobile windows that shatter into rounded, connected chunks rather than into sharp, flying fragments. All of the means of preventing

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

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.

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.

WHAT ARE THE BASIC CONCEPTS AND PRINCIPLES OF SCIENCE AND TECHNOLOGY?

5. A freely falling object accelerates toward the earth at the rate of 9.8 m/s2 6. The temperature at which pure water freezes is O’ Celsius or 32‘ Fahrenheit.

A scientifically literate person has working knowledge of the basic concepts and principles of the natural sciences. Scientific knowledge is holistic, i.e., it is gathered by various branches of science contributing to an over-all conceptual scheme which is internally consistent. •

•

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

Life Science (Biology) - deals with living things and their parts and actions.

2.

Smaller branches of life science include:

3.

>

Zoology - the study of animals

>

Botany - the study of plants

4. >

Earth Science - deals with the study of the Earth and its rocks, dceans, volcanoes, earthquakes, atmosphere, and other features. This includes

5. 6.

to the amount of growth of green plants The human body uses food for energy and growth. Some chemicals fizz when they come into contact with other chemicals. It takes more force to slide a book on sandpaper than on smooth paper. ■ Running water cuts gullies in soft rock. Heavy marble roll farther than light marbles when both are given the same push.

astronomy, that explore nature beyond the Earth. This study objects such as •

stars, planets and moons.

Scientific Theories: Theories are developed to explain concepts or other observed

Physical Science - deals with the.study of matter. This includes:

regularities. These are proven hypothesis (tentative answers to questions).

>

Chemistry - explore what substances are made of and how they change

and combine. >

Physics - explore the study of relationship between matter and energy.

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.

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General E du cation

3.

Theory of Evolution: Sp.ecies adapt to their environments, and those that are most fit survive. * •

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

4. Theory of Plate Tectonics: The outer shell of the earth consists. of several moving

of objects that have kinetic energy. The various forms include electrical energy, mechanical energy, thermal energy, radiant energy.

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

particles: electrons, protons, and neutrons. When a force is applied, some of the electrons move. Electrical charges moving through a wire

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

is called electricity. Lightning is another example of electrical energy.

based upon the fact that they have always been observed to be true.

•

Mechanical energy is the movement of objects and substances from one place to another when a force is applied according to Newton’s Laws of Motion.

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

•

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

that depends on their masses and the distance between them. 3. The Law of Conservation of Energy: Energy can neither be created nor destroyed;

is technically incorrect to refer to heat as thermal energy. Objects

they can only be transformed from one form to another

possess thermal energy; heat is the transfer of energy from one object

4. The Law of Conservation of Matter and Energy: The sum of matter and energy

to another. It is an evidence of energy.

in the universe is constant. 5.

Electrical energy is the movement of electrical charges. All matter is made of tiny particles called atoms. These are made up of even smaller

•

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.

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

CONCEPTS IN PHYSICAL SCIENCE

the arrangement of its parts. The various forms of potential energy include

A. Energy

chemical potential energy, and nuclear energy

gravitational potential energy, stored mechanical (elastic potential) 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.

•

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

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I G eneral E d u ca tio n

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

>

Gravitational Energy is the energy of position or place. A’rock resting

almost always decreasing. • The human body is like a machine, and the fuel is food. Food gives the

at the top of a hill contains gravitational potential energy. Water in a

energy to move, breathe, and think. But the body is not very efficient at

sound when chemical energy is released. •

Converting one form of energy into another form always involves a toss of usable energy. The total amount of energy available for transformation is

converting food into useful work. The rest of the energy is lost as heat.

reservoir behind a dam, is an example of gravitational potential energy. •

When something is lifted or suspended in air, work is done on the

during an automobile trip goes, by way of friction and exhaust, into

object against the pull of gravity. This work is converted gravitational •

•

Almost all of the energy stored in the molecules of gasoline used

potential energy. Stored Mechanical Energy is energy in stretched rubber bands, in compressed springs, trampolines, and even our skin. They have the

•

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

potential to do work or resist being stretched out of shape.

way path. It enters the living system in the form electromagnetic waves

Nuclear Energy is energy stored in the nucleus of an atom and can be

-

light and leaves as heat.

released when the nuclei are combined or split apart. Nuclear power plants split the nuclei of uranium atoms in a process called fission. The sun combines the nuclei of hydrogen atoms in a process called fusion. >

>

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

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

example, was formed millions of years ago from the remains of ancient sea

energy transformation. • The law of conservation of energy says that energy is neither created

plants and animals.

nor destroyed. When we use energy, it doesn’t disappear. We change •

>

Classification of energy

it from one form of energy into another. A car engine bums gasoline, converting the chemical energy in gasoline into mechanical energy. Solar cells change radiant energy into electrical energy. Energy changes form, but the total amount of energy in the universe stays the same.

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D r. L cticia V. Garris

Natural Science

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Tm

Natural Science

>


Sound, motidn, thermal energy, and light are not easily classified as kinetic

• Elements* are the simplest form of matter since they cannot be

and potential energy. They are evidences of energy.

decomposed further even through chemical means. Elements

•

Light is an electromagnetic radiation and has no mass, hence, it has

•

neither kinetic nor potential energy. Sound is produced wtren a force causes an object or substance to

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. -

vibrate— the energy is transferred through the substance in a wave, o The human ear can hear only those sounds caused by objects

•

them good insulators) of heat and electricity, neither malleable nor

vibrating between about 20 decibels (vibs/sec) and about 16,000 o

•

decibels. 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

•

elements, which are chemically combined in a definite ratio by mass.

are organic. Sugar, acetone, acetic acid, methane, ethylene, alcohol are organic compounds. However, carbides, carbonates, bicarbonates, cyanides, carbon dioxide and carbon monoxide are exemptions.

energy is the combination of kinetic and potential energy of a moving •

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

kinetic energy into gravitational potential energy and back into kinetic energy as it swings back and forth.

ductile, brittle, (if in the solid phase) Compounds are pure substances that are composed of two or more There are two ways of grouping compounds - as organic or inorganic: and as acid, base or neutral. Basically, carbon-containing compounds

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 object. A pendulum has mechanical energy; it continually converts

Nonmetals are characterized as are poor conductors (thus, making

indicators. Indicators are either weak organic acids or bases that 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;

yield hydrogen ions (H+) while bases yield hydroxide ions (OH-).

in their responses to each other; and in hundreds of other ways.

Unlike acids and bases, neutral compounds do not change the color of

•

indicators. Solution is the only homogeneous mixture, made up of two or

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

•

more pure substances that are physically combined. Alloys are solid

substance would be pure water, which contains only the compound

solutions which are combinations of metals. Salt and water forms ...

H20 or pure table salt that contains only the compound NaCI. Two or

a Jiquid.sojutlop while air is a mixture of gases. | g ^ n s ^ ! f e i n . a $' s61ventJ(the material that does thedSsofvirig of another material): and

mpre gases will always mix to form just one phase.

224

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

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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

W ttm S LET Reviewer


■

D r. L eticia V. Cacris

N atural Science

General Education

>

Mixtures of substances in the waters,'land, and air may result to some major environmental problems: *_ . •

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

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

•

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

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.

• 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

Green House Effect: a process in which sunlight is not capable of

spheres, holds planets in orbit, and gathers cosmic dust together to

.

•

>

escaping the earth’s atmosphere due to suspended particles in air resulting to global warming

o

around any mass. The strength of the field around an object is proportional to its mass and diminishes with distance from its center.

Force and Motion >

>

Forces are interaction between two bodies. They can either be contact or noncontact force.

•

(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 On an atomic scale, electric forces between oppositely charged

o

Contact forces result when two bodies directly touch each other as in walking, running, playing, writing and pushing objects where friction is observed. •

•

start the process of star formation, Gravitational forces involve a gravitational field that affects space

o

Friction is a force that opposes the natural motion of an object. It is often

protons and electrons hold atoms and molecules together An electrically insulating material such as glass or rubber does not ordinarily allow any passage of charges through it. An electrically

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.

the motion of charges, so electric forces acting on it readily produce

There are 3 types of frictional forces depending on the type of motion that

a current of charges. (Most electrical wires are a combination of

occurs between two surfaces. Static friction - if there is no relative motion

extremes: a very good conductor covered by a very good insulator.)

between two surfaces. Kinetic friction is the type of friction that opposes

conducting material such as copper will offer very little resistance to

•

Magnetic force is the interaction between magnetic fields pulling or

sliding motion; is weaker than static friction. The friction force that exists in

pushing each oth.er - like poles attract each other, unlike poles, repel each

rolling motion is called rolling friction. This is the weakest frictional force that opposes motion.

other.

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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

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)

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 o

it that affects other magnets, Moving electric charges produce magnetic fields. For example, electric

>

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

currents circulating in the earth's core give the earth an extensive

sound waves, light waves, earthquakes, or surface waves on water.

magnetic field, which we detect from the orientation of our compass needles.

>

Wave behavior can be described in terms, of how fast the disturbance propagates (speed, v), and in terms of the distance between successive peaks of the disturbance (wavelength, a). Wavelength can greatly influence how a

> The interplay of electric and magnetic forces is also the basis of many technological design, such as electric motors (in which currents produce

wave interacts with matter— how well it is transmitted, absorbed, reflected,

motion), generators (in which motion produces currents), and television tubes

or diffracted..

(in which a beam of moving electric charges is bent back and forth by a periodically changing magnetic field). More generally, a changing electric field

>

induces a magnetic field, and vice versa.

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

>

When an unbalanced force does act on an object, the object’s motion changes.

-

shortest wavelength.

It may change its speed or its direction of motion or both. The greater the amount of unbalanced force, the more rapidly a given object’s speed or

>

Atmospheric gas, ozone, absorbs some of the ultraviolet radiation in sunlight—

direction of motion changes; the more massive an object is, the less rapidly its

the wavelengths that produce burning, tanning, and cancer in the skin of human

speed or direction changes in response to any given force.

beings.

> Sir Isaac Newton developed three laws of motion that explains force and motipn,.... .......... • y ^ |^ |ib t iin

'

.

>

. \ .v; v r§miiiii$ atrest and ah object in riiotien

penetrating power than audible sound waves andean be used to see in utero

femains n* mqfiOn^T3trafght tye and at constant speed u/iless acted (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

•

'

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 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

Natural Science

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

>

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

hence that we are in a generally expanding universe. (Doppler shift)

oceans. These layers rise or sink or mix, giving rise to winds and ocean currents that carry heat energy between warm and cool regions. The earth's rotation . curves the flow of winds and ocean currents, which are further deflected by the

EARTH AND SPACE SCIENCE >

shape of the land. • The water cycle plays an important part in determining climatic patterns—

Earth is a fairly small planet. The distance of the earth from the sun ensures that energy reaches the planet at a rate sufficient to sustain life. The earth is mostly

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

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

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

are raised on both sides of the planet by the gravitational pull of the moon and

with the atmosphere and oceans in affecting worldwide variations in

sun, producing high tides about twice a day along ocean shores. Similar bulges are produced in the blanket of air as well.

climate. >

>

>

The earth is approximately 1.28 x 104 km in diameter at the equator. The

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

diameter at the poles is approximately 70 km less than at the equator because

surface (groundwater). Many sources of fresh water cannot be used because

of its rapid rotation on its axis (equatorial bulge).

they have been polluted. It can be very expensive to clean up polluted air and

The motion of the earth and its position with regard to the sun and the moon

water, restore destroyed forests and fishing grounds, or restore or preserve eroded soils of poorly managed agricultural areas.

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.

>

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

>

This difference in heating different parts of the earth’s surface produces

alterations that may also have adverse effects on human activities. Wind, tides,

seasonal variations in climate. The rotation of the planet on its axis every

and solar radiation can also tie harnessed to provide sources of energy.

24 hours produces the planet's night-and-day cycle. The combination of the 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.

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.

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>

G eneral Education

The theory of plate tectonics is a unifying theory of the continental drift and

>' Our sun is a medium-sized star orbiting near the edge of the arm of an

seafloor spreading theories. The current position of continents on the globe

ordinary disk-shaped galaxy of stars, the Milky Way. Our galaxy contains many

is thought to be the result of the break-up and subsequent movement of the

billion stars, and the universe contains many billion such galaxies.

plates making up the super continent, Pangea, about 250 million years ago. Pangea is formed from the collision of continents that formed from the original

>

crust of the earth and started moving around 2 >4 billion years ago. >

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

The surface of the earth undergoes continuous cycles of building structures and tearing them down. Weathering is process of wearing structures down

from the fusion of light elements into heavier ones in their extremely hot, dense

while erosion refers to moving the weathered materials. Canyons, gullies, and

cores.

valleys are the result of weathering and erosion by rivers and streams. > >

There are also a great many smaller bodies of rock and ice orbiting the sun.

Human activities have changed the earth's land surface, oceans, and

Some of those that the earth encounters in its yearly orbit around the sun

atmosphere. For instance,, reducing the amount of forest cover on the earth’s

glow and disintegrate from friction as they plunge into the atmosphere— and

surface has led to a dramatic increase in atmospheric carbon dioxide, which

sometimes impact the ground.

in turn may be leading to increased average temperature of the earth’s atmosphere and surface.

>

Other chunks of rock mixed with ice have such long and off-center orbits that they periodically come very close to the sun, where some of their surface

> Smoke and other substances from human activity interact chemically with the

material is boiled off by the sun's radiation and pushed into a long illuminated

atmosphere and produce undesirable effects such as smog, acid rain, and an

tail that we see as a comet.

increase in the damaging ultraviolet radiation that penetrates the atmosphere. > > Intensive farming has stripped land of vegetation and topsoil, creating virtual deserts in some parts of the-world.

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

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.

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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

Natural Science

•

•

The cytoplasm in the cell includes all the material outside the nucleus.

Living organisms are made of the same components as all other matter, ihvolve the

> In plants cells, the plasma membrane is surrounded by a cell wall made of

same kind of transformations of energy, and move using the same basic kinds of forces.

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

The Cellular Theory of Life >

>

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) •

>

are used for storage or as chemical factories. Chloroplasts are plastids that contain chlorophyll, which is used in making food. When the green

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.

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

A group of similar cells performing similar functions form tissues (ex. are

the presence of light from water, minerals, and carbon dioxide in a process

human tissues are muscle tissue, blood tissue and bone tissue).

called photosynthesis. The products of this reaction are glucose (energy),

•

A group of tissues working together forms an organ. Examples of human

•

organs are stomach, the biceps muscle, and the heart. Several organs working together form a system. All the systems make up

•

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

the organism. Examples of human systems include the circulatory system,

carbon dioxide as a waste product. Thus, oxygen is used by both plants

the digestive system, and the muscular system. Plant systems include the

and animal cells, and carbon dioxide is given off by both plants and animal

root system, leaf system and the stem system.

cells.

The cell is the fundamental unit of life, made up of a protoplasm, enclosed by a plasma membrane, and containing organelles. •

The plasma membrane provides form and structure for the celf, and

•

The nucleus is the control center of the cell and contains the chromosomeis,

permits inward passage of waste products.

>

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)

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

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N atural Science

Structure and Function of Plants > Plants contain organs called roots, stems, leaves, and flowers. •

•

The respiratory system is adapted for extracting the required oxygen either

•

Excretion is accomplished .through kidneys and other .excretory organs that

•

A complex circulatory system ensures that nutrients, gases, and regulatory

from the air or from water and removing carbon dioxide.

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.

extract liquid waste from body fluids and eliminate it from the organism. 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.

Flowers are the sexual reproductive organs of the plants. • The petals attract insects and birds to help disperse pollen for cross • •

•

• Regulatory glands secrete hormones to keep all cells working harmoniously.

fertilization. The male reproductive organ is the stamen, which manufactures the pollen.

• An intricate network of nerves and often a central brain structure coordinate all systems and permit movement, thought, and interaction with the environment.

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

• The muscular system allows the organism to move.

ovary; and the ovary, which manufactures the ovules.

•

A skeletal system provides rigidity in animals that do not otherwise have

When the pollen nuclei join the ovule nuclei, fertilized seeds result.

the required structure. Skeletons may be made of bone, cartilage, or water

> Plants move in response to gravity, light, touch, water, temperature and some

(such as hydroskeletons in certain worms). Some animals, such as crayfish and lobsters, have exoskeletons (external skeletons) that are made of chitin.

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).

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. •

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.

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

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production. •

•

•*

Natural Science

.

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.'

•The basic unit of ecological study is the ecosystem, a community of living organisms and their nonliving environment, interacting with each

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.

recycle.

other. It is the environment through which energy flows arid minerals A balanced ecosystem has three fundamental characteristics: (i) there is a relatively constant source of energy (the sun); (2) The sun’s energy

Recessive traits include attached earlobes, blue or hazel eyes, straight

is converted to glucose, which is needed by the living organisms; (3)

hair, the normal number of fingers and toes, and the inability to curl one’s tongue.

Organic matter and nutrients are successfully recycled. >

>

Energy is transmitted through an ecosystem primarily, by means of the

Living organisms move through definite lifecycles: they come into being, they

food chain. Plants are the sources of all food in any ecosystem since they

grow, they may metamorphose, they mature, they reproduce, and they die.

manufacture their own food. Some animals are herbivores, some are omnivores while others are carnivores, (energy follows a one-way path)

Genetics and Evolution >

>

When gametes are formed, abnormal (or mutant genes can be formed by

> Recycling of organic matter and nutrients within an ecosystem occurs as

erroneous duplication of the DNA, by physical transformation of the positions of molecules making up the DNA strands, or by external causes such as radiation, X-rays, or gamma rays.

plants and animals excrete waste materials back into their environment and die. Microorganisms recycle all this material back to the environment,

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.

(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.

G. Ecology >

Ecology is the study of the interactions of organisms with their environment and with each other. The environment in which living organisms exist is called the biosphere, and includes land, water, and air.

Dr. Lcticia V. C.atris

PNU LET Review er f e f e M

G en eral E d u catio n

N atural Science

WHAT ARE THE’PROCESSES OF * SCIENCE AND TECHNOLOGY? .

consistency'in the experiment and to relate the manipulated variable to the

A scientifically literate person has acquired and regularly practices the basic and

There are three types of variable, namely

integrated science process skills. There simply is no fixed set of steps that scientists

i.

responding variable.

Manipulated variable — the factor that is purposely changed in an experiment .

always follow, no one path that leads them unerringly to scientific knowledge.

ii. Responding variable —- the factor that changes with the manipulated variable

Scientists use the scientific method to search for cause and effect relationships

iii. Fixed variables — the factors that are kept constant throughout an experiment

in nature. In other words, they design an experiment so that changes to one item ' cause something else to vary in a predictable way.

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

Steps in the Scientific Method

example, controlling the temperature, changing the concentration of chemicals, or choosing which organisms mate with which others. By varying just one condition at

ASKING QUESTION- Identifying the problem

a time, one can hope to identify its exclusive effects on what happens.

Asking question based on the inference made to identify the problem related to the observation; an investigation usually begins with an observation of a phenomenon.

Often, however, control of conditions may be impractical (as in studying stars), or

To make their observations, scientists use their own senses, instruments (such as

studying wild animals in captivity). In such cases, observations have to be made

microscopes) that enhance those senses, and instruments that tap characteristics

over a wide range of naturally occurring conditions to infer what the influence of various factors might be.

unethical (as in studying people), or likely to distort the natural phenomena (as in

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

DESIGNING AND CONDUCTING THE EXPERIMENT

experimental medicines).

Always keep in mind that the main purpose of the experiment is to test the hypothesis

FORMULATING A HYPOTHESIS

Decide how to carry out the experiment, including determine the material, apparatus,

A hypothesis is a proposed explanation for a phenomenon. Normally, it is a general statement about the relationship between the manipulated variable and a

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.

responding variable in order to explain the.questions ask.

. Conduct a fair test by making sure that you change only one factor at a time while

IDENTIFYING AND CONTROLLING VARIABLES 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.

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

N atural Science

General Education

AN/U.YZINGAND'INTERPRETING DATA

’

WHAT APE DIFFERENT TECHNOLOGICAL SYSTEMS?

After collecting the cfata, you will need to analyze the results of the experiment. The results can be presented in various forms, such as a table, graph or chart.

> • Materials Technology - this involves the use and development of materials to ■ achieve a desired result..; construction, preservation and recycling of materials.

MAKING A CONCLUSION Draw -conclusions based on the observations and results. State whether the hypothesis is true or false.

- •

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

WHAT ARE THE ATTITUDES AND VALUES EXHIBITED BY A SCIENTIST?

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.

Science is in many respects the systematic application of some highly regarded

Radioactive waste so hazardous for such a long time that how best to

human values— integrity, diligence, fairness, curiosity, openness to new ideas,

dispose of them is not clear.

skepticism, and imagination. Science particularly strongly fosters three of these attitudes and values— curiosity, openness to new ideas (the joy of discovery and the

>

Biotechnology - involves agriculture, tissue culture, food production, health

satisfaction of intellectual growth throughout life) and informed skepticism (borne

and the environment, industrial processes, genetic engineering

out by the evidence, is logically consistent with other principles that are not in

•

question, explains more than its rival theories, and has the potential to lead to new knowledge).

that there are more choices for selective breeding. For example, plants can be given the genetic program for synthesizing substances that give

As a social activity, science inevitably reflects social values and viewpoints The strongly held traditions of accurate recordkeeping, openness, and replication,

The success of genetic engineering has helped to increase the natural variability within plant species by using radiation to induce mutations, so

•

them resistance to insect predators. The widespread use of insecticides, herbicides, and fungicides has greatly

blended by the critical review of one's work by peers, serve to keep the vast majority

increased useful farm output. However, their effectiveness may diminish

of scientists well within the bounds of ethical professional behavior.

as organisms develop genetically determined resistance to them, thereby

a

requiring increased,amounts of pesticides or the development of new ones. • •

An alternative to the chemical control of pests is introducing organisms from other ecosystems in an effort to reduce the number of pests in the agricultural ecosystem (such as by using foreign insects that feed on local weeds).

Dr. L cticia V. Garris

PNU LET R eview er

235


N atural Science

>

more rapidly than a human operator could. However, there are also risks

Process Technology - this include chemical and industrial processes, mechanical systems, manufacturing, and transportation. Increasing automation

that the information entered may contain errors and its speed of response may exceed human ability to monitor or judge the output.

requires, less direct labor and fewer skilled crafts, but more engineering, • •

computer programming, quality control, supervision,' and maintenance.

Information storage also involves issues of privacy and security. Computermanaged information systems require means for ensuring that information

Automation reduces the workers’ control and may eliminate some workers’ jobs even while it creates others. Flexibility and skill in learning a succession of

cannot be changed or lost accidentally.

new job roles have become increasingly important as the pace of technological change quickens.

> Health Technology - is concerned with reducing the exposure of humans to conditions that threaten health, as well as with increasing the body's

>

resistance to such conditions and minimizing the harmful effects that do occur.

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.

•

Sanitation measures include containment and disposal of garbage, construction of sewers and sewage processing plants, purification of water

With radio waves, the same information could be encoded as changes

and milk supplies, quarantine of infectious patients, chemical reduction

in wave pattern and distributed in all directions through the atmosphere

of insect and microorganism populations (insecticides and antiseptics), and suppression of the population of rats, flies, and mosquitoes that carry

without the rjeed of connecting wires. The efficient control of light waves in lasers has made possible the encoding and transmitting of information as

microorganisms. • Vaccination has been the most effective means of preventing early death

pulses in light intensity over optical fibers. • . Robots are used to perform the tasks of mass production. Instructions for

from disease. It is used to enhance the human body's natural defenses against disease. - weakened or killed disease microorganisms injected into the blood may arouse the body's immune system to create antibodies

processing are used to control the processes electronically, rather than . , having to be interpreted and carried out by people.

that subsequently will incapacitate live microorganisms if they try to invade.

> Information and" Communication Technology- this deals with locating and

•

acquiring ..storing? sorting, receiviilg communication information in variety of

.

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

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.

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 ■

The detection, diagnosis, and monitoring of disease are improved by

•

• 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 sciencebased 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

G eneral E d u catio n •

N atural Science

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 MULTIPLE CHOICE: Choose the letter of the answer that best completes each

which has to be tested through experimentation and data gathering before a conclusion is drawn.

statement: Which of the following is an important factor in explaining why seasons occur

Which of the following statements in not true of energy in the biosphere? A. Energy flows a one-way path

on Earth? A'' Earth rotates on itsaxis

d Earth's axis, is tilted s.

B. C.

Energy is conserved in the biosphere Energy follows a cycle through ithe web of life ,,,

B.

D. The sun's axis is tilted.

D.

Energy leaves the living system) in the form of heat

4. 1.

The sun rotates on itsaxis

A. this causes day and night

A. true - energy enters the biosphere in the form of light and leaves the

B. the sun does not rotate ^ the tilted axis causes the uneven distribution of heat from the sun

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. 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

5.

D. true - heat is released as energy is transferred in the biosphere A set of chimes made from pipes of different lengths hang as shown: Which of the pipes will give the lowest pitch when struck by a hammer?

A. Conclusion is the answer to the problem A. Pipe X B. Pipe Y

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.

C. All pipes will give the same note • D. You cannot tell without trying

gather data, formulate hypothesis, have a question, develop method, draw

conclusion B. formulate hypothesis, have a ’question, draw conclusion, gather data,

pipes that produce low pitches are very long

develop method . C. 'have a question, formulate/hypothesis, develop method, gather data, draw

pipes that produce highfpitches are short pipes of different lengths-give different pitch

conclusion'''

238

PNU LET Reviewer

1

'§

The length of the pipes determine the pitch D r. L e tic ia V'. Carris

G enera! E d u cation

6.

N atural Science

Which of the following technologies serve as alternatives to scalpels and cauterisation? • i.Lasers A.

i, and iii

ii. Inoculation _B. 'i,3ii, iy

*

iii. Ultrasound"

iv. Radiation

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.

B.

0.

eutrophication

unusually high tide ■

.

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 B. transformer

providing instant moving pictures of tidal waves and earthquakes

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 C.

Action and Reaction 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.

mesosphere

C. thermosphere

A ., Transpiration

B.

stratosphere

D. .troposphere;.

B.

Dr. Lericia V. C a m s

■

14. How is the conservation of mechanical energy described in a falling object?.

£. k electnc motor . D. electric generator

12. In which layer of the atmosphere do all the weather changes happen? .

D.

El Nino

10. What type of solar radiation is effectively absorbed by the ozone layer of the earth’s atmosphere? A.

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.

Condensation

(Q j of

Sublimation 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

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 B. 2.

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

Groups A, B and C

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

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

C. Groups C and D D. Groups B, C and D

C. Groups A and B less than Groups C and D 3.

D. Groups A and B greater than Groups C and D Which of the following environmental conditions has been blamed for the usual occurrence of “fish kills"? A. Acid rain

_ C. Atmospheric pollution

B. Eutfophication 4

D.. Silting of lakes

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 B. adaptive coloration

.

C. habitat protection -0. aggressive coloration

'removal of protective cover like green plants

240

PNU LET Reviewer

D r. Lericia V. C atris

N atural Scien ce

G eneral E d u cation

5.

The diagrams beiow show the sun, a boat and an observer's eye. Which of the

9.

Shown below is a simple food.web in a grassy community. The arrow symbol — ► means eaten by. What would happen if all snakes are Killed?

following diagrams best represent how you might see the boat? A.i---------------:------------ -=---------------------------------

'

,/ :Or

1 ®

*• A.

Grass population would increase. Grasshopper population would increase.

. •

'

C. Bird and frog populations would increase. D. Grasshopper and bird populations would increase.

:0 ;

•

* 1

1

_ Grass

-
Frog

Grasshopper

.

Snake

o

tK

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

-o;

Sunlight all around i

t

;Or

\

6.

8.

I

fall at the same rate and reach the bottom at the same time. Which of the following is proven in this experiment?

-*■

i.

Acceleration

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.

Which law of motion explains what happens every time we walk?- rsoc- '.r .r A. Inertia ^ Interaction. -P m r B.

7.

'

D. Universal gravitation

Which property of light accounts for the phenomenon of color? A.

amplitude

B.

frequency

' C

C. velocity ®

wavelength.

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,

I and II

.

the effect of acid rain. It is inferred from this action that calcium carbonate is a/an_______________ .

support this hypothesis?

A.

acid

A.

color of the cotton bolls in both fields

B.

base

B.

height of the cotton plants in both fields

D. length of the growing season in both fields

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

one with magnesium and one without. Which data should be collected to

C.

C' neutral substance 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. ' B.

homeostatic machine laser-

C. 0.

pacemaker pressure maker • PNU LET Reviewer

241

General Education

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.

mouth bacteria?” Which of the following variables is manipalable? A.

brands of toothpaste

C. fheofies in science dan be disproved-by"testing; a’ well established

J3. brands of toothbrush

^theory can bedemojished with asingle observation. . .< D. Scientific work requires a dedication that excludes' the lives of people in

6 . number of persons to* brush teeth

other fields of work. ■ 14. A grasshopper was put inside a covered bottle. After sometime, the

number ,pf time:to brush'teeth 19. The wise use of resources for the permanent good of all is referred to as: A.

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. B.

«

18. Consider the problem: “Which toothpaste brand is more effective in killing

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.

Tungsten has a high melting piont. Melts conduct electricity, some better than the others.

3.

Frictional forces can never be used to increase velocity

C.- When electricity passes through metals, heat is generated.

4.

Magnetic and electrical forces are unrelaed to one another.

A-

1,2 & 3

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

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.

S ocial Science - ?»iitics an
II. W H A T IS P O L IT IC S ?

1.

Black's Law Dictionary (1990) defined politics as the-science of government and the art on practice of administering public affairs.

describe their workings and organization and to some extent to forecast tieir development; while that of history is to trace the origin and development olthe

----- Accordingly, politics is the process of making government policies. By nature, _ _

politics everywhere involves conflict-that is, some from struggle among people trying to achieve different goals and satisfy opposing interest. A conflict arises

state and its political institution._______________________________________ 2.

j

from the very nature of human life itself.

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

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

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

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 organizations and a myriad of situations. He may choose to ignore politics, *"

POLITICAL SCIENCE DEFINED

other hand, is a studytif the state with all institutions, of which law forms clos ly 5.

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 .

CORRELATES OF POLITICAL SCIENCE Political Science shares common interest with other social disciplines namely: Dr. Ben jam in M. Dommgcil, Jr.

linked together. 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

Political science is the systematic study of the State and Government. The word

'scire' meaning to know.

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,

In its broadest sense, politics includes the decision enforcing processes in any

but definitely can never escape from its influence.

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

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


2.

Ministrant — those undertaken only by way of society and are, therefore,

to the combinations •of natural environment conditions which exist in the

options of such as public works, publication, public charity, health and safety

regions where they live.

regulations and regulation of trade and commerce.

CONCEPT OF A STATE

CONCEPT OF NATION

A state is a community of persons more or less numerous, permanently occupying

A nation is a group of persons occupying a portion of the territory sharing the same

a definite portion'of the territory, independent from outside or external control and

language, culture, tradition, and history.

possessing a government wherein a great body of inhabitants render habitual STATE DISTINGUISHED FROM NATION ORIGIN OF THE STATE

v

.

.

_______ __

A state is more oj,a judicial or legal concept, while a nation is more of a racial or ethnic concept. A nation may or may not be independent of external control A state

1. Divine Theory - it holds that the state of divine creation and the ruler is

may consist of one or more nations while a nation may consist of one or more states.

obtained by 60D to govern the people. Reference has been made by advocates 2. 3.

of this theory to the laws which Moses received at Mt. Sinai. Necessity or Force Theory.- it maintains that states must have been created

INHERENT POWERS OF THE STATE

through force by some great warriors who imposed their will upon the week.

1.

Police Power - it is the power of the state to regulate individual's rights and

2.

property for the general welfare. 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

3.

Power ofTaxation - the power of the state to enforce proportionate contributions

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

compensation. ^ ,

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

from the people for support of all government programs and services. .......... ' ---- --------------

ELEMENTS OF THE STATE The state has four essential elements, namely:

FUNCTIONS OF THE STATE i

1. 2.

People. Territory

Cdhstituent - those which constitute the bond of society and are, therefore

3.

Government

compulsory in nature.

4.

Sovereignty

. *

■ *

_

•• \ ) t.

t>eni.un:n X .

Jr

G en eral fcducacion

MODES OF ACQUIRING TERRITORY

6. Federal - a form of government where the power of the state is divided into ' two namely: national for national affairs and local for local affairs. Each organ is ' independent in its own sphere.

1.________ Discovery - a discovery of a particular portion of the earth’s surface coupled 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.

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

Conquest - the acquisition of territory by means of force. The Philippines as nation has passed through several stages and has been under

FORMS OF GOVERNMENT

different colonial rule in the course of its history. Discussed hereunder is th e evolution of the Philippines together with the different forms of government thathad

1. Democracy - comes from the Latin terms 'demos’ and ‘kratos’. It is a form of government wherein the power or sovereignty is exercised and or resides in the people. It may be classified as pure or representative democracy. 2.

been implemented by the different colonizers. THE PRE-SPANISH GOVERNMENT

Aristocracy - a form of government wherein the power is exercised by a limited Tew orthe so-called elite. It is always regarded as the privileged class.

Before the Spaniards came to Philippines, there were settlementsTomposedof

3. Monarchy - a form of government wherein the power or sovereignty is exercised by one person only, usually a king or a queen. It could either be

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

ZIZ

4.

absolute or limited monarchy.

by a Datu. He is the chief executives, law - giver, chief judge and military head. Hewas

Parliamentary - a form of government wherein the President serves as nominal

assisted by the Council of Elders called Maginoos which serve as advisers. In (am.

or titular head. It is-the Prime Minister that runs the affairs of the State. He is

the government irra barangay is monarchia! in nature with the datu as the monarch.

directly accountable to the people. Under this system the ministry is legally responsible to legislature and consequently to the electorate.

Social classes in the barangay are divided into four: the nobiiity or the maharla;

5. Presidential - a form of government wherein the President is the chief executive of the state and independent of the legislature with respect to his tenure acts,

the-freeman or the timawa; the serfs or the aliping namamahay; and the slaves or the aliping sa guiguilid.

and policies.. D r. B e n ja m in M . D om iflgcil, Jr.

G en era! E d u cation

Social Science - Politics and Governance with the Philippine Constitution

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

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

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

the Supreme Council (Kataas - taasang Sanggunian). A provincial Council was

Philippines was temporarily performed by the Council of Ministers. From 1863, the Ministry of Ultramar exercised general powers of supervision over Philippines affairs.

level. The judicial power was exercised by a Judicial Council or the Sangguniang

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.

established in each province. A popular council was establishing in the town 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

‘•oa.'J ScKn-cc *

itirivi .uu‘

>ixh

.:nc

Constitution

proclamation of the Philippines Independence at Kawit Cavite on June 12,1398 • an'd the reorganization of the local go\fernments.

the Philippines. On July 4, 1901 a civil government was inaugurated headed by

The Civil Government- the Spooner Amendment ended the military regime in

The revolutionary Government - On June 23,1898, Gen. Aguinaldo established

who exercised legislative powers. He remained as President of the Philippine

the Revolutionary Government replacing the dictatorial government. The aim of the

Commission, the sole lawmaking body of the government from 1901.to -'H)H5rthePhilippine Commission acted as the upper house of the legislative branch with the,

a Civil Governor, in February 6; 1905, the title was changed to Governor-General,

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

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

of Filipino representatives met in Malolos, Bulacan and Framed the so called

House of Representatives, receiving the same emoluments and other privileges as

Malolos Constitution. The Constitution established a free and independent Philippine

the American members of the body, but without the right to vote.

Republic which was inaugurated on January 23, 1899 with Gen. Aguinaldo as President. .The Republic was not recognized by the family of nations. It was 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

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

There were three-kinds of government implemented by the Americans .during their

Philippines pursuant to an act of the United States Congress on March 24,1934-,

period:

commonly known as the Tydings -McDuffie law. The law provided for a transSo n period of ten years during the Philippine Commonwealth would operate anti I

The Military Government- The American military rule in the Philippines started

July 4,1946, wherein the independence of the Philippines would be proclaned

on April 14,1898, the day after the capture of Manila. The existence of war gave the President of the United States the power to establish a Military government.

and established. The new government of the-Philippines was the inaugurated o n November 15,1935, following the first national election under 1935 constitutor!

His authority was delegated to the military governor who exercised, as long as the

held on September 12, 1935 with Manuel L. Quezon and Sergio Osmefiaas

war lasted, all powers of government executive, legislative and judicial. The three

President andVice - President respectively. The commonwealth government ofthe

American Military Governors were: Gen. Wesley Meritt, Gen. Elwell Otis and the last

Philippines,was-republican in form under the presidential type. The legislative po»er

was Gen. Arthur McArthur.

was vested in a unicameral Congress composed of the Senate and the House oftie

D r. 3 c n u m u n M . D o m tn g c ii

.

PNU LET Reviewer

G eneral Education

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

THE THIRD PHILIPPINE REPUBLIC

ii nature. The Filipinos had almost complete control over the domestic affairs, the

When the Philippines was finally liberated from the hands of the Japanese, the Third Philippine Republic was inaugurated on July 4,1946 with Manuel A. Roxas

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

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.

Osmena.this full powers and responsibilities of the Commonwealth government

Garcia was followed by Diosdado Macapagal who served the country for only one-

under the 1935 Constitution.

term. Macapagal was defeated by Ferdinand-Marcos in the presidential election of 1965.

;

THE JAPANESE GOVERNMENT The Marcos Years. Marcos took his oath of office on December 30,1965. He was Hie Japanese Military Administrator was established in Manila on January 3,1942,

reelected in 1969, due to his outstanding performance as chief executive. However,

one day after its occupation. The Japanese High Command immediately terminated

before the end of his second term (1969-1973), Marcos made serious efforts to

tie sovereignty of the United States over the Philippines.

amend the 1935 Constitution which was in effect at that time. A Constitutional

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

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 Commander - in - Chief of the Japanese forces. The Judiciary continued in the

the Marcos administration were either imprisoned or they disappeared. Marcos

same manner as it was independence which it had traditionally enjoyed."

assumed executive; legislative and even-judicial powers of the government. He virtually controlled all tSe aspects of Philippine politics through his Presidential

OnOctober 14,1943, the so - called Japanese sponsored Republic of the Philippines

Decrees and through the Batasang Pambansa.

was inaugurated with Jose P. Laurel as President. Like the Commission, the Ultimate source of its authority was the Japanese military authority and government. On August 17,1945, President Laurel dissolved the republic. . •

election, which marked by rampant cheating presumably on both the administration candidates led by Marcos for President and Arturo Tolentino for Vice President and the opposition candidates led by Corazon Aquino, (the wife of slain opposition leader Benigno Aquino Jr.) for Bresident and Salvador Laurel for Vice President.

FflifojpH U LET Reviewer

Dr. B en iam in M . D o n iin jjcii. jr.

G ener:;i Education

S ocial Science - Politics and Governance »-i*h Hie Philippine C onstitution

This event led to the so-called EDSA People- Power Revolution from February

reform program, however, unemployment remained a serious problem because

22-25, 1986, that paved the way for the downfall, of the 20 years of Marcos Presidency.

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

President of the Philippines on February 2 5 ,1986-in Club Filipino, San Juan. Metro

MNLF formally began in 1993 and resulted in a lasting peace agreement, signed

Manila. Aquino issued' Proclamation No. 3 on March 25, 1.986 promulgating the

in September 1996. Other rebel groups, including the Moro Islamic Liberation

Freedom Constitution. Thereafter, on June 2 , 198§, she appointed a Constitutional

Front (MILF) and Abu Sayyaf, continued guerilla activities.

Commission composed pf fifty members whichjrafted theJ98Z.Constitution. 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 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.

The Fidel Ramos Presidency. Ramos was the former military officer to become the president of the Philippinesrtfe usedJiisJ
Despite its rhetoric, however, the government did not make much progress in implementing its “pro-poor” platform. The opposition became more outspoke n in

to reestablish a tradition of civilian control over the armed forces. He also built on

its criticism of Estrada, and his administration became embroiled in allegation s of

the process of restoring democracy to the Philippines by addressing the nation's

cronyism and corruption. The corruption allegations led to Estrada's impeachm ent

most difficult economic reform program based on privatization and deregulation,

by the House of Representatives November 2000. His trial in the Senate w as

opening banking to foreign investment and transferring government assets to

suspended in mid-January 2001, however, after the prosecution team, resigned

private ownership. He moved quickly to resolve the country's serious electric-

to protest the suppression of evidence. Thousands of Filipinos then took to "the

power shortage, which had been a detriment to economic growth, by investing

streets of Manila to demand Estrada's resignation, however, Estrada retained strong support among the urban poor.

in the domestic power-generating infrastructure. His government improved taxcollection policies and practices and this combined with the growing economy to generate higher tax revenues for the government. In 1994-1995 the country ’ had its first consecutive government budget surpluses. Despite.of economic Dr. B e n ja m in M . D o m in u cil, Jr.

PNU LET Reviewer

"WSk

vienerai Education

Social Scien ce - P olitics ana G overnance w ita tilt P hilip p in e C o n s titu to r :

On January 21, 1899 President Aguinaldo finally proclaimed the Malolos

. The Gloria M. Arroyo Presidency. Vice President Macapagal- Arroyo formed

Constitution as the fundamental law of the land.

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,

2.

1935 Constitution

after the Supreme Court declared the presidency vacant. Macapagal-Arroyo was

The drafting of the Constitution lasted six months from July 30, 1934 to

immediately sworn as president.

February. 8, 1935. Some delegates, however, had signed the document beginning February 9. Altogether, there were 200 signers.

Early in her presidency, Macapagal-Arroyo declared a suspension of offensive military operations against the MILF and pursued a policy of reconciliation

The Tydings-Mcduffie Law required that the Constitution, after its approval by

with the group. In August 2001, the two sides signed a cease-fire agreement and peace negotiations continued with Malaysia acting as intermediary. The

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

government meanwhile continued its military crackdown on the secessionist'AbuSayyaf, which was linked to terrorist activities such as bombings and Kidnapping.

The electorate overwhelming ratified the Constitution. The ballots cast in favor of it totaled 1,213,046 and those against only 44,963. *

' 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-

3.

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.

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

1973 Constitution The 1973 Constitution shortly after the start of martial law, the delegates to the

__________

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,

BRIEF HISTORY OF PHILIPPINE CONSTITUTION 1. Malolos Constitution

_______________

----- 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.

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.

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

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.

February 2,1987. The electorate in a plebiscite held for the purpose ratified the draft of constitution. STATE DISTINGUISHED FROM GOVERNMENT

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:

2.

Philippine and U.S Constitutions 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

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.

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 . 2.

whole State. 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.

General Education

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

3.

contiguous zone, the control necessary to prevent and punish 'infringements

1. Proposal - may be made by a. b. 2.

of its customs, fiscal, immigration or sanitary laws and.regulations within the

Congress Constitutional Convention

c. People's initiative * • 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

4.

----------------------------

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

territory or territorial sea. 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

the entire electorate and 3% must come from every legislative district. PREAMBLE

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

5.

and subsoil. 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

powers actually conferred by the constitution. (Watson, Const.Vol I p.92)

resources. Insular shelves - are relatively shallow beds of sea bottom bordering the land

The Philippine Territorial Jurisdiction comprises:

Mass, the outer edges of which sink considerably until the great ocean Depths are reached.

1. Terrestrial - jurisdiction over bodies of land 2. Fluvial - jurisdiction over maritime and interior waters 3. Aerial - jurisdiction over atmosphere

THE NEW LAW ON THE SEA

The United Nations International Convention in Gerfeva-defined" the~five~kinds of

The Convention on the Law of the Sea ( under the sponsorship of the United Nations)

water in relation to the territorial jurisdiction of an archipelago state: 1. Internal Water - the water around connecting and those that are in between

signed in Jamaica onfOecember 10,1982 fixes a 12 mile territorial sea limit and

2.

establishes an economic zone from the baselines. It adopts and recognizes the

the islands regardless of their breadth and dimensions.

■archipelagic principle but set forth limitations thereon consisting of respect for right

Territorial Sea - is’ a tseirof water outside of the archipelagic baoolinoo and—

-ot4be-ships of other states to pass though the territorial sea as well as archipelagic

■adjacent to the archipelagic waters. The archipelagic state has a right to establish the breadth of its territorial sea, not exceeding 12 nautical miles measured from the baselines. The archipelagic state has 'sovereignty over the

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.

territorial sea. the air soace above it. and the bed and subsoil of Such sea. Dr. Ikrn ium in M . D o m in u c il. fr.

S o c ia l S c ie n c e - P a n a i sov erriaiice v.irh m e Phiiinpijp..- C o r.''t:c -ja i« 'i

G eneral Ed u catio n

Section 6. The separation of the State shall be inviolable.

ARTICLE II Declaration of Principles and Policies

The principle 'of the separation of the Church and the State being inviolable is Section 1, The Philippines is a democratic and republican state. Sovereignty resides ...................

implied from the constitutional prohibitions that 'no law shall be made respecting an fistahlishmant nf religion' anrl that ‘ nn public money or .property shall be

A republican government is a democratic government by representatives chosen"

appropriated, applied, paid or employed, directly or indirectly, for use, benefit, or support of any sect, church domination, sectarian institution or system of religion.

in the people and all government authority emanates from them.

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.

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.

Section 2. The Philippines renounces war as the instrument of national policy, adopts the generally accepted principles of international law of the land and adheres to the

CLASSES OF RIGHTS

policy of peace, equality, justice, freedom, cooperation, and amity with all nations. 1.. Natural Right - possessed by every citizen conferred upon him by God as a Renunciation of war as an instrument of national policy is the first aspect of the

human being.

declaration. Its accordance with thtfprinciple in the United Nations Charter binding all members to ‘refrain in the international relations or use of force against territorial

2.

Example: right to life, right to live Constitutional Right - rights conferred and protected by the Constitution part

integrity or political independence of any state’. The declaration refers only to the

" 7 'Of tne“fur'cJaTnentaI law cannot be modified or taken away by the law making

declaration of the Philippines of aggressive war, not in defense of her national honor and integrity.

3.

body. Statutory Right - it is provided by laws promulgated by the law making body. 11 can be abolished by the same body.

Section 3. Civil authority is, at all times, supreme over the military. The Armed Force of the Philippines is the protector of the people and the State. Its goal is to secure

C U S S E S OF CONSTITUTIONAL RIGHTS

the sovereignty of the State and in the integrity of the national territory. 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.

1.

Civil Right - right which the law enforces to private individual for the purposes

2.

of security, happiness and enjoyment Political Right - right of the citizen to participate directly or indirectly in the establishment of administration of the government

G e n e r a ! E d u c a tio n

3.

Social and Economic Right - it is intended to insure the well being and

economic security of the individual. Right of the Accused - intended to protect persons accused of any crime. They of

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.

law nor shall any person be denied the equal protection of the law. REQUISITES FOR A VALID SEARCH WARRANT OF ARREST 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.

1.

Probable cause

2. 3. 4.

To be determined personally by a judge After examination tinder oath or affirmation of the complaint and his witness Particularly describing the place to be searched and the persons or things to be seized

KINDS OF DUE PROCESS OF LAW RULES IN THE COURT OF ARREST 1. 2.

Procedural due process of law Substantive due processes of law are the (civil) rights intended for the protection

1.

of a person accused of any crime. Example: right against self-incrimination, 3.

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.

right to have a legal counsel,. _ Section 1. No person shall be deprived of life, liberty or property without due

2.

process

3.

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 When the person to be arrested is a prisoner who has escaped from a penal establishment or place where he is serving final judgment or temporarily

Section 2. The right of the people to be secure in their persons, houses, papers and

confined while his case is pending or has escaped while being transferred from

effects against unreasonable searches and seizures of whatever nature and for any

one confinement to another.

purposes shall be issued exceptupon probable cause to be determined personally by the judge after e xamination under nath or affirmation of the complaint and the

t

witness he may produced, and particularly describing the place to be searched and

Section 3 1. Right to privacy of the communication

the persons or things to be seized.

2.

:

'

Any evidence obtained in violation of this or the preceding section shall be inadmissible for any purpose in any proceeding. ,

Search Warrant - is an order in writing in the name of the people of the Philippines, signed by a judge, directed to the police officer, commanding him to search for

Right to privacy is concisely defined as the right to be left alone. It has also been

personal property and to bring it before the court.

defined, as theright of a person to be free from unwarranted interference by the public in matters which the public is not necessarily concerned.

G eneral Ed u catio n S o c i a l S c i e n c e - P o l i t i c s an ti G o v e r n a n c e w i t h t h e P h i l i p p i n e C o n s t i t u t i o n

Section 9. Private propejty shall not be taken for public use without just 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'.

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 4.

RIGHTS OF THE ACCUSED IN CRIMINAL CASES 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

Those who are naturalized in accordance with the law.

Meaning of citizenship

1.

9.

Section 1. The following are the citizens of the Philippines

citizenship upon reaching the age of maturity, and I

-

ARITICLEIV -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.

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

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 -

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.

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:--------------------------

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.

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

PNU LET Reviewer

257

G eisera) E d u c a t io n

Social S c ie n c e - P o litic s a n d G o v e r n a n c e w c h the P h ilip p in e C o n s titu tio n

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

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 3.

national or local legislative body to the voting citizens of a Country for their ratification or rejection. 4. 5.

Initiative - it is the process whereby the people directly propose and.enact laws. 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

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

for or against a proposed law or enactment submitted to them. Referendum - it is the submission of a law or part thereof passed by the

voters.

of suffrage.

Qualifications of Voters He must be

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

2. 3.

Not otherwise disqualified by law At least eighteen(18) years of age; and

4.

Have resided in the Philippines for at least six(6)months preceeding the election

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

1. A citizen (male or female) of the Philippines

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

S o c i a l S c i e n c e - P o l i t i c ; ; iiii/d G o v e r n a n c e '.vith t h e P h i l i p p i n e C o n s t i t u t i o n

ARTICLE V.- LEGISLATIVFDEPARTMENT

•

w

Term of Office - six (6) years

Legislative Power - the authority under the Constitution to make laws and to alter

Qualifications of a Senator

laws

1. A natural born citizen of the Philippines________________'

_

'

----------- ----------

2.

at last 35 years of age on the date.of the election d a y ___________ '

governing the relations of the people among themselves and between them and

3. 4.

Able to read and write A registered voter

the government and its agencies.

5.

A resident of the Philippines for not less than two_(2)_years^ immediately--

_________ Law;

rnfnr tn “MiitPT which are the written enactments of the legislative

proceeding the election day

------------

.

•

Classification jof Powers of Congress 1. 2.

General Legislative Power - power to enact laws intended as rules of conduct to govern the relations among individuals and the state.

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

Specific Power - power which the Constitution expressly directs or authorizes

Registered Voter - one who has all the qualifications for a voter and none of .the

Congress to exercise like the power to choose who shall become the President

disqualifications provided by law and who has registered himself in the listof voters.

in case two or more candidates have an equal and highest number of votes,

Residence - the place where one has his true permanent home and to which whenever absent, he has the intention of returning.

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" 3.

constituent assembly. 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.

K

THE HOUSE OF REPRESENTATIVES 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

'" ''

• '

THE SENATE

Qualifications of a Representative 1. A natural born citizen of the Philippines

Composition and Election - it is composed of 24 senators who are elected at large

2. 3. 4.

At least 25 years of age on the election day Able to read and write

5.

A resident thereof, for a periochDf not less tha one (1) year preceding the e le ctio n /

by qualified voters as may be provided by law.

Dr. Benjamin M. Doiiiingdi, ji\

•

•

Except for party-list representative, a registered voter

PNU LET Reviewer

G e n era l E d u catio n

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

ARTICLE VII - EXECUTIVE DEPARTMENT

1. The Constitution limits to 250 the maximum numbers the Hose of

Section 1. The executive power shall be vested in the President of the Philippines

2.

Representatives may have 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 list

Qualifications of the President and Vice President 1. Natural bom citizen of the Philippines

The members of the House of Representatives may be classified into district, party-Jifit and sectoral representatives

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

number of representatives in the Lower House including those under the party 3.

Kinds of Ejection for members of Congress 1. Regular Election 2.

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

<

-*

v

Section 3. There shall be Vice-president who shall have the same qualifications and

Special Election

term of office arid be elected with and in the same manner as the President Compensation - PhPI 60,000.00 to PhP180,000.00 annually. Any increase in their salary takes effect only after the expiration of full term of the members approving

Reasons for Prohibition against RE-election of President

such increase

1.

A President seeking a second term is vulnerable to constant political pressure from those whose support he must preserve and has to devote his time and energy to consolidate this political support.

2.

A President who seeks a second term is-under terrific handicap in the performance oîis function.

STEPS IN THE PASSAGE OF THE BILL

T

First'reading

2. 3.

Referral to appropriate committee Second reading . . .

4\ Debates

.

____

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•

260

PNU LET

Reviewer

4.

6.

Submission to join bicameral committee

9. Submission to the President

A President seeking re-election will even use public funds for the purpose even to the extent of making the govemmenttjantfrupr I The prohibition also widens-the-basic-leaderette----------------------:--- ^ -------

5.,. The ban-will put an end or at least hamper the establishment of political dynasties.

-5 — Frinfflpmrdisfribution 6. Third reading ' 7. Referral to the other House 8.

3.

.

■

•

7.

The six year term will give the President a reasonable time within which to implement his plans and programs of government. 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

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

.

*

2.

Power to revoke any appointments

3. 4.

Powec of control over all executive departments, etc 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.

3. 4.

To render binding judgment 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 fromjlisjccurrencethereof.. 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

2. 3.

He must be at least forty (40) years of age He must have, for fifteen (15) years or more, been a judge of a lower court or

4.

engaged in the practice of law in the Philippines He must be a person of proven competence, integrity, probity, and independence

not be appointed.

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. 4.

Their powers and functions are defined in the constitution. The commissioners are required to be natural - born citizens of the Philippines.

PNU L£T Reviewer T

m

G en era! E d u catio n

S o c ia l-S c ie n c e - P o litic s and G o v e r n a n c e w ith a ic P h ilip p in e C o n s t i t u t i o n

COMPOSITION OF COMMISSION ON ELECTIONS

5.

Their term of office is staggered with two years interval.

6.

The Commissioner appointed is intelligible for appointment for a period beyond

7.

the maximum tenure of seven (7) years. Appointment of any vacancy is only for the unexpired portion of the term of the

increased in the membership from three in the 1973 Charter to nine on the theory

8.

predecessor. The commissioners cannot be appointed or designated in the temporary or

group or any person who might be interested in the commission deciding or taking

9.

acting predecessor. The commissioners are removable only by impeachment.

It is composed of a Chairman and six (6) Commissioners. The 1973 Constitution that it would make it more difficult for the Commission to become the captive of any action one way or another. Qualification of the Members

THE CIVIL SERVICE COMMISSION

1.

Composition of Civil Service Commission It is composed of a Chairman and two, (2) Commissioners. It is envisioned to

3. 4.

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. They must be at least holders of college degree. They must not have been candidates for any elective position immediately preceding elections.

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.

THE COMMISSION ON AUDIT Composition on Commission on Audit

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.

offices of the government.

4. They must not have been candidates for any elective position in the elections immediately preceding their appointment.

Qualification of the Members------------ ------------ -----1.

They must be natiirai born citizens of the Philippines.

The term civil service means that professionalized body of men and women who

2.

They must be at least thirty five (35) years of age at the time of election.

have made of the government service of a lifetime career. The scope of this are

■3. They must oe certiTiea-publiC accouilianis wlltmot1ess-than~ten(lO) years .of experience------- --------------------- ------ .— __________ __________

every branch, agency, subdivisions and instrumentality df the government including every government -owned or controlled corporation with original charter

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

4. They must not have been candidates for. any elective position in the elections preceding their appointment.

E M

PNU LET Reviewer

G eneral Ed ucatio n

S o c i a l S c i e n c e - P o l i t i c s a n d G o v e r n a n c e w i th rhe P h i l i p p i n e C o n s t i t u t i o n

ARTICLE X LOCAL GOVERNMENT 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.

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

LOCAL GOVERNMENT

Section 1. Public officer is a public trust.

Concept Local government refers to a political subdivision of a nation or state, is constituted by law and has substantial control of local affairs which officials elected or otherwise locally selected. LOCAL GOVERNMENT UNITS

'

functions of the government for the benefit of.the public.

2. 3.

City 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

Public office - is defined as the right authority, and duty created andconferred 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

The local government units are the following: 1. Province

Or. Benjam in M. Domingcil, Jr.

3.

•

'

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.

PNU LET Reviewer

263

S o c i a l S c i e n c e - P o l i t i c s an

Officials Removable by Impeachment

The power of the President to grant reprieves, commutations, and pardons does not

1. 2.

The president and vice-president • Members of the Supreme Court

extend to cases of impeachment.

3.

Members of the Constitutional Commissions

Section 4. Anti -graft known as Sandiganbayan

4.

The Ombudsman

The Sandiganbayan was a special court created by the Batasang Pambansa under the 1973 Constitution.

Grounds for Impeachment 1. 2.

Culpable violation of the constitution Treason: example a Filipino imposes war in the Philippines

Tanodbayan is a coined term in Filipino, which literally means ' guardians of the

3. 4.

Bribery. either direct or indirect bribery Graft and corruption

nations’. It is categorized like the three Constitutional Commissions as independent. Prosecutor

5.

Betrayal of public trust - new ground for impeachment

Section 5. Office of the Ombudsman to be known as Tanodbayan

Section 8. Qualification of Ombudsman Deputies Section 3. Initiating and Trial for Impeachment

They must be:

The House of Representatives has the sole power to initiate all cases of impeachment.

1.

The natural bom citizens of the Philippines

The Senate has the sole power to try all cases of impeachment.

2. 3.

At least forty(40) years old at the time of the appointment Persons with recognized probity and independence

Procedure in Impeachment cases 1. Filing of verified complaint in the House of Representatives

4.

Members of the Philippine Bar

5.

Not have been a candidate for any elective office in the preceding election

2. 3.

Trial by the Senate The members are required to be under oath or affirmation. Requirement for conviction To convict an officer, at least 2/3 of all members of the Senate agreeing are necessary.

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

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 criminaloffense has been committed, the party convicted is still liable to prosecution, trial, and punishment.

£64

PNU LET Reviewer

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>


Social Science - Politics anti Governance with the Philippine Constitution

‘ ARTICLE XIII SOCIAL JUSTICE AND HUMAN BIGHTS

the êmbers qf the Commission shall be provided by law. Until this Commission is constituted, the existing Presidential Committee on Human Rights shall continue to

The congress shall give highest priority to the enactment of measures that protect

exercise its present functions and power.

and enhance the right of all people to human dignity, reduce social, economic and political inequities and remove cultural inequalities by equitable diffusing wealth and political power for the common good.

•—

ARTICLE XIV EDUCATION. SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND.

--------------------

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-inaccordance 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

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

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.

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

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 C. Sovereignty A. State 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

w itc the Philippine C onstitu tion

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 Social' jo c t i c e 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.

7.

. rd Oov?rr.aji£>:

Bicameralism

r

C. Primary jurisdiction

•B. Constitutionalism D. Parents patriae • 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 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. 4.

The right to travel and abode The right of the child to protection, care and support of his parents. A. 1,2 B .1 ,3

C. 2,3 "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 .

<.

Its advantage is that it serves as the tuning ground for the national leaders A.

8.

v; k : .

.

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. B.

House of Representatives Sanggunian Panlalawigan

C. D.

Senate 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

A.

De facto

C.

Ek De jure

B.

Secretary of National Defense

C.

Ombudsman

commission.

A. 30 days C. 45 days B. 60 days D. 90 days 18. It refers to the act of the President of staying the execution of a convict. _____________ ..C.. ..Commutation_____________ D. Reprieve

19. It is the only constitutional court in the Philippines. A.

Court of Appeals

B.

Family Court

Both a and b

D. None of the above

24. Amendments in the 1987 Constitution can be made through a constitutional

D. Vice President 17. The Constitution empowers the President to declare Martial Law for

A. Amnesty B. Pardon

23. The government under President Aquino w a s .

C. Shariah Court

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 ** -*

D. Supreme Court

20. The change of venue or place of trial ca be ordered for this reason A. B.

Lack of jurisdiction 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. B.

Due p ro ce ss______________.C— Right-Speech Equal protection D. Writ of Habeas Corpus

f

22. The 1987 Constitution was framed by A. People’s initiative.........................................;...........................................

.

B.

Constitutional assembly

C. D.

Constitutional commission Constitutional convention

PNU lE T Reviewer.

_____________________ s............................ ......

Dr. Bcnjiimin M. Domingcil. Jr.

General E du cation

Social Science - Politics and Governance -.vith the Philippine Constitution

7.

PART III - ENHANCING T ES T TAKING SKILLS

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 1. Which of the following sector cannot participate under the party-list system of representation

2.

3.

A.

Elderly

C. Overseas workers

B.

Handicapped

D. Religious

C. Consul

B.

D. Ambassador

Navy captains

9.

Invasion

B.

C. Retired justice of the Supreme Court

No Yes

C. D.

Where accused is carrying bulging bags and was suspiciously quiet and nervous when asked about its content.

11.. The following searches are valid even without a warrant of arrest except A. There is a waiver.

C. None of the above

B. No . D. Both of the above The General Appropriation Act for the year 2012 allocated P 10 million each

B.

Made during the saturation drive

C.

Open to eyes and band

to the members of the House of the Representatives P150 million to the

D. Stop and frisk principle

senators for countryside development notwithstanding that the President

12. The ombudsman must be at feast__________ years of age at the time of his appointment.

recommended its abolition. What remedy can the president employ to refuse release of the funds? A. B.

Abolish congress Exercise his pocket veto

Dr. Benjamin M. Domingcii, Jr.

C. Exercise the power of impoundment D. All of the above

None of the above All of the above

C. Where the physical appearance of the accused fitted the description given in-the-eonfidentiaffepoit—-------— ----D. All of the above”

items of the said budget. Is the President clothed with the pocket veto power? Yes

C T Both a and b D. None of the above

A. There is a report supplied by undercover agent.

B. Ombudsman D. Secretary of Justice The budget of fiscal year 2012 was submitted to the President for action. He

A.

................. .

10. When may stoppage and search of vehicles without warrant be valid?

D. All of the above

The following are the members of the judicial and bar council except: Professor of law

Yes No

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. B.

called a press conference saying that he will exercise his pocket veto on certain

6.

Can the Supreme Court justice be removed byfilling a criminal case against him? A. B.

The president cannot validly declare martial law in the following instance: A. Eminent danger . C. Rebellion

A. 5.

8.

Which of the following positions does need the confirmation of the Commission on Appointments? A. BIR Commissioner

B. 4.

D. Decide the case in absentia

A.

35

B. 40

C.

25

D.

21

13. Who has the sole power to try and decide an impeachment case? •

A.

Supreme Court

B.

People

C. Senate •

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

A. .10%

15. Who has the power to decide on a person's right to vote? A. Congress C. Court B.

Comelec

D. President

when evidence of guilt is strong shall be bailable. A. Arresto mayor C. Reclusion temporal

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

16. All persons except those changed with offenses punishable with ________

B. Reclusion pertpetua

23. The party list system shall constitute_______ of the total number of the The House Representatives

B.

Five

C. Six

D. Twelve

25. A bill can become a law even if not signed by the President after the lapse of A. 20 days C. 40 days B. 30 days

D. 50 days

____ 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 C. D.

....

v

Valid arraignment 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 A. English C. Science

.

as part of the curricula.

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

mm

PNl! LET Reviewer

•

D. Recall

Dr. Be nja min M . D oi n in g ct l, Jr.

Social Science * Philippine History

PARTI - CONTENT UPDATE

Introduction A Filipino is a mixture of different cultures. His contact with different Asian and Western countries had contributed much to what he is now. Physically, hejnay-fae, blending of Asian and western features or characteristics but his ideas are more in Prepared by :

its outlook. Presently, the Filipinos is still searching for his identity.

I’rot. Rem edios C . O n g

I.

Competencies:

P re-C o lon ial

ife£ 1

A. THEORIES ON THE EARLY PEOPLE

r

*

1. Trace the history of the Philippines from pre-colonial to contemporary periods^

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 1962 of a skull cap and a portion of javO)resumecuo_Dje_mose-or numan being'.

I

%

This discovery shows conclusively that human came earlier to the Philippines than the migrant people of the Malay Peninsula.

2. Draw the implications o f the historical evolution of the Philippines to the present socio-political conditions.

4

B. THEORY OF MIGRATION >

'A ■}?

Pygmies 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

n

Social Science - Philippine H istory

>


kinky haired, have thick lips, have wide noses and have short limbs. They

from the natives of the Visayas and Mindanao. The Arabs are believed

used tools made from sharp rocks and pieces of wood in hunting, fishing,

to be the ones who bring the products of their country and other nearby

and finding plants and crops sustainable for consumption.

countries in Europe and China, India and some Southeast Asian countries.

Indonesians They used boats for travelling the sea in order to reach the Philippines.

The Philippines have had a purely trading relationships with the Arabs until

They knew how to plant crops, to hunt and to fish. Their tools were made

when they started to preach the theories and principles of Islam in the 12th century A.D.

up of rocks and metals that enabled them to build houses and to create

India

tools that make their everyday activities less strenuous.

The people that we know today are shrewd and very business-minded. Today, the most common business relationship the Filipinos have-with them

> Malays --------- They are brown-skinned, have average height, flat nose and straight, black

is borrowing money known as 5-6. Ourcontacr witn tnem started wajT"

hair. They have had the most sophisticated and highly developed civilization among the varieties of people that came to the Philippines. They are divided

back in 700 A.D., the time when the Madjapahit Empire was at its peak.

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

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

second group started to use alphabets and archeologist believed that they

and favorable Filipino trade. They brought tin products, gold and exquisite

are ancestors of the Muslims in Mindanao.

India, during that time, was under a powerful and sturdy domain. This made

Hindu cloths, so famous for their high quality, grandeur and awe-striking features. The Philippines was not colonized by the Madjapahit Empire

Generally, the Malays started to put up government systems and created 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.

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

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

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.

products such as metals and cloths jn exchange of pearls, gold, and shells

PNU LET Reviewer

Prof. R em ed ies- C . O n g

.

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

>

Japan

'

bravery. These are very important traits that a datu must possess in order to carry out the duties of a tribal chief successfully.

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

>

The social hierarchy is divided intoihree:

- ---------;

• •

Nobles or the elite —consisting*of the chiefs and theidarailiesFreemen 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.

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.

“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.

EARLY HISTORY AND CULTURE OF THE PHILIPPINES

>

> The Barangay, which was derived from the Malayan word balangay meaning

agriculture. The early Filipinos have started to practice kaingin in order to

a boat, was the ancient unit of government of the Philippines. Barangays are small states that have definite territories, population, government, and

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

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

>

__________—

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

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

Bathala is considered the god of all gods.

the most affluent members of the community.

Parents normally educate their children at home. The father is responsible

The position of being a datu is passed on from the father to his eldest

for teaching his son. He starts his child's education at about 8 years

son. In the absence of an eldest son, the eldest daughter assumed the

old. The father teaches his son manly activities such as hunting, fishing,

post. If a Datu bears no child, a person is chosen from the tribe based on a certain criteria. The criteria include intelligence, wealth, strength and

grow over a piece of land ideal for farming. Religious Beliefs and Education

The ancient Filipino people were mostly pagans and believed in their

. 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

>

Economic Life The main industry and the main source of income of the early Filipinos is

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


a.

Taxation: started as a tribute of 8 reales (abojjt one peso). This was abolished in 1884 and a personal cedula (graduated poll tax based on

O'

income) was instituted for residents 18 years of age and above. Taxes

.v w w ...y

... At night, before sleeping,

were excessive and most of which went into the pockets of officials.

..,i daughters about sensitive topics

b.

Forced Labor: males from 16 to 60 were required to render services

By educating her daughter with the

to the government for 40 day supposedly with daily allowance and

mother slowly prepares her daughter for

■ meager food ration. Falla is a fee paid by Filipinos to be exempted from

..u motherhood. c.

forced labor. Encomienda: became the source of corruption of officials particularly in the sharing of produce between encomienda workers and landowners.

E.

HISPANIZAT10N OF THE PHILIPPINES

d.

Galleon trade or Manila Acapulco Trade: doctrine of mercantilism

Magellan held an expedition for Spain to Moluccas by sailing west. Such

or (monopoly of goods fronrcoloniesTwas imposed by Spain. The Philippines traded only with China and Mexico in the 16th century and

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

goods were shipped by the Spanish galleons, for_two centuries the. chief source of official and individual income in the Philippines.

anchored on Homonhon and later sailedlo an islet stiuth of Leyte where they

e.

celebrated the first mass on March 31,1521. While Magellan was killed in a

Ecija, Cagayan Valley, and Marinduque as tobacco planting districts. Later northern Luzon provinces were included.

battle with the Mactan chief Lapu-Lapu, nevertheless his expedition paved way for the eventual colonization of the Philippines by Spain.

I. 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

Tobacco Monopoly for 100 years the government designated Nueva

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

Spaniards.

W S L PNU

Prof*. Rcincdios C. Ong

LET Reviewer

native to Catholicism. Due to abuses perpetrated by encomienderos, encomiendas were abolished and replaced by the system of provincial

GROWTH OF FILIPINO NATIONALISM

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

It was ip the 1'9th century when national consciousness developed the sporadic

3. Rfiliqihus influence---------------"

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:

Christian religion was introduced replacing the paganistic anito worship.

a.

Friar responsible for spreading the Christian reliqioo; Auqustinians (1565):

b. * Rise of middle class c. Racial prejudice

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.

Opening of Philippines to World Trade

d.

Secularization controversy

e. f. g.

European liberalism of Carlos- Marie dela Torre Cavite mutiny Execution of Gomez, Burgos and Zamora (GOMBURZA)

Education was controlled by friars. Religious orders founded the first school? and colleges. University of Sto. Tomas was the university founded in 1611. The chief feature of the curriculum was religion. Education was secularized by the civil government at about 1860.

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

4.

Social Transformation a.

b. c.

d.

represented in the Spanish Cortes and thereby their representative in that

Manner of dressina-altered-eensiderablv TfTorder to accumulate

body, could propose and participate in the approval of laws beneficial to the

Spanish customs as welTasthe new morality resulting from conversion

country. Foremost among them were. Lopez Jaena, M.H. Del Pilar and Rizal.

to Catholicism.

The movement failed to attain the reforms they demanded. However, their

The Filipinos accepted the practice of burial in public cemeteries and embraced the idea of marriages performed in the Catholic Church.

writings inspired and opened the minds of Filipinos. Andres Bonifacio founded the Katipunan (Kataastaasan, Kagafanggalangan na Katipunan ng Bayan) in

1849 Gorvemor Narciso Claveria .issued a decree which contained

July 7,1892 on a radical platform to secure Independence and Freedom of the

thousands of Spanish family names from which the natives could choose their own surnames.

a:

Adoption of Fiesta is a socio-religious event celebrating the feast day of the patron saint of a Catholic town.

Philippines by force. Katipunan’s Objectives were: b.

Moral - revolved around the teaching of gopd manners, hygiene, good morals, religious fanaticism and weakness of character.

c. tfror*. R c m e d io s C . O n g

Political— separation of the Philippines from Spain.

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

General' E ducation

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

Aguinaldo on March 23, 1901 that the hostilities ended, although pocket

on August 19,1895. By August 23,1896 at Pugad Lawin, the Katipuneros tore up their cedulas shouting, "Long Live the.Philippines".

resistance continued in some areas. AMERICAN COLONIAL POLICY .

Aguinaldo returned to the Philippines from Hongkong with a plan to form a General Wesley Merit established the military government and exercised the

Filipino government to show the capacity of the Filipinos for self-government. Aguinaldo established the Dictatorial Government in May and a month later, the

powers of government until July 4,1901 when the President of the Philippine

revolutionary government upon the advice of Apolinario Mabini, the brain of the

Commission became civil governor in area already pacified by American military.

revolution. In June 12,1898, Aguinaldo proclaimed the independence of. the___ Philippines at Kawit, Cavite.

'

“

"

-------Philippine-Bill of 1902 the first organized act of the Philippines and it provided for the administration of civil government in the Philippines. V

F.

William Howard Taft chairman of second the Philippine Commission recogitlzed

AMERICAN COLONIZATION

the independence of the Philippines. The Spanish American War erupted in Cuba, another Spanish colony. This Jacob Schurman became chairman of the Fist Philippine Commission.

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

U.S. Pres. William McKinley proclaimed the policy "Benevolent Assimilation”. He emphasized that the Filipinos would be trained for self-government.

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—

self-government. As early as 1900, Filipinos were allowed to take over positions in municipal, provincial, and national government. By 1901, Cayetano Arellano

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—

____ The Filipinization Policy expressed American intention of training Filipinos for

------ was-appoioted-Chief Justice of the Supreme Court. Partial free trade was

. ----------------------------- 1__________

established when the United States .Congress approved in August 1909 the Payne-Aldrich Act. By this law, the American goods of all kinds and in unlimited quantities could enter the Philippines free of duty.

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

.

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. Positive results of the American occupation:

JVut. Rcnuuiio' C. C'nt:

( jf cn e r; :i E d u c a t i o n

a. b.

Universal education was stressed.

The return of the Commonwealth government was established with President

Public health and welfare was carried to the remote barrio.

Sergio Osmena who died in Mew Yorkjn 194-4. In 1946, election for republican government was held and ManueJ_Roxas won as president.

d.

Commerce, industry and trade were requested. 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.

c.

— --------_________ 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.

Negative Results: a.

The general economic dependence on the United States Partial loss of the racial heritage

b. c.

The continuance of colonial mentality

d.

Distorted sense of values

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.

The inauguration of the Commonwealth government on November 15, 1935 marked the beginning of the ten-year transition period. Manuel L. Quezon, as a President launched the Social Justice to the common tao.

H. POSTWAR ADMINISTRATION

r

________ 1_, Pres. Manuel Roxas - July 4,1946 - April 15,1948 G. JAPANESE OCCUPATION

____________________________ - T Z I .

-------

Roxas declared amnesty for those arrested for collaborating with the Japanese during World War II. When the Philippines gained independence

On December 7,1941, Japan bombed Pearl Harbor, the US naval base in Hawaii.

from the United States on July 4,1946, he became first president of the

This marked the start of World War II in the Pacific. As early as September 1,

New Republic. He worked for the reconstruction and rehabilitation on the

1939, war started in Europe when Germany invaded Poland.

war damaged country. His problem was compounded by the subversive

Japan successfully occupied the Philippines after the fall of Bataan April 9 and

activities of the.Huk (formerly a guerilla gevernment “HUKBALAHAP”). He died without finishing his term.

fall of Corregidor May 6 from 1942 to 1944. The Filipino experienced the extreme

2.

Pres. Elpidio Quirino - April 18,1948 - December 30,1953

brutality of the Japanese. Liberation of the Filipinos came with the return of Gen.

Minimized the Huk problems with the help of Defense Secretary Ramon

Douglas McArthur. Japan finally surrendered after Hiroshima (August 6,1945) and Nagasaki (August 9; 1945) were destroyed by atomic bombs.

(LASEDECO) for landless farmers and.HJk surrenderees.

Prof. Rcmcdios C. O n j

Magsaysay.-Established Law Settlement and Development Corporation

j^Si LJET Reviewer


3.

Pres. Ramon Magsaysay - December 30,1953 - March 17,1957

b.

Framed and ratified the Constitution of 1987,

"Man of the Masses”. He promised to give the common taojustice. Established

c.

Restored freedom of press and speech.

d. e.

Released political prisoners. Worked for economic recovery.

■ the NARRA (National Rehabilitation and Resettlement Administrations) to 4.

5.

continue the resettlement program of previous administrations. Pres. Carlos Garcia - December 30,1957 -December 30,1961

' 8.

Famous for his “Filipino First” policy and Austerity program. This policy favored Filipino businessmen over foreign investors. He was also responsible

an economically developed country and make it globally competitive.

for changes in retail trade which greatly affected the Chinese businessmen

Five Point Progress:

in the country. He also made a program focused on thriftiness.

a.

Peace and stability

Pres. Diosdado Macapagal-December 30,1961 - December 30,1965 The most radical Agrarian Reform Law. Agricultural rand, RfitormTnrie,"

b. c. d.

Economic growth and sustainable development Energy and power generation Environmental protection

e.

Streamedlined Bureaucracy

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.

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

' Benigno Aquino was assassinated in 1983 which generated protest

republic throughout her tenure. Her agenda consists of building up a strong

and demonstration that culminated in the EDSA Revolution where People's-Power was manifested. This put to an end the 20 year rule

bureaucracy, lowering crime rates, increasing tax collection, improving

of Marcos. CorazorrAqainu, widow uf Benigno Aquino assumed the presidency in February 25,1986. 7.

Pres. Fidel V. Ramos - June 30,1992 - June 30,1998 Known for his “Philippines 2000”, which is meant to make the Philippines

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.

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


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^-------------- ------

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

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. C.

Continuance of Colonial Mentality Improvement of Public Health & Welfare

D.

Development of Transportation & Community

-

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 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.

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. ■ ■ '

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

G e n e ra l Ed u catio n

Sociat Science - P h ilip p in e H is to r y

8. 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.

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.

5.

resulted in the formation a religious sect popularly known today as:

Spanish misrule that hampered political and economic development. Which of the

A. Iglesia ni Kristo

following is not a contributing factor to the development of Filipino nationalism?

B. Philippine IndependentChurch

A. Personal Grievances

C.

Racial Prejudice

B: Secularization Controversy

D.

Rise of the Middle Class

C. Anglican Church D. Evangelist Church 10. The president who ordered the immediate deportation of Harry Stonehill, an

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.

The ancient custom of arranging marriages of children by the parents came from the influence of A. Japanese-------------------- -Chinese B.

7.

The religious schism which occurred in our country during the 1896- Revolution

The emergence of Filipino nationalism came as a response to the long period of

Answer: A

6.

Examine/Evaluate the two sentences of every number. A. ’ If trie first sentence is wrong and the second sentence is wrong

Borneans

D.

-

Indians

Different methods were used by the Filipinos to fight against the Japanese.

American arrested by National Bureau of Investigation. A. Carlos P. Garcia B. Diosdado Macapagal

^

C.

Elpidio Quirino

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" 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

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

D. The Filipinos ate free to express their feelings

ms

PNli LET Reviewer

Prof. Rctticdio- C X ) n g

15. Agreement between the U.S. and the Philippines "/herein the former would 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

22. He promised to “make this country-great again and ruled for about twenty \

ifi. American Governor-General in whose administration saw the resignation of all Filipino cabinet members, thus precipitating the ‘cabinet crisis" A. Cameron Forbes C. Elwell Otis ; —

B. Benjamin Harrison

D.'. Leonard Wood.

Assimilation

B.

Reform in the administration Generation of the Philippines from Spain

D. Annexation of the Philippines

24. Who among the following became the chairman of the first Philippine Commission? ........ C.^Jacob Shurman D. Luke Wright

one policy during this time was reconcentration. Which of the following refers 'to reconcentration? '

Battle for Leyte Gulf

C. Battle of Samar

k.

Battle of Surigao Gulf

D. Battle of Cape Engano

B. C.

Payne-Aldrich Act Tydings McDuffie Law

D. San Fernando, Pampanga

The 10 year period was referred to as period of suppressed nationalism and

19. This law provided that American good of all kinds and in unlimited quantities could enter the Philippines free duty ',A. B.

C. Hamon Magsaysay _ D. Canos Garcia

25. After the Filipino-American War, the Americans imposed restriction on Filipinos.

18. Which of the following was the greatest naval battle in history during Japanese occupation of the Philippines? -r *. ' B.

B. Imus, Cavite

A. William H. Taft B. Dean Worcester

C.

A;

A. Diosdado Macapagal 8 . Ferdinand Marcos

23. In the “Death March" prisoners were forced to march from Bataaatoihis pla A. Sta. Maria, Bulacan CL Lipa, Batangas

-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.

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 ------------------

Formulation of Federal Party Capture of rebel leaders- — Restriction in membership in armed band

D. Settlement of Filipinos on one area

.

.

C. Hare Hawes Cutting Act 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. B! C.

Respect Individual differences Believe that you are superior than others

Impose your principles in life to others

D. Avoid sensitive topics Prof. Rc- Mcdio.s C . Ong

; P8U LET

G eneral Education

Social Science - P hilipp ine H istory

8 . The oldest University in the Philippines founded by Dominicans in 1611 is

PART III - ENHANCING TEST TAKING SKILLS 9. 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

3.

C. Governor Gen. Dela Torre

.

B. Governor Gen. PolaviejaD. Governor Gen. Juadrones 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.democraticB. socialist

C. D.

republic revolutionary

------

C. Lapu-Lapu D. Lakandula

6 . Which of the following does not belong to the social transformation that took - place as a result of Spanish colonization.

C.

Introduction of Gregorian Calendar

7. The Filipino is a product of a mixture of .races and blending of Eastern Mestizo

C. -Indonesian

B.

Chinese

D. Malay

P & M

f

NU t s :

R e v ie w er

’

'

'

Rajah Sulayman

D. Lakandula

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 B. dependent

_

C. noble 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

Japanese period in the Philippines. A. Support for KALIBAPI C. Defending Bataan B.

Being a Makapili

____________________

D. Cooperation with the kempetai

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

D. Introduction of crops and fruit trees- that came from Mexico

A.

B.

A.

Giving S p a n is h su rn a m e tn F ilipinns

Western culture but he is basically a

C. Sikatuna

14. "The Man of the Masses", he promised to give the common tao justice

--------;— A: "Adoption of fiesta-to-honorpatron saints _____ __________ R

RajaTupas

B. Fidel Ramos D. Joseph Estrada 13. Which of the following example shows the heroism of the Filipinos during

5. The first Filipino who effectively'fepelied Spanish aggressor was A. Humabon............... —B;—Sulayman----------

A.

10. Sporadic uprisings started as early 1574 by Lakandula and Sulayman were followed by Magalat, Tamblot, Bankaw, Dagohoy and Diego Silang. These

2. The practice-olhaving surnames was started during Spanish regime through Ih e order ot A. Governor Gen. Claveria

A. Ateneo de Manila C. San Ignacio B. San Juan de Letran . D. Santo Tomas In 1565 Legaspi concluded a blood compact with the chief of Bohol named

and

Philippine was the A. Gbias Pias B. Tobacco monopoly

C.

Royal Company of the Philippines

. D. Galieon trade

General Education.

‘

Social

16. First woman President who restored democracy in the Philippines as an

- Philip p ine H iston

23. What have been the negative effects of the Christian orientation of the

economically developed country. A. Melchora AquinoC. Imelda Marcos

Filipinos by the Spaniards in terms of their attitude towards life? A. The Filipinos tend to be resigned to fate that befall them.

B.

B. The Filipinos became spiritual.'

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. B.

by number of witness by ordeal

C. by verbal ability D. by jury

19.'Who was instructed to prepare the groundwork for the gradual Filipirrization of the government? A. B. 20.

Hare-Hawes

C. Taft

Schurman

0. Tydings McDuffie

The Cabinet member of the Quezon administration who was told by the

G. ' The Filipinos became charitable:— ---------------- ;

Benigno Aquino Sr.

______ EL—JoseAbad-Santos _ 2T:The meaning of "Kempetai" A. Military Police B.^ Military Agent

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

C. ' Jose P. Laurel D. Jorge Vargas C. Japanese soldiers 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. D.

Right to express grievances through demonstrations even if traffic is disrupted Right to own properties anywhere in the Philippines

Pror. R^metlios C. O n ^ .

~"

D.’ The Filipinos became conscious of. theiLmoraLxesponsibilities,----------24. Barangay was the unit of government during pre-colonial period. Which of the

President to stay and meet the Japanese while the latter would flee to Corregidor ’ A.

'

P f t U LE T R e v i e w e r

General Education

Soda.' Science - Basic Econom ics with A.gtariaD Reform

Basic Economics with Agrarian Reform Prepared in ’: >

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?

'*

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.

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

•S o 'aii .>.;icria; - iiuok i^ o jr im ic s

Economic Systems

“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..

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 selfinterest without any central direction or re la tio n . ~~ 2. Command Economy: The basic economic questions are answered -by-acentral 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.

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

Production; the process of making goods and services to satisfy human material wants and maximize profits

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.

. K g r s ir iu ft Reform

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

G enerd Educatior

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 ' 0.40

10

" “

0.60

8 6

0.80

4

1.00

2

Demand curve: a graphical representation of the demand schedule. It is a downward sloping curve.

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. >

P M ti L E T R e v l e w f e t

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 0

Quantity Supplied of Choc-nut •

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0.20 2 0 .4 0 ---------- — -------------- ; 4------------------------------8------------------;— 0.60 0.80 1.00

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8 ................... 10................ '--------

> Supply curve is a graphical representation of the demand schedule. .It is an upward sloping curve.

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

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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

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8 6

4 6

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0.80 > 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.

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PNU LET R eview er M

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Social

* General Education

Science - Basic fceonem ki'vkh Agrarian Reform

PRICE |

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E = % change in Qd % change in P . % change in QcT= Qd2 - Qd1 Qdl + Qd 2 % change in P = P2 —PI PI + P2 2

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

Value

Type of Elasticity

Interpretation

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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
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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

General Education

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

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LET H eêw er

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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

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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

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Object of Taxation _ • , Persons: whether"natural or juridical ' • Property pf any kind • Transactions, interests and privileges

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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.

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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

Classification of Taxes As to who bears the burden • Direct Taxes • Indirect Taxes

Republic Act No. 6657-T h e Comprehensive Agrarian Reform Law of 1988 which was signed into law by Pres. Corazon Aquino

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 - ......................................

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P ro t.Je ric k C . Ferrer and Dr. Benjam in M. D om ingcil, Jr.

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

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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 .... .r —, _ Z ----following qualification: 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.

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. Prof. Jerick C. Ferrer ;fn
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~PMU LET R eview er

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je n c r a l E d u c a r io r .

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

_

8. Which of the following statements is TRUE? 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

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. 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 2C. 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

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PMD LET R eview er

Sotfai Science - Society a n d TJtiimre witlj

General Education

F a m ily

Planning

P A R T ( - C O N TE N T UPDATE

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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."

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2. Recognize cultural elements that are distinctly Filipino.

Miiuta l. Cabiiao Valencia .md Dr. Dionv V. Varcia

Sociological Perspective and-Methods A. Definition of Sociology

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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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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

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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. 2. 3. 4. 5.

Culture is learned. Culture is shared. Culture is dynamic. Culture is adaptive. 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 thosewidely 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, personalisticcyclic time orientation, close famiiy ties, amor propio

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(({. 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.-; ;
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_D. Resocialization and Total Institution .

Types of group 1) in-group vs Out-group . 2) Formal vs. Informal group . 3) Primary vs Secondary groups •4) Gemeinsctiaft vs Gesellschaft

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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)

IV, S o c ia liza tio n Socialization is a process by which individuals develop their potential and acquire culture. /

. A. Deviance - norm violations which range from simple breaches of etiquette to serious violence

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. 2. 3. 4.

Childhood Adolescence Adulthood. 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

V. Deviance and Social Control

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 differenpatterns of deviance depending on the availability of illegitimate opportunities in the neighborhood.

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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-....................—-------- -

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 VI, Social Stratification

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Institution - pattern of norms associated with major societal goal, value, or need'

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.....

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 ----

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General Education

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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,

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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

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social Scien«-t - S o d c ty and Culture wirb Family Planning

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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 colorcoded 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

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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 isplaced 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

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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

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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-bthe 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.

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5. Which of the following statements is NOT true about the Filipino families today? A. B. C. D.

Maje authority has declined. Division of labor has changed. Separation has become more common. • It has ceased to be a socialization unit of society.

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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

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-bfman 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

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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 C. RoiS strain • A. Roie p l a y ___ ;. • 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.

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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

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General Education

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

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 friarmisrule 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

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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 lifeto 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.”

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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

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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 : .

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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. •

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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. •

Emilio Jacinto Another leading personality in the Katipunan as he was Bonifacio's righthand 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.

Apolinario Mabini He was a Filipino, political philosopheranit re\rolu®hary who wrote .theconstitution 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".

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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.

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--— ----------

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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.

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!

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Social Science - Riza!':: 5Jf« and Works ana other Heroes and Heroines

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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.

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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.

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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

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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. .....

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S o c i a l S c ie n c e - R iz a /S Lire .;n
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

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."

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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? .... ' C. Militarist A. Filibuster 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

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Social Science - Riiai'.‘ Life and Works and other Heroes and Heroine'.

22. The greatest Filipino strategist of the Fiiipino-’American war is PART III - EN H A N C IN G TE ST TAKING SKILLS 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, 1. As an answer to Fr. Rodriguez' pamphlet, Marcelo H. del Pilar, under the which organized “the politico-military district of Morong into the “ Province of pen name of Dolores Manapat.has written a pamphlet similar to the physical Rizal. ”This Was done due to which of the following reasons? make up that enabled.it to enter the churches and be read by church goers. A. Creating a province that will lead the people of Morong to be united after . What was the title of Del Pilar’s work which literally means “Be as slippery as the freedom from Spain. an Eel.” B. Creating a province that will lead to the proclamation ofJose Rizal to be A. Caiigat Cayo C. Dasalan at Tocsohan the National Hero. B. Caiingat Cayo D. La Espana Moderna C. Creating a province to provide equal rights to people living near Morong 2. Which of the following statements is Rizal's-annotations on Los Sucesos del and Manila. = Las Islas Filipinas?.... D. Creating'a province to be named after Jose Rizal in honor of his i. Villalobos and not Legaspi was the one who named the island as martyrdom. ■ ^ . "Philippines." ’*■ 24. Bom in Sta. Cruz,'Manila on August 2,1799; he w&s the parish priest of ii. Manila was established on 1571 and not on 1572. Bacoor, Cavite at the time he was involved in the Cavite Mutiny of 1872. iii. It was not only the Spaniards who joined Magellan on his trip but also A. Andres-UrdaneteC, Vicente Garcia Portuguese, Malays, Negritoes and other nationalities. B. Jacinto ZamoraD. Mariano Gomez Iv. The Philippines is composed of 7,107 islands and not 7,100 only 25. Governor General Emilio Terrero had ordered the commission coming from University of Santo Tomas to review the content of Noli Me Tangere A. i and ii C, i, ii and iii as suggested by Archibishop Pedro Payo. What was the suggestion of this B. iiandiv D. all of the above commission regarding the novel? 3. On Rizal’s ©file in Dapitan, he was guarded by a Spanish military commandant, A. Strictly advised the friars to analyze the content of the novel for further Captain Ricardo Canicero-How did this military commandant treat the exiled? discussions on the Sunday mass. A. He would allow Rizal fo talk to his visitors only upon his consent. B. Create another commission review the contents of the novel. B. He supported Rizal’s activities and reported it to the Governor-General to C. Called a conference with the Governor-General and-let the author explain ask foffflrraing:--------:---------------------- --------------- --------- •-------the contents of the novel. - - 0. Strictly prohibit the production, circulation and as well as reading of the once a week to his office. • novel. D He strictly guarded’Rizal and would not allow him to do any activities that are suspicious in his eyes. E M

PMU^LET~Revfewer

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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. E vangeline 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

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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

Social Science - Philosophy

P A R T I - C O N T E N T U P D A TE

— t^W-ATURE OF PHILOSOPHY

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

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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-

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Genera! Education

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

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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 changethe world, you must act according-to reality. , * E

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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.

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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, movementsof 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

General Education

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. 2.2.5

Epistemological Theories

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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

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.

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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 ; fpurposes. • * -;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

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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.

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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

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'

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Social Science - Philosopnv

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.

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..

JL. i 4&. -_ Social Science - Philosophy

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

Generaf Education g. On prescription of ownership: Fit goods: good faith; a title,'too; due timethe 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

Soci.d Science - P liiiosopa?

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

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

2.4 Square of Opposition

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 true the other is false but if one is false the other is doubtful A and E propositions are contraries c. Sub-Contrary Opposition exists between two statements that are both Particular in quantities but of different qualities. SubContrary 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

A Proposition Universal affirmative Ex. All humans are free. No humans are not free.

I Proposition Particular affirmative Ex. Some humans are free. .

E Proposition Universal Negative Ex. Ato Humans are free. All humans are not free.

0 Proposition Particular Negative -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 ■

2.6 Truth-Vatue Table of Opposing Propositions

/. If one is true then the other is doubtful.. 2. If one is felse then the other is true.

" F

L

D. Sub-Alternate Opposition: A and I: £ and 0 propositions

F

■

- '■

9

F

If the nniuan^l fake then tha pirtmutot**-rinrihifiir

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

.F

T

T

?

T

F

1

1.

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.

?

_

_Z__ iLtbe-univorcaHs-hae (tot thefjnrtculai i f Sv e T '

2.

I

T

F

?

T

F

?

F

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 truthvafue 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

Genera! Education

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 ■

Subject copula Predicate — Positive .

Subject copula • Predicate Negative Negative

To illustrate: A proposition obverted to E proposition

Shortcut:

□

Shortcut:

A

O

C

3

Z ^ IZ D

All m edicines]/^ 4= All medicines 1jttlT n b k CSpexpensivi!

Subject copula Predicate = Predicate copula Subject To illustrate: I proposition converted to another I Proposition the original subject and predicate terms. It obverts, then converts then obvert^the original proposition. It is the process • of formulating a new proposition by getting the obverse of the converse of the obverse. The original subject and predicate '. are contradicted and interchanged but the quality is retained.

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 ' :

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

Subject copula . Predicate

■ '■ O

Predicate .Negative

copula Positive

Subject Negative

P ro f. M icih acf M . N aci

Social Science - Philosophy 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 Universal affirmative Affirmative

P roi. M ich ael M . Nsjei

Subject Copula Predicate Particular Negative Negative

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 Figure 1; Barbara, Celarent, Darii, Ferio or AAA,EAE,AII,EIQ. Figure 2; Cesare, Camestres. Festino, Barpco or EAE, AEE, 0 0 , AOO . Flprr3r0arapti, Disamis, Datisi. Felapton, Bocardo, Ferison or AAI, IA1,

j j ] 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

4: FERIO E-N oX isY; I- but some WJsJL. 0 - thus, some W are Y.

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 aGGordaftervfitfrmr' 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; A- but all Ware X; E- Alt W are not Y 3.DAR1I A -A llX are Y; I-b u t some W are X; /- thus, some W are Y. Prof. M id ia c l M . N a d

E-All spiritual are not immortal; A -but all human souls are spiritual; E- Thus, all human souls are not immortal.

A- All spiritual are imrrortal; I-bu t some human souls are spiritual; I- thus, 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 Bulletin today are not mantels. E- thus, All IV are not Y.

* ______

. E- No spiritual being is immortal; '-t-butsom W m an'souls are spiritual; (kJtsus, some human souls are immortal.

—

2. CAMESTRES A -A ll Y are X; E-but no W Is an X; E- thus, noW Is an Y.

A- All manuals are newspapers; E- but no Bulletin Today is a newspaper; E- therefore, no Bulletin Today is a manual.

3. FESVNO E -A IIY arenotX t-b o H w m W a rs J V thus, some Ware Y

E- All manuals are not newspapers; I- but some Bulletin Today are newspapers; 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


General Education

2. DISAMIS /- Some X are Y; A- but allX are W; I• thus, some W are Y

I-Some transparencies are plastic; A- but all transparencies are instructional materials; A thus, some instructional materials are plastic.

3. D A W A-AH X are Y; I- but some X are W; I- thus, some W are X.

A -A ll transparencies are plastic ' l-butsome transparencies are instructional materials I- thus, some instructional materials are plastic.

4. FELAPTON

..____________

2. CAMENES ' A-AIIYareX; E-but no X is W; E- thus, noWisY.

A-Education is an investment of humqp capital; E- but no investment of human capital is precious; E- thus, no precious thing is education.

3. DIMARIS I- Some Y are X; A- but all X are W I-thus some W are Y

I- Some Education are investment of human capital; A-butall investments ofhuman capitalare precious; I-thus, some precious things are education.

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.

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. 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.

5. FRESISON E- No YisX E- No education is an investment of human capital; 1but some X are W l-butsomeinvestmentsofhumancapitalareprecious; 0- thus, some Ware not Y 0- thus some precious things are not education.

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..

B Hypothetical Syllogism

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.

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 •

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

•

"4. Posit or sublate completely, never partially. 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.

*

Either you are rich or poor; hut you are not rich; therefore, you are either-poor or middle class.

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

• ..

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, ■

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

1

_ -IIU L

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 of - 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 authoritywhen 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 . __________ .
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. I ' Example: Since I saw them together then they must be lovers. i 11. Special pleading-when the argument uses only favorable truths-and--------f disregards other truth that will not serve the ouroose of the one j 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-fesupernaturalism. 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

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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

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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

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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

General Fducation


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.

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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 j same everywhere. i • Realists are concerned with-tfte necessityof student measuring up to the j 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-; ------------------ ;------------------------- j vocational-training--------------------- *— • 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 -------------- ----------------- -- ------------ -- ---- ------------ ------ —

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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

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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

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General Ediicarior

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.

• • 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.

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 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.

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. • *

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 that appeal only to natural and childish interest. * \ i . N ad

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• 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

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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.


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General Education

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 R eview er

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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 1. 2. 3.

PROGRESSIVISM -John Dewey, William H. Kilpatrick, John Childs Education should be life Itself, not a preparation for living. Learning should be directly related to the interests of the child. 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

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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

Genera! Education

■ NATURS * Focuses on the experiences of the individuals. • Offers individuals a way of thinking about the meaning of life.

ROLE OF.TEACHERS •' Good provider of experiences « Effective questioner • Mental disciplinarian

EXISTENTIAL THEMES 1. Existence precedes essence 2. Anxiety and anguish 3. Absurdity 4. Nothingness 5. Death .................................___ ________ _

ROLE OF THE STUDENT • Determines own rule

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 -

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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.

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.

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

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. 2. 3. 4.

right belief • 5. right occupation right resolve 6, right effort right speech . 7. right contemplation right behavior8. right concentration

PNU LET R eview er

General Education


P A R T II - ANALYZING T E S T IT E M S

The Ten Perfections 1. 2. 3. 4. 5.

giving duty renunciation insight courage

6. 7. 8. £ 10.

patience truth resolution loving kindness serenity

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.

The Buddhist 10 Commandments 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Do not destroy life. Do not-takewhaWs-flot-giveFfc-------- --------------Do not commit adultery. Tell no lies and deceive no one. * ' Do not become intoxicated. Eat temperately and not at all in the afternoon. Do not watch dancing, nor listen to singing or plays. Wear no garlands, perfumes or any adornments. Sleep not in luxurious bed. Accept no gold or silver.

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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. 5. A man has five duties: to his father, to his wife, to his elder brother, to his friend 6. Man should strive to become a superior man.

R T ^ I p n u LET R e v ie w e r

1. 2. 3. 4-. 5.

benevolence. . righteousness propriety wisdom sincerity

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 PART II - A N A LY ZIN G T E S T ITEM S restates thermajor premise through an ipvaiid conversion. Italsouseserroneously the middle term in the conclusion. Letter 8 is the most logical conclusion; it-is'however an invalid conclusion. Letter C is simply the converse of letter Bwhich is invalidand since it is a . logical equivalent of letter B, Cis also invalid. ThecorceclansweHsiettsrtt: Tfiissvlloaism violates the rule that the mkkHeleim must be Universal at least once, firm e r - ■ ■ 1. - In epistemology, on the question of knowledge, which knowledge requires the middle term are bothparticular,_The.syllogismrtherefors; cannot have a valid conclusion. • testing of observation? •

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

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' 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. B. C. D.

metaphysics-------- —=— — ...... Epistemology Axiolpgy logic ’

K M t f PHU LET R eview er

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General Education

5. In Ethics, Immanuel Kant divided actions into two: acts done from inclinationnon-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 being 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 lA.’ 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

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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

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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. ■6; C. D.

No mentally retarded person is a scientist. All scientists are not idiots. All mentally retarded persons are idiots. Mentally retarded persons are not to be scientists.

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G«nerar Education

PAR T III - EN H A N C IN G T E S T T A K IN G S K ILLS

1. What metaphysiGa^pFinetptrHnapres humans to knowreality as it is? A. Identity______ —--------------------- —— - — : B. Causality C~ Primacy of existence -------D. Excluded middle2. 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.

P ro t. M ic h a e l M . N ae»

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

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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 •

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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.

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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

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

. 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.

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LET R e v ie w e r

j^neral Education

Social Science* lotroducrian to Humanities: Appreciation ofdit

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

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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

General Education

Form: In what shape is the meaning projected? Technique: How is it done?

Elements and Organization of Visual Arts 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

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

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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

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•^ 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

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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 R eview er

i'-.Vf-i.*:;--.'. ■;•-..»■.:».■£->■■:-<■ ‘..: -----jg

General Education

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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 tro 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

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Humanities: Appreciation o f th.e Arts nr

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° 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

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o o o . o ° o o o o o ° °

Metal Bone and Ivory Jade‘and other Crystals Clay Wax Cement. Sliell Glass Plaster . Plastics Fiberglass and Resin Electronic Lighting Devices

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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. 5. 6. 7.

Metal Reinforced Bars High Tech Sjeel fof Skeleton and Cantilever 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 iiis 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

■ General Education

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

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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

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

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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-

Social Science - Introduction to Humanities; Appreciation

VIll.Th eater Arts and Cinema

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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

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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 Elements of Theater • The script or scenario • The performance aqfl the performers • Spectators

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.

Cinema or Film

Categories of Film Genres

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.

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.

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

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. . •

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Social Sciencc - Inrroduction-to Humanities: Appreciation o f the Arts

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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. • ' -

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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«tfrainstaking 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 tea. 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 - iac ro 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

General Education ;

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

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-

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PNU LE T'U eview er

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 associatedwith 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 .

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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 whenwe demand that the things we use in our daily lives must be beautiful 12. 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' '^H m edium

c'. content 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

PART I - CO N TEN T UPDATE

Psychology

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

P repared by; D r. T e rc sita T abfoada-R ungduin a n d Dr. P risciU B. D izo n

Goals of Psychology

j Competencies:

The goals of psychology are to describe, explain, predict, and control behavior and mental processes

i 1. . Describe the behavior of the individual : in relation to his .physical and social * environment.

The History of Psychology: Important People and Dates

j 2. Explain the basic concepts and i theories in understanding human behavior.

4th and 5ft Century BC

17th Century

1869

Dr. T cresira T;)bbaiia-Rungdurn anil Dr. jPrisctfaB. Dizon

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 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 Sir Francis Galton studied individual differences leading to the development- of intelligence tests PNU LET Review er i

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Social Science - Psychology

1879

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1888 ifio n

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 6. Stanley Half established the first Psychological Laboratory in North America at John Hopkins Hospital James McKeen Catell became the first professor in Psychology in the IK -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 •

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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-isexplained 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 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-autenefflicfunctions; the limbic system is invcfltfgOTmotion, motivation and memory: _ and the cerebrum is responsible fotpianFHfig^rrchcteclSron making! 7 "•

The flelevance of Research to Psychology

Sensation and Perception

..The- research process in psychology can be divided into two major categories 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.

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 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

Senses

The Different Sense Modalities Stimuli Specific Receptors Light rays Rods and Cones

Visual (Sense of Sight) Auditory Sound waves (Sense of Hearing) Olfactory Chemical (Sense of Smell) substances, m a gaseous state

Cochlea (Organ erf Corti) Olfactwy cells

Brain Area Optic nerve to Occipital lobe Temporal lobes Temporal lobe (perception of . odor)

PNU 1ST Reviewer

WE

G eneral Education

Social Science -'Psychology"

Gustatory (Sense of T^ste) Cutaneous (Touch, Pressure,Pain, Cold andWarm . Sensations)

Chemical substances in liquid form Mechanical ■ energy applied to the skin

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Taste buds

Gustatory center in the cerebral cortex

Light touch Somatosensory - Meissner’s area of the corpuscles cerebral cortex Pressure - Pacinian corpuscles Cold sensation Krause’s corpuscle Warm sensations - Ruffinian • JL. endings

Perception - the processes that organizes information to make sense of sensation. Major Functions of the Visual Perceptual System

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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

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

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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.

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• 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.

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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

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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

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

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

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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

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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

Sotsai Science • Psychology

ticiicrai Education

Motivation

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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.

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.

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.

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 ►

* 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.

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.

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. . •

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. .

Drive Theory

Dr. Tetesu* Tabbada-Rungduin and Dr. PriscrJa B. Dizon

P N u T s f R eview er f e & c !

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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

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

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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 CannonBard 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. 2. 3. 4. 5. 6.

Emotional needs express themselves one way or another. Anger is an expression of need. Our feelings and needs are not wrong or bad. Emotions are the gateway to vitality and feeling alive. We can address emotional issues and still save our true face. 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'. PNU LET Reviewer jC fc& l

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Mental Processes ‘

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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

II. Problem Solving II. Problem Solving

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problem' sdving strategies decision making creative problem solving self-management. self-concept„ awareness of oneself self-efficacy. self-esteem

learning and remembering analysis, synthesis, making achoice, communication setting goals , monitoring effort evaluating outcomes

Critical Thinking

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• 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

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Analysis

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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 relationshipsare 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 toquantrty, 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

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
G eneral Education

Social Science - l-'sychology

3. 4. 5. 6. 7.

Design solution and alternatives: Evaluate advantages and disadvantages of each possible solution; Act on the chosen solution; Monitor and evaluate every step and its effect; ahd 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. P N jJ LET R e v i e w e r

10. Grow in knowledge by reading, listening to others, and involving yourself in . different learning experiences. . . Metacognition

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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 -•

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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 ^

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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

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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

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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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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).

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.

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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. K is f tB PWl) LET Reviewer

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

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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.

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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."

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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."

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!___

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
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.

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o,(jt^~'

General Education

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

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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'

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.

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As you might imagioe, people really care about appearance. There are^nany good things about being properly groomed.

Factors namely Openness to experience. Conscientiousness, Extraversion. Agreeableness, and Neurotism. (OCEAN)

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 physicalspace. 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

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.

Understanding Human Personality

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

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

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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

General Education

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


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.

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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.

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.'

PMU

LET ( r e v i e w e r

G e n c r a i E d a c a c io n

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 mentaVprocesses, 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

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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

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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

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

Ju ni^'d inr, iin'J D r. P riscin i B. D iz o r

f je n e r u i £ d u c a t io n

24. Reactions to a particular situation may vary because of individual differences. ■ Which is not a factor in the development of schema? *A. Culture . " ■ ' . B. Prior Knowledge X X Language/Vocabulary . • ( 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 DisorderSchizophrenia

1. Who was the psychologist who proposed thatjfreams are expressions of .. ....unconscious-dnves-orwishesTrnd to Benefit fronTit, they should be studied and axnlainart?

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... 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 . Joining peer group activities D. Cooperating and striving witfi schoolwork

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D r. Tcrssica Tnbb-.ic{a-Rung
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

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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 order ---------- .— " 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

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 Triarchic theory of intelligence will ensure achievements of goals? These are so easy to say but will require Zone of proximal development a lot o f_______ _ to achieve. C. ’ Sociocultural theory. A planning _______ ;_______ D. Multiple intelligence theory . ' ((B^ goal setting . ----------------------------' • 15 . The self interacts with itself - a kind of talking-to oneself whichHelpstheacting ' ......... _ , -----------------— ' . individual to know what was done, how to do it again,and what consequences D. discipline “I will be more accepting. What kind of thinking is it? 20. What needs are satisfied 'Mien a person feels he belongs to a group, trusted --------ft" ciyaflVSlfrifiKihg' he can contribute, and that his effort are recognized?-......EL critical thinking . _ A, physiological (%J reflective thinking \ J y psychological — D: lateral thinking C. self actualization 1€. The more information a person has the more accurate his hypothesis will be, 0. self regulation the better problem solving he will perform. What is your opinion? 21. What would be possible if an acquaintance tells you that you look like A. Agree someone who had a significant role in her past? Disagree A. Be happy of the association Strongly agree Be wary of transference D. No opinion M r Be confident of your appearance 17. Which is very helpful for learning complex materials / text? 0. Be anxious to please (A^PGRST strategy ■ *. 22. Thisischaracterizedbylongstandingpatternso^nraiadaetryeJaetiaviocthatcoRstituteB r Experiential strategy immature and inappropriate ways of coping with otherrand'solving problems. C. Rehearsal strategy A. anxiety disorder - — 0.—Association startegy mind disorder 18. Where is this happening? [ d j personality disorder Noting similarities and differences among the forms in a row and then coming v. Schizpphrinia up with a conclusion that you make use of to solve a problem, 23. Which is the least helpful way of coping with negative emotions? sensory register Engage in physical exercise vorking memory Push the emotion out of conscious awareness long term memory "C. Seek emotional support from others D. storage memory D. Talk about/Analyze Negative emotions.

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

PNU LET Review er H

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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

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C om puters

Introduction •

• 'Dr. Wlice D . D to q u in o

Com petencies: ;1. ; ; f

Manifest mastery of fundamental concepts, principles and operations of information and communication technology (ICT).

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: 2. Identify varied and appropriate use of : technology. : 3. Analyze the effect / impact of ICT on ; the environment.

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) manualmechanical 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:

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Introduction to Com puters *

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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 G e n e r a l E d u c a tio n

> 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

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* 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 om puters

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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.

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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 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 •

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

Dr. Alice 0 . O i o q a m o

fMW LET 3CTiewar~% T*P rl

G eneral Education

integrated circuits were built onto a single silicon chip. What in the first generation 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

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Computers are available in different shapes, sizes and weights, due to these different shapes and sizes tbeytwrform different sorts of jobs from one another.

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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;

. ^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. '

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.

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.

Laptops/Notebooks/Netbooks

Mobile Phones

• 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 io qu in o

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-amouse'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

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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.

Ln£r..;'.ia‘:iiOi. co O>oipucers

• • • • • • • • • •

Webcam "Image scanner Fingerprint scanner 8arcode reader Digitizing Tablet . 3D scanner Laser rangefinder ' Optical Character Recognifion Optical Mark Reader Voice-Recognition System

• 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.

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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

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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

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
b u ro cu ctio fi to C om puter:

G enera! E ducation

Speakers

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Used to output sound.

Parts of the System Unit

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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.

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• 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.

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.

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.

Peripheral devices - an^ piece of Hardware attached to a computer. A few examples of peripheral devices are scanners, printers, and digital cameras.

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. D r. A lice D. D ioquino

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.

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

G eneral Educacior

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.

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 builtin 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.

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.*:rvouuc:iott :o Computer:*

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.

- 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

j '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

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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

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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 • .

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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.

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.

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).

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.

Why do users access the Internet?

1. 2. 3. 4. 5. 6.

Communications information Shopping ——-----banking Online classes entertainment

What is the Web?

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» Billions of documents, called Web pages, available to anyone connected to the Internet •

Or. Alice D. Dioquino

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.

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

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Phones

Cloud Computing .

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Cloud Computing

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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-remataservices 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.

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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

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

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Storage and

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Communication

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Disadvantages:

• Violation of Privacy • Irrptct on the labor Force • Health Risks • Impact on the Environment

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General Education


What are some examples of computer applications in society?

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Education Finance Government

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Science Publishing Travel Industry

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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.

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

Learning and Instructioh-Computer applications can be used in education for learning and for instruction. Instruction and learning can be divided into two ' major areas, teacher-centered instruction and student-centered learning. • Teacher-centered instruction examined the computer as the object of instruction as well as a tool of instruction and the management of - instruction. It is subdivided into the categories of computer literacy, CAi, CMI, and design of teaching materials. .• Student-centered learning views the computer as a-toot-fur-the sludeifl~ to-use to create, access, retrieve, manipulate, and transmit informatioc— . in order to solve a problem Understanding, the concept of-the computer as an information tool relies on accepting the fact that the computer is a productivity tooi for the student ana the teacher alike. '

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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>>

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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 s T 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 •

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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

2'5. What is the meaning .of URL? 20. Which program repeatedly copiesitseifandisvery similar to acomputer virus? ' . A. Uniform Reading Locator ■ A. trojan horse B. Unidentified Reading Location B. virus . • C. Uniform Resource Locator C. computer worm D. Unidentified Resource Locator D. freeware ' 21. Which electronic machine cantakeinstructions,andperform computations ........ basedon those instructions? A. PDA 8. computer C. cell phone D. ipad . 22. What do you call the set of moral principles that regulate the use of computers? A. ethics B. professional ethics C. code of ethics 0. computer ethics ■ 23. Which printer uses metal pins to strike an inked ribbon to make dots on a piece of paper? A. ink jet printer *• *. B. dot matrix printer C. laser printer D. matrix printer • 24. Which of the following instances would NOT spread a computer virus? A. When an individual runs an infected program. B. When someone sneezes in front of the computer. C. When someone opens an unsecured email attachment. D. When an individual boots a computer with an infected drive.

Dr. Alice D. Dioqaino

PfJli lET B evfew er


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

in tro d u c tio n v ; C om puters

12. Which of the following refers to the physical components of the computer system? • 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

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. Thinking S kills '

Part II 1.2. B 3. A 4. D 5. A 6. 0 7. A 8. 0 9. 0 10. 0 11. 0 12. A 13. A14. D 15. D 16. B 17. C 18. D 19. A 20. A 21. A22. D 23. C • 24. D 25. B

Part III r .— ET“ 2. A 3. C 4. D • 5. B C 6. 7. B A ■ 8. 9. B 10. B 11. C 12. c • 13. C 14. c 15. B 1 6 .-X --------17. B 18. C 19. B 20. D 21. B 22. A 23. A 24. A 125. 0

E n g lis h -A c a d e m ic W riting . "

. . . .

£acUl........ ..... . 1. A 2. C 3.... - C 4. B 5. D 6. D 7. B 8. C 9. 8 10. D 11. D 12. D 13. A 14. .0 .1 5 - c. 16. C 17. A 18. B 19. B 20. A 21. C 22. B 23. D 24. B L25. B

Part III 1. 0- . 2. D 3. C 4. A 5. e 6. C 7., B 8. D 9. C 10. A 11. D 12. A 13. B 14. C 15. 0 16. A 17. C 18. B 19. C 20. B 21. B 22. A 23. D 24. C 25. A

E nglish-S peech and Oral C om m unication

Part li 1. D 2. C 3. C 4. A 0 5. 6. B 7. B 8. B 9. '

C

10. 11. 12. 13. 14. 15. 16, 17. 18. 19. 20. 2122, 23. 24. 25.

B B A C

0 0 A B C B 0 A ■ A B D C

Part III 1. • C 2. D 3. ' C 4. B 5. A . 6. C 7. B 8. B • 9. A 10. B \ 11. C 42. 0 13. D 14. C . 15. B 16. C 17. C 18. C 19. A 20. D 21. A • 22. 823. 0 24. B 25. 0

English-P hiiippine Literature__ . "‘ '

Part II 1. C A 2. 3. D 4. B 5. A 6. 0 7. C 8. B A 9. 10. C 11. B 12. D 13. C 14. A 15. D 16. C 17. B 18. B 19. A 20. D 21. A 22. B 23. A 24. .0 25. a

Part III D 1. 2. C 3. c 4. B 5. B 6. D ‘ 7. A' A 8. 9. 0 10. A 11. B ’ 12. C 13. c 14. 0 15. A 16. B 17. B 18. C 19. A ’ 20. D . 21. B 22. D 23. B 24. A , • 25. D

PNU LET Ravi

EnglishW orld L iterature

Part II 1. e 2. A 3. B 4. A 5. D 6. C 7. A 8. B 9. C 10. D 11. A 12. B 13. A 14. C 15. B 16. D 17. A 18. C 19. B 20. A 21. C 22. A 23. B • 24. A 25. 0

Part III 1. C 2. D 3, A 4. D 5. A 6. C 7. _B 8. A 9. C 10. 0 11. C 12. A 13. B 14. D 15. B 16. C 17. A 18. D 19. B 20. C 21. B 22. A 23. C 24, D 25. A

F iiip ino K om unikasyon sa A kadem ikong Filipino

Part II 1. C 2. D 3. B 4. C 5. 0 6. C 7. "V B 8. D 9. B 10. C 11. 0 12. B 13. • 0. 14. A 15. A 16. C 17. D 18. D 19. B 20. A 21. B' 22. ' 4 23. D 24. B . 25. C

Part III 1. C 2. D 3. A 4. B 5. - 0 _ 6. B 7. C 8. A 9. A. 10. A 11. D 12. A 13. B 14. C 15. C 16.. A. 17. A 18. B. 19. A 20.' B 21. B 22. C 23. D 24. A 25. D

Filipino' P a g b a s a a t P agsulat tu n g o . s a Pananaliksik .

FilipinoM asining na P a g p ap ah a yag

Part III Part II Part III Part II 1. A 1. 1. 0,8, A 1. 0 C B 2. 2. A 2. 8 2. B A 3. D 3. B 3. 3. 0 D 4. _D ____ 4. D 4. 4. A. A,B 0 •5— —D— — 5. 5. B. B.A,B,B 5 r- -~k----------A 6. A A • 6. 6. 6. D 7. 7. B 7. * B D 7. B v . .. . C A 8. 8. C' 8. C 8. B 9. 9. 9. D 9. C D 10. B 10. C 10. A 10. A . 11. B 11. A 11. B 11. C 12. C 12. A 12. D 12. D 13. B 13. D 13. C 13. A C. A. e.D A 14. D 0 14. 14. 14. 15. A 15. D 15. B . 15. A, B 16. A 16. B 16. A C 16. r» • ---17. 0----------17. C 17. 0 : 17. D r-18. E 18. A 18. V 18. A 19- B 19. C19. 0 19. A 20. ' ~B • -26~ -e ------------ ------ •20.— B—— -. • 20. D 21... . R 21. B 21. B 21- B 22. C 22. c 22. C 22. A 23, T) 23. D ■ 23. D 23. 0 24. B 24. B 24. D.D.B 24. A 25. A 25. D . • 25. D. C, A, A 25. c

M athem atics-Fundam entals of M athem atics

Part II 1, A 2. 0 3. B 4. B 5. C 6. C 7. A 8. A 9. D 10. C

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

A' •c

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0 B ' A D

21. 22. 23.24. 25. 26. 27. 28. 29. 30,

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Part III 1, _ 0 -----2. 0 X~n r 4. ,o 5. A 6. 3 7. C 8. D 9. C 10. B

N atural Science

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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 1. B 2. . D 3. B 4. D 5. A 6. C 7. D 8. A 9. A 10. A 11. 0 12. D

. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

C D C D 0 B . A B B D 0 A

25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.

0 A C A c c

B D A B D

Part III 1. D 2. B - 3 r-- f r -----4. D - 5. C 6. B 7. B 8. A ■ 9. 0 10. B 11. 12.

13. B 14. 0

25. 26. k i n . 16. C 28, 17. A 29. 18. B 307 19. D ' 31. 20. B 32. 21. B • 33. 34. 22. Ar V 23. C 35. B ■ 24. B

A 0 0 A 0 C ~

D A 8 C

. Part II 1. C 2. L> r 3. O 4. U A 5. 6. e 1: B 8. B 9. 0 . 10. B 11. c 12. D 13. C 14. 0 15. c 16. B 17. c 18. c 19. uA 20. A 21. D 22. c 23. c . 24. 0 25. A

Part III' 1. C 2. A 3. s 4. B B 5. 6. C 7. 0 8. C 9. c 10. B 11. B 12. C 13. C 14. C 15. C 16. D 17. C 18. A 19. r*V . 20. D 21. .0 22. D 23. 8 . 24. A25. .8 •

■ Social S ciencePolitics and G overnance with tfSe Philippine Constitution

■

.

•

Part II 1. D 2. D 3. 8 4. 6 5. D 6. D 7. A B. B 9. C 10. B 11. D 12f 8 13. C 14. A 15. A 16. A 17. 8 18. 0 19. 0 20. 0 21. B 22. c • 23. C 24. 8 25. D

Part III 1. D 2. A . A 3. o 4. 5.. A 8. 8 7. 8 8. B 9. B 10, 0 11. D 12. B 13. C 14. C 15. C 16. B 17. A 18. c 19. 0 20. A 21. L 22. c 23. 8 24. C 25. B *

F?JU LET R eview er f i r & l

G eneral E ducation

Answer' ICevs

Social S c ie n c e Philippine H istory

Part II 1. B 2. C B 3. 4. B 5. A 6. -* c D 7. C 8. 9. B 10. B 11. C 12. D 13. B 14. C 15. A 16. D ' 17. D 18. A 19. A 20. A 21. A 22. B .23. D 24. C 25. B

Part III 1. C A 2. 3". B D 4. 5. C D _« 6. 7. D D 8. C 9. 10. B • 11. 0 12. B 13. C 14. C 15. D 16. B 17. A 18. B 19. C 20. C 21. A. 22. C ' 23.. A • 24. D 25. C

f ^ : j pVt; LET Reviewer

Social S c ie n c e Basic E c o n o m ics with A grarian R e fo rm

Part II 1. A 2. C 3. C 4. C 5. A . 6. D 7. D 8. D 9. B 10. B 11. D 12. A 13. B 14. •C 15. B 16. D 17. B 18. A 19. D 20. B 21. A ' ........ 22. C 23. . A 24. C 25. B .

Part III 1. B 2. A 3. A 4. B. .......... 5. A C 6. A 7. 8. A 9. C 10. B 11. A 12. A 13. A 14. C 15. B 16. c - . 17. C 18. D 1£L__D .. 20. D 21. "A.... 22. B 23. C 24. C 25. t C -

Social S cien ceS o ciety and C u ltu re w ith Fam ily P la n n in g '

Social S c ie n c e Rizal's Life an d W o rk s an d other H eroes a n d H ero in es

Part II 1. C 2. C 3. D 4. u 5. D 6. B 7. A 8. C 9. B 10. 0 11. A 12/ A 13. B 14. C 15. A 16. c . 17. A 18. D 19. B 20. A

Part II 1. B 2. D 3. C 4. A A 5. 6. B 7. 0 8. A 9. B 10. A 11. D 12. C 13. C 14. C 15. B 16. B 17. 0 18. A 19. A 20. B 21-. A 22. C 23. D 24. D 25. D

c j.

H

22. 23. 24. 25.

C c

B B

•

Part HI 1.' B 2. 0 3. C D 4. A 5. 6. B 7. v D A 8. 9. C 10. B 11. B. 12. A 13. D 14. C 15. 0 16. c 17. D 18. D 19. C 20. B’ 21. -G -----22. C • 23. D 24. A 25. A

Part III A 1. C 2. 3. C 4. C 5. B B 6. B ^ 7. A ' 8. 9. D 10. B 11. C 12. C 13. B 14. C 15. A 16. D 17. A 18. B 19. C 20. C 21. D. • 22. C 23. A 24. B 25. 0

.

Answer K i’-'s

So cial SciencePhilosophy

Part II 1. C A 2. 3.- A 4. B 5. B 6. A 7. C 8. D 9. A 10. B 11. C 12. 0 13. B 14. C 15. ’O 16. D 17. D 18. C 19. B 20. 0 21. A 22. B 23. D 24. B 25. A

Part III 1. A 2. B 3. A 4. A 5. D' 6. C 7. c 8. c A 9. 10. C 11. A 12. C 13. C 14. A" 1-15. 8 16. C 17. B 18. A J9. A 20. B 21. B 22. A 23. C 24. C 25. B

Social S cienceIntroduction to Hum anities: A ppreciation o f the Arts

Part II 1. A C 2. 0 3. A 4. 5. C 6. D: 7. B 8. B 9. c10. C 11. A 12. B 13. 0 - 14. A 15. B 16. B 17. C 18. B 19. A 20. D 21. 8 22. 8 23: B 24. A 25. D

•

Part 111 • ir u 2. C C . 3. 4. ■C 5. C 6. D 7. B D 8. 9. C 10. B 11. B 12. 8 13. B 14. 8" 15. B 16. d— IT 17. D 18. B 19. 0 20. A

Social S ciencePsychology

IC T -

Introduction to C o m p u ters

P a i t L ----------1. D . 2. 8 3. C............. 4. B

Partlll-------1. A 2. A 37 C 4. B

5.

C

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8

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8. 9. 10. 11.

8. 9. 10. D 8 11. 12'. D 12. 13. 8 13. 14. B 14. 15. D________ -15,16r- o------------ 16. 17. C 17. 18. C 18. 19. C 19. 20. A 20. 21. A 21. 22. A ‘ 22. 23. A 23.

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24. 25.

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A B D

B B C 0

Part II r> 1. V 2. B •3. C ' 4. A 5. A 6. A 7. A 8. •c 9. A 10. B 11. A 12. A 13. C 14. A 15. 8 16. .8 17. A 18. A 19. A 20. C 21. B 22. C 23. B 24. 8 25. C . M

P artlll 1. C C 2. 3. A 4. 8 5. 8 6. D 7. C 8. 8 9. A 10. B 11. A 12. 8 13. B 14. 8 15. A 16. A 17. B 18. A 19. B 2a A 21. D 22. A 23. A ' 24. B • 25. C Reviewer

429

F o u n d atio n s o f Ed ucatioo

P ro fe ssio n al E d u catio n

t&BSBSBBS

Foundations o f Education Prepared by: Prof. Maville Alastre-Dizon

Competencies: 1. Interpret educational problems in the light of philosophical and legal foundations of education.

•

2. Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change. •.

Prof, M aville.Alastre-Dixon

PART I - CONTENT UPDATE I.

HISTORICAL FOUNDATIONS

1. EARLY CONCEPTIONS OF EDUCATION 1.1. EduntlorifffGdnfom i^/FM m fÊducaaon Aims: To survfve and to conform to the tribe to which they belong Contents: Practical and Theoretical Education Methods: Tell me and show me, trial and error, enculturation, indoctrination Proponents: Primitives 1.2. Education for the Preservation of Social Stablflty/Oriental Education Aims: To Impress traditional Ideas and customs In order to maintain : and perpetuate the long established social ortier Contents: Moral and Theoretical Training llniM»«i4> Imllwrtiiit ionmnnn nil i »i Memoos: tnwHuon, mofnoftzsuon Proponents: Orientals (Chinese, Indians, Egyptians) 1.3. Education for the Developn^ of Individuality/Greek Education Aims: To promote Individual success and welfare through the harmonious development of the various aspects of human personality Spartan: To develop a good soldier in each citizen Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness Contents: Spartan- Military and physical training Athenians- Liberal education Methods: AlhMiian> Prlndple of Spartan- Competition and rivalry Proponents: Greeks 1.4. Education for Utilitarianism/Roman Education . Aim: To educate the Roman youth for realizing national ideals Content Physical training (martial arts, use ofWar ___ ;___ «_________________ ______* PHD LET Reviewer

P ro fe ssio n a l E d u c a tio n

Fo u n d atio n s o f E d u catio n

weapons) Methods: Elementary - memorization, imitation Secondary - literary exercises, intensive drill'on speech, grammar proponents: Romans 2. MODERN CONCEPTIONS OF EDUCATION 2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism Aim: To secure rich and full life for each individual through contacts with the ancient Contents: Gramma’, Literature and Mathematics Methods: Text study, written themes, self-activity and self-expression Proponent: Vittorino da Fettre 2.2. Northern dr Social Humanism Aim: For social reform Contents: Classical and biblical literature (Religious) Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards Proponent: Desiderius Erasmus 2.3. Reformation Aim: Religious mora»sm Content Physical education, Character education. Math, History, Science Methods: Memorization, religious indoctrination Proponent: Martin Luther 2.4. Counter-Reformation Aim: To develop an unquestioning obedience to the authority of the church Content 4R’s (religion included) Methods: » adapting the losson to the abilities, needs,.and interests ofchildren * reviewing the previous lessons ♦ repetition for mastery PNU LET Reviewer

2.5.

2.6.

2.7.

2.8.

2.9.

♦ memorization with understanding ♦ use of textbooks Proponents: Christian Brothers, Jansenists, Jesuits Education as Training of the Mind / Formal Discipline Aims: Totrain the mind through rigorous exercises in order to develop intellectual capacities To form character (mental, physical and moral) Contents: Classical Languages and Math; Physical (vigor of the body) mental (mental power) and moral (good conduct) Methods: Formal- sensation, memory and reasoning, Drill method Proponent John Locke Rationalism Aim: To enable man to think for themselves Contents: philosophical/scientific knowledge, ethics and morality Methods: critical analysis, application of reason Education in Harmony with Nature / Naturalistic Conception of Edu cation Aims: To develop the individual in accordance with the laws of human development and to preserve the natural goodness of man Contents: Holistic education (physical, moral, intellectual) Proponent: Jean Jacques Rousseau Education for Patriotic Citizenship / Nationalistic Conception Aim: To develop military preparedness and aggressiveness for the preservation and glorification of the State Content Social Studies Methods: Practical Education as Psychological Development Aim: To direct and control growth and development through appro priateeducatignat procedures JOHANNHEINRICHPESTALOZZI-Social regeneration of humanity FRIEDRICHFROEBEL - Development of the child JONATHANHERBART- Moral development Prof. Maville Alisrre-Diy.on


EQWARDLEE THORNDIKE- realize the fullest satisfaction,of human wants •Contents: Math, science, language, arts, history, literature Methods: Principles and Laws of Learning 2.10. Education as a Scientifically Determined Process Aim: To mate education a science Content Science. Methods: Experimental, problem-solving, scientific method and research. 2.11. Education as Social Reconstruction / Social Experimentalism Aim: Prepare for a progressive rebuilding of the social order Content Social Studies; Intellectual - critical examination of the social conditions and social problems Civic - intelligent participation and cooperation in civic affairs Vocational - social relationships ofone’s Job Methods: Guidance (including social guidance), intelligent and co operative participation; Field Trips, Directed Classroom Study (community life)

II. PHILOSOPHICAL FOUNDATIONS 1. MAJOR PHILOSOPHICALTHOUGHTS 1.1. Idealism ' - '■ fi'x C O ♦ adheres to the view that nothing exists except in the mind of man, the mind of God, or in a super or supra-natural realm ♦ idealists believe that Ideas and knowledge are enduing and can change fives Aims: ♦ to develop the individual spiritually, mentally, morally ' (mind, soul and spirit) __________ Prof. Mavilie Alastrc-Dizon

Fo u nd atio ns o f E d u c atio n

♦ to discover and develop each Indvidual's abilities and full moral excellence in order to better serve society Methods: Critical discussions, lecture, Socratic method, introspec tion, imitating models, reflection/reflective thinking, Content: Literature, History, Philosophy, and Religion The Learner: ♦ imitates the teacher who. is an exemplar of an Ideal person ♦ tries to do the very best he can and strive toward per fection The Teacher: ♦ excellent example/ role model for the student - intellec tually and morally ♦ exercise great creative skill In providing opportunities for the learners' minds to discover, analyze, synthesize and create applications of krwwtedge to life and behavior ♦ questioner- encourages students to think and ask more questions and develop logical thinking The School: ♦ train future leaders ♦ develop morality and to distinguish right from wrong ♦ maintain and transmit values ♦ place emphasis on developing the mind, personal disci pline, and character development Proponent Piato - "In order to know something, we need-to withdraw from the use of our senses and reiy on a purely intellectual approach*. 1.2. Realism ♦' Stresses that the world is made up of real, substantial and material entities , ♦ Knowledge is derived from sense experience. Aim: To provide students with essential knowledge to survive the . natural world PN U L E T Reviewer

9

Foundations o fE d u c a t io n

Methods: lectures, demonstrations, and sensory experiences, Inductive logic Content: Science and Mathematics The Teacher: ♦ a guide,' a demonstrator, who has full mastery of Ihe knowledge of the realities of life ♦ requires the learner to recall, explain, and compare facts; to interpret relationships, and to infer new mean ings ♦ rewards the success of each learner and reinforces what has been learned ♦ utilizes learner's interest by relating the lessons to the learner's experiences, and by making the subject matter as concrete as possible The Learner: ♦ sense mechanism, a functioning organism which, through sensory experience, can perceive the natural order of the wortd. ♦ can team only when he follows the laws of learning The School: ♦ transmits knowledge ♦ classrooms are highly ordered and disciplined Proponents:Aristotle,Harbart,Comen/us . •. -L . 1.3. Pragmatism/ExperimentaHsm * ♦ Pragmatists believe that the curriculum should reflect the society, emphasizing the needs and interests of the •children. : Aim: To teach students how to think so that he can adjust to the demands of an ever changing world Content: Practical and utilitarian subjects Methods: Project method, free and open discussion, individual • problem-solving research

’10

PNU LET Reviewer

P ro fe ssio n a l E d ucatio n

The Learner: • • ♦ learn from experiences through interaction to the. en vironment The Teacher: ♦ capture the child's interest and build on the natural mo tivation ♦ use varying teaching methods to accommodate each individual learning style ♦ helper, guide, and arranger of experiences Proponent John Dewey 2. MODERN PHILOSOPHICAL THOUGHTS 2.1. Perennialism -tii^ L c £■ ♦ Knowledge that has endured through time and space should constitute the foundation of education ♦ Perennjalists believe that when students are immersed in the study of profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. Aim: To develop power of thought Proponent: Robert Hutchins TheTeacher: ♦ Interprets and tells eternal truth ♦ spends more time teaching about concepts and explaining how these concepts are meaningful to students The Learner: Passive recipients _ . v 2.2. EBMfltfafem - • • ♦ Teaching the tjasic7essentta) knowledge and skills Aim: To promote the intellectual growth of the learners. Proponent: William Bagley The Learner: * . ♦ receives instruction in skills such as writing, reading, measur&nent/arithmetic (3Rs) Prof. M iville Alaj.rre-Dfcr.on

P ro fessio n al Education

Fo u n d atio n s ofEcJucacion

•The Teacher: . • ♦ focuses heavily on achievement test scores as a means of evaluatingprogress. 2.3. Progressivism ♦ Education is always in the process of development ♦ Focused on the whole child aod the cultivation of indi viduality ♦ Centered on the experiences, interests, and abilities of students ♦ ProgressMsts strive to make schooling both interesting and useful. Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment Proponents: John Dewey.Johann Pestalozzi The learner: ♦ Learns through experiences, by doing The Teacher: ♦ plans lessons that arouse curiosity and encourage the students to develop a higher level of knowledge 2.4. Existentialism ♦ Man shapes his being as he lives. ♦ Knowledge Is subjective to the person's decision, and varies from one person to another. Aim: To train the individual for significant and meaningful existence Proponent: Jean Paul Sartre The Teacher: ♦ Assists students in their personal journey ♦ Aids children in knowing themselves The Learner: ♦ Determines own rule 2.5. Social Reconstructionism ♦ Emphasizes the addressing of social questions and a quest to create a better society i Prof.MavilleAlastre-Dir.on

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... * .......... ■

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Social reconstructionists believe that systems must be changed to overcome oppression and improve human conditions. * Curriculum focuses on students' experiences Aim: Education for change and social reform Proponent: George Counts The Learner: ♦ takes social action on real problems such as violence, hunger, international terrorism, Inflation, discrimination and inequality, and environmental problems The Teacher: * Uses community-based learning and brings the world into the classroom }. EASTERN PHILOSOPHIES 3.1. Hinduism * Emphasizes a commitment to an ideal way of life char acterized by honesty, courage, service, feitft, self-cootroi, purity and non-violence which can be achieved through YOGA Proponent: Mahatma Gandhi Hinduism in Education: ♦ The teacher shows the way and imparts knowledge by his own example, responsible for the students' spiritual welfare. ♦ The students aim to remember everything by heart and gain mastery of every subject learned. * Teaching methods are oral and memory intensive, dis cussion and debates 3.2. Buddhism ♦ Believes in the FOUR NOBLETRUTHS ♦ Believes In the LAW Of KARMA Proponent; Siddharta Gautama

1 PNU L E T Review er

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P ro fe ssio n a l E d u c atio n

F o u n d a tio n s o f Education

Buddhism in Education:. ♦ Education Is rooted on faith ♦ Continuing educational astern- to receive additional teaching and learn from each other during class dis cussions • 3.3. Confucianism Teaches moral He through devotion to the family, loyalty to Vie elders, love of learning, brothertwod, civil service, and universal kwe and justice. Stresses the FIVECARDINALVIRTUES (benevolence, righteousness, pro priety! wisdom and sincerity). Proponent Confucius Confucianism in Education: ♦ CM service exams ♦ Religious rituals in the schools 3.4. Taoism TAO: a way of life, a philosophy advocating simplicity, frugality, and the Joys of being close to nature and being in harmony with the whole universe Strongly believes in WUWEI (Let things come naturally.) Proponent: Lau-Tzu Taoism in Education: ♦ Taoist ethics emphasize compassion, moderation and humility. ♦ Physical exercises involve slow arid controlled body movements to achieve mental stillness. 3.5. Zen Buddhism (Japanese version) ♦ Belieyes in the THIRD EYE(to see things which are invis ible,to the naked eyes and to get attuned to the things around us). ♦ Encourages meditation (mind-awakening). ♦ Teaches that the entire universe Is one’s mind, and if _ one cannot realize enlightenment in one's own mind now, one cannot ever achieve enlightenment. .

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T

3.6.

Islam Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and • pilgrimage). Proponent: Muhammad / Mohammed Islam in Education: ♦ Useful knowledge is necessary for the benefit of the self . and of humanity. ♦ A truly Islamic government is required to provide all means to promote adequate education for its citizens, to the best of Its ability.

III. PHILIPPINE EDUCATIONAL SYSTEM Education during the Pre-Soanish Period Aims: For Survival, Conformity, and Enculturation Contents: Informal Education, Religion-oriented Methods: tell me and shew me, observation, trial and error Education during the Spanish Period Aim: Topropagate Christianity Contents: Religious Education, Vocational courses Methods: Dictation and memorization *■ The vernacular was used as the medium of instruction in the parochial schools. ♦ The religious orders introduced the parochial school. * Education Is suppressed, exclusive (for the elite), and a inadequate. Education during the Amartean Period . Aim: To teach democracy as a way of life Methods: Socialized recltatton.Student's participation Contents: Reading, writing, arithmetic, language, GMRC, civics, hy giene and sanitation, gardening, domestic science, American . ' ■ History, and Philippine history * . ssssagsssass&aaasBsaBgHBBCsaasaaMBnMMammMEnHMBMaaoRSMsBEasnssMaaBssMsnBSBaaaEssEaB

PNU L E T Reviewer

Prof, Mavitle AlastroDi/.on

F o u n d atio n s o f Education

P ro fessio n al E d ucatio n

♦ Fprmal Education was established. ♦ Education during the Commonwealth Period (1935 1942) Aims: (as provided for in the 1935 Constitution) ♦- to devetopmoral character, personal discipline, ciyk ' conscience, and vocational efficiency ♦ to teach the duties of citizenship ♦ to continue the promotion of democratic ideals and wa; of life. Content- Character education and citizenship training. ♦ Education under the Commonwealth helps prepare fo the coming independence of a new Filipino nation. Education Purina the Japanese Era (1943-45) Alms: To strive for the diffusion of the Japanese language in the Philippine: and to terminate the use of the English language in schools To stress the dignity erf manual labor Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical education and singing Japanese songs, health/vocational education Education Purina the Republic (1943-1972) Alms: ♦ Full realization of the democratic ideals and way of life ♦ Promotion of equal educational opportunities for all Contents: ♦ Social orientation as manifested by the conservation ol the Filipino heritage ♦ fra/ning for occupation ♦ promotion of democratic nation building . ♦ a new thrust on community development Education Purina the New Society M972-19861 Aim: For national development

♦ Curricular changes in Elementary Education a) focused on the 3fis b) integration of values in all learning areas c) emphasis on mastery learning . ♦ Curricular changes in Seawdary Education a) Increased in time allotment b) YDTand CAT introduced as new courses c) Elective offerings as part of the curriculum ♦ Made education relevant to the needs of the changing world ♦ Bilingual Education Policy - use of English and Filipino as media of instruction in specific learning areas Aims of education in the Philippines based on the 1973 Constitution: ♦ Foster love of country; ■ teach the duties of citizenship; and ♦ develop moral character, self-discipline, and scientific, technological and vocational efficiency Education Purina 1986-2000 Aim: To promote national development and values education ♦ The national government appropriates the highest bud getary allocation to education ♦ Promotion and improvement of the public school teach ers ♦ Implementation of NESC-addressed to civic, intellectu al, and character development of the child. Its features are: - Emphasis on mastery learning; Focused on fewer learning areas - Focused on the development of the 3Rs - Emphasis on the developrnent of intellectual skills which are as important as work skills - Multi-disciplinary treatment of curriculum content . *

Prof. Maville Alastrt-Dizon

PH U L E T Reviewer

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fo u n d a tio n s o f E d u c a tio n

- Student-centered - Cognitive-affective manipulative based curriculum - Values education offered asseparate subject area - Emphasis on Science and Technology - Bilingual policy - Entyhasls on Critical linking ♦ The Congressional Commission on Education (EDCOM), In Its report In 1991, recommended the following: a) trifocalizatfon of DECSInto the Department of Education (DepEd), Technical Education and Skills DevelopmentAuthority (TESDA), and Commission on Higher Education (CHED); b) establishment ofTeacher Education Council and Centers of Excellence; c) professlonaBzation of teachers; and cQ Technical-Vocational Education retorn. Education Purina the 21stCenturv Aim: To provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens. ♦ RepublicAct 9155 (Governance of Basic Education Act), was passed transforming ihe name of the Department of Education, Culture and Sports (DECS) to the Depart ment of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). The act provides the overall frame work for: - school head empowerment by strengthening their leadership roles * school-based management within the context of trahsparency and local Accountability. The KM2 program • ‘ ♦ implementation started on SY 2012-2013 C F M p w irI FT BnvlflW fir

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kindergarten is now a part of the compulsory education system * a new curriculum for Grade 1 and Grade 7 pupils and students, respectively was introduced bySY 2016-2017, Grade 11/Year 5 w ill be introduced, and Grade 12/Yfear 6 by SY 2017-2018; * the phased implementation of the new curriculum will be finished by the SY 2017-2018

IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION Sociology • The science of man and society • Study of patterns of human behavior • Study of groups and societies and how they affect the people Society - a group of organized individuals who think of themselves as a distinct group, and who live together sharing the same culture occupying the same territory, who interrelates and Interacts with one another, recruits itsmembers by inter group sexual reproduction and has a shared comprehensive culture, with common shared attitudes, sentiments, aspirations and goals Socialization ♦ A process of adapting or conforming to the common needs and interests qf a social group » A process whereby People ieam the attitudes, values and actions appropriate to Individuals as members of a particular society, where a member of a group learns • and internalizes the norms and standards of the other member ameng whom she/he lives

Prof. Mavilie Alasrre-Di/.on

Fo u nd atio ns o f E d u catio n


Agents of Socialization: a) Family - smallest social institution whose members are united by blood, marriage or adoption, constituting a household and having a common culture. . b) School / Education - established by society for the basic enculturation of the group; an agency which makes student learns how to value oneself and eventually others; an agency organized by society for the basic function of teaching and learning. c) Church d) Mess media Institutional Group Agencies for Education Three (3) very important groups that serve as agencies for learning:

1. Family • smallest social institution Educative Functions of the Family (Home) • Health Education -proper food to eat, proper hygiene • Ethics, Morality, Religion - spiritual, moral, and desirable social values - Socialization - rotes and status in society • Psychomotor and manipulative skills-how to walk, dance and to use prop erly kitchen tools, utensils, etc. • Recreational skills • Academic-reading, writing, arithmetic 2. School • an Institution, center of learning, established by society in which the accu mulated experiences of the past generations are passed on to the incoming generation by means of systematized programs of instructions.

Roles of the School: 1) The school as an agent of socialization » Children learn how to get along with other students in the school. m Social ethics are taught in the schools. ■» The student government trains the students to become good leaders and followers. Prof. M avillc Alasrrc-Dixon

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The school prepares the IndWdua) to become worthy members of the society by making them aware of their responsibilities. 2) The school as an agent of cultural transmission • Culture can be transferred through: a) Enailturatkm - the passing on of group's custom, beliefs and tra ditions from one generation to the next generation b) Acculturation - teaming other culture; the passing of customs, beliefs and tradition through interaction/reading/inter marriages, etc. » Values and attitudes formation are easily transmitted through lessons provided by the teachers. » Culture can be transmitted through field trips, experiential learn ing, experimentation, group dynamics, cooperative learning, peer learning, rote playing and dramatization. *» Knowledge about the latest development in science and tech nology, and about the nations and people of the world can be acquired through different learning activities. 3) The school as an agent of cultural change ■» Cultural changes are best discussed in the school. 4) The school as agent of modernization • Educational systems are focused on future needs of the stu dents. ■* Changes which are mostly attempts to modernization are being. discussed in the school. » The elements of cultural change which lead to modernization: - Development of oral and written communication and other modern means of communication - Improvement of science and technology in all fields 5) Other functions of the schools: «* Serves as a multi-purpose institution » Provides .training of the mind, teaches the basics PNU L E T Reviewer

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F o u n d atio n s o f E d u c atio n

» Develops problem solvingand critical thinking » Promotes social integration, enculturation and cultural perception » Accelerates adjustment of society 3. Church • a lifetime school of teaming Education from the Church (through the bible): * History Ex: Persia (now Iran), Mesopotamia (now Iraq) Prophecies Ex: Earthquake, Famine, Calamities s Divine Values Ex: Love, Hope, Faith, Wisdom Sociology of Education - provides a study of the relationships between society and the educational processes which contribute to the analysis aid solution to problems con fronting the educational system. M u m lm ■ science that studies the origin and development of man, his work and achievements which includes the study of physical, intellectual, moral, social and cultural development of man, including his customs, mores, folkways and beliefs Culture • The shared products of human learning, the set of learned behaviors, be liefs, attitudes, values, and ideals that are characteristics of a particular society or population .■ The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other capabilities and habits acquired by man as a member of society

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Characteristics.of Culture: CULTURE is • Transferable ■ Continuous ■ Symbolic

• • •

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• Dynamic • Shared ■ Adaptive

■ Learned • Universal ■ Borrowed

Elements of Culture Language - an abstract system of word meanings and symbols for aU as pects of culture; the foundation of culture; verbal and nonverbal Norms - are established standards of behavior maintained by a society; it must be shared and understood Sanctions-penalties or rewards for conduct concerning social norms a) positive sanctions- pay, promotion, medals, word of gratitude b) negative- fines, Imprisonment, threats, stares, ostracism Values - are collective conceptions of what is considered good, desirable and proper or bad, undesirable and Improper in a particular culture. Change • An enduring force in history; is inevitable, takes place from time to time • The adjustment of persons or group to achieve relative harmony Forms of Change: a) Cultural change - refers to aUalteration affecting new bait or trait complexes to change the culture’s content and structures b) Technologicalchange - revision that occur in man's application of his technical knowledge and skills as he adopts himself to environ ment Examples offechnotogical changes in education: . . ♦ Introduction of new methods of learning ♦ Vocational education, computer education, and practical arts in the curriculum . ♦ Inclusion of information and communication technology in the curriculum •

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PNIJ LET Reyiewer

Prof, Maville Ala.srrc-Qi7.0n

Professional Education

F o u n d atio n s o f E d u catio n

ssEassmssasamaeassasanaBssBs c) Social change - refers to the variation or modifications in the patterns of social organization, of such groups within a society or of the entire society Exampleof social changes in education: * Revival of nationalism themes in literature, music and arts,ete. • Anthrooolooical-Sociolooical Implications to Education: • The curricular program of all learning institutions should be examined by the Commission on Higher Education (O fD ) and the Department of Edu cation (DepEd) so that those w ill be responsive to the needs of the society. • Parents should be involved In the school projects and activities, and in enculturatlon and socialization processes. SOCIAL CONCEPTS: 1. Values ■ generally considered as something - a principle, quality, actor entity - that is intrinsically desirable 2. Justice ■ giving others what is due to them; rendering to every man that exact mea sures of his due without regard to his personal worth or merit 3. Freedom, Rights arid Responsibility ■ Freedom is not absolute, it is not doing something without restrictions or . reservations or interference and influence of others. • Right means what is just, reasonable, equitable, what ought to be, what is justifiable, something that is owed or due to others. ■ Rights and responsibility come in pairs. If one waits more'rights and free dom, s/he shall also have to. accept more responsibility. A right is abused when it Interferes with the rights of others ■ The reciprocation of rights and duties is the true foundation of social order. • Duties - refer to those tha't are due justice, to another individual or collec tive persons and to God. Prof. Mavilie Alasvrc-Dixon

■ Authority- refers to the right given to give commands, enforce Jaws, take action, make decisions, and exact obedience, determine or judge . • Accountability - means to be answerable for; emphasizes liability for some thing of value either contractually or-because of one's position of authority • Responsibility - refers to trustwerthy performance of fixed duties and con sequent awareness of the penally for falure to do so. 4. Ethics/Moral law . Ethics Is based on one's station in life: to each station corresponds a certain behavior according to which a person must five. THEORIES OF ETHICS: 1) Coosequentiaflsm - claims that the morality of an action is deter

4) 5) 6)

7) 8) 9)

mined by its consequences a) Hedonism - views that only pleasure is good as an end; pleasure is the highest good b) Utilitarianism - believes that the greatest happiness of the greatest number is the test of right or wrong c) Self-reallzationism - holds that the ultimate end ids the full development or perfection of the self Non-consequentialism - claims that the morality of an action de pends on its intrinsic nature or on its motives' Divine Command Theory - claims that the morality of an act de pends on whether it is in accordance with the will of God Categorical Imperative Theory - holds that fa one's action to be morally right, s/he must be willing to have everyone act In the same way Egoism - claims that an action is right only if It is in the interest of the agent Situation Ethics - claims that the morality of an action depends on the situation and not on the application of the law Intuitionism-claims that one's knowledge of right and wrong is im mediate and self-evident PN U L E T Reviewer

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F o u n d atio n s o f E d u catio n

10) Emotive Theory -* claims that moral judgmente do not'state anything that is capable of being true or false but merely express emotions like oaths or exclamations 11) Ethical R e la tn ^ -holds the view that there is no one correct moral code for all times and peoples, that each group has its own morality relative to its wants

P ro fe ssio n a l E d u catio n


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D ire c tio n s: Read and analyze each Item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. e1. The Department of Education gives greater emphasis on the development of basic skils. What is the philosophical basis for this? Essentiallsm C, Perennialism a. Existentialism 0. Pragmatism The correct answer Is A-Essentialism which focuses on basic skills and knowledge. Option B-Existentialism focuses on self/individual. Option C-PerenrMsm focuses on unchanging truth. Option D-Pragmatlsm emphasizes the needs and interests of the children. • 2. Teacher M views his students as unique, free-choosing and responsible individuals. AH classroom activities revolve around the said premise. What theory underlies this? A-Essentialism C. ProgressMsm ^B/Existentialism D. Realism The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option | A-Essentiallsm focuses on basic skills and knowledge. Option C-Progressivism focuses on the whole child and the cultivation of individuality. Option D-Realism emphasizes that knowledge is derived from sense experience. 3. Religious rituals in the classroom and in the school programs prove the deep natural religiosity of (he Filipinos. Which philosophy has greatly contrfouted Id this tradition? k Buddhism , C. Hinduism ( g ) Confucianism D. Islam

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PNU LET Reviewer

Prof. MaviUe Alastre-Oizon

P ro fe ssio n al E d u catio n .

The correct answer is B-Confucianism which advocates the religious rituals in the schools. Option A-Buddhism influences the idea on continuing educational system. Option C-Hinduism emphasizes a commitment to an Meal way of life. Option D-lslam advocates that useful knowledge is necessary for the benefit of the self and of humanity. 4. In order to make Roman education truly utilitarian, how should the day-to-day lessons be taught? A. Taught in the students' native dialect B. Taught interestingly through the play way method C. Related and linked to the events happening in everyday life D. Practiced at home under the guidanceof their respective parents The correct answer is C. Utilitarian education focuses on the usefulness of the | lessons to the daily life of the students. Options A, B, and D do not adhere to | utilitarian education. I 5. Which influenced the military training requirements among students in the secondary and tertiary levels? Chinese C. Orientals (O G ree ks D. Romans The correct answer is D-Greeks. They focus on military training. Option A-Chinese focuses on the preservation of culture. Option C-Otlentals focus on preservation of social stability. Option D-Romans focus on the usefulness of the individuals. 6. Which philosophy has the educational objective to indoctrinate Filipinos to accept the teachings of the Catholic church which i ...................iGod? A. Realism B. Pragmatism D. Existentialism 7. Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty consistent with the good and beauty in God. What philosophy supports this? • C. Progressivism A: Existentialism B. Idealism D. Social Reconstructionism ProlVMaville A lastre-D iion

- Foundations o f E d u catio n

8. Giving education the highest budgetafy allocation, the Philippine government recognizes the possible contribution of its future citizens to the national de velopment goals of the Philippine society. Which stressed tfiis gofil of education for social transformation? A. Athenian education C. Greek education ‘ 8. Followers of Christ. D. Roman education 9; The progressivists emphasized the individuality of the child. What Is the concern of the reconstructionists? . A. Experiential learning (_Qy Social problem B. Socialization 0. Values Education 10. One of the following quotations does not conform to the Christian doctrine of Edu cation for Humanitarianism.Which one is it? A. Do unto others as you would like others do unto you. B. Love thy neighbor as thyself. (fTp>Not on bread atone is man to live but on every utterance that comes from the mouth of God. 0. Whatever good things we do to our poor, helpless brothers, we do it for God. 11. Scouting and Citizen's ArmyTraining (CAT) give training in character-building, citi zenship training, etc. which leads to the creation of a new social order and a new society eventually. What philosophy supports this? A. Existentialism C. Progressivism B. Perennialism . D. Social reconstructionisni 12. Teacher V demonstrated the technique on how to group students according to their needs and interests and how to use self-paced instructional materials. Which phlosophy is manifested in this activity? A. Essentiallsm C. Realism B. Progressivism 0. Social Reconstructionisin 13. Teacher. G, a Christian Living teacher, puts so much significance on values development and cSsapline. What could be her educational philosophy? A. Idealism C. Progressivism B. Pragmatism D?. Readism'

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F o u n d a tio n s o f Ed ucation '

14. Which one does NOTillustrate the principle that rights and duties are correlative? A .. The right of an unmarried Qregnant teacher to abort her baby in relation to ' . her duty to protect hername and her job as a teacher. B. The right of a state to compel students to military service is reciprocated by the duty of the state,to protect them. C. The right to a living wage involves fte duty ofthe school administrators to give the salary agreed upon and the duty of the teachers to give a fair amount of woric • 0. The right to life of chidren and to be given respect of such right. 15. Why should a teacher take the obligation upon himself to study and understand the custom and traditions of the community where he worths? A. To change the culture of the community. (B ) To have a sympathetic attitude for the people of the community. C. To identify the weaknesses of the culture of the community. D. To please the people of the community. 16. A teacher who is a recognized expert in carpentry works, taught his students how to prepare and construct good and aesthetic furniture from local resources. What cultural transmission process is this? Acculturation C. Indoctrination Enculturation 0. Observation 17. Every first day of the school year, Miss Bautista prepared activities which will make her Grade IHchildren sing, play, learn and introduce themselves to the class. What process did the teacher emphasize? A. Acculturation C. Indoctrination B. Enculturation D. Socialization 18. Which program in the educational system seems to be aligned to the Christian humanitarian principle respect for the human personality? A. The alternative learning system defivery B. The functionaf literacy program for the out-of-school youth and adults C. The promotion of the basic human rights of the Filipino • D.‘ The study ot the Phiiipptne Constitution

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19. With a death threatover his head, Teacher Myra is directed to pass an undeserving student. If she is a hedonist, which of the following yvili she do? A. Don’t pass him, live by her principle of Justice. She wiH get reward, if not in this life, in.the next. B. Don’t pass him. She surely will not like someone to give you a death threat in order to pass. C. Pass the student. That will be of use to her, the student, and his parents. ( d) Pass the student Why suffer the threat? 20. Which philosophy approves of a teacher who lectures most of the time and requires his students to memorize the rules of grammar? A. Existentialism C. Pragmatism ( if ) Idealism D .. Realism 21. In a study conducted, the pupils were asked which nationality they would prefer if given a choice. Majority of the pupils wanted to beAmericans. In this case, in vîich obligation relative to the state are schools seemed to be failing? A. Instill allegiance to the constitutional authorities B. Promote national pride C. Promote obedience to the laws of the state D. Respect for all duly constituted authorities 22. Which subject in the elementary and Ifcewise in the secondary schools are similar to the goal of Rome to train the students for citizenship? A. Communication Arts C. Science B; MAPE/PEHMS ( 6 } THE/TLE 23. Which of the following school practices Is NOTbased on Social Reconstructionism? A. Establishment of SOF B. Exemption of Scouts from CAT C. Promoting culture and arts in schools D. Promoting project WOW

Prof. Maville Alasrrc-Dizon

P ro fessio n al E d u catio n

24. Which of the following is the focus of the Japanese education in the Philippines? A. DenwratJc (deals and nationalism B. Love and service to one’s country C. Religion and love for Asian brothers <5? Vocational and health education 25. According to reconstructionism, the goal of education is to bring about a new social order. Which practice best manifests this view? A. The class conducts scientific experiments to discover or verify concepts. B. The class discusses role models and their impact on society. C. The class is allowed to engage in divergent thinking. Q . The class undertakes well-planned projects inthe community.

Prof. Maville Aiaitre-Dirtm

Foundations o f Ed ucation

m m m m m m m a m M m s K B s m m ts s B ie s B S s s s i

PART III - ENHANCING TEST TAKING SKILLS

i(o

D ire ction s: Enhance your test taking skis by answering the items below. Write only the tetter of the best answer. 1. Teacher D, aValues. Education teacher emphasizes ethics in almost all her lessons. Which of the following emphasizes the same? A. Liberal Education C. Religious Training 8. Moral Education D. Social Education 2. Which reform In the Philippine Educational System advocates the use of English and Filipino as media of instruction in specific learning areas? A. Alternative Learning C. K-12 Program B. Bilingual Education D. Multilingual Education 3. Activities planned by school clubs/organizations show school-community connec tion geared towards society's needs. What philosophy is related to this? A. Existentialism C. Realism B. ProgressMsm d P Social reconstructionism 4. What philosophy is related to the practice of schools acting as laboratory for teaching reforms and experimentation? A. Essentlalism (J p Progressivism B. Existentialism [). Social reconstructionism 5. Which of the following situations presents a value conflict? A. The teacher and his students have class standing as their priorities. B. The teacher and the administrator follow a set of criteria in giving grades. C. The teacher has students whose parents want their children to obtain higher grades than what they are capable of getting. . 0.- The teacher sets high expectations for her intelligent students such as getting higher grades.

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6. Which situation shows that a sense of nationhood is exemplified? A. The class conducted a deb&e using Filipino as medium. 8. The class is required to watch the TV sitcom of Oprah to improve their ’ English communication skills. C. The class opted to make a choral rendition of the theme song of a foreign movie. D. WhenTeacher Eva asked her Grade II students in what country they wish to five, most of them chose United States. 7. A teacher who believes in the progressfvist theory of education would embrace cer tain reforms on methodology. Which reform would be consistent with ftis theory? A Active participation of the learners B. Formal instructional pattern C. Strict external discipline D. Teacher domination of class activities 8. What philosophy of education advocates that the curriculum should only include . universal and unchanging truths? • A. Essentialism C. Perennialism B. Idealism D. Pragmatism

11. Which of the following is the chief aim of Spanish education? A. Conformity and militarism B. Perpetuation of culture C. Propagation of the Catholic religion D. Utilitarianism and conformity 12. Which of the foflowing is the aim of our education during the Commonwealth period? A. Designed after Japanese education Patterned after the American curriculum (T Predominantly religious 0. Purely natkmafetic and democratic 13. Which of the following: is NOT a reason why the basic education curriculum has tm i restructured? (ÂA To become globally competitive during this industriafage BT To be relevant and responsive to a rapidly changing work) C. To empower the Filipino learners for self-development throughout their life D. To help raise the achievement level of students 14. Which philosophy of education influence the singing of the National anthem in schools?

9. Which of the following is NOT a function of the school? A. Changing cultural practices B. Development of attitudes and skills C. Reproduction of species D. Socialization among children 10. Which move liberalized access to education during the Spanish period? A. The education of illiterate parents E \ The establishment of at least one primary school for boys and girts in each municipality ,C. The hiring of tribal tutors to teach children D. The.provision of vocational training for school age children

A. Nationalism C. Pragmatism 6. Naturalism 0. Socialism 15. Whoamong the following believes that teaming requires disciplined attention, regular homework, and respect for legitimate authority? A. Essendalist C. Realist B. Progressivist D. Reconstructionist 16. Which of the following is the main function of the philosophy of education? A. Reconsider existing educational goals in the lightof society's needs B. Provide the academic background prerequisite to learning C. Define the goals & set the direction for which education is to strive D.. Aid the learner to build his own personal philosophy

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PNU LET Reviewer

(a)

Prof. MaviUe Altttre-Oiion

P ro fe s sio n a l E d u c a tio n

17. Homeroom advisers always emphasize the Importance of cleanliness of the body. Children are taught how to wash their hands before and after eating. What Is this practice called? .. A Folkway C. Monas B. Laws D. Social norm 18. Which curricular move served to strengthen spiritual and ethical values? A Integration of creative thinking in all subject ( if Introduction of Values Education as a separate subject area C. Reducing the number of subject areas into skills subject Re-Introducing Science as a subject in Grade 1 19/The greatest happiness lies in the contemplative use of mind”, said Plato. Which of the following activities adheres to this? A Cooperative learning ^ C. Rote playing J ? Introspection D. Social Interaction 20. Your teacher is of the opinion that the world and everything In it are ever changing and so teaches you the skill to cope with the changes. Which in his governing philosophy? ~ . jJ Experimentalism C. Idealism ( f t Existentialism D. Realism 21/Teacher Mica says: “If it is billiard that brings students out of the classroom, let us bring it into the classroom. Perhaps, I can use it to teach Math.’ Towhich philosophy does Teacher Mica adhere? A Essentfalism. C. Progressivism B. Idealism D. Reconstructionism 22. Which of the following should be done to build a sense of pride among Filipino youth? A Replace the study of folklores and myths with technical subjects B. Re-study our history and stress onour achievements as people C. Re-study our history from the perspective of our cotontzers D. Set aside the study of local history .

Prof. Maville Alastre-Dizon

F o u n d atio n s o f Education

23. A teacher who subscribes to the pragmatic philosophy of education believes that experience should follow teaming in her teaching. Which of the following does she do to support her belief? A. Encouraging learners to memorize factual knowtedge B. Equipping learners with the'baslc abilities and skills d? Providing learners opportunities to apply theories and principles D. RequMng learners futlmasteiy of the lesson 24. Which philosophy influenced the cultivation of reflective & meditative skits in teaching? A. Confucianism C. Taoism B. Existentialism Zen Buddhism 25. Which of the following situation manifests a balance between teachers responsi bility and accountability? A. She entertains her students with personal stories until the end of the period. B. She spends most of the time on the latest gossips in showbiz. C. Sheteaches as much as she could for duration of the period. D. She teaches as well as entertains tire students with her personal stories.

PNU L E T Reviewer

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P ro fe s sio n a l E d u catio n

C h ild a n d A d o lescen t D evelopm ent


Child and Adolescent Development Prepared by: Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn

A. Basic Concepts > Growth ' • • • •

Pertains to the physicalchange and increase in size Can be measured quantitatively Indicators of growth are height weight, bone size and dentition The growth rate is rapid during the a. Prenatal b. Neonatal c. Infancy d. Adolescence • Slows during childhood • Minimal during adulthood

> Development

Competency: Interpret theories and findings related to child and adolescent development along the biological, linguistic, cognitive, social and psychological dimensions

PNU L E T Reviewer

• Involves Increase In the complexity of function and skill progression • The capacity and skill of a person to adapt to the environment • Pertains to the behavioral aspect of growth > Maturation • Consists of changes that occur relatively independent of the environment • Usually considered to be genetically programmed-the result of heredity

> ZPD • Zone of proximal development wherein the child acquires new skills and information with the help or assistance of an adult or an adult peer

> Heredity • The process of transmitting biological traits from parents to offspring through genes, the basic units,of heredity > Environment • Refers to the surrounding condition that influences growth and develop-. ment

Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona

C h ild an d A d o lescen t D evelo p m e n t P ro fessio n al Education

>

Theory ’ . . • ideas based on observations and other Kinds of evidences which are orga nized in a systematic manner ■ Used to exjpiain and predict the behaviors and development of children and

> EthologicalTheory s€ - ^ • Views development In terms of evolutionary concepts ^ v H v v r-e *. > Attachment ■ Refers to the emotional bond to another person • Lasting psychological connectedness between human beings ' . — • An innate human survfvai mechanism • A control system that achieves these specific goals: 1. Helps the infant maintain proximity (closeness to the caretaker) 2. Provides the young child with security as base from which to explore the world 3.. Helps the child regulate his/her emotions • John Bowly focused on how attachment difficulties were transmitted from one generation to the next . _ > Psychosexual Theory — mu r o > r '^ ' • Sigmund Freud’s theory of personality development that focuses on the { changing seat of sensual pleasure of ttie individual Psychosocial Theory — E r ik t r i - Erik Erlkson's theory of personality which focuses on the individual's interactions with the society. 1 ’> Ecological Theory • Eric Brofenbrenner's theory of development in which the process is a joint function of the person and all levels of the environment > Sociohistoric-Cognitive/ Linguistic Theory _ W fs . ■ Lev Semanovich Vygotsky's belief that the child is socially dependentat the beginning of his cognitive life • Development is concerned as dependent on social interaction

ENVIRONMENT SYSTEM The Microsystem- the setting In which the Individual lives The Mesosystem- relations between the Microsystems or connections between contexts Exosystem-when experiences in another social setting In whteji the individual not have an active rote influences what s/he experiences in an immediate context -The Macrosystem- involves the culture in which individuals live • Culture refers to the behavior patterns, beliefs and ail other products of a group of people that are passed on from generation to generation. -The Chronosystem- the patterning of environmental events and transitions over one's

THEORIES

0?a B l« c 4 V r> ! 1. Freud’s Psychosexual Development Theory

STAGE Oral

Anal Phallic Latency

Genital

CHARACTERISTICS AGE y » 'i ” "o v J Center of pleasure: mouth (major source of gratifica tions and exploration) Birth to 136 y/o Primary need: security Major conflict: weanino v 1 ■■ -I Source of pleasure: anus and bladder {sensual satisfac 1)4to3y/o v tion and self-control) Major conflict: toilet training Center of pleasure: child’s genital (masturbation) 4to6y/o Maior conflict: Oedpus and Electra Complex Energy directed to physical and intellectual activities 6 y/o to puberty Sexual Impulses repressed Relationship between peas of same sex i\'. - Energy directed towards full sexual maturity and func Puberty onwards tion and development of skills to cope with the. envi ronment PNU LET Reviewer

Dr. Ciinchica O. Manuel and Prof. Sheila Marie B. Adona


C h iJd an d A d o lesccn t D evelo pm ent

2. Erikson’s Stages of Psychosocial Development Theory I

STAGE

AGE

CENTRAL TASK

(+) RESOLUTION

Birth-18 Trustvs. Mistrust Learn to bust others Infancy months Self control w/o loss of Autonomyvs. self-esteem 1>4to 3 Early Shame and Abity to cooperate and Childhood .y/o Doubt express oneself

H RESOLUTION

Mfs&ust, withdrawal, estrangement

Adoles cence

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12-20 y/o

PNII LET Reviewer

Intimacyvs. Isolation

GomptAira, s k restraint • or compliance WHuhtss and defiance

Lackof self-confidence Learnsto become Pessimism, fear of assertive Late wrongdoing 3 to 5 y/o Initiative vs. Guilt AbWyto evaluate one's Childhood Over-control and over-re own behavior striction Learns to create, develop Lossof hope, sense of and manipulate Developssense of com beingmedocre petence and persever Withdrawal from school ance *Parents, teachers andpeers 6 to 12 Industry vs. School who support, reward Thom who Ignore, rebuff, Inferiority y/o Age and praise children are deride ttieir effort are encouraging and helping strengthening feelings of children develop their inferiority sense of Industry Coherent sense of self Plansto actualize one's abilities ^Seeking to find an iden Identity vs. Role tity, adoiesoents try on Confusion manynew roles. If they experience continuity In their perception of self, identity develops.

18-25 Msung’ Adulthood y/o

FeeJngsof confusion, indedsiveness and possfcle antl-sodai behavior "Whenthe adolescents fail to developa sense of identify, he/she experi encesroie confusion or a "negative Identity".

Adulthood

25-65 y/o

Generatfvity vs. Stagnation

Maturity

65- y/o to Integrity vs. death Despair

Impersonal relationships Intimate relationship with Ayoidanctfof relation another person ship, career or lifestyle Commitment to work commitments and.relationships 'Failure to establish close “Center to intimacy is the and intimate relationship ability to share witfi and results to a feeling of Isolation care for others. Creativity, productivity, concern for others

Self-Indulgence, selfconcern, lack of interests and commitments

Acceptance of worth and uniqueness of one's Sense of loss, contempt own life for others Acceptance of death ..........

3. Havlghurst’s Developmental Stage and Tasks DEVELO PM EN TAL STAGE

Infancy vs. Early Childhood

DEVELOPM ENTAL TASK

• • • • • ■

Eat solid foods Walk Talk Control elimination of wastes Relate emotionally to others Distinguish right from wrong through development of con science • Learn sex differences and sexual modesty • Achieve personal Independence ■ Form sim D le concents of social and physical reality

Or. ConcRita O. Manuel and Prof. Sheila Marie B.Xdona


C h ild a n d A d o lcscciw D evelopm ent

............... ................. > • Learn physical skills required for games • Build healthy attitudes towards oneself • Learn to socialte wtthpeers • Learn appropriate masculine or femln/ne.roie • Gain basic reading, writing and mathematical skills Middle OiMhood • Develop concepts necessary for everyday living • Formulate a conscience based on a value system • Achieve personal independence • Develop attitudes toward social arouos and institutions 1 1A '^ • Establish more mature relationships with same-age indi A* viduals of both sexes • Achieve a masculine or feminine social role • Accept own body / ■ Establish emotional independence from parents Adolescence • Achieve assurance or economic independence • Prepare for an occupation ■ Prepare for marriage and building of family • Acquire skills necessary to fu lfill civic responsibilities • Develop a set of values that guides behavior ■ Select a partner • Learn to live with a partner • Starta family Early Adulthood • Manage a home • Establish self in a career/occupation ■ Assume civic responsibilities • Become part of a social group Fulfill civic and social responsibilities. Maintain an economic standard of living Assist adolescent children to become responsible, happy Middle Adulthood adults • •Relate one's partner Adjust to physiological changes 1 Adjust to aging parents * Dr. Conchica O. Manuel and Prof. Sheila Marie B; Adona

• Adjust to physiological changes and alterations in health status • Adjust to retirement and altered income • Adjust to-death of spouse • Develop affiliation with one's age group • Meet civic and social responsibilities ■ Establish satisfactory living arraraements

Later Maturity

4. Sullivan’s Interpersonal Model of Personality Development 1

DESCRIPTIO N

AGE

STAGE

Infancy

Birth toteyrs

Childhood

1 fcto6yrs

Juvenile Preadolescence

6 to 9 yrs 9to 12 yrs

Early Adolescence 12 to 14 yrs Late Adolescence

14 to 21 yrs

Infant learns to rely on caregivers to meet needs Sdesbes. Child begins toJeattL and.to detayjmmediate gratification of needs & desires Child forms fuifillina deer relationship. Child relates successfully tosame-sexpeers. Adolescent learns to be jgdependent & forms relationships with members of the opposite sex. Person establishes an Intimate, long lasting rela•lionstiia with someone of the .oDbosftesex*

5. Piaget’s Phases of Cognitive Development '

PHASE

A ?^fteerim otor

AGE

DESCRIPTIO N

Sensory organs & muscles become more Birth,to 2 years functional

Stage 1: Use of Birth to 1 month reflexes Stage 2: Primary 1 - 4 months circular reaction ' Stage 3: Secondary 4 -8 months circular reaction

Movements are ijrfrnarily reflexive r Perceptions center around one’s body. Objects are perceived as extension of the self. Becomes, aware of external environment Initiates acts to change the movement. PN U L E T Reviewer

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C h ild an d .A d o iescc n t D evelo p m en t

Stage 4: Coordina tion of secondary 8-12 months schemata Stage 5: Tertiary 12-18m ontfis circular reaction • Stage 6: Invention of new means fcoinSi'n B. Preoperational Pre-conceptual staae

•

Intuitive stage

C. Concrete Operations

__--L e a ’côi D. Formal Opera tions

.. .: ,.v - - ■

Differentiates goals and goal-directed activi ties

Experiments with methods to reach goals Develops rituals that become sianificant Uses mental imagery to understand the envi 18-24m onlhs ronment Uses fantasy Emerging ability to think *Children use symbolism (images and 2 -7 years language) to represent and understand various aspects of environment Thinking tends to be egocentric 2 -4 years Exhibits use of symbolism Unable to break down a whole into separate 4 -7 years parts Able to classify obiects accordina to one trait Learns to reason about events between here-and-now *Can understand the basic properties of and relations among objects arid events In 7-11 years the everyday world *Able to solve concrete (hands-on) prob lem in logical fashion Able to see relationships and to reason in the abstract *Becomes more scientific in thinking 11 + years •Capable of systematic, deductive rea soning

6. Kohlberg’s Stages o f M oral Development I

LEVEL AMD STAGE

DESCRIPTION

Level 1: Pre-Conventional (Birth to 9 years) Stage 1: Punishment and Obedience Orientation

Authority figures are obeyed. Misbehavior is viewed in terms of damage dona A dead is perceived as ‘wrong" if one is punished; the activity is right If one is not punished. -Right* is defined'as that which is acceptable to Stage 2: Instrumental-Relaand approved by the self. . tfvist Orientation When actions satisfy one's needs, they are' right Cordial Interpersonal relationships an Level il: Conventional maintained. Approval of others is sought through one’s acfion (9-13 years) Stage 3: Interpersonal Authority is respected. Concordance Individual feels "duty bound" to maintain socil Stage 4: Law and Order order. Orientation Behavior is ■’right'' when it conforms to the rules. Level lit Post - Conventional Individual understands the morality of haviq (13+years) democratically established laws. Stage 5: Social Contract It is “wrong" to violate others' rights. Orientation The person understands the principles of huma Stage 6: Universal Ethics rights and personal conscience. The persa Orientation believes that trust is a basis for relationship. I

7. Gllllgan’s Theory of Moral Development LEVEL A N D STAGE

DESCRIPTION

L Orientation of indi Concentrates on what Is best for self vidual Survival Tran Selfish sition Dependent on others

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Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adnix "

C h ild an d A d o lcsc cn t D evelopm ent .

P ro fe ssio n al E d ucatio n

Transition 1: From Selfishness to Re sponsibility 11. Goodness and Self-sacrifice Transition 2: From Goodness to Truth

II. Morality of Nonviolence

Recognizes connections to others Makes responsible choices in terms of self and others Puts needs of others ahead of own Fe8ls responsible for others' Is independent May use quilt to manipulate others when attempting to help Decision based on intentions are) consequences, nrt on others’ responses. Considers needs of self and others Wants to help others while being responsible to self Sees self and others as morally equal Assumes responsMes for own decisions Basic tenet to hurt no one Including self Conflict between selfishness and selflessness Self-judgment is not dependent on others' perceptions but rather on consequence and intentions of actions.

8. Fowler's Stages of Faith STAGE

AGE

Pre-Stage: Undifferen Infant tiated Faith Stage 1: Intuitive-Pro Toddler-Prejective Faith schooier

Stage 2: Mythi cal-Literal Faith

I School-Aged Child •

DESCRIPTION

Trust hope and love compete w iti environ mental inconsistencies or threats abandon ment Imitates parental behaviors and attitudes about religion and spirituality Has no real understanding of spiritual concepts Accepts existence of a deity Religious and moral beliefs are symbolized bystorles ■. ' Appreciate others',viewports Accepts concepts of reciprocal fairness •

Dr. Conchira O. Manuel and Prof, Sheila Marie B. Adona

Stage 3: SyntheticConventional Faith

Adolescent

Questions values and religious beliefs in an' attempt to form own identity

Stage4:lndMduative-Reflective Faith

Late Ado lescent and Young Adult

Assumes responsibility for own attitudes and beliefs

Stage 5: Conjunctive Adult Faith Stage 6:Universalizing Adult Faith

Integrates others perspectives about faith into own definition of truth Makes concept ofT

Principles of Growth and Development 1. Nature aid Nurture ■ Development is Influenced by both heredltyfnature) and environment (nurture). • The nature (heredity) is responsible for many of our physical characteristics such as hair, and eye color, facial features and to some extent the height and weight • Many of our characteristics can be influenced by environment (nurture). 2. Growth and development is a continuous process. ■ As a child develops, he or she adds to the skill already acquired and the new skills become the basis for further achievement and mastery of skills. • Most children follow a similar pattern. • Also, one stage of development lays the foundation for the next stage of development 3. Development proceeds from the head downward. • This is called the cephalocaudal principle. • This principle describes the directions of growth and development. • According to this principle, the child.gains control of the head first, then the arms and then the legs. 4. Development proceeds from the center of the body outward. . . ■ This is the principle of proximodistal development that also describes the* • direction of development. PNU LET Reviewer

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C h ild an d A d o le sce n t D evelopm ent

• This means that the spinal cord develops before outer parts of the body. The child's arms develop before’ the hands and the hands and feet develop • before the fingers and Joes.. 5. Development depends on maturation and learning. • Maturation refers to the sequential characteristics of biological growth and development. . ■ The biological changes occur in sequential order and give children new. abilities, Changes in the brain and nervous system account largely for maturation. 6. Development proceeds from the simple (concrete) to the more complex. • Children use their cognitive and language skills to reason and solve prob lems. For example, learning relationships between things (how things are similar) or classification, is an Important ability in cognitive development. 7. Growth and development proceed from general to specific. ■ In motor development, the infant will be able to grasp an object with whole hand before using only the thumb and forefinger. ■ The Infant's first motor movements are very generalized, undirected and reflexive, waving arms or kicking before being airte to reach or creep toward an object • Growth occurs from large muscle movements to more refined movements to more refined (smaller) muscle movements. 8. There are indMdual rates of growth and development • Each child Is different and the rates at which individual children grow Is different. Although the patterns and sequences for growth and development are usually the same for an children, the ra te at which Individual chHdren reach developmental stages will be different.

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S tages o f Hum an D evelopm ent: These pertain to the number of period in a man's life cycle. Although the focus of discussion is on individuals of school age, a brief description of those in other stages of development is ateo given.

1.‘ Prenatal Stage (confceptien-blrth) The prenatal period In many aspects is considered as one of the most- if not the most important period ofallfnthe fife span of a person. This person begins at conception and ends at birth and approximately 270 to 280 days in length or nine calendar months. Prenatal period is divided into three majorphases. a. Germinal Stage (fertilfeation to 2 weeks) • This is also known asthe period of the zygote. • Zygote refers to thenewly formed ceB after the union of the egg ceil and the sperm cell, a process which is also known as fertilization. • (M dMtion begins in a lime no longer than 36 hours after fertilization, • Subsequently, for 3 to 4 days the zygote from the oviduct travels down to the faHopian tube and then tothe uterus where the Implantation begins. b. Embryonic Period (2 weeks to 2 months or 8 weeks) • Also known as the period of the embryo • The cell known as zygote before is now known as embryo. • By the 14“ day after fertilization, the blastocyst is already implanted in the uterus. • The umbilical cord attaches the placenta functionally to the mother ■ The foundations for the eyes, ears, nose, mouth extremities (upper and lower) and the digestive sy^Bm have been laid on the 8* week • The 1 H inches long embryo, weighing one-tenth to one-fifteenth ofan ounce, develops at the end of the first month • This period is considered as the most critical period for the reason thathe embiyo is most vulnerable to damage and defect • During the first trimester (3 months of pregnancy) almost ail birth defects . occur and chances are, the defects will be permanent

Dr. Cbnchica O. Manuel and K o f. Sheila Marie B. Ada*


c. Fetal Period (8 weeks to birth) ■ Also called as the period of the fetus • The embryo before is now known as fetus In this stage The fetal stage begins with the formation of the first bone cells. • Various organs grow functionally and take the appearance of the human body. • The fetus can now kick and can manipulate its extremities (upper and tower) and can open Its mouth, frown, and turn its head, as welt as take a few 'breaths' by the end of the third month. • By the end of the fifth month, the fetus Is one foot long and weighs a pound. • At the end of the sixth month, the fetus'eyelids can be opened; it develops grasps and more than enough taste buds. • The fetus weighs two pounds and its all organ systems have become func tional at the end of the seventh month. • During the eighth and ninth month, the fetus becomes round and heavy and is able to lift its head.

2. Infancy Stage (birth-two weeks of life) Infancy is the transition period intervening between birth and two weeks of life and identified as the shortest of ail developmental period. ■ The word "infant" suggests extreme helplessness. • Subdivisions of Infancy include the a) period of the partunate or from the time the fetal body has emerged from the mother's body and lasts until the umbilical cord has been cut and tied; and the b) period of the neonate or from the cutting and tying of the umbilical cord to the end of the second week of the postnatal life .■ Newboms up to two days are typically unattractive and are extremely feeble due to regular muscular restraints. • Most often, he is asleep, drowsy, cries, and gets excited easily. • The neonate is sensitive to brightness a§ Indicated by his papillary response • to'change in illumination, his visual images are likely to be bluiTed because of failure of the lens to focus on the otyect. -■ The roots of language’are crying, cooing and babbling. Or. Conchita O . Manuel and Prof. Sheila Marie B. Adoiia

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m

'

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__________________

“ C h ild an d A d o le s c e n t D ev elo p m e n t

3. Babyhood Stage (2* week to second year of life) Compared to infancy, babyhood stage is characterized by decreasing dependency for the reason that this is the time when babies achieve enough body control to become independent. • Developmental tasks Include: learning to walk, learning to take solid foods, having organs of elimination under partial control, achieving reasonable psychological stability especially in hunger rhythm and sleep, relating emo tionally to parents and siblings, and learning the foundations of speech • Babyhood skills fall under two categories: hand skills and leg skills. ■ Crying, cooing, babbling, gesturing and emotional expressions are exam ples of prespeech forms of communication. • Common emotional patterns involve anger, fear, curiosity, joy and affection. ■ Babies are also capable of establishing or forming friendships. • Considered non-moral due to their lack of a scale of values and conscience and they demonstrate obedience to rules without question

4. Early Childhood Stage (two to six years of life) Names given to describe the stage are: problem or troublesome age, toy age, preschool age, pre-gang age, exploratory and the questioning age ■ Developmental tasks Include: controlof elimination, self-feeding, self-dress ing and doing some things without much help, development of motor skills that allow him to explore and do things to satisfy his curiosity and acquisiflon of adequate vocabulary to communicate his thoughts and feelings with . those around him ■ Intellectual development as described by Piaget encompass the two sub periods: (a) the precooceptual period (2-4 years) and includes egocentrism, - animism and transductive reasoning; and (b) intuitive period (4-6 years) and includes inattention to transformations, centratlon and Irreversibility. • Early chSdhood is also characterized by heightened emotionality. • The presence of the significant others or the primary group is also given im portance because they serve as models for the child who usually identifies . wi9) them and patterns his behaviour after them. • The preschool child should be given as much as physical experience as f>NU L E T Reviewer

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C h ild an d A d o lesccn t D ev elo p m e n t

•

•

• •

possible and play activities to learn by doing and to develop his intellectual capacity. . . This stage is also regarded as the teachable moment for acquiring skills because children enjoy the repetition essential to learning skills; they are adventuresome and like to try new things and have already learned skills to interfere with the acquisition of the new ones. • Because speech development advances rapidly this time, as seen in the Improvement in comprehension as well as in the different speech skills, talking to young children w ill leave a strong impact. The concept of morality emerge as a result of interactions with adults and peers. Other common interests include interest in religion, in the human body, in self, in sex and in clothes.

5. Late Childhood Stage (six to ten or twelve years of life) Late childhood is the period for learning the basic skills in life. • It coincides with the child's elementary school years, entering Grade 1 atsix years and graduating at age 12. • Names used to describe the stage are: troublesome age, sloppy age, quar relsome age, elementary school age, critical period in the achievement drive, gang age and age of conformity. • Physical growth is at slow and relatively even rate because of the influence of health, nutrition, immunization, sex and intelligence. • Children in this stage win recognition by being able to do things. • Developmental tasks include: learning physical skills necessary for group and organized games; teaming to get along with age-mates and members of his family and community; learning fundamental skills in reading, writing and numeracy; develop appropriate masculine or feminine social roles; de* velop healthy self-concept and conscience; achieve personal independence by being able to perform life skills; learn to perform the different roles ex pected of him and think rationally to adjust to situations; make decisions and solve problems. ■ There is a rapid increase in understanding and in the’ accuracy of concepts

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during this stage as a result of increased intelligence and partly as arSsult . of increased teaming opportunities, . j • . The child’s social development is enhanced by his interaction with his peers in work or in play. ■ In resolving moral conflicts, it is necessary for the significant others to teach the child the values of respect for others and set themselves as examples or models. • Most children develop moral codes influenced by moral standards of the groups with which they are identified, and a conscience which guides their behaviour in a place of the external controls needed when they were younger. • It is also necessary for parents and teachers to understand the child's think ing and to facilitate his intellectual growth and development • Healthy relationships with himself and others could be brought about by the child's understanding of his emotions and his ability to express his emo tions, as well.

6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen yean of life) Derived from the Latin word pubertas which means age of manhood • The word growth spurt refers to the rapid acceleration in height and weight that marta the beginning of adolescence. ■ Considered as unique and distinctive period and characterized by certain developmental changes that occur at no other time in the life span • An overlapping period because it encompasses the closing years of child hood and the beginning years of adolescence • A relatively short period, lasting from two to four years or less . • Manifested in both internal and external changes in Ihe body with both the primary and secondarysex characteristics • Primary sex characteristics .include the menarcfie for the girls or the first menstrual flov/and the nocturnal emissions for the boys. ' • Secondary sex characteristics on the other, hand include the physical fea tures which distinguish males from females and may be Ihe source of ap peal among the members of the opposite sex. Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona

C h ild an d A d o lesccnt D evelopm ent

P r o fc ss io iia lju liic a tio n

• Puberty is the divided into three stages: (a) prepubescent - secondary sex -characteristics begin their development but their reproductive organs are not yet fully developed, (b) pubescent - characterized by menarche for girls and nocturnal emissions in boys, (c) post pubescent - secondary sex characteristics become wet developed and the sex organs begin to func tion in a mature manner. • The onset of puberty has an important implication in the personality de velopment of the Individual. • A critical period for the development of positive attitudes towards one's body and oneself in general

7. Adolescence Stage (thirteen or fourteen to eighteen years of life) Adolescence is the age when the Individual becomes integrated into society of adults; the age when the child no longer feels that he Is below the level of his elders but.equal, at feast in rights. • Came from the Latin wordaob/escere meaning to grow or to grow to ma turity ■ • Early adolescence extends roughly from thirteen to sixteen or seventeen years, and late adolescence covers the period then u n i eighteen, the age of legal maturity. • The developmental tasks of adolescence are focused on the developing independence in preparation for adulthood and in establishing a sense of identity. • Adolescence is a period of heightened emotionality, a time of "storm and stress”. • The important social changes in adolescence include increased peer-group .influence, more mature patterns of social behaviour, new social groupings and new values in the selection of friends and leaders and social accep tance. • Relationships between adolescents and members of their families tend to deteriorate in early adolescence though these relationships often improve as adolescence grows te dose, especially among adolescent girls and their family members l.)r. CunchiraO. M anud anil Prof. Sheila Marie B. Adona

■ Peer groups becomes the general source of behaviour; desire for greater ' independence shown. • Great concern about jvhat others think of them • Have increased ability to engage in mental manipulations and test hy potheses; Blinking becomes more abstract, liberal and knowledge

I. Adulthood Stage (twenty to sixty-five years of life) ■ The need for love and intimacy are met in adult life, becomes more fulfilling in marriage, with the involvement of commitment • The need for generality ®through achievement • Bum out and alienation become a problem with work. • Moral development possesses responsibility for the welfare of others. ■ Changes In the primary senses and the organ reserve decline upon growing older. • Menopause for women and climacteric for men signify the decline of sex and reproduction.

. Old Age (sixty-five years of life) ■ Composed of individuals at and over the age of 65, most of whom have retired from work ■ Most individuals in this late years begin to show slow, physical, intellectual and social activities. • While there is a gradual decline of cognition in older life, older people see art and nature in a deeper, more appreciative way. ■ Symptoms of senility which Include severe memory loss, rambling conver sation, disorientation, and personality change occurs because of dementia, a pathological loss of intellectual functioning. • In late adulthood, affiliation needs are more important than achievement needs.

PNU LET Reviewer

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C h ild a n d A d o lc» cen t D evelopm ent


!i

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D ire ctio n s: Read and analyze each item and select the correct option that answers each question; Analyze the Hems using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. • 1. Dr. Escoto, the schoolphysician conducted a physical examination in Ms. Manuel’s class. What concept best describes the quantitative increase observed by Dr. Es coto among the learners in terms of height and weight? A. Development C. Learning 6. Growth D. Maturation

Analysis: Option A Is not the correct answer because development refers to the systematic and orderly changes in organisms' experiences Option B: The best answer because ft refers to the quantitative changes or the observable changes in humans Option C: Anincorrect answer because it refers to the portion of development that is the result of experience and the interaction with the environment Option D: Not the correctanswerbecause maturation refers to the unfolding of traits potentially present in the hdMduai because of heredity 2. Which situation best illustrates the conceptof growth? A. A kinder pupil gains 2 pounds within two months. B. A high school student gels a score of 85 in a mental ability test C. An education student has gained knowledge,on approaches and strategies in teaching differentsubjects. D. An elementary grader has learned to play piano.

Analysis:

'

Option A: This is the best answer because it refers to the progressive Increase and continuous advancement of the child from birth to maturity

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PNU LET Reviewer

Option 8: is not a correct answer because it (toes not refer to any iocrement or increase in human beings • Option C: An incorrect option because it refers to the development of learning as a result of experience Option D: Cannot be considered because this refers to a skill 3. Which statements below best describesdevelopment? . A. A high school student’s height increased from 5'2" to 5'4" B. A high school student's change in weight from 110 lbs. to 125 lbs C. A student had learned to operate the computer. --«-------- a* jor fcXW Ima --I--*»—enlargement nips____ D . Aa sajoenrs Analysis: Options A and B: Both options cannot be considered because these refer to the quantitative and continuous changes from birth to maturity Option C: is the correct answer because development is the process in the life of a human being by which the individual's potentialities unfold and appear . Option D: Cannot be considered as the correct answer because it refers to the Increment of the bodily parts_________ ___________________________ 4. What concept can best describes Francisco's ability to walk without a support at age of 12 months because of the “internal ripening'' that occurred in his muscles, bones and nervous system development? A. Development C. Learning B. Growth D. Maturation____________________

Analysis: Option A: This is refers to the qualitative increase in human functioning through the lifespan Option B: is not a correct answer because it refers to the easilymeasurable and some times obvious features of human beings Optiori C: An Incorrect option becaUse it raters to the acquisition of knowledge, emo tions, values and skMs Option D: This is the best answer because it refers to the state of the body and its readiness for the behavior "Or. Conchica O. Manuel and Prof. Sheila Marie B. Adona


5.

Teacher Jesus in now 69 years old has been observing changes In himself such as the aging process. Which term refers to the development change in the individual? A._ Development C. Learning B.' Growth ' D. Maturation

Analysis: Option A: Not a best option because this pertains to the continuous qualities that occurred in our advancement from birth to maturity Option B: Is not a correct answer because this refers primarily to the physical changes such as increase In height weight and size Option C: An Incorrect option because learning refers to the change In behavior as a result of some form of experience Option D: This Is the best option because maturation refers to the state of the body and its readiness for behavior. 6. Manuel, a five-year old boy can hold his pen and write his name with his right hand. Which term describes Manuel's action/behavior? A. Development Learning B. Growth D. Maturation 7. Which of the following theory can help Miss Samson determine the readiness of her learners by administering a readiness test? A. Conditioning Theories (£? Maturation Theory <&> Cognitive Development Theory D. Ethological Theory 8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend of him says that certain behavior among infants. Who presented that notion that certain behavior like thumb-sucking is normal behavior? A. Sigmund Freud C. John Bowlly B. Erick Erickson. Urte Bronfrenbenner 9. A newborn intent move his whole body at one time, instead of moving a part of it Which of the following principles is illustrated by this behavior? A. Development proceeds from specific to general. B. Development proceeds from general to specific. • C. Development follows an orderly pattern. __________ '__ D. Development follows a general pattern. . Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona

" C h ild an d A dolescen t D evelo p m en t

10. Train up a child In the way he should be; when he grows up*, he win not depart from it”. Which principle supports this? A, Development Is determined by the heredity. • Devetopment Is detemined by Ihe environment C. Eartydevelopmsnt Is mae critical than the late development D. Early development is less critical than. late development 11. Which stage of the psychosexual theory does young boys experience rivalry wilh their father for their mother’s attention and affection? A. Oral C. Phallic B. Anal 0. Latency 12. .Angela focuses her attention on the school work and vigorous play that consume most of her physical energy. Which stage of psychosexual theory Illustrates her behavior? A. Oral C. Phallic. B. Anal D. Latency 13. Which of the following Is likely to be developed If infants are shown genuine affectlon? Trust C. Initiative. B. Autonomy 6. Industry 14. Christian develops an Integral and coherent sense of self. Heseeks answers to the question. "Who am IT Wilchof the following is Christian likely to develop? A. Initiative C. Intimacy B. Identity and Role confusion D. Autonomy 15. Ms. Cruz uses images and language to represent and understand her various lessons to preschool learners. What stage In the cognitive theoiy of development explains this? A. Sensorimotor C. Concrete operation B. Preoperatlonal D. Formal Operation 16. Connie develops concepts necessary for everyday living, builds healthy attitudes towards oneself, and achieve personal independence. These are among the attri butes of anincflvfduai in what particular stage? . 'A . Infancy and early childhood C. Adolescence 0 . Middle childhood D. Earfy adulthood PNU LET Reviewer

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C h ild an d A d o le s c e n t D evelo pm en t

17. Some-children are more active than ottlers, as everyone knows- extremely high levels of activity or hyperactivity are considered problematic. How may a teacher heft) a child who is hyperactive?' A. Make him the leader of the class. B. Transfer him to another class. C. Give him challenging activities that are appropriate to his ability level and interests. D. AHow him to spend longer at the playground u ni he gets tired. 18. Marivic gets jealous whenever she sees her father showing love and affection to her mother. Which of the following is she showing according to Freud? A. Complex C. Electra Complex 8. Phallic (Ip)' Oedipus complex 19. In Piaget’s Theory of Cognitive Development, which of the following statements would illustrate Edward who is 11 years old? A. Able to see relationships and to reason In the abstract. B. Unable to breakdown a whole into separate parts. C. Differentiates goals and goal-directed activities. D. Experiments with methods to reach goals. 20. Violeta goes with her mother in school. She enjoys the workplace of her mother. Which of the following ecological theories is illustrated by the situation? A. Microsysytem C. Exosystem B. Mesosystem D. Macrosystem 21. Danilo, a student in the secondary level tends to spend more time withhis friends than his family, thus,his behaviour is greatly affected by them. In which stage in teftPsychosocial Stages of Development does Danilo belong? jtotonomous vs Shame and Doubt NJf^dentity vs Role Confusion C. Intimacy vs Isolation ( v ) Initiative vs Guilt

|P N U L E T Reviewer.


22. Anna believes that authority is respected. She is now In what particular level in the • jnpral development theory of.Lawrence Kohlbera? iS ? Social contract Interpersonal concordance B. Law and order orientation -y fo Universal ethics orientation 23. What level has a four year old learner like Mafyann reached when she acquired new skills such as putting the same shapes and the same colors together? • Development .C. Zone of Proximal Development Maturation D. Learning 24. Which of the following principles can be the basis of the growing realization of the significance of the early childhood education? A. Hie young children are capable of doing many things at an early stage. H & . The child should be seen and should learn. The first five years of life are the formative years of the child. D. Early childhood experiences can be interesting and challenging. 25. Which of the following learner's characteristics will affect most of the learners learning in tfie academic areas? A. His affective characteristics ffy\ U|- ---- til--- nhnmtilnrlnlirin (p. \ his cognitive cnaractsnsocs ^ His psychon^ characteristics D. His sodo-emotional characteristics

Dr. Conchita O. Manuefand Prof. Sheila Marie B. Adona

Professional Ed ucation

PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the Items betow. Write only the letter of the best answer. 1. Which of the following is true about human development? A. Human development considers both maturation and learning. B. Development refers to the progressive series of changes of an orderly coherent type toward tie goal of maturity. C. Development is the gradual and orderly unfolding of the characteristics of the individuals as they go through the successive stages of growth. D. Alloftheabove. 2. What do you call the quantitative increase in terms of height and weight as ob served by the school physician during the physical examination of the students? A. Development C. Learning B. Growth ' D. Maturation 3. Mrs. Alvarez conducts research on the psychosocial domain of development. In what particular area of the child's development is Mrs. Alvarez most likely to be interested with? A. Perceptual abilities ( c / Emotions B. Brain-wave patterns D. Use of language 4. Which of the following is the correct order of psychosexual stages proposed by Sigmund Freud? A. Oral stage, anal stage, phallic stage, latency stage, genital stage B. Anal stage, oral stage, phallic stage, latency stage, genital stage C. Oral stage, anal stage, genital stage, latency stage, phallic stage . D. Anal stage oral stage, genital stage, latency stage, phallic stage 5. What is the best description of Erikson's psychosocial theory of human development? ( f t j Eight crises all people are thought to face b. Four psychosocial stages in thefetency period 6. The same number of stages as Freud's, byt with different names D. A stage theory that is not psychoanalytic Or. Conchira O. Manuel and Prof. Sheila Marie B. Adona

C h ild an d A d o le s c e n t d e v e lo p m e n t

6. In Erikson's theory, what is the unresolved crisis of an adult who has difficulty establishing a secure, mutual relationship with a life partner? A. Initiative vs. Guilt' C. Intimacy vs. Isolation ■B. Autonomy vs. Shame and Doubt D. Trust vs. Mistrust 7. Alyssa is eight years old, and although she understands some logical principles; she still has troubles in understanding hypothetical concepts. According to Piaget, Alyssa belongs to what particular stage of cognitive development? A. Sensorimotor C. Concrete operational B. Preoperational D. Formal operational 8. Which of the following provides the best broad description of the relationship between heredity and environment in determining height? Heredity is the primary influence, with environment affecting development only in severe situ ate . B. Heredity and environment contribute equally to development. C. Environment is the major influence on physical characteristics. D. Heredity directs the individual's potential and environment determines whether and to what degree the individual reaches that potential. 9. What is the correct sequence of prenatal stages of development? A. Embryo, germinal, fetus C. Germinal, embryo, fetus B. Germinal, fetus, embryo . D. Embryo, fetus, germinal 10. When a baby realized that a rubber duck which has fallen out of the tub must be somewhere on the floor, he is likely to achieved what aspect of cognitive development? Object permanence C. Mental combinations a Deferred imitation . D. Goal-directed behaviour 11. Which of the following will be Freud's description of the child's behaviour if he has a biting, sarcastic manner? A. Anally expulsive B.. Anally retentive C. Fixated in the oral stage D. Experiencing the crisis of trust vs. mistrust

PN U L E T Reviewer

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C h ild aod A d o lescen t D e v e lo p m e n t

12. Whaj; is Freud's idea about a young boy's guilt feelings brought about by jealousy of his father’s relationship with his mother? A. Electra complex C. Phallic complex B. Oedipus complex 0. Penis envy complex 13. When a little girl who says she wants her mother to go on vacation so that she can marry her father, Freud believes that he is voicing a fantasy consistent with?' A. Oedipus complex C. Theory of the mind B. Electra complex D: Crisis of initiative vs. Guilt 14. Which of the following can best describe the preschooler's readiness to leam new flasks and play activities? (ft) Emerging competency and self-awareness B. Theory of the Mind C. Relationship with parents D. Growing identification with others . 15. Erikson noted that when the preschoolers eagerly begin- many new activities but are vulnerable to criticism and feelings of failure, they are experiencing what par ticular crisis? A. Identity vs. role confusion C. Basic trust vs. mistrust B. Initiative vs. Guilt 0. Efficacy vs. helplessness 16. What stage of Piaget's Cognitive Development does a person belong to when he can understand specific logical ideas and apply them to concrete problems? A. Preoperational thought (Q Concrete operational thought B. Operational thought D. Formal operational thought 17. What is the best explanation of Piaget's concrete operational thought to describe the school-age child's mental ability? A. Achild can reason logically about things and events he or she perceives. B. A child’s ability to think about how he thinks (Cl Can understand that certain characteristics of an object remain -the same when other characteristics are changed D. Can understand that moral principles may supersede the standards of . society.

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P ro fe s sio n a l Education

18. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral reasoning at which Kohlberg's stage? . • A. Pre-conventional C. Post-conventional B; Conventional • . 0 . noneof the above 19. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is ât which level of moral reasoning? • ( \ ) Pre-conventional Stage One C. Conventional ’"Tf. Pre-conventional Stage Two D. Post-conventional 20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers. Her teacher wants to help Joy increase her self-esteem and social acceptance. What can Joy's teacher suggest to her parents? A. Transfer her to a different school B. Help their daughter improve her motor skills C. Help their daughter learn to accept more responsibility for her academic failures D. Help their daughter improve her skills in relating to peers 21. What is the most accurate definition of the puberty stage? A. Rapid physical growth that occurs during adolescence ■B. Stage when sexual maturation is attained rfD Rapid physical growth and sexual maturation that ends childhood H i Stage when adolescents establish identities separate from their parents 22. fifteen year old Marie is preoccupied with her 'disgusting appearance* and seems depressed most of the time. What is the best thing her parents can do to help her get through this difficult time? . A- Ignore her self-preoccupation because their attention would only reinforce it B. Encourage to “shape up" and not give in to self-pity C. Kid her about her appearance in the hope that she will see how silly she Is acting. ( j j ) Offer practical advice, such as clothing suggestions, to improve her body image.

Dr. Ccmchita O. Manucl’and I’ rof. Sheila Marie B. Adona

P ro fessio n al

E d u c a tio n

23. What can be the best comparison of the behaviour of a 17-year- old girl to that o f. . her 13-year-old brother? A. She is more likely critical about herself. B. She tends to be more pgocentric. C. She had less confidence in her abilities. (0 ^ She is more capable of reasoning hypothetically. 24. According to Erikson, what is the primary task of adolescent? A. To establish trust <3^ To search for his identity C. To be more intimate with others 0. To establish Integrity 25. What is the main source of emotional support for most young people who are establishing independence from their parents? A. Older adolescents of the opposite sex B. Older sibling C. Teachers . D. Peer groups

Dr. Conchira O. Manuel and Prof. Sheila Marie B. Adona

P r in c ip le s and T h e o ries o f L earn in g an d M o tiv a tio n ___________ ________

Principles and Theories o f Learning and Motivation

P ro fessio n al E d u c a tio n

PART I - CONTENT UPDATE I.

LEARNING

Learning - involves the acquisition of new elements of knowledge, skills, beliefs and specific behavior, may mean one or more of all these things: - the act of gaining knowledge (to learn something), the knowledge gained by virtue of that act (that which is known) the process of gaining knowledge (teaming how). Banner and Cannon, 1997 - It is an ongoing process of continued adaptation to our environment, assimilation of new information and accommodation of new Input to fit prior knowledge.

Prepared by: P ro f. M ari villa Lydia B . A ggarao and D r. B e ttin a Phiiom ena M . Sed illa

• Competencies:

• 1. Analyze the cognitive, metacognitive, | motivational ami socio-cultural factors i that affect teanUng ; 2. i I ; . :• 40

Organize the learning environment that promotes farness regardless of culture, famify background and gender, responsive to learner’s needs and difficulties

PNU L E T Reviewer '

Learning Theories They are sets of conjectures and hypothesis that explain the process of learning or how learning takes place Principles of Learning • Learning by doing Is more effective than just sitting and listening • Concepts should be presented in varied or different ways • Effort is put forth when tasks are challenging . • The principle of reatflness is related to the learners' stage of development A. Behavioral/Learning Theory - It operates on a principle of "Stimulus-Response" ’ - Prefers to concentrate on actfSTBl uUsavaWH behavior 1) Ivan Petrovich Pavlov's Classical Conditioning » Classical means "in the established manner" » Individual learns when a previously neutral stimulus Is repeatedly Prof. Marlvilla Lydia B. Agfârao and Dr. -Betrim Pliilomena M. Sediila

P ro fessio n al Ed ucation

’ paired with an unconditioned stimulus until a neutral stimulus evokes a conditioned response. ' _

P rin c ip les and T h eo ries o f L e a rn in g an d M o tiv atio n *

Features of Classical Conditioning

1: Stimulus - Generalization - responding the same way to a similar stimuli. 2. Discrimination - responding differently to similar but not Identical stimuli. 3. Extinction - a process by which a conditioned response is lost________ • 2)

Edward Lee Thorndike's Connectionism • Connectionism means learning by selecting and connecting Connectionism - puts more emphasis on the organism not limiting himself to the association between the stimulus and the response .

Thorndike Theory of Learning

1. Law of Readiness - this law states that an individual Will team when she is ready to do so. 2. Law of Exercise -this law states that a connection is strengthened or weakened depaidbtg on the number of times it occws and in propor tion to the werage vigor and duration of the connection.. a. Law of use - connections between stimulus and response are strengthened as they are used. b. Law of disuse - connections between a stimulus and response are weakened when practice is discontinued. 3. Law of Effect - this law states that a connection Is strengthened if it produces a satisfying effect ■» Unconditioned stimulus-automatically produces an emotional or physiological response. . » Unconditioned response-natural occurring emotional or phys iological response. ■* Neutral stimuli - stimuli that does not elicit a response. » Conditioned stimulus - evokes an emotional or physiological response after being conditioned. » Conditioned response - learned response to a previously neutral-condition. Prof. Manvill.i Lydia B. Aggarao. and Dr. Benina Philomcna M. Sedilla

3) Burrhus Frederic Skinner's Operant Conditioning and Reinforcement » Operant Conditioning - using pleasant or unpleasant conse quences to control the occurrence of behavior. Reinforcers - any consequence that strengthen a behavior ♦ Primary reinforcer-related to basic needs. ♦ Secondary reinforcer - value of something is acquired when associated with primaryteinforcer. • * .. ♦ Positive reinforcer - consequence given to strengthen a behavior PNU L E T Reviewer

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♦ Negative reinforcer - release from.an unpleasant ' situation to strengthen behavior. Reinforcemfent -satisfying consequence

c )' Motor Reproduction Process - after observation', physical skids and coordination are needed for reproduction of the behavior learned. d) Motivational Process - although observer acquires and retains ability to perform the modeled behavior, there will be no overt performance unless conditions are.favorable

♦ Verbal ♦ ♦ ♦ ♦ ♦

Physical Non-verbal Activity Token Consumable Formula for reinforcement: a) Prompt b) Response c) Reinforcement

4) Albert Bandura's Social / Observational Learning Theory ■> Known for his “Bobo doir experiment » People team through observation, simulation, modeling which means watching (observing), another called a model and later imitating the model's behavior. • Concentrates on the power of example

B. Cognitive Theories and Metacognition - Main focus is on memory (the storage and retrieval of information) - Prefer to concentrate on analyzing cognitive processes - Believe in the non-observable behavior 1) David Ausubel's Meaningful Reception Theory ■* Meaningful learning occurs when new experiences are related to what a learner already knows. May occur through: ♦ reception ♦ rote learning ♦ discovery teaming TWO DIMENSIONS OF LEARNING PROCESSES:

Models are classified as: Real life - exemplified by teachers, parents and significant others Symbolic - presented through oral/written symbols Representational - presented through audio-visual measures 4 Phases of Observational Learning a) Attention - mere exposure does not ensure acquisition of behavior. Observer must attend to recognize the distinctive features of the niodel’s response. - . b) Retention - reproduction of the desired behavior implies that student symbolically retains that observed behavior

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PNU LET Reviewer

Ti-" first (ill! i

r io i.N i-'e '

i t )

!

1. Meaningful Reception

Learning 2. Rote Reception Learning

T no SO! find dimension rrln trs to fiii: o !;■/ -.vl,K n t'lf li.w r'in If"'.'! •n '.v ir■')' n mon r r o hS

1. Meaningful Discovery Learning 2. Rote Discovery Learning

. Prof. Marivilla fcydia B. Aggarao and Dr. BectinaPhilomenaM. SediIJa


.................... ....... '

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2) Jerome Bruner's Discovery Learning Theory or Inquiry Method/ Theory of Instruction » Posits that learning is more meaningful to learners when they have the opportunity to discover on their own the relationships among the concepts or to actively search for a solution to a problem • An approach to instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies or performing exper iments. The idea Is that students are more likely to remember concepts they discover on their own. » Calls his view of learning "instwimntal conceptualism" 3) Wolfgang Kohler's Insight Leaning/Problem - Solving Theory Insight - the capacity to discern the true nature of situation -imaginative power to see into andunderstand immediately » Gaining insight is a gradual process of exploring, analyzing, and structuring perception until a solution is arrived at 4) Richard Atkinson's and Richard Shlffrin's Information Processing Theory The Individual learns when the human mind takes In Information (en coding), performs operation in it, stores the information (storage), and retrieves it when needed (relileval) Memory - the ability to store information so that it can be used at a latertime. STAGES OF HUMAN MEMORY a) Sensory Memory-information stores that hold an exact copy of stimuli for a very short period of time. ' Ex! color, shape, blowing of fiom .

Prof.Marivilla Lydia B. Aggarao and Or. Benina Philoiuena M. Sedilla

I

P rin c ip le s an d T h e o rie s o f L e a r n in g an d M o tiv atio n

b) Short Term Memory (STM) -the information store that retains the information as we consciously work on it. Ex. telephone number c) Long Term Memory (LTM) - information store that is permanent - Minutes to lifetime - Information on The LTM, If not rehearsed, can be for gotten through - Trace decay structure of LTM > episodic, semantic Forgetting The inability to recall (something previously known) to the mind Causes of Forgetting a) Retrieval Failure- forgetting is due to inability to recall the information. b) Decay Theory - Information stored In LTM gradually fades when it is not used. c) 3. Interference Theory-forgetting in LTM is due to the Influence of other learning Retention - the ability to recall or recognize what has been teamed or experienced. Interference - the act or an instance of hindering, obstructing or impeding. Teaching for Transfer (Gagne) • • ■• Transfer - when something previous learned influences the new material.

P*JU LfcL rflk-tew er

P rinciples an d T h e o r ie s o f L e a rn in g an d M otivatio n

*""".* ... ........................... ..........

'

TRANSFER OF LEARNING Types: . a) Lateral transfer -occurs when the Individual is aj)le to perform a new task about the same level, (e.g, solving word problems given In text and iater solving a similar problem on the board) • . * b) Vertical transfer - occurs when Ihe individual.Is able to learn more advanced/complex skills (e.g. being able to add and multiply; being able to read and write) c) Specific Transfer - when a specific skill, fact or rule is appted to a similar situation. d) General Transfer - applying principles previously leaned to dissimilar situations. 5) Robert Gagne's Cumulative Learning - any task or skill can be bro ken down to simpler skills which can still be further broken down to move simple tasks or skills. Hierarchy of Learning

1. Signal Learning - responding to a signal, response Is conditioned 2. Stimulus-response Learning - voluntary responses are learned. . 3. Chaining/Motor - two or more separate motor/verbal responses,may be combined or chained to develop a more complex response 4. Verbal Association - verbal connections are used to create asso ciations. 5. Discrimination Learning - learner selects or distinguishes a response which applies to stimuli. 6. Concept Learning - gives common response to an entire class of stimuli 7. Principle Learning (Rule Learning) - involves combining and relating concepts 8. Problem Solving-considered the most complex condition that leads to the discovery of higher order rules

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Professional E d u catio n

' » .................. —

Wine Events of Instructions

.

1. 2. . 3. « 4. 5. 6. 7. 8.

Gain Attention Inform Learner of Objective Recall Prior Knowledge Present Material • ' Provide Guided Learning Elicit Performance Provide Feedback AssessPerformance

.

•

9. Enhance Retention and Transfer 6) Howard Gardner's Multiple Intelligences Intelligence - refers to general mental ability of a person - capacity to resolve problems or to fashion - products that are valued in a more cultural setting Achievements - refers to the previous learning of a person in a certain subject area. Multiple Intelligence - capacity of a person to possess and adapt■ two or more intelligences. Examples

Intelligence

Competence

1. Linguistic-sensitivity to spo ken and written language

- Ability to learn language - Capacity to use language to accomplish certain goals

2. Logical/mathematical- ana lyzes problems logically, carry out mathematical operations, and investigate issues scientifically.

- Ability to detect patters, Scientists, reason deductively and mathema ticians think logically.

Writers, poets, lawyers, speakers

Prof. Marivilla Lydia B. Aggarao and Dr. Betti ru Philomcha M. Sedilla

P rin c ip les an d T h e o rie s o f L e a r n in g an d M o tiv atio n


3. Musical-skill in the perfor mance, composition and appre ciation of musical patterns. 4. Bodily kinesthetic - using one’s whole body or body parts to solve and convey ideas. 5. Spatial - recognize and use. patters of wide space and more confined areas.

6. Interpersonal-working effec tively with others

7. Intrapersonal - working effec tively with oneself

8. Naturalist-appreciation of the environment/nature.

- Capacity to recognize and compose musical pitches, tones and rhythms. * - Ability to use mental abilities to coordinate bodily movements.

Musicians, composers

•

Athletes, dancers

8) Urie Brofenbrenner's Ecological Systems Theory/Environmental • Contexts - Learning is greatly affected by the kind
Envtronmental Contexts: Malor Levels

- Capacity to understand the intentions, moti vations and desires of other people. - Capacity to understand oneself, appreciate one's feelings, fears and motivations - AUlity to recognize, categorize and grow upon certain features of the environment

Educators, sales people, religious counselors, politicians

If the relationships in the immediate microsystem break down, the did will not have the tools to explore other parts of his environment resutig to behavioral deficiencies. Learning tends to regress / stow down when the environment oftie . child is'm turmoil

Nature lover, environ mentalist

7) Kurt Lewin's Field Theory » view - focused on the psychological field of life space of an Individual. ■» Life space concept - draw accurate conclusions tiy observ ing both overt and covert behavior ' •* An individual must see things from the subject's point of view at a given moment

Prof. MarivilU Lydia B. Aggarao and Dr. Bettina Philomena M. Sedilla

1. Microsystem - Innermost level -contains the structure that has direct contact with child 2. Mesosystem - connections between the structures of the child's microsystem 3. Exosystem - 3rd level- social system which indirectly affects the child 4. Macrosystem - outermost level in which all other symtems are embedded such as values, customs, laws, beliefs and resources da culture/society 5. Chronosystem - this system includes changes or consistencies inj person's lifespan.

9) Lev Vygotsky’s Social Constructivism - It emphasizes how meaning and understanding grow out of sofej encounters. -

Zone of Proximal Development (ZPD) - gap between actual and potential development ♦ • Actual development-what childrencan do on their an ♦ Potential development -w hat children can do with l> PNU LET Reviewer m


P rin c ip les a n d T h e o rie s o f L e a rn in g an d M otivatio n

Scaffolding - competent assistance or support through mediation - of the environment {significant others) in which cognitive, socio-emotional and behavioral development can occur. Davitl Kolb’s Learning Styles ’ Learning Styles - are tools utilized by learners to cope and adjust to the learning environment I

Learning Stylus

1. Convergers-rely on abstract conceptualiz ing and experimenting • they like to find specific, concrete an swers and move quickly to solution • unemotional, since they prefer to deal with things rather than with people. 2. Assimilators - rely most on abstract concep tualizing and reflective observation • interested in theoretical concerns than in applications. ' 3. Divergers - rely on concrete experience and active participation • generate ideas and enjoy working with people. 4. Accommodators- rely on concrete experience and active experimentation ■ risk - taking, action oriented, adoptable In new situations.

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Educational Im plications

Teacher should provide learning tasks that have specific answers like num bers and figures/units. Teacher should provide learning tasks that call for integration of materials/ situational activities Teacher should provide group activities since learners enjoy working in groups.

Types of Learners I I

Types of Learners/ P erceptual Channel

Educational Im plications/ Learning Preferences

1. Auditory teamens - prefer to team by listening/auditory per ceptual channel.

- Lecturing is the teaching approach that works best for them. - Songs/poems are useful and effec tive learning tools.

1. Visual learners - prefer print materials/visual perceptual channel

- Reading/responding to visual cues, such as the chalkboard or transpar encies - Textbooks and pictures are useful and effective learning tools..

3. Tactile learners - like to ma nipulate objects/tactile percep tual channel

- Hands-on or laboratory methods of teaming are most appropriate for learners. - Tracing diagrams- or using texture examples.

4. Kinesthetic or whole body learners - like to learn through experiential activities/kines thetic perceptual channel.

- Simulations, exploratory activities and problem-solving approach of teaching. Pacing or dancing white teaming new material.

Teacher should provide teaming tasks that call for hands-on approach.

Prof. Marivilla Lydia B. Aggaraoand Dr. Becrina Philomena M. Sedilla


II. MOTIVATION

P rin c ip le s an d T h e o r ie s o f L c a rn in g a r id M otivatio n

•

•

Motivation ^ - An internal state or condition (sometimes described as a need, desire or want) that serves to activate or energize behavior and give it direction. Two Kinds of Motivation: 1. Extrinsic Motivation - when students work hard to win their parents' favour, gain teachers' praise or earn high grades; their reasons for work and study lie primarily outside themselves. - is fuelled by the anticipation and expectation of some kind of payoff from an external source 2. Intrinsic Motivation - when students study because they enjoy the subject and desire to learn’ it, irrespective of the praise won or grades earned; the reasons for learn ing reside primarily inside themselves - Fuelled by one's own goal or ambitions Principles of Motivation • The environment can be used to focus the student's attention on what needs to be learned. • incentives motivate learning • Internal motivation is longer lasting and more self - cHrecWvethan Is exter nal motivation, which must be repeatedly reinforced by praise or concrete rewards. • Uaming is most effective when an individual is ready to learn, that is when one want to know something.' ■ Motivation Is enhanced'by the way in which the instructional material is organized. '

Prof. Marivilla Lydia B;'Aggarao and Dr. Benina Philomena M. Sedilla

Theories of Motivation 1. Drive Theory (Clark Hull) ■ Drive is a condition of amusaLfloiension that motivates behavior ■ Drives most typically have been considered to involve physiological survival needs; hunger, thirst, sleep, pain, sex. • A drive results from the activation of a need ■ Need - a physiological deficiency that creates condition of disequilibrium in the body ~ 2. Self-Efficacy (Albert Bandura) Self - efficacy - it is the belief that one has capabilities to execute the courses of actions required to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in essence competence) self - efficacy is the belief (whether or not accurate) that one has Ihe power to produce that effect Self - efficacy relates to a person's perception of his/her ability to reach a goal while, self - esteem relates to a person’s sense of self - worth. 3. Self - Determination (E. Deci) Self - determination - comes from the sense of autonomy that a person has when it comes to things that he does and the choices he makes. ♦ Tasks for a long period of time ♦ To think meaningfully and creatively about those tasks ♦ To experience pleasure in ones activities ♦ To achieve at higher level ♦ We have the capacity to take risks or challenges that can enrich our lives and develop ourselves more 4. Expectancies and Values (Atkinson) • Motivation to perform-is affected by two variables • Expectancy - people must believe than they can accomplish a task, that Is, they should lave expectancy about what ttwy wart toachieve. • V&lue - they should place an importance or value in what they are doing. . PNU L E T Reviewer

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P rin cip les and. T h e o rie s o f L e a rn in g an d -M o tivation

5. Attribution Theory (B. Weiner) * People’s various explanations for successes and failures - their beliefs about what causes attributions. • Dimensions underlying people’s attribution. People can explain events in many different ways. F5r example, a tennis player may attribute his/her wins and successes In matches to things like - luck, health, effort, mood, strengths and weaknesses of his/her opponents, climate, his/her fans etc. TECHNIQUES IN MOTIVATING LEARNERS

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Challenge them - offer student’s opportunities to undertake real challenges. Encourage them to take intellectual risks. Build on strengths first - Opportunity to use their talents to achieve success. Offer choices - offering choices develop ownership. When child makes deci sions he/she is more likely to accept ownership and control of the results. Provide a secure environment which permits children to fail without penalty. Learning how to deal with failure is critical for developing motivation and suc cessful learning.


- f*

f

io :<2 0

D irections: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. 1. Which theory operates on the “stimulus-response principle, which means all be haviors are caused by external stimuli? A. Contextual theory C. Cognitive theory 0 Behaviorist theory D. Constructivist theory Analysis Option A - it explains that learning is greatly affected by the kind of environment an individual lives in. Option B - is the correct option. It tells about how behaviors are required and de veloped through external stimuli. Option C- it tells about psychological factors that influence the behavior of people Option D - learners build or construct their own knowledge 2. Ms. Erika in her Biology class accompanies her discussion with Interesting visual aids. She stoongly believes that students team better when lessons are presented with images, real or Imagined aside from mere lecture method. Which learning theory does she upholds? Dual-Coding Theory ET Information Processing Approach C. Meaningful Reception Learning Theory D. Social Cognitive Theory Analysis Option A - is the correct option since the teacher uses both mental images and verbal representations as tools in affecting learning

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I’ rof. Marivilla Lydia B. Aggarao and Dr. Betrina Philomena M. Sedilla


P rin c ip le s an d T h e o r ie s o f L e a r n in g an d M o tiv atio n

Option B - it tells about gaining Insight in understanding information Option C- it talks about relatedness between previeusly known information to new information tom make learning more meamngful it tells about gaining insight in understanding information Option 0 - it explains that students learn by what they see 3. Miss Calma is an excellent Physical Education teacher. She started teaching volley ball to her grade 2 class. Despite aHher efforts her class (toes not seem to learn how to play the game. What law of learning was disregarded? A. Law of disuse C. Law of exercise B. Law of effect Law of readiness Analysis Option A - connections are weakened when practice is discontinued Option B - this law states,that connections are strengthened when it has a satis fying effect Option C- connections are strengthened or weakened depending on the number of times it occurs and In proportion to the average vigor and duration of the connection Option D - the lawthat states Biat students will learn when they are ready to do so 4. Teacher Jay, a physical educationteacher, demonstrates the new skill to be learned so that his students can watch him and later reproduce me skin. What learning theory is associated wiffiTfie SMBOn? — — . fQ Dual-Coding Learning Theory C. Schema Learning Theory B. Information Processing D, Social Learning^ Analysis Option A - it mentions about mental Images and verbal descriptions as tools for retaining information . . . Option B —it explains that ar>individual teams when the human mind takes in Infor mation, perform operation in it and retrieve when needed Option C - it discusses how prior knowledge helps the learner understand new information in the learning process .........

......................« mm —

...

Option D - is the correct answer. It tells about how people team through observa- . flan, imitation and modeling . 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or on a leash. What feature of classical conditioning is exhibited? (S i Discrimination C. Generalization K Extinction D. Practice Analysis Option A Option B Option COption D -

is the correct answer. Responding differently to similar stimuli process where the conditioned response Is lost responding the same way to a similar stimuli this is not a feature of classical conditioning

6. A Music teacher is careful in planning activities for each lesson. He praises liberally and rewards correct answers. What view of taming is exhibited? A. classical conditioning /Cy* operant conditioning 8. meaningful learning social learning 7. Which of the theories of learning presents or states that learning skills are hierar chically arranged? Cumulative Learning C. Social Cognitive Learning B. Meaningful Learning 0. Theory of Instruction 8. Which of the following best describes what meaningful learning is? A. When what is to be learned is new and easy for the students 8. Materials presented are difficult and challenging to the students C. When the materials to be learned is related to what students already know 0 Students find the lessons easy and relevant, to what was assigned to them 9. Manessa easily remember dates and events in history, What component of LTM does Vanessa have? jg g U ^ A. Creative th in k io g - r ^ ^ J f t ) Reflective thinking B. Critical thinking v0; Logical thinking ' •

’

EM-

...............................

Prof. M arivillj Lydia B.Aggarao and. Or. Bectina Philoruena M. Scdiila

PNU L E T Reviewer

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* P rin cip les a n d T h e o rie s o f L earn in g-an d M o tiv atio n

10. An Earth Science teacher has Just completed a unit on the sun. As she organizes her next unit on other stars, she uses the sun as a frame of reference. What view of learning was used? A. Discovery learning _ ing B. Information teaming 11. Which is an application of cognitive approac A Explain the reasons for studying the topic ^ Create a supportive classroom climate for students C. Provide clear and prompt feectoack on assignments 0. Begin lessons with challenging questions and conflicting events 12. The first people power was held in February 25,1986. What kind of knowledge ispresented? C. domain-specific knowledge D. procedural knowledge _____ s were not able to team the concepls that she presented 13 yesterday so she taught the same concepts again but this time using a different teaching method. What principle of teaming was applied? ( a) Concepts should be presented in varied and different ways B. Effort was put forth when tasks are challenging C. Learning by doing is more effective than just by sitting and listening D. Learning is aided by formulating and asking questions 14. Alvin Is a transferee and feels uneasy with his new school. His teacher is very accommodating, warm and caring. Alvin felt comfortable with the teacher's display of genuine warmth. The teacher is consistent in his manner and AMn begaff to r's warmth. Which theory is being illustrated? Classical conditioning D. Observational learning 15. After Just being introduced to another guest in the party, Tom cannot remember the name of the-guest he was introduced to. in what memory stage was the infor mation stored in? • ft episodic memory sensory memory t. semantic memory D. Working memoiy

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16. Vygotsky claimed that social interaction Is important for teaming. What does this imply? Aq Children are independent'problem solvers & Children learn from adults arid other children C. Children learn well by passive presentation of information 0. Children In the crib has no learning yet since they are not capable of interaction 17. How would you help a student who is intelligent but is underachieving in class? A. Provide challenging activities which he / she can accomplish B. Recognize his talents by asking him/her to help other students with their ^ .w o r k "(g j) Identify the immediate causes of difficulties that cause his/her being an un derachiever. 0. Allow him/her to work with the slow learner group to cope with the academic needs of the lesson. 18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized and clean. She puts up interesting and colorful visuals on the bulletin boards. What principle of motivation was applied? A. Incentives motivate learning B. Internal motivation Is longer lasting and more self-directive than is external motivation C. Motivation is enhanced by the way in which instructional material is organized 0 The environment can be used to focus the student's attention on what needs to be learned. 19. For eveiy correct answer the teacher would give a star to her students. What schedule of reinforcement was used? $ fixed interval G. variable Interval 8^ fixed ratio ■0. variable ratio 20. Marga, a six year oid, always asks her playmates to sit in front of her small black board aqd she plays teacher. Her mother is a teacher. What theory explains Margas' behavior? Classical conditioning JL Social learning w Operant conditidning D. Information Processing Prof. MariWlla Lydia B. Aggarao and Dr. Bectina Philonwna M . .Sedilla


21. What should the teacher do to help students learn psychomotor skills? A. Teacher uses verbal explanation and description erf the movements in addition to live demonstration of the movements B. Teacher provides feedback to the learner about his/her progress C. Teacher encourages the learner to practice, in order to maintain his/her sharp^ ness of the movements. (D /A ll of the above 22. The teacher presented a new lesson where in the students were asked to work on a new project which was somewhat complicated. The students showed interest while working on the project. What principle applies to the situation? A. Effort was put forth when tasks are challenging Lessons should be presented in varied and different ways Meaningful materials are readily learned than nonsense materials D. Teachers shouldprovide opportunities for meaningful and appropriate practice 23. Maturation should precede certain types of learning. How is this applied in the classroom? (fih concepts should be taught from simple to complex Consider the age level of students in teaching certain concepts C. Follow the Interest of students in assigning tasks D. Give the same task to aHstudents in a particular grade d 24. Luz easily learns a lesson when she is working w it laboratory equipment but hardly remembers a lesson the teacher lectured on. What type of learner is Luz? A. Auditory Learner Tactile Learner B. Kinesthetic Learner ID. Visual Learner 25. Which ofthe following statements about motivation is false? n u External motivation is longer lasting and more self-directive than internal mo tivation B. Internal motivation is fueled by one's goals or ambitions C. Motivation is enhanced by the way in which the instructional material is or___ t_—^ * gantzed D. Motivation to perform is affected by expectancy'and value

.Prof. Mirrrilla Lydia B. Aggarao and Or. Betcina Philomeoa M. Sedilla

P rin c ip le s an d T h e o rie s o f L e a r n in g an d M otivatio n

PART 111- ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the items below. Write only the letter of the best answer. . 1. Based on Bandura's theory, which conditions must be present for a student to leam from a model? I. attention II. ■retention 111. motor reproduction IV. motivation A. I and II I, II and III I, II, III, and IV III and IV 2. Which of the following principles of learning applies to considering student's age in anting certain content and cognitive processes? Principle of readness Principle of teaming by doing C. Principle of presenting challenging tasks 0. Principle of teaming aided by formulating and asking questions 3. in classical conditioning, which are paired together in order to elicit the desired response? L UCSandNS UCSandCS B. CSandNS T). UCHandNS 4. According to Thorndikewhat law states that the strength of a connection is influenced by the consequences of the response? A. Law of disuse Law of exercise B. Law of effect D. Law of readiness 5. A burglary occurred in Jason's neighborhood. Since then, Jason is very careful of locking their doors and closing windows. What theory best explains Jason’s behavior? . A. Observational learning X . Self-regulated learning B. Imitation learning ( & ) Vicarious learning PNU L E T Reviewer

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P rin c ip le s aiid T h e o rie s o f L earn in g and M otivatio n

6. In observation and imitation learning, what should Be the learner’s response when the teacher initially models the behavior?

A. reproduce and match n p imitate and practice j3. pay attention u. shows satisfaction . 7. What is the correct sequence of information processing? (fT/Sensory register-STM-LTM a STM-sensory register- LTM C. Sensory register-LTM-STM D. LTM-sensory register-STM 8. What should be the hierarchy of the types of learning according to the cumulative learning theory? 1. problem solving learning 2. rule learning 3. discrimination learning 4. concept learning A. 2-1-3-4 C. 2-3-4-1 (g ) 2-1-4-3 _D. 2-4-3-1 9. Which is essential in meaningful reception learning? Concepts are presented to learner and received by them, a Concepts are discovered by the learner jC, Concepts are related to one another. D. Concepts are solicited from the learners. 10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to Study Spanish and immediately recognizes many similarities between the Spanish and Filipino languages and uses this information to acquire the new language iter. What kind of transfer was Grace able to use? ■ Lateral transfer ^ Specific transfer General transfer D. Vertical transfer 11. Cristina is almost asleep when she felt the need to go to the bathroom. She fried to sleep it off but after a while she was forced to stand up and go to the bathroom. ’ What theory of motivation explains Cristina's behaviour? Attribution Theory . C. .Expectancies and Values theory Drive Theory D. Solomon's Opponent Theory PNO L E T Reviewer

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12. Marko excels in adding numbers. He learnetf this skill in his Math class. He is now able to apply this skill in his Music class.,Whayype of transfer was used? A. Lateral transfer " (CJ Specific transfer B. General transfer D. 'Vertical transfer 13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of . reinforcement is used by Mr. Lotenzo?. Fixed interval ,C. Variable interval 1Fixed ratio D. Variable ratio 14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining information is referred to? w Chunking C. Rehearsing B. Interfering D. Remembering 15. Rob regularly practice playing the guitar so he can finish Book I. His mother mised to buy him a nintendo vyhen he finishes Book I. How is Rob motivated? Extrinslcally C. with Self-Determination

f

Intrisically D. with Self-Efficacy .16. Lara excels in dancing and in certain sports. According to Gardner what intellince is dominant in Lara Bodily kinesthetic C. Musical

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Intrapersonal D. Spatial 17. According to Bronfenbrenner, what system contains structures that has direct con tact with the child? A. Chronosystem C. - Mesosystem B. Exosystem /(^/Microsystem 18. Some learners like to find specific and concrete answers. What kind of learners are they? A. Accommodate (C J Convergers B. Assimilators V- Divergers

P ro i. M arivilla (.ydia B. /Vj'garao and D r. B cciin a P h iro m cn a M . S e d illa

P rin cip le s an d T h e o r ie s o t'L c a rn in g anil M otivation


19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to her pupils while practicing a sewing skid. What is the value of giving verbal guidance in improving pupils learning behavkx? A. It promotes the growth of interest in the new learning tasks jj, It serves as informational feedback C. It facilitates perfection of skills {0 ) It directs pupils' attention to more adequate and better techniques 20.Why should learning be aided by formulating and asking questions? A. students will have a grade In recitation students will develop their self-confidence the teacher will know who among the students can communicate very well p. the teacher will not always do the talking but the students will be given a chance to do the same thing. 21. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of honesty, agreed that no cabinets and book cases would be locked throughout the day. Which principle in affective learning Is being implemented? A. provide exemplary models fc ) provide for appropriate practice C. provide for pleasant emotional experience D. provide for independent attitude cultivation 22. Instead of asking her students to write about their reaction to a story, the teacher asked her students to interpret the story in dance form. What principle of learning jsconsidered? Concepts should be presented in varied and different ways }£ Effort if put forth when tasks are challenging C. Learning by doing is more effective than just by sitting and listening 0. Learning is aided by formulating and asking questions 23. In performing the njnuet, first raise your heel, second make three steps forward, • third step makeja point. IMiat kind of knowledge was exhibited?

f

A. conditional knowledge B. declarative knowledge

' C. dontain-specific knowledge (5 ) procedural knowledge

Pro£ MariviiU Lydia B. Aggarao and Dr. Betting PhiJomena M. Sedilla

24. Why should teachers provide positive feedback and realistic praise? Q y to motivate the students to study 6. so the students will know what to do C. to be liked and loved by the students D. so the students will praise him/her 25. Which statement does not refer to cognitive theories? . A. prefer to concentrate on analyzing cognitive process B. conclusions are based on observation of external manifestations of teaming £. study of tfie structures and components of information processing believe in npn-observable behavior

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- Principles

and


Strategies o f T eac h in g

Principles and Strategies o f Teaching

PART ! - CONTENT UPDATE I. LEARNING TO TEACH Learning to teach Is a life-long process. To become an expert teacher is a complex,. .It [matter, f||H | guyilQ WffiVIVI iw •*' i miw— knowledge about schools and classrooms within them and knowledge of students and an understanding of how teachers can help in this process (Kauchack 1993). A. Teaching - refers to the management

Prepared by: Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan

_____

Competencies:

1. Employ activities, teaching methods, instructional materials & technology, classroom management techniques appropriate for chosen subject areas 2. Apply appropriate principles in the preparation and utilization of the conventional and non-conventional technology tools as well as traditional .and alternative teaching strategies PNU L E T Reviewer

Content knowledge

Pedagogical knowledge

B. Content knowledge - understanding of content + ability to translate, into meantogful form for students based connections between teaching and learning D. Strategies - research-based plans for action

II.FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE TEACHING pyO/1r s tf A Lesson Clarity/• Teachers make their points explain concepts clearly so oints understandable and expl their students can follow in a logical step by step order. • Teachers oral delivery is clear, audible and free from distracting mannerisms. B. Instructional Variety . ■ Refers to the variability or flexibility of delivery during the presentation of •the lesson ________ ________ Dr. Mil. Corazon B. Sigua and Prof. C elia M . Hunan

P rin c ip le s an d S tra te g ic s o f T each in g

P ro fessio n al E d u catio n '

■ the learner is made conscious of the goals or aims to be accomplished; • ■ it provides learning experiences; • there is provision to meet individual differences; ■ it utilizes the past experiences of the learner; • the learner is stimulated to think and reason; ■ it is governed by democratic principles; • the method used is supplemented by another method and instructional devices; • evaluation is made an integral part of the teaching process; and • drill or review is made an integral part of teaching and learning. 2. According to James Mursell Teaching becomes a success when it fakes into consideration the following: a. Principle of Context-setting and use of appropriate materials Level I-Textbookonly. . Level II - Textbook together with supplemental materials Level III - Non-academic and current materials Level IV- Mirti-sensory aids Level V - Demonstration and presentation by experts Level VI - Field experiences b. Principle of Focus -subject matter/lesson Level I - Page assignment Level II - Announced topic together with page or chapter references • Level III-Broadconcepts Level IV- Specific concepts, problem, skills acquisition . c. Principle of Socialization - social setting in the classroom Level I-Submission Level II-Contribution Level Id - Cooperation and collaboration d. Principle of Individualization -learner's purposes, aptitudes, abilities and experimental procedures Level I - Uniform tasks" Level II - Homogeneous grouping Level'll! - Contract ptyi ‘ ________ .• PNU L E T Reviewer 55

• Includes the use of teaming materials, equipment, displays and .space in the classroom • • Involves asking questions and discrimination of different question formats C. Teacher Task Orientation ~ tfrc b w jp (fjfis m J ■ Refers to how much classroom time theneacher devotes to the tasks of teaching academic subjects ' a n c w d 0& ■ Takes place in a classroom where teacher-students interaction focuses more on intellectual content that allows students an opportunity to learn and have higher rates of achievement ■ Makes classroom instruction parallel to the instructional goals and curricu lum that guide the construction of assessment of student progress D. Engagement in the Learning Process • Refers to the amount of time students devote to learning an.academic sub ject ; : ■ Is also considered as the amount of time spent tv the students in actively teaming the material a.k.a. the engagement rate (the percentage of time devoted to learning when the student is actually on task, engaged with instructional materials and benefiting from the activities being presented). E. Student Success Rate ~ tfy d t/® ' ■ Refers to the rate at which students understand and correctly complete exercises and activities • Consists of teacher's task orientation and student engagement as they are closely related to student success rate • Involves organization and planning of instruction that yields moder ate-to-hlgh success rates but then challenges the learner to go beyond the information given

1. According to John Dewey Teaching is considered good when: • • ■ the child isTnade the center of the educative process; ____ ■ it is well-planned; ' Dr. Ma. Corazoo B. Sigu&and Prof. CcJta M. I la nan

Professional E d u catio n P rin c ip les a n d S tra te g ie s o f T eac h in g .

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Level IV- Individual Instruction • •• Level V - Large units with optional related activity Level VI-Individual undertakings • ' e. Principle of Sequence - order/arrangement of learning tasks Level I ~ logical successl6n of blocks erf content L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews Level III - Building learner’s readiness Level IV - Building from emerging meanings f. Principle of Evaluation-appraisal Level I -Through testing . Level II- Related to objectives and processes Level III ~ Total learning process and results

III. MANAGING INSTRUCTION A. Deteirnining ln ^ rtio h s j Objectives are specific statements of intermediatej ^ r i ^ oirtcomes necessary for ac-

Revised Taxonomy

Uke the original taxonomy, the revision is hierar chical in the sense that the six major categories of the cognitive process dimension are believed to differ in their complexity. a. Knowledge 4 recalling previously leanrted material

c. Application!- using the knowledge Jqto a rjew situ. attoriorproblwt- > d. AnatyS&jr breaking the knoyise^'into.pafis and ‘ mak^sffilMotiîipamong ideasr * e. Synftesi? r producing wtioies from the parts or ' producing a r ^ whote j f. Evaiuatioi-judging the value pf toortedîofflie^ material learnt . *

b. Understand'* Determining the mealing. .of insêtiooaLrriessages/lr^loding oral, written;-î%)hlccommunicafion. i ■ Interpreting * Exemplifying • Classifying • Summarizing ■ Inferring ■ Comparing •Explaining c. Apply -JCanying out or using a procedure

insgim:s$jefk)n,y ■ Executing ■ Implementing d. Analyzes Breaking material into ils constituentfHflsjfxJ.detecting howthepartsrelate ta 0(9an#er and to an overall structure orpurpoise. ■ Differentiating • • Organizing

■ Attributing

is to do atihe end of insûcQon), • Taxonomy of dbjectives , 1) Cognitive &orfta1n-4erf|amin Bloom- describe the knowledge that learners are to acquire; ; Oriqinat

b. Cton^h8t$or^- restating previous^teamed material

1

a Evaluate - Makingûdgmentstased on crrterla and^tgndards ■ Oiecking ■ Critiquing f. Create* Puffing elements together to : form w&hflrMt whote*br make an original: '■^nerating • Planning • Producing

from tong-term memory. ■ Recognizing Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan

ffiH P N U LET Reviewer

P rin c ip le s an d S tra te g ie s o f T each in g

Prof'cssional E d u catio n

2) Affective D pifi^rtfD avld^tfw oW - describe thef.$itu
b. c.

learners are

i f , jpcttngjo in event through participation - e va liltii^^fe fs iB the form of acceptance, pref: 'MmcoimiMnMnf v3*068 in:r^ttontofeÔ lher lêcordancewith the accepted value SHrfipson learners aretDinaêr of sensoiy stimulus /knows

i - modfles lets for special problems ^creates new movement patterns /showscreativtty B. 1) Factors to Consider in Choosing a Method a. Objectives b. Subject matter c. Learners d. Educational technology e. Teacher f. School environment g. Safety measures 2) Principles for Determining Method The method must: • ♦ utilize the theory of self-activity. ♦ utilize the laws of teaming.. Dr. Ma. Corazon B. Sigua and Prof. Celia M, Ilsuian

♦ aid .the learner in defining his own purposes by setting the situation for the emergence of a desirable purpose. ♦ start from what is known already to the students. * ♦ be based on the accepted, welt-integrated educational theory •and practice which is designed;to unify the work of teaching and teaming. ♦ provide the learners with numerous and diverse learning experiences or activities. ♦ challenge and encourage the learner to further activities which involve the process of differentiation and integra tion. ♦ provide opportunity for the learner to ask and answer questions. ♦ be supplemented by other methods. 3) Types of teaching approaches/methods/strategies » Direct/ /Teacher-centered approach - is teaser-centered/ controlled; teachers transmit Information directly to the learner a) Deductive method- This method begins with a lute or generalization that is applied to specific cases or examples. It aims to test the rule or solve the given problem, ft is the opposite of inductive method. b) Demonstration or Showing method- “Learning by obser vation & imitation.* in this method, the teacher (or a select group of pupils) performs the activity. The demonstration may be live, filmed or electronically presented. The class learns through observation and/or practice with real equip ment and simulators. c) Lecture method- Lecture is a teaching procedure for dari‘fyfrig or explaining a major Idea cast in the form of question or problem (Bossing). This is'very effective when the lecturer has the lnformadon or materials which pupils do not have; thus, imparts information and develops critfcal thinking, largely by the use of the verbal message, with minimal class PNU LET Reviewer

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participation. This is also considered as the most authorita tive method of teaching: . » Indirect/Leamer-centered approach - is ieamer-controtfed; students search for information a) Concept deveiopment method- Subject matter is taught to enabtepuplls to develop concepts. (A concept is an idea oc representation of the common element or attribute by which groups or classes may be distinguished. It is also a general idea or understanding, especially one derived from specific instances or occurrences) This method irwotves the essen tial components of higher-order thinking skills like listing, grouping, labeling, regrouping, and synthesizing. b) Discovery mettjod-thte meftod refers to aninductive method in guiding learners to discuss and organize ideas and processes by themselves. They wilt undergo the pro cess of observation, comparison and abstraction, general ization and application. It means keeping them use ideas already acquired as a means of discovering new ideas. c) Inductive method- This would help pupils discover import ant rules or truth tor themselves through careful observa tions of specific cases or examples leading to generalizations. lt Is the opposite of deductive method. d) Laboratory method- This method is effectively used In Science and other related subjects. Apparatus and materials are used to discover or verify facts and to study scientific ' relationship. Activities range from observation to investiga tion/experimentation, which in turn provide learners with firsthand experience, . e) Problem-solving method- This is an application of John Dewey's reflective thinking theory. This makes use of a problem as a nucfeus which will make pupils work toward its solution. Essentials to tills are statements of the problem • & hypothesis and evaluation & verification of solutten/result. PNU LET Review er


• 1) 1Project method- This method is characterized by learners planning, directing and executing activities which are purposeful, natural, lifelike and significant. Projects may be classified as physical material projects, learning projects and intellectual or problem projects. » OtherModels /Teaching Strategies a) Brainstorming- is a process forgenerating creative ideas and solutions through Intensive and freewheeling group discussion. It consists of individuaTor more in which a delib erate attempt Is made to think creatively about all possible approaches and solutions to a given problem. b) Constructivist Teaching- believes that learning occurs as learners are actively involved in a process (rf meaning and knowledge construction rattier than passively receiving information. Learning becomes possible when tasks are authentic, set in a meaningful context and related to the real world. At the end, critical thinkers, motivated and independent learners are created. c) Cooperative teaming - It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also tor helping teammates learn, thus creating an atmosphere of achievement d) Distance Learning^ or distance education is a mode of delivering education and teaching, often on an individual basis, to students who are not physical present in a traditional setting such as a classroom. It provides “access to learning when the source of information and the learners • are separated by time and distance, or both."

Dr. Ma. Curazon-fl. £igtui ami Prof. Celia M. Hand!)

P ro fe ssio n a l Education

e) Dale's Cone of Experience - a pictorial device that presents bands of experience afranged according to degree of abstraction. . f) Held trip- It occurs outside the classroom and offers an opportunity for students to get exposure to 'real" people and events and tt» opportunity to make connections with ofoers. g) MetawgnitlveTeaching- Thinking* about thinking." Teachers guide ieSmers to become more strategic thinkers by helping them understand the. way ttiey are processing hfprmafai. It can be done using any of the foflowlng ' processes: advance organization, organizational planning,. directed attention, selective attention, self-monitoring, self-evaluation, auditory representation. Dr. Ma. Corazon B. Sigua and Prof- Celia M. Itanan

Principles and Strategics o f Teaching .Ml .1 ■■■_ .T|-----r._l,.|.-iww—

h) Multiple Intelligences (Ml) - Developed by Howard Gardner, Ml. believe that children's thinking and learning skills vary widely from child to child. It aims to develop learners who are analytic, interactive & introspective. Listed below are the nine intelligences human beings are said to possess: -♦ Verbal-Linguistic - well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words ♦ Mathematical-Logical - ability .to think conceptually and abstractly, and capacity to discern logical or numerical patterns ♦ Musical - ability to produce and appreciate rhythm, pitch and timber ♦ Visual-Spatial - capacity to think in images and pic tures, to visualize accurately and abstractly ♦ Bodily-Kinesthetic - ability to control one's body move ments and to handle objects skillfully ♦ Interpersonal - capacity to detect and respond appro priately to the moods, motivations and desires of others. ♦ Intrapersonal - capacity to be self-aware-and in tune with inner feelings, values, beliefs and thinking processes ♦ Naturalist - ability to recognize and categorize plants, animals and other objects in nature «• Existential - sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here, i ) . Panel- This consists of a group of three to six persons ■ having a purposeful conversation on. an assigned topicwith or wHhput active partfcijjation by ttte audience. The panel is usually seated at a table in fuD view of toe audience. •j) Peer Tutoring - the assignment of students to help one another on a one-on-one basis or In snail groups in a variety of situations.' PNU L E T Reviewer

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. . Professional E d u catio n

.•

*

k) Problem-based Learning- challenges students to leam through engagement In a real problem. Learning takes • - place within the contexts of authentic tasks, issues, and problems-'-that are aligned with real-world concerns. I) Reflective Teaching - is a response to past experience and. involves conscious recall and examination of the experience as a basis for evaluation and decision-making ami as a source for planning and action, m) Role playing- It involves a spontaneous portrayal (acting put) of a situation, condition, or circumstance that is similar to real-life. n) Simulation- is an enactment of a make believe episode as much like the real thing as possible, o) Small-Group Instruction- Works best in rooms with mov able furniture. It can provide interesting challenges, permit students to progress at their own pace, provide a psycho logically safe situation in which to master the material, and encourage them to contribute to class activities. Grouping may be done using ability, interest, skill, viewpoint activity . or project, integration and arbitrary, p) Socratic method- question and answer used by Socra tes. The teacher does not give information directly but instead asks students series of questions. Its goal is to hefc students process information and engage In deeper understanding of topics. It can be used at any grade level and with ail subject areas, and lessons can be adapted to fit a changing society q) Symposium- Is a formal activity where two to five persons talk on or discuss a .topic, especially an academlctopic or social problem before an audience.

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C. Determining Learning Activities' * . 1 Are activities engaged in by the learner for the purpose pf acquiring cer tain skills, concepts, or knowledge with or without teacher's guidance. It provides opportunities for students to model ways of thinking and learning, practice skills and processes, extend knowledge, learn from a wide range of sources (including othsr students), gain feedback on progress, engage deeply in the subject matter, and participate actively in the learning process. 1) Principles in Selecting Learning Activities a) Learners must profit from the experience. b) Learning activities must provide for the attainment of a set of objectives. c) Learning activities must be authentic and contextualized to meet the needs and interests of the learners. d) Learning activities must challenge the learners to ask . questions. e) Learning activities must provide opportunities for content mastery as well as broad and deep study. 2) Criteria in Selecting Leaning Activities a) Appropriateness b) Feasibility c) Variety d) Optimal value D. Determining Instructional Materials • Consist of educational resources used to improve students' knowledge, abilities, and skills, to monitor their assimilation of information, and to con tribute to their overall development and upbringing. 1) Types of Instructional materials „ a) Concreteobjects - Includes objects from nature b) Representations of concrete objects and phenomena Includes three-dimensional materials (castings, globes, and experimental models), two-dimensional materials (charts, pictures, photographs, maps, diagrams, and drawings), and

Dr. Ma. Corazon B. Sigua and Prof. Celia M. llanan

P rin cip les an d S tra teg ie s o f'T e a c lu n j1,

P ro fe ssio n a l Ed ucatio n

audiovisual materials (motion pictures, film clips, filmstrips, slide sequences, transparencies, records and tape record ings, and radio and television broadcasts). c) Descriptions of such objects and phenomena - includes scientific, scholarly, reference, and methodological teaching aids, as well as textbooks, books of problems and exercises, books for recording scientific observations, laboratory manuals, manuals for production training, and programmed textbooks 2) Principles in the Selection and Utilization of Instructional Media a) Motivation b) Individual differences c) Learning objectives d) Organization of content e) Preparation for learning f) Participation g) Feedback h) Reinforcement i) Practice j) Repetition ty Application E. Determining Evaluation instrument ■ Any of the means by which one obtains information on the progress of the learner and the effectiveness of instruction

Components 1

Hunter 1. Review 2. Anticipatory set 3. Objective

4.- Input

5. Modeling

6. Check for understanding 7. Guided prac tice 8. Independent practice

Gagne

1. Gain attention 2. Inform ieamer of objective 3. Recall prior knowledge 4. Present the , stimulus . material 5. Provide learn ing guidance

■ A daily plan ' Setsforth the proposed program or instructional activities foreach day■ Is the Instructor’s road map of what students need to leam and how it will be done effective during the class time Dr. Ma. Cohoon 8. Sigui and Prof?Celia M. Uanan

3. Present new material

2. Development

4. Conduct learning probes

3. Assess

6.

Elicit perfor mance 7. Provide feedback

8. Assess performance IV. LESSON PLAN

Slavin , Good&Brophy 1. State learning 1. Review objectives. 2. Review prerequisites

• 9. Ensure reten; tion & transfer •

5. Provide independent practice 6. Assess performance & provide . feedback 7. Provide prac#ce&review * *

4. Seatwork

S. Accountability

6.* Homework 7. Special. reviews

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V. CLASSROOM MANAGEMENT • •

*

Classroom management is an integral part of teaching and techniques of managing students must be delivered skillfully by the teacher;The teacher's personality, philosophy and teaching style will directly affect his or her managerial and disciplinary approach. Following are approaches grounded m research and are applicable in the classroom. They are distinct from each other yetshare common features. All are based on a mixture of psychology, classroom experience and common sense. All blend elements of preven tion with techniques for intervention (Omstein, 1990). A. Approaches to Classroom Management 1) Assertive Approach » Based on Lee and Martens Canter's model of discipline in which teachers insist on responsible behavior by their students • Expects teachers to specify rules of behavior and consequences for disobeying them and to communicate these rules and con sequences dearly » Assumes that classroom management liberate students because it allows them to develop their best traits, skills and abilities, and provides them with psychological security in the classroom and an effective learning environment 2) Business-AcademicApproach • Developed by Evertson and Emmer, emphasizes the organization and management of students as they engage In academic work • Involves a high degree of'time on task* and'academic engaged time* for students. The idea is that when students are working on their tasks there is little opportunity for discipline problems to arise. 3) Behavioral Modification Approach ■» Rooted in the classic work of James Watson and the more recent work of B.F. Skinner » It involves a variety of techniques’ and method ranging from simple 62

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fewards to slaborate reinforcement training. Assumes that behavior Is shaped by the environment and pay little attention to the causes of problems 4) Group Managerial Approach m Based on Jacob Kounin's research - » Emphasizes the importance of responding immediately to group ' students behavior that might be inappropriate or undesirable In order to prevent problems rather than having to deal with them ' after they emerge «* If the misbehavior is not noticed, is ignored, or is allowed tc continue for too long, It may create a ‘ ripple effect* 5) Group Guidance Approach » Based on the works of Fritz Redl m Focuses on manipulating the surface behavior of the students on a group basis ■» Discipline and olassroom control are produced through group atmosphere and enhanced group support 6) Acceptance Approach m Rooted in humanistic psychology » Mahtains that every person has a prime need of acceptance • Also based on the democratic model of teaching in which the teacher provides leadership by establishing roles and conse quences but at the same time allows students to participate in decisions and to make choices 7) Success Approach •» Rooted In humanistic psychology and democratic model of leaching » . Deals with general psychological and social conditions. Teacher should not excuse bad behavior on the part of the student They need to change whatever negative classroom condition exists and improve conditions that will lead to student success. ••

Or. Ma. Corazon R. S igua and Prof. Celia M. Ilanan

P r in c ip le s a n d S tra te g ic s o f T e a c h in g


PART II - ANALYZING TEST ITEMS D irections: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. . 1 . To ensure that the lesson will go on smoothly, Teacher A listed down the steps she will undertake together with those of her students'. This practice relates to A. Teaching style C. Teaching strategy B. Teaching method D. Teaching technique

I

Hie correct option is B because teaching method consists of steps which are logi- | cally arranged aimed at achieving the specific aims of instruction. I

2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day. However, the chemicals are insufficient. What method may then be used? A. Project C. Lecture B. Laboratory D. Demonstration The correct option Is D because the insufficiency of chemicals to use dictates that the teacher performs the experiment while the rest of the class observes. 3. Teacher C gives the class specific topicas assignment which they have to research and pass the following day. However, the students could not find any information about it. What method should Teacher C use to teach the assignment? A. Project method C Lecture method D. Demonstration method B. Discovery approach _

B. Management Routine Routine is simply a set of procedure tor handling both daily occurrences and minor interruptions of instructions 1) ADVANTAGES a) Students will have more opportunity to learn and achieve more. b) Teachers can devote more time for quality instruction. 2) EXAMPLE a) Checking of attendance b) Distribution of Materials c) Submission of test papers d) Coming in and going out of the classroom e) Payment of fees C. Management of Time The quantity and quality of academic instructional and engaged time affect student performance. Time in school can be divided into 4 categories relating to academic work (Omstein 1990). 1) Mandated time - the number of days and hours in the school calen dar specified by the state and school laws. 2) Allocated time - the portion of time in school allocated to different subjects and other activities in academic and non-academic areas 3) Academic Instructional time - the time the-teacher actually spends in class giving instruction through various means In particular sub jects and skills 4) Academic-engaged time - the time the students spend in performing academic work

The correct option is C because lecture method is effective when the lecturer or teacher has the information or materials which students do not have.

Or. Ma. Corazon B. Sigua and Prof. C flia M. Il.in.-in

4.. Pictures, models and the Hke arouse students' interest on the day's topic. In what part of the lesson should the given materials be presented? A. Initiating activities C. Evaluation activities B. Culminating activities D. -Developmental activities . PNU LET Reviewer M f K t

■P ro fessio n al Education P r in c ip le ^ ln d S tr s ^

The correct option is A because instructional materials like picture Is used to motivate the students. This takes place at the start of the lesson, i.e., during the Initiating activities. •

5. In Bloom's taxonomy of educational objectives, the.domains are stated from lowest to highest level. Which of ttie following objectives belongs to the lowest level?' A. To identify the characters in the story. B. To differentiate active from passive voice. C. To give the available resources that could be recycled to useful things. D. To explain the procedure in changing improper fraction to mixed number. The correct option is A because identifying the characters in the story requires simple recall of information from the text read; a characteristic of information in the knowledge level which is the lowest level in Bloom's taxonomy.

6. The class of IV - KaHkasan is tasked to analyze the present population of the dif ferent cities and municipalities of the National Capital Region for the last fiveyears. How can they best present their analysis? A. By means of a tableC. By means of a graph B. By looking for a patternD. By guessing and checking 7. There are several reasons why problem-solving is taught in Math. Which is the LEAST Important? A. It is the main goal for the study of Math. B. It provides the content in which concepts and skills are learned and applied. C. It provides an opportunity to develop critical and analytical thinking. 0. It provides pupils an opportunity to relate Math with the real world. 8. Teacher D teaches in a remote high school where newspapers are deRvered irreg ularly. Knowing the importance of keeping the students aware of current affairs, what is probably the best way to keep the students updated? A. Gather back Issues of newspapers and let pupils compile them. B. Urge the pupils to listento stories circulating In the community. C. Encourage the pupils to listen to daily broadcast from a transistor radio. D. The teacher should try-all available means to get the newspaper delivered to the school. '

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9.. Devices can make a lecture more understandable and meaningful. What is the most important thing a teacher should consider In the selection and utilization of • instructional materials? A. Objectives of the lesson B. Availability of instructional materials . . C. Attractiveness of instructional materials D. Degree of interest on the partof the students 10. Teacher E asks student A to identify and analyze events, ideas or objects in order to state their similarities and differences. In which part of the lesson does said activity take place? A. Preparation C. Application B. Generalization D. Comparison & abstraction 11. Which part of the lesson is involved in the giving of situation or activities based on the concepts teamed? A. Preparation C. Application B. Generalization D. Comparison & abstraction 12. Teacher F wants the class to find out the effect of heat on matter. Which method will help him accomplish his objective? ' A. Project method C. Problem method Laboratory method 0. Expository method 13jn Math, Teacher Gpresents various examplesof plane figures to her class.Afterwards, she asks the students to give the defWtion of each. VVhat method did she use? A. Inductive C. Deductive B. Laboratory D. Expository 14. Teaching Tinikilng to l-Mallksi becomes possible through the use of A. Inductive method C. Demonstration method B. Expository method D. Laboratory rneflwd 15. What is the implication of using a method that focuses on the vdiy rather than the how? A. There is best method. B. A typical one wiH be good for any subject. C. These methods should be standardized for different subjects.. ______ D. Teaching methbds should favor inquiry and problem solving. Dr. Ma. Corazon B. Sigua andlProf. Celia M. flanan


16 . When using problem solving method, the teacher can A. set up the problem B. test the conclusion C. propose ways of obtaining the needed data D. help the learners define what is It to be solved 17. Which of the following characterizes a well-motivated lesson? .. A. The class is quiet. B. The children have something to do. C. The teacher can leave the pupils to attend to some activities. D. There are varied procedures and activities undertaken by the pupils. 1Steamers must be developed not only In the cognitive, psychomotor but also in the affective aspect. Why is development of the latter also important? . A. it helps them develop a sound value system. J B. Their actions are dominated by their feelings. C. It helps them develop an adequate knowledge of good actions. 0. Awareness of the consequences of their action is sharpened. 19. Which of the following attributes characterizes a learner who is yet to develop the concept? A.‘ The Ieamer can identify the attributes of the concept. B. The Ieamer can summarize the ideas shared about the concept. C. The Ieamer can distinguish examples from non-examples. D. The Ieamer gets a failing grade in the test given after the concept has been discussed. 20. The strategy of teaching which makes use of the old concept of “each-one-teachone' of the sixty's Is similar to

P rin c ip le s am i S i r a r e lic s o f Teaching

22. Educational objectives are arranged from simple to complex. Why is this? A. Each level is built upon and assumes acquisition of skills from the previous level. B. Objectives are broad and value-laden statements that lead to the philosophy of education. C. Be idealistic and ambitious to begin with grandiose scheme for using taxon omy in all levels. D. These are guidelines to be taught and learned where teachers and students evaluate learning. 23. Which of the following is NOT true? A. Lesson plan should be in constant state of revision. B.. A good daily lesson plan ensures a better discussion. C. Students should never see a teacher using a lesson plan. 0. AHteachers regardless of their experience should have daily lesson plan. ■24. in Music, Teacher I wants to teach the class how to play the piano in the Key ol C. Which of the following should be his objective? A. To play the piano in the key of Cchords B. To improve playing the piano in the key of C C. To interpret property the chords of Key of C in the piano 0. To exhibit excellent playing of piano in the key of C 25. When using instructional material, what should the teacher primarily consider? A. The material must be new and skillfully made. B. It must be suited to the lesson objective. C. The material must stimulate and maintain students' interest. D. It must be updated aid relevant to Filipino setting. .

A. peerleaming C. partner teaming B. independent teaming D. cooperative learning 21. Which part of the lesson does the learnerglvea synthesis of the things learned? A. Motivation E&luation B. Application D. Generalization

Dr. Mb. Corazoti B. Si»;u.i aiiii Prof. CeJia JVf»JUnah

PNU LET Reviewer

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T

PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the items below. Write only the letter of the best answer. 1. Student A wishes to write a lesson plan. Which question should s/he asks herself/ himself first? A. What materials will I need? B. How will I get things started? C. What do I want to accomplish? D. What exercises will I give my students? 2. Which of the following characterizes best an effective classroom manager? One who is friendly yet • ■ A rigid C. business-like 6. demanding D. buddy-buddy 3. Which of the classroom activities below is effective? _A_ The concept learned is applicable to daily life. B. The technfyues and approaches used are varied. C. The variety of instructional materials used Is evident. D. The laughter and erôyment of students are contagious. 4. When is praise effective? When it A ;. describes students present accomplishments B. shows spontaneity, variety and other signs of credibility C. focuses students attention on their own task relevant behavior 0. provides information to students about their competence and the value of their accomplishments . 5. .Which of the following is a divergent questiqri? A. How is water purified? . B. What are the parts of a sentence? C. What is the most populated country in Asia? 0. What is the formula in getting the weight of an object? PNU LET Reviewer

6. Whichof the following reading’skill'belongs to a higher level? A. drawing conclusion C. following directions B. stating the main idea ' D. noting specific details 7. Which of the following questions is classified as low level? • A. What is Science? B. How is city differentiated from a province? C. If given the chance to become a government official, what reform/s will you advocate? Why? D. Who among the Filipino heroes and heroines do you like best? Explain. 8. Why does the teacher have to plan the day's activities? A. This is expected by pupils. B. This is required of a teacher. C. The ability of the teacher is D. The accompfehment of the objectives Is dependent on the plan. 9. Which of the following should the teacher use to start the class discussion? A. Narrow question C. Memory question B. Convergent question 0. Divergent question10. What of the following characterizes best a well-managed class? When learners A. are controlled by the teacher B. blindly obey teachers'instructions C. pursue their task without inhibition D. are engaged in an activity that leads them to realize the set goal 11. Which of the following belongs to a Iower-order thinking skills? A. Teaching for meaning B. Encouraging creativity C. AsWng convergent questions £ . Making the students aware of their mental processes 12. When should Teacher Mundertake the task of setting up routine activities? A. Every homeroom period • _B. On the very flrstday of school C. -Every day at the start of the session D. As soon as the students have adjusted to their schedule • Dr. Ma. Corazon B. Sigua

andProf. Celia M. jflanan

P rin cip le s an d Stra tegies o f T eaching


13. Which of the following marks a conducive environment? . A.Excessivepraise C. Long assignments B.Individual competition D. Cooperative learning • 14. Which of the following helps develop critical thinking? A. 'Asking low-level questions • • ■ B. Blind obedience to authority C. Asking convergent questions D. Willingness to suspend judgment until sufficient evidence is presented 15. Teacher N wants to develop the comprehension skills of his pupils. How should his questioning proceed? I. literal II. Interpretation IH. Critical IV. Integration A I, II, ill, IV C. I, II, IV, III. . B. I. Ill, II, IV D. IV, III, 11,1 16. Which of the following counters the teacher's role as facilitator of learning? A^ Does more talk than learners IT Does less talk compared to learners ' C. Makes use of interactive teaching strategies 0. Caters to multiple intelligences in the classroom 17. Which of the following practices violates the guidelines in asking questions? A. Avoid cognitive memory questions B. Call on pupils before asking the questions C. Use probing questions to follow up incomplete answers . D. Sequence questions so that higher level questions build on the answers to tower level questions 18. Which of the following shows cooperation? A. Doing all the work alone B. Letting others copy from you C. Collaborating with others the group 0. Allowing others to dominate in the decision-making 19. Which of the following violates good discipline? •

A. Practice B. Attention

.

20. Asking a series of questions to a student is a violatidh of which technique in ques tioning? k _ Wait time C. Redirection B. Prompting questions D. Probing questions 21. Which of the following should Teacher 0 practice more if he wants tp give his students the opportunity to think critically? A. Provide questions witfi dues J j, Give questions that require analysis C. Give questions that deviate from the main topic D. AKow the children to ask questions during class discussion 22. Which guideline In asking questions must Teacher P use to develop reflective thought and critical thinking among her learners? A. Probing C. Wait time ET Prompting D. Redirection 23. Whfch of the following practices Is an effective way to start a lesson? A. Checking the attendance B. Scolding someone who was iate C. Evaluating the work done the previous day D. Reminding the pupils of standards of listening 24. Which of the following routines is the best way to start a class? A. Ringing the be! B. Greeting each other C. Making the children line up D. Asking the children to clean the room 25. What Is the most effective way to distribute papers/materials in class? A. Give pupils papers one by one. 0. Let pupils come to the teacher one by one. C. Ask a leader pupil todistribute the papers. . D. Instruct pupils to “Get one and pass'.

C. Modeling D. Punishment

Dr. Ma. Cora/.on B. Sigua and Prof". Celia M. Hanan

PNU L E T Reviewer W

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C u rricu lu m D evelo p m en t


Curriculum

C urriculum : C oncepts, Nature and Purposes 1. FUNDAMENTAL CONCEPTS IN CURRICULUM • ■ • •

.

Curriculum as a cumulative tradition of organized knowledge Curriculum as an experience Curriculum as an instructional plan Curriculum as an instructional outcome

.'

Levels of Curriculum . Prepared by: Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga

Competencies:

1. Apply approaches to curriculum development 2. Align curriculum components to instruction and assessment 3. Distinguish the roles of stakeholders in the delivery of the curriculum

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• societal level of curriculum - the farthest from the learners since this is where the public stakeholders (politicians, special interest groups, admin istrators, professional specialists) participate in Identifying the goals, the topics to be studied, time to be spent in teaching/learning, and materials to aid instruction: • institutional level of curriculum - refers to the curriculum derived from the societal level, with modification by local educators or lay people; often or ganized according to subjects and includes topics ami themes to be stud ied; may also include standards, philosophies, lesson plans, and teaching guides. • instructional level of curriculum - refers to how teachers use the curriculum developed in the societal level and modified in the institutional level, or what authorities have determined; involves the teachers' Instructional strategies, styles and materials used. • experiential level of curriculum - the curriculum perceived and experiencari byeachstudentandmay, therefore, vary among learners because of Indi vidual differences. * • ■ Includes both curriculum processes (procedures in creating, using and evaluating the curricula) and curriculum product or projects, resulting from curriculum development processes; includes curriculum guides, courses Or. Ma. Corazon B. Sigua and Prof. Bert J. Tujft

Pro fessio n al E d u catio n

C u rricu lu m D evelopm ent

of"Study; syllabi, resource uriits and other document that deal with content ' of schooling.

II. FOUNDATIONS OF CURRICULUM A. Psychological Foundation Psychology is a unifying element of the learning process. It forms the basis for the methods, materials and activities for learning and subsequently serves as basis for many curriculum decisions.

. • educators have been trained in cognitive approaches aril they have better • understanding of them Phenomenology and Curriculum . ■ phenomenologists view the indMdual in relation to the field of which he or sheoperates . • different things to different people . • phenomenologists attempt to rescue learning theory from the narrow.and rigid behaviorists and from overstress on cognitive processes • the raw data of personal experiences are vital to understanding learning B. Philosophical Foundation Philosophy is an important foundations of curriculum because philosophy advo cated or reflected by a particular school and its officials influences its goals or aims and content as well as the organization of its curricutum.

1. Edward Thorndike 2. Ivan Pavlov 3. Burrhus Frederic Skinner

1. Jean Piaget 2. John Dewey 3. Jerome Bruner

1. Abraham Maslow 2. Carl Rogers 3. Louis Raths

Behaviorism and Curriculum • curriculum should be organized so students experience success in mastering the subject matter ■ highly prescriptive and diagnostic in approach • rely on step-by-step procedure, structured methods of learning ' • for students who have difficulty learning, curriculum and instruction can be broken down into small units with appropriate sequencing of taste aid reinforcement of desired behavior Cognition and Curriculum • the cognitive approach constitutes a logical method for organizing and in- • terpreting learning ' • the approach is rooted in the’tradition of subject matter . * • % Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga

Traditional Focus 1 - Intellectual Development - certain subjects train the mind - liberal arts and science build intel lectual power - ready made experiences by written and spoken words - education conceived as instruction

Progressive development - liberal arts, sciences and practical arts develop the whole individual - acting, acquiring meaning and problem-solving . - education conceive as creative self-learning PNU LET RevleVver

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Focus 2 - Functioning Citizen - intellectual development makes for good citizenship - knowledge and discipline prepare .

- development of godd morals and useful skills - direct experience in democratic living

Focus 3 - learners as Individuals In our society - follow traditional modes of learning - develop own learning modes within with prepared curriculum a flexible curriculum - segregation of learner as undemo - homogenous grouping and special grouping cratic - educated to non conformity, indi - educated rigorously to accept roles viduality, creativeness in society Focus 4 - Learners as actual/potential workers - vocational education follows liberal - vocational and liberal education hand h hand arts Focus 5 - Characteristics of curriculum - fixed, absolute - relative - subject as important for immediate - subject matter as important and taught fa future use use

Pragmatism

Existentialism

Perennialism

Essentiallsm Curriculum

Philosophy

Idealism

Realism

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• upholds goodness and (ruths • religious and values oriented • concerned with world of ideas and things fixed within established subject matter • theory and principles before application • includes only the essential ■ emphasized reality of things

PMU LET Reviewer

Progressivism

Reconstructionism

• emphasis on how to think rather than what to think • emphasis on development of insights, understanding and skills acquired in creative, reflective, critical thinking • child-centered • utilitarian, subject matter taught naturally • subject matter for stimulating exploration and practical action • main concern is to free the child to do his own thing • frees learners to choose what to learn and believe • no course guides and content outlines ■ learners sets own identities and standards • fixed, because the ‘ends' of education are absolute and universal • liberal arts and science drawn from human wisdom and classical sources • taught subject in customary, separate form rather than combined • eliminate “extras" and "frills* (music) ■ essential skis (3Rs) (English, Science, History, Math & Foreign Language) • educate the competent person ■ based on students Interest ■ involves the application of human problems & affairs • Interdisciplinary subiect matter, activities and projects * put curriculum as a means In remaking society and rebuild ing culture ■ curriculum should be a catalyst of change • aims to lead pupils to rational discussions and contract analysis of Issues .

Dr. Ma. Corazon B'. Sigua and Prof. Bert J. Tugi

C u rricu lu m D evelo pm en t


C. Socio-Cultural • Curriculum discussion should consider the social setting especially the re lationship between the schools and society and its influence on curriculum decisions. Social astuteness is essential for curriculum planners and de velopers today. Curriculum decision takes place in a complex social setting through demands that are imposed by society and that filter down to schools

a. b. c. d.

a.

b. c. d. a f. g. h. j. j.

Influence of Society and Culture inhibit change through traditions rate and direction of change correspond to societal changes apply pressure through societal demands Societal Changes science and technology Improved communication change family roles population explosions social mobility value crisis subject matter related ta events facilities/materials product of technology active participation of stakeholders accountability

'

D. Historical Foundations The historical foundation of curriculum reflects the educational focus preva lent during a particular period or event in Philippine history. This focus could be made basis or model for curriculum development of recent years

Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga

Differences in Educationduring the Various Historical Eras I Period

Pre-Hispanic Era Spanish Era

Goal

Integration of individuals Mo the tribe Spread of Christianity

Focus

Customs and tradi tions Religion

Course o f Study

Method

Oral Immer None. sion

Catechetical instruction; use of corporal punishment rote memori zation Academic Democratic; Ameri Spread of Englishas can Era democracy English Language mediumof and Litera Instruction i ture Japa Spread of the Principles Rote memo nese Era tew Asian of the New rization; use of threat and Order Ordeir punishment

Not prescribed; flexible; not centralized

General Characteristics

Not formal; communitybased; noeducational svstem Nograde level; churchbased; no educational system

Prescribed; uniform; centralized

Formal; structured; exis tence of aneducational system

Preserved; uniform; centralized

Propaganda tool; repressive!? anti-Ameri can and anti-British; mitary-backed existence of aneducational system

Adapted bom Curriculum Development. Philippine Setting, A. Bago 2001 p79 III. TYPES AND PATTERNS OF CURRICULUM A. Sublect-Centered Curriculum The subject centered curriculum designs are the most popular and widely used curriculum designs. Knowledge and content are integral parts of the curriculum. Teacher has full control of tfie curriculum.

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1. Separate Subject Design


.

Strengths - the oldest and best known curriculum design- based on the concept of knowledge - is organized by tbe disciplines on scholarly fields of specialized Inquiry - emphasis on verbal activity, the teacher having the active role - easy to deliver because complementary materials are readily available - corresponds to textbook treatment and how teachers are trained as sub ject specialists Limitations - Isolates and compartmentalizes knowledge - overemphasis on subject matter resulted in a curriculum that is too tech nical and toe specialized - Inappropriate for a large number of students - stresses content and neglect students reeds, interests and experiences - teachers tends to foster passivity for learning among the students

2. Correlated Design Strengths - an attempt to eliminate the isolation and compartmentalization of sub jects without radically overhauling the subject design curriculum - disciplines linked while keeping identities of each Limitations - will require the teachers to plan their lessons cooperatively - most class schedules do not allow sufficient block of time for students to meaningfully study correlated subjects,

3. Broadfield Design / Strengths t • serves a response to society's demand for integration of knowledge a itf more comprehensive models of knowledge - dissolves the boundaries in ways that make the information meaningful for the students - knowledge will no longer be fragmented or linear but multidisciplinary and multidimensional

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Limitations - the issue of breadth versus depth 4. Process Design

Strengths - the numerous curricula for teaching critical thinking exemplify this pro cedural design - learning how to learn design

B. Learner-Centered Design The students are the center or focus of the program. These designs are found more frequently at the elementary school level where teachers tend to stress . the development of the whole child.

1. Child-CenteredDesign -

students are actively involved in their environment ‘custom made’ on students lives, needs and interests children would attain self-realization through social participation emphasis on the child displaced the emphasis on subject-matter

2. Experienced-Centered Design - curriculum cannot be pre-planned, that everything had to be done “on the spot’ - heavy emphasis on learners interests and felt needs - curriculum would be ever changing in addressing the needs of students

C. Problem-Centered Designs Problem centered designs are organized to reinforce cultural traditions and also address those community and societal needs that are cpentjy unmet The major concern Is with genuine life problems, and the need to adjust or-cater to the concerns and situation of learners

1. Life Situation Design . Strengths

•

- focus on the^roblem solving procedures-for learning Dr. M a. Corazon B . Sigua and Prof. B ert J . Tuga

'

C u rric u lu m D evelopm ent


content is organized in ways to allow students to clearly view problem areas - utilizes past and current experiences of learners as a means of making ' them analyze the basic areas of living - lining of subject matter to real situations increased the relevance of the curriculum Limitations - ability to determine the scope and sequence of the essential areas of living - tends to indoctrinate youth into the existing condition - many teachers are not comfortable with it because it departs from cur ricular tradition maintained by colleges and universities

2. Core Design - sometimes called “social function" - aims at creating a universal sense of inquiry, discuss and understanding among learners of different background - centers on general education and is based on problems arising out of common human activities - variations of core design a) subject matter core would be classified as subject centered design b) areas of living core rooted in the progressive education tradition - it unifies content, present subject matter relevant to the learners and encourages active processing of information

A.

Technical-Scientific Approach It reflects the traditional view on-education and formal methods of schooling. The technical-scientific approach views curriculum development as something similar to engineering and architecture which use instruments.and empirical methods in preparing blueprints. 1. Behavioral-Rational Approach - oldest and still the most preferred aooroach - it is a means -end approach which is logical and prescriptive

Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler's Rationale. Four Fundamental Principles 1. What educational purpose should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these . purposes? • 3. How can these education experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not?

Flowchart of Taba's (1962) Seven Stages of Curriculum D evelopm ent

C urriculum Approaches Several curriculum approaches reflect the developers’ view of reality, philosdphy, history, psychology, social issues and the domain of knowledge among others. . An approach expresses a viewpoint about the development and design of curriculums. . It can be viewed from a technical and non technical or scientific and non-scientific per spective Pago, 2001). •

Dr. Ma. Corazun B. Sigua ind Prof. Bert J. Tuga

Organization of content

CURRICULUM 4 "

Determination of what and how to evaluate

4

-

Organization A of learning experiences

4r

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Selection of'learning experience*

ms

Curri'culuai D ev elo p m e n t

2: Systems - Managerial Approach - considers the interconnected elements of inputs/throughputs (process) and output that comprise the educational system - emphasizes th§ managerial/ leadership and supervisory aspects Of cur riculum especially in the implementation and organization process - a cyclic process ; 3. Intellectual-Academic Approach - emphasizes the importance of theories and principles in curriculum plan ning , , * - Because of the cognitive demands of the approach, it overwhelms many beginning students who usually lack sufficient philosophical and theoret ical insights on the subject.

A. Mon- Technical/ Non - Scientific Approach


IV. ROLE OF STAKEHOLDERS IN CURRICULUM DEVELOPMENT • Include individuals or groups who directly or indirectly influence and make important contributions to the curriculum • May be categorized as communitv-frasfld twhose influence on the curriculum is at societal or institutional Idvels) or school-based (whose contributions to the curricu lum are either oh ttie institutional level; Ihistnx^cmal level, or experiential level)

A School-based > -

> -

1. Humanistic -Aesthetic Approach ■ - promotes the liberation of learners from authoritarian teachers - encourages group learning activities which promote cooperation rather than Individual competition - emphasis on how to team, not on what to learn 2. Reconceptuallst Approach - reflects the existentialist orientation - purpose of education Is to emancipate society from traditional, outmoded orders through Individual free choice - emphasize learning experiences that develop.personal self-expression .3. RepOnstructfonisnr . - considers the school as an agent of change, an institution of social re form - emphasizes cultural pluralism, internationalism and pluralism which are beyond individual concerns, .

-

>

Learners the stakeholders of the curriculum, whose needs and abilities are the basis of curriculum content solution and whose achievement level mea sures the effectiveness of the curriculum Teachers establish direction and Implementation of a particular program select content to be given emphasis assist/ contribute in the preparation of the scope and sequence of the program attend to the pedagogical concerns such that they modify the curriculum to suit the needs of the teamens help in evaluating the effectiveness of the curriculum

School administrators -

supervise curriculum implementations. select, recruit and hire qualified teachers admltstudents take charge jp the procurement of school equipment and instructional materials needed for the effective delivery of instruction

a Communltv-based >

>

Parents - support and participate in parent-school organizations where prjprities for the cunicuiunf are set

Publishers

.

,

■ - 'provide/ develop instructional materials based on the prescribedcurriculum Dr. M a. C orazon B. Sigua and Prof. Bert J. Tuga

C u rric u lu m D evelo pm ent


e) fend of Knowledge - huingn knowledge that has been jfcrafnul# 6 Jd and organfced tor universal useand should be taken Into aefcouot in shaping the goals. Levels of Goals a) Institutional Goals b) School Level or Department Goals c) Program or Curricular Goals d) Classroom or Institutional Level

>

Law makers/government officials - authorize school budget ^ • - enact legislation to effect curriculum change or improvement - issue guidelines in designing and implementing curriculum > Community-at-large - often dictates the purpose, goals and content of school curricula -.recommend directions and Ranges in the curriculum

V. CURRICULUM PROCESS

A.

B. CurrtcuiumOeslgnlng (Curriculum Organization)

Curriculum Planning

C^rffeuliiw desfgn is concerned with the nature and arrangement of the % b^fcBm ciilar parts. (Also called components or elements).

1. Determinants for Curriculum Planning the consumer of education ty to progress economically must progress

The Components of Design

c) ^Krtovêdgij - set up an environment which will challenge all stuBwts to master knowledge

2. Needs Assessment m ib ^ s m ie n t Is completed to Identify the strengths and weaknessesof tfid s tln g cunlculumsttuatlons and tcfcprovlde dfrections fortheirlrryrove^ l | ^ l t is a ^steniatic exploration of the way thfrigTarelind the way they

3.

Jprmutertlnfl Sods Go^s are Statement^ of endpoints or outcomes of educatfon - statement of purposes. By analyzing school goals, we can determine the scopeoffts entire Adapted from Exploring the Curriculum H.H. Wes 1942p2

defined as desirable by a given shape tbe goals of educatfon in that society

Dr. Ma. Corazon B . Sigua anil Prof. Bert J. Tuga

•

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P ro fessio n al E d u c atio n C u rricu lu m D evelo pm ent

1. Sources of Design

'•

a) Science - The scientific method provides meaninglor the curricu lum design. b) Society-School should draw its ideas for the curriculum from the analysiyof the social situation. c) Eternal and Divine Sources - Designers should simply draw on the pad for guidance as to what Is appropriate content d) Knowledge-’What knowledge Is of most worth?" ej Learner - Curriculum should be derived from what we know about the learners, how he a she teams, forms attitudes, generates inter ests and develops values 2. Dimensions of Curriculum Designs (BASICS)

Basics - equitable distribution of content, time, experiences and other elements of design Articulation - interrelatedness of various aspects of the curriculum (vertical and horizontal) Scope - the breaths and depths of the curriculum Integrations - refers to the linking of all types of knowledge and experiences contained within the curriculum plan Continuity - vertical repetition and recurring of the content

Sequence- provide continuous and cumulative teaming Principles for Sequence a) simple to complex b) prerequisite learning cj whole to part d) chronological 3. Selection of the Curricular Elements .

1) Selection of Objectives - should describe behavior - stated analytically and specifically [PNU L E T Reviewer

' •

- developmental rather than terminal • - SMART - considers the 3 objective domains 2) Selection of Content - -criteria for selecting content^ a ). V alidity-if It is authentic b) Significance/ relevance - consistent with social realities, e) Balance of breadths and depths - coverage d) Leamability - adjustable to learner's a S ility 'T v ^ T e) Appropriateness-parallel with ieamer needs and interest f) Utility-useful on the performance of life activities 3) Selection of Learning Experiences - criteria for selecting experiences a) Appropriateness - should be appropriate and suitable to the content, activities and level of development of the learners b) Variety - should include minds on, hands on, and authentic learning experiences c) Optimal value- should encourage the learners to continue teaming on their own d) Feasibility- in terms of human, physical and financial resources 4. Grade Placement - Involves allocation of content to definite grade capable of learning - Considers such factors as: child's ability, difficulty of item, Importance of content, maturation, mental age, experiential background 5. Time Allotment • - Refets to specification of definitetime for subject/course; amount of time given to a subject - Considers such factors as: importance of subject; child’s ability; grade level average number of days/hours

Dr. M a. Corazcm B . Sigua and Prof. B ert J . Tuga

C u rric u lu m D e v elo p m e n t


Why Evaluate

C. Curriculum Implementation ' Implementation is an interaction between those who have created the pro; gramme and those who are charged to deliver it. According to Ornstein and Hunkins (1998), implementation: ■ requires educators to shift from the current programme which they are familiar with to the new or modified programme. • Involves changes in the knowledge, actions and attitudes of people • can be seen as a process of professional development and growth involv ing ongoing Interactions, feedback and assistance. • is a process of clarification whereby Individuals and groups come to un derstand and practice a change in attitudes and behaviors; often involving using new resources. • involves change which requires effortand will produce a certain amount of anxiety m i to minimize these, it is useful to organize implementation into manageable events and.to set achievable goals. • requires a supportive atmosphere in which there is trust and open commu nication between administrators, teachers educators, and where risk-taking Is encouraged.

D. Curriculum Evaluation • The process of delineating, obtaining and providing useful Information for judging decision alternatives • involves value judgment about the curriculum • 'Did we do what we wanted to do?'

Types of Evaluation 1.

According to approach . Humanistic vs Scientific 2.* According to scope According to tWng

Formattve vs Summative

Or. M a. Coraxon B . Sigut ind Prof. Bert J . Tuga

1) Meet demands that current educational reforms have made 2) Provide directions, security, and feedbacks to all concerned

3) Determine appropriate and available resources, activities, content, method or whether curriculum has coherence, balance, articula tion, scope, integration, continuity and sequence in order to meet curriculum goals/ objectives What areas in curriculum are qualified for evaluation? 1} mission statement (philosophy)

2) sequence (order) 3) continuity (without disruptions) 4) scope (depth/ variety of content) 5) articulation (how parts fit) 6) balance (quantitative and qualitative aspects of content) 7) coherence (relationships among different components)

E. Curriculum Improvement -

Enriching, modifying certain aspects without changing fundamental con ceptions/elements/ structure Levels of Operations for Improvement 1) Substitution - substituting a new book for the current series 2) Alternation - adding to instructional time 3) Variations-transferring a successful program

4) Restructuring-organizing teams for teacher and specialists 5) Value orientation change - shifting from routine instruction to com puter assisted instruction

Actions that Facilitate Curriculum Improvement

Evaluation of-Learning vs Program Evaluation 3.

•

•

1) ‘ Change climate and woridng condition to encourage improvement 2) Maintain appropriate tempo - ' 3) Arrange for variety of activities * 4) Bulk! evaluation procedure

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C u rricu lu m .D ev elo p m en t

F. Curriculum Change-

ALIGNM ENT TR IA N G LE

- Refers to the basic alteration in the structure and design of learning ex periences based on conceptions which may be at the school, district or national le\fei

- To make different by shifting to new goals and means Principles that Guide Change Process 1) People improve when they detect the desire of the stimulator to im prove himself. 2) Direction of improvement should be determined cooperatively. 3) People must identify and examine each others centrally held values. 4) People Improve through experience. 5) Divide time between contact individual and with group. 6) People's resistance to efforts of others constitutes major individual differences. 7) Create a dimats of freedom. 8) Keep channels of communication open.

9) Use power with great care. 10) Operate on a limited number of fronts at a given time. VII. CURRICULUM ALIGNMENT Curriculum Alignment - alignment between curriculum and one or more of the following elements, state standards, standardized test/state test, curriculum embedded tests, student's assignments, lesson plans, textbooks and instruction • Vertical Alignment - planning curriculum across the grade levels from kindergarten through high school, building upon insbuction based upon standards • Horizontal Alignment - alignment of the curriculum being taught by teachers in common grade level Written Curriculum - specifies what Is to be taught ?nd is produced by the state, the school system, the school and the classroom teacher Taught Curriculum - what the teacher actually teach in tffe classroom .

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Curricuhimlilangle Tasted Curriculum - provides valuable feedback about each student’s under-

Benefits of Curriculum Alignment 1) Improves students test scores by making sure the Information a teacher teaches in her classroom lines up with the Information cov ered on standardized test 2) Teachers can coflaborate together more effectively of they all have the ' same basic goal for their classrooms. 3) Helps a school or Individual teacher prove the students are learning material that lines up with state standards. 4) Students can travel from school to school and still have the same basic instruction. • 5) Ensures an increased In the students academic performance. Or. Ma. Corazon B . Sigua and Prof. B ert J . Tuga.

P r o fe s s io n a l E d u c a t io n

C u r r ic u lu m D e v e lo p m e n t

PART II - ANALYZING TEST ITEMS ' D ire ction s: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 Items as your sample. Write only the letter of your choice in your answer sheet.

1.

Which is NOT a provision for the development of each learner in a good curriculum? A. Extensive arrangements are made for the educational diagnosis of Individual learners. B. Self-directed, Independent study is encouraged wherever possible and advisable. C. Self-motivation and self-evaluation are stimulated and emphasized through out the learning opportunities of the school. D. The program provides a wide range of opportunities for individuals with same abilities, needs, and interests.

Analysis: Option D is CORRECT. Notice the word NOT in the question above. This entails that the answer to the question Is a provision or activity which does not promote the development of each learner. While option D mentions of a program which provides a wide range of opportunities for individuals, it only focuses on Individuals with the same level of abilities, needs and interest It fails to consider individual differences. Option A Is INCORRECT. The provision of extensive educational diagnosis of learn ers will really help address the specific needs of children. Options B and C are INCORRECT. Self-directed, independent study and self-mo tivation and evaluation highlight the ability of children to construct and direct, their pwn learning. These enable them to develop their potentials to the fullest.

2.

-

Teacher Lily would like to take part in developing a subject-centered curriculum •because she believes that all subjects in this type of curricuiuifi are geared towards the holistic development of the learner, is her belief about the subject-centered curriculum true? - ■--

t ;

--------------------------in -------------IT 1 —

- ..........I- ■

Dr. Ma.*Cora7X>n B . Sigua and Prof. Bert J.T u g a

■ *-

--------------

*•

*--------------

A. Yes, because the subject-centered curriculum focuses on the learners needs, interests, and abilities. • 8 . No, because itjs the experience-centered curriculum that emphasizes the teaching of facts and knowledge for future use. C. Yes, because the subject-centered curriculum involves cooperative control.. D. No, because it is the experience centered and not the subject-centered curriculum that emphasizes integration of habits and skills in teaming the knowledge component of a subject areas. Analysis: Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men tal and moral development of learners. This is possible under an experience-centered curriculum. Option B is INCORRECT. While it agrees to the premise that Teacher Lily's con ception about the subject-centered curriculum is not true, this option could not be accepted because It presents conflicting information. It is' subject-centered curric ulum, not experience-centered cunriculum, which emphasizes the teaching of bets end knowledge. Option A and C are INCORRECT. The consideration of learners' needs, interests, and abilities including cooperative practices in the classroom are seme of the im portant traits of experience-centered curriculum. 3. In the elementary level, English literature and Social studies relate well. While his tory is being studied, different literary pieces during the historical period is being studied as well.What curriculum design is shown here? A. Separate Subject design C. B. Correlation design -D.

Analysis: Option C is CORRECT. Subjects are related to one another but individual subject, maintains its identity. In the question above, English literature and-social studies cor-

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| relate well. The literary pieces being studied in English literature reflect the culture, social activities even the problems and issues in each historical period. Options A and B are INCORRECT. Both separate subject design and discipline design are compartmentalized. They stress so much on cluster of topic, content and academic disciplines. . Option D is INCORRECT. Like correlation design, .broadfiejd design was made to prevent compartmentalization of subjects. However, unite correlation design, broad field considers wider integration of subjects that are fused into one subject. Thus, | the identity of each subject combined is lost. 4. This phase of curriculum development involves decisions, among other things, on grade placement and sequencing of content. Which phase is this? A. Curriculum planning C. Curriculum organization B. Curriculum evaluation 0. Curriculum implementation Analysis: Option C Is CORRECT. Decisions on sequencing of content and grade placement are done on the level of curriculum organization/design. In this level, the curriculum developer determines the scope and sequence of content in each subject based on the design of the curriculum. Option A, C and D are INCORRECT. Planning involves, among others, diagnosis of needs and social demands which will make up the goals/objectives of the curric ulum. This is done at the Initial phase of curriculum development process. Imple mentation is more concern on the actual delivery of the curriculum in the schools/ classrooms. This process is conducted after the content, grade placement, etc. had been finalized. Evaluation is the terminal part of the curriculum development process where the'efficiency, effectiveness, aria impact of the'curriculum are measured. 5. One example of this design of subject-centered curriculum is that which shows social studies being combined with geography, civics and culture, and history to ■ comprise one subject area. Which design is this? A. Correlated C. Separate Subject •B. Broadfletds ' D. Core K

l f PNU L E T Review er

P r o fe s s io n a l E d u c a tio n

Analysis; . Option B Is CORRECT. Broadfield design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. Thus geography, civics and culture, and history are fused into one subject-called social studies. Eventually, the identity of each subject is lost. Broad field draws around themes and integration. Option A is INCORRECT. Correlated design relates the content of two subjects in order to reduce fragmentation. However, the identity of each subject is maintained. This is not the case in the question above. Option C is INCORRECT. Separate subjects design is highly compartmentalized and fragmented. Option D is INCORRECT. Core design revolves around general education and the problems are based on common human activities.

6.

Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identi fying related concepts in Math. Whatpattern of organizing subjects did Ms. Ortiz consider? A. Broadfield C. Cere B. Correlated D. Separate Subject 7. Which design is easy to deliver because complementary books and materials are commercially available? A. Experience centered design C. Process design B. Problem design D. Subject centered design 8. What refers to the matching between the curriculum and the test to be used to assess the learners? -A. Alignment . C. Articulation B. Auditing D. Delivery 9. Ms. Mateo, a History teacher considers the element of time in arranging the con-, tent of her lessons in World History. What way of establishing sequence is given ■ emphasis by Ms. Mateo? . . A. Simple to complex C. Concrete to abstract B. Part to whole 0. Chronological . Dr. Ma. Cmnz.un B. Sigua and Prof. B ert j . Tuga


v s a B S K s s s s a & a s te s s a s s jB s s s s

10. Mr. Rivera, a new teacher believes that education is a process of development and is life Itself; therefore, experience related to the child’s need and interest should be given primary consideration. What educational philosophy is being exhibited by Mr. Rivera? A; Idealism C. ProgressMsm B. Reconstructionism D. Realism 1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a member of the school board has one ofthe following primary roles. Which one is this? . A. Support and participate in parent-school organization activities. 0 Authorize school expenditures for curriculum development, implementation and evaluation. a Enact legislations to effect curriculum improvement. W&Recommend changes In curriculum. 12*!me schools in the 1“ District plan to adopt the reading program used in the 3"* District What level of curriculum improvement is used? A. Variation C. Substitution B. Value orientation D. Restructuring 13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content, it is better that throughout the high school years, economic geography concepts be used to recur and be repeated with depth for effective learning. What criterion in content selection is shown here? A. Validity C. Significance • ( f ) Continuity D. Leamabillty 14. ine Filipino learners envisioned by the Department of Education in the light of the K-12 Curriculum Is A. Technologically literate or toQtsticaHy developed Filipino B J Functionallyliterate or logtsflcaHy developed Filipino .C. Scientifically Advanced and Values Oriented Filipino ‘ D. National Oriented and internationally Competitive Filipinos . •

Dr. Ma. Corazon B . Sigua and Prof. Bert J . Tuga

s^

8Ba* W Bga' -

|IJ!

Curriculum Developmcni

............

m .BaeagaggaaMaKBgBaggaagggate

15. Teacher Dominguito believes that a new respect for the child is fundamental In cur' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl of the child - the center of the educative process. To which approach in curriculum does Teacher Dominguito adhere? Learner-centered C. Problem-centered Subject-centered D. Pragmatic 16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain in the school to solicit inputs for a new curriculum in Social Science which highlights indigenous knowledge In the community. What is shown in this situa tion? A. Community members as supporters of curriculum 0 } Community members as curriculum resources C. Community members as managers of curriculum 0. Community members as beneficiaries of curriculum 17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu dents and not on the anticipated needs and interests. What type of curriculum does teacher Bert adheres? A. Subject-centered C. Bqaerience-centered B. Learner-centered D? Culture-based 18. What type of curriculum divides the school day into different periods such as lan guage arts, social studies, science and health, arithmetic, etc.? A. Correlated C. Integrated 8 . Broad fields D. Separate Suttfect 19. Which curriculum design element is taking place when Eduardo, a 4* year student can connect the lessons he learned in a subject area to a related content in an other subject area? A. Artculation . C. Continuity ’ B. Balance • D. Integration

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20. The following curricular changes took place in what particular period? Restore Grade VII, double'-single session was abolished and more textbooks were written by Filipino authors. A. American Period - C. Japanese Occupation B. Philippine Republic D. New Society 21. This concept includes the sub-processes of curriculum planning, organization, im plementation and evaluation. Which concept is this? A. Curriculumdevelopment C. Curriculum management IS. Curriculum assessment D. Curriculum and instruction 22. If curriculum is the *means", what Is the "end'? • A. Strategies C. Technique B. Instruction D. Approaches 23. The curriculum used during this period in Philippine history terminated the use of English as a medium of instruction. What period was this? A. American C. Commonwealth B. Spanish D. Japanese 24. Which of the following statements about the concept of curriculum is NOT quite acceptable? A. It refers to all Ihe experiences that both the school and the teacher provide the students with. B. It is the set of acquired knowledge, habits, and skills. C. It consists of everything that goes within the school. DL It Is a planned action for instruction. 25. What process is being undertaken by curriculum developers when they enrich, or modify certain aspects of a particular program without changing Its fundamental conceptions? , A. Curriculum improvementC. Curriculum, design B. Curriculum changeD. Curriculum implementation

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PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skftls by answering the items below. Write only the letter of the best answer. 1. What design element establishes the vertical linkage from level to level to avoid glaring gaps and wasteful overlaps? ^ Articulation C. Scope B. Balance D. Sequence 2. What refers to the authenticity of the content selected by the curriculum developer? A. Feasibility C. Significance B. Leamability. 0. Validity 3. What do we cal the allocation of content to a definite grade capable of learning? A. Time allotment C. Grade level B. Grade placement D. Maturity level 4. 'Which pattern of experience centered curriculum centers around the normal activities of children and Is based on each child's needs, Interests and potentials? A. Child centered C. Social function B. Activity 0. Specific competencies 5. Which curriculum development phase focuses on the change which will take place in certain aspects of the curriculum without changing the fundamental conceptions? A. Curriculumplanning C. Curriculum improvement B. Curriculumdesign D. Curriculum evaluation 6. Which is not a component of curriculum designing? A. Objective . C. Learning experiences B. Leamtng content D. Diagnosis of needs 7. Which type of curriculum design serves as a response to society's demand for in tegration of knowledge and enables the learner to see relationship among various aspects? . A. Broadfield C. Core B. Correlated. • .D. Separate subjects Or. M a. Corazon B . Sigu a and Prof. B e n J . Tuga

C t t r r ic u J a in D e v e lo p m e n t • P r o f e s s i o n a l E d u c a tio n

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Who controls the subject centered curriculu'm? ‘ A. LearnerC. Parent B. Teacher D. eacher and parent 9. To provide for individual differences in the classroom, how is curriculum designed? A. Minimum learning competencies are included B. Realistic and meaningful experiences are provided C. Some degree of flexibility is provided a Social skills are emphasized 1 0. To ensure success in curriculum development, which of the following specific ac tions should a curriculum leader avoid? A. Work with people not over them. B. Use your status frequently to establish discipline. ~C. Keep channels of communication open. D. Show that you too desire to improve. 11. Which of the following is a reason for the continuous appraisal of the existing curriculum in all levels? A. New national policies in government B. Changing needs and condition of society C. Economic status of the people D. Political trust of the country 12. Which of the following best defines curriculum development? A. Hie total mental phenomena directly received at any given time. . B. The planning of learning opportunities intended to bring about certain desired changes in pupils and the assessment erf the extent to which these changes have taken place. C. A continuous cycle of activities in which all elements of curriculum are considered. D. Education is aiding each child te be socially creative individuals.

. 13. To build a sense of pride among Filipino.youth, which should be done in the cur riculum? A. Re-study our history and stress on our achievements as a people. B. Re-study our history from the perspective of our colonizer. C. Replace the study of folklore and mythswith technical subjects. D. Set aside the study of local tiistory. 14. What do you call the curriculum when the teacher puts into action all the different planned activities in the classroom? A. Recommended Curriculum Taught Curriculum B. Written Curriculum D. Supported Curriculum 15. Which statement about the subject-centered cuiriculum is NOT true? ,J k. There is a high level of cooperative interaction. H . It covers much content in a short period of time. C. The teacher has full control of the classroom activities. D. The main task is mastery of learning. 16. Schools divide the school hours to different subjects such as reading, grammar, literature, math, science, history and geography. What curriculum design is ____ referred here? A. Problem-Centered C. Subject-Centered B. Learner-Centered 0. Culture-Based 17. Which is NOT a description of the learner-centered curriculum? A. Emphasis is on the total growth and development of the learners B. Controlled and cooperatively directed by learners, teachers and parents C. Education is a means to develop socially creative individual 0: Emphasis upon facts and knowledge for future use 18. The K-12 curriculum is otherwise caSed as A. 2002 Basic Education Curriculum B. Revitalized Basic Education Curriculum C. Enhanced Basic Education Curriculum • 0. Extended Basic Education Curriculum

PNU L E T Reviewer Or. M a. Coraxon B . Sigua and Prof. B u t J.T u g a

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19. What refers to an individual or group of individuals who have a direct and indirect influence in curriculum development? ' • ' . A. Stockholders C. Promoters B. Stakeholders D. ^corporators 20. What' refers to the appropriateness of the content In the light of the particular students who are to experience the curriculum? A. Significance C. Interest B. Validity Leamability 21. Which of the following statements is NOTacceptable? A. Instruction is the actual engagement of learners in the planned learning activities. B. Curriculum determines what assessment should be done, and how to do it. C. Instruction requires teachers to use a variety of action to accomplish a variety . of functions. j l Assessment establishes what is to be accomplished in teaching and learning. 22. Which characteristic of a good curriculum highSghts the psychological nature of the learner? A. Provisions are made for the smooth transition and continuing achievement ofpupils. B. Curriculum plans in areas which extend over several years are developed vertically. C. Classroom practices give attention to the maturity and learning problems of each pupil. 0. Cooperative planning and teaching provide for exchange of information about pupil's learning experiences. 23. Objectives must be evaluated in the light of practical considerations, including teacher competence, availability of instructional materials, time allotment etc. What characteristic of educational objective is defined by the aforementioned statement?A. Comprehension B. Attainability

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24. ‘Knowledge is true if it is workable." What philosophical foundation supports this statement? ’ ■ A. idealism C. Pragmatism 6 . Realism . 0. Essendalism . 25. As a member of the curriculum committee; your chief concern is to give the child freedom to choose what to leam and believe, as you allow them to set their own identities and standards. What philosophy will you consider? A. Existentialism C. Idealsm B. Realism D. Pragmatism

C. Consistency- . 0. feasibility'

Dr. M a. C orazon B . Siguaand Prof..Bert J,.T u g a

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. Theoretical Models in Reading 1. Bottom-up - depicts reading starting with the input of some graphic signals or stimulus. The role of the reader is to get meaning romthe text based on the stim ulus or the words used. This is also called data-driven processing.

P repared b y: Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez

j Competencies:

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Use activities that enhance critical, creative, and metacognitive reading skills. Analyze extrinsic and intrinsic factors that affect reading performance

Prpf. Judy C . Bautista and Prof. M erry Ruth M . Gutierrez

Dechant (1991), citing Gove (1983), claims that the adherents of the BOTTOM-UP MODEL of reading put forward the idea that: a) it is imperative for readers to recognize every word in a selection so that they can comprehend it; b) word and sound-letter cues should be the primary tool that readers should use so that they can identify unrecognized words; c) the mastery of a series of word-recognition sklls Is the primary requirement for reading acquisition; d) instruction should focus principally on the teaching of letters; letter-sound relationships, and words; e) accuracy in recognizing words is significant; and 0 it is important for readers to have the knowledge of discrete sub-

2. Top-down - oepicts reading beginning with tbe cognitrye processes occurring in the reader's mind as he. or she. reads! The role of the reader is to give meaning to the text based on the information already held within the reader?store of prior knowledge. This is also called concept-driven processing. Supporters of•theTOP-DOWN MODEL of reading, according to Decfiant (1991), pot forward that: a) even though readers do not recognize each word, they may be able to comprehend a selection; PNU LET Reviewer

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b) meaning and grammatical cues primarily.assist readers to identify unrecognized words; c) the mastery of a series of word-recognition skills takes a back seat in comparison to the use of meaning activities; d) . the reading of sentences, paragraphs, and whole selections should be the principal focal point of instruction; e) reading for meaning is the central objective of reading rather than the mastery of letters, letter/sound relationships, and words; and f) the iamount and kind of information obtained through reading is the most important aspect of reading. 3. Interactive - depicts reading as the process of constructing meaning through the dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation. . ' The third model of reading, which is the INTERACTIVE MODEL, neither accepts nor rejects the pure and extreme betefs of the iwo earlier models. The advo cates of this model put forward the idea ttiat a) readers process letters and words at the same time as they formu late hypotheses about the meaning of what is on the printed page (Dechant, 1991); ^ b) meaning simultaneously comes from a combination of different sources like logographic knowledge, graphemic knowledge, phono logical knowledge, orthographic knowledge, morphemic knowledge, grapheme-phoneme correspondence, lexical knowledge, semantic Knowledge, syntactic knowledge,'and schematic knowledge (De chant, 1991); and c) Instruction should give a balanced emphasis to the teaching of whole texts and phonics.

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A Reading teach er should be... A. aware of one's thinking process B. careful in examining one’s thinking process and the thinking process of others C. practicing one’s thinking abilities When teachers do these, the learners are expected to benefit from them so that they may also be developed to become critical, creative, and metacoanitive readers. The reading teacher should bear in mind that a CRITICAL reader: > must carefully examine his/her thinking and the thinking of others, in order to clarify and improve own understanding > should examine and test suggested solutions to see whether they will wori< > need to fest ideas'for flaws or defects and must not be inhibited by fear of being aggressive and destructive, nor have fear of retaliation, and over-eval uation > should engage in critical thinking activities such as thinking actively, carefully exploring situations with questions, thinking for oneseif, viewing situations firom different perspectives, and dtecussing ideas in organized ways Critical thinkers are • Skeptical (Just because it's in print doesn't mean it is right) ■ Fact-oriented (Give me the facts and convince me that they are the relevant ones) ■' Analytic (How has the worktjeen organized? What strategies has the writer used?) * Open-minded ( Be prepared to listen to different points of view; do not be restricted by personal biases) ’ • Questioning (What other conclusions could be supported by the evidence?) ■ Creative (What are some entirely different ways of looking at the. problem orissue?) * • Prof. Ju d y C . Bautista and Prof. M erry Ruth M . Gutierrez


• Willing to take a stand (Is the argument convincing? What is my position on the issue?) • Show the ability to separate fact from opinion; recognize propaganda techniques, compare-different sources of information; recognize important missing information; draw inferences that are not explicitly stated, and iden tify the author's background and purpose The reading teachershould take into consideration that a CREATIVE reader: > uses his/her cognitive processes to develop ideas that are unique, useful,. and worthy of further elaboration > discovers a new or improved solution to a problem, or a set of new ideas > organizes ideas In different ways, and makes unusual comparisons > is not inhibited by conformity, censorship, rigid education, and desire to find an answer quickly The reading teacher should also remember that a METACOGNIT1VE reader > is aware of one's mental processes such that one can monitor, regulate, and directthem to a desired end > has the ability to think about and control own learning > practices self-regulation and monitoring comprehension by answering the following questions: 1) Are there any words I don't understand? 2) Is there any information that doesn't agree, with what I already know? 3) Are there any ideas that do not fit together because I can't tell who or what is being talked about? 4) Are there any ideas that do not fit together because I can't tell how the ideas are related? • 5) Are there any ideas that don't fit together because I think the ideas are contradictory? • 6) - Is there any information missing or not dearly explained?

D e v e lo p m e n t a l R e a d in g

Dechant (1991) claims that a reading teacher has to have a comprehensive view that • That includes the Reading is .. .enabled by the factors and skills... task of..-. a... • letter recognition • in visual processes, eye-movement skills, aid word recog visual perception, left-to-right progression, nition and kinesthetic perception. SENSORY • the association PROCESS of 90und with the • of hearing and auditory perception symbol... • such as, one's world experience, concepts and conceptual systems, culture, fund of PERCEPTUAL- • the association linguistic experience, topical knowledge, and of meaning with COGNITIVE vocabulary and word meaning; and printed symbols PROCESS • the within-text context, and the wHhinf-mind context ■ in listening and speaking proficiency, and • having the facility ■ in understanding the phonological, syntactic, In language . and semantic systems • the communica ■ such as, commonality of experience and LANGUAGEtion of meaning similarity of personal schema; COMMUNICA from writer to • familiarity with writer's mode of expression; TIVE PROCESS reader and the and apprehension of • adequacy of cues in the text to assist the the meaning by reader in matching personal schemata with the reader text schemata. • the registration of • selective attention; the visual features • rehearsal; • chunking; of the word irr MEMORY the.sensory store • organization; PROCESS and In long-term •. semantic decoding; and • retrieval memory

M ajor comprehension strategies Prof. Judy C . Bamista'and Prof. Merry Ruth M . G utierrez

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■"The preparational strategies 1 ) previewing 2 ) -activating prior knowledge 3), setting purpose and goals.4) predicting . ; . •. The organizational strategies 1 ) comprehending the main idea 2 ) determining important details 3) organizing details 4) sequencing 5) following directions 6) summarizing • The elaboration strategies 1 ) making inferences 2 ) imaging 3) generating questions 4) evaluating (critical reading) ■ The metacognitive strategies 1 ) regulating 2 ) checking 3) repairing

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. > have poorly developed concept of causation . • > like the elements of rhyme; repetition, and. alliteration Stage 2.-Early Reading (Kindergarten and First Grade) > manipulate objects and ideas mentally > can reason logically " > have difficulty compreliending underlying principles ■ > have evolving grasp of the alphabetic principle Stage Three. Growing Independence (Grades Two and Three) > develop evolving fluency > extensive reading of both fiction and nonfiction > become more appreciative of stories involving the lives of others > judge their reading affectively and personally rather than by' using standards > may have difficulty explaining why they like a selection Stage Four. Reading to Leam (Grades Four through Six) > wide application of word-attack and comprehension skills > much greater emphasis is placed on grasping informational text > vocabulary and conceptual load increase significantly > words in listening vocabulary increase Step 5. Abstract Reading (Grades Seven and Up) > can construct multiple hypotheses > become more elaborate in evaluation of readings and reflect an evolving > set of standards forjudging

Stages of Reading Development Stage One. Emergent Literacy (Birth to Five Years) > learn primarily through direct sensory contact and physical manipulation > perception based conclusions' > experience difficulty putting experiences into words > rapid language growth > explore writing in the form of scrftables, letter-like forms, or invented spelling > egocentric > love being read to and cannot hear their favorite tales often enough 8 8 |PNU LET Reviewer

A reading teacher has to be familiar with > Factors that Help Emergent Literacy Learners' Reading Development • • Background of experiences-exposure to various experiences, opportu nities (oral expression, listening, writing) and materials • Language facility - opportunities for oral expression (conversation, dis cussion, oral reports, storytelling, drama, etc.), listening, writing.

Prof.’ju d y C . Baurisra and Prof. M erry Ruth M . Gutierrez


• Interest in reading-oral reading, free silent reading, recreational reading, close reading/study of literature, book clubs, paperbacks, magazines, and newspapers, poetry reading, poetry etc.. • Social and emotional development- Individual and group communica tion and participation; structured ei$eriehces so the child feels accepted and secure and develops desirable attitudes toward himself and others (Language is a prime catalyst in social and emotional development). • Physical development - Other thangood general health, vision and hear ing acuity are most important Auditory discrimination of speech sounds suggests ideas like rhyming words and initial sounds in words. The child’s need to make fine visual discrimination is obvious, suggesting early ac tivities with forms and shapes, and letter recognition, words beginning or ending alike, etc. ■ Intelligence - data attest to the importance of mental age, but do not es tablish a particular point on the mental age, continuum as the point below which children will not achieve success in reading. Pre-reading activities, socioeconomic factors, teachers, methods, and materials must be consid ered in each individual situation. > Beginning Reading 1. Who are beginning readers? - Kinder to grade 1 (Gunning, 2003) - Anyone who have not been taught the conventional reading (Sav age,.1994) - A person learning to read in the second language (Folse, 1996) What are their characteristics? - problem solvers - needing plenty of opportunities for choice - motivated through novelty - ■ • - retaining information better if given a chance to master a few thingswell ^ - needing TIME for learning' - bringing more thjn an empty shell to school _ Prof.-Judy C . Bautista and Prof. M erry Rath M. G u rierr«


2. When is the right time to teach beginning reading? - A child is never totally ready or unready to read. - When learners have achieved unity of their capabilities, abilities with their interests (Hfttteman, 1978). 3. Appropriate approach in teaching beginning reading > “Balanced Reading Instruction in Practice"

FOUR CUING SYSTEMS IN READING

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Graphophonic Cues

Schematic Cues

Semantic Cues

Syntactic Cues • Start with whole text Grounding instruction in whole texts provides the basis for meaningful literacy activities. Examples include the shared reading of poems or stories using big books or charts. An active demonstration of the teacher's own composing and spelling processes s extremely powerful, as he or she models at the chalkboard, thinking aloud about what word will come next or how a word is spelled. • Focus on knowledge about the parts o f language that may be useful for reading and writing. Responding to all texts only at the holistic level is not enough. Instruction should 'include a planned, systematic effort to highlight specific textual features and literary devices as a variety of mate rials are read, mitten, and discussed over time. Highlighting specific textual features helps children form generalizations about language that they.can apply to their own independent-efforts to-read and write. * • Return to whole texts for application and practice.- Planned opportu nities to apply what has'been learned about the parts of language allow students to move, from simply knowing about a, generalization to using PNU L E T Reviewer

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♦ Guided Practice ♦ Individual Practice » Transfer Stage (TS)

that knowledge in a purposeful'way. This also acknowledges the"fact that isolated language elements behave differently depending on. context. For . example, the letter s behaves differently when paired with t as oppos&l to .h. Words such as lead or wind not only mean different things in different contexts, they may be pronounced differently. Effective teginning readers use word meaning and sentence structure, along withsound-ietter relation ships, to approach unknown words.

• - > How can teachers heipimprove comprehension? • assess prior knowledge and help them.relate -it to new ideas in the texts • teach words in the texts that label schemata important to the writer's message • help students sharpen cognitive skills they may need to comprehend the texts ■ show students the way writers organize printed texts to help them ‘read the blueprints" more accurately

> The Four-Pronged Approach ( a literature-based integrated approach to teaching beginning reading) ' 1) The goal of this approach is the development of: s a genuine love (or, habit and enjoyment of reading s critical thinking skills, starting with noting the important details of a selection, making interpretations, making judgments and valuing. s oral language and using the grammatical structures correctly. * decoding and encoding skills 2) Characteristics: ■» ft is literature-based - uses a story or a poem (aside from a springboard for the other skills) for developing genuine love for reading. » It integrates literature and skills ■» It Is a balanced approach - uses whole language approach and explicit instruction » tt is made up of four components: D Genuine Love for Reading (GLR) O Critical Thinking (CT) D Grammar and Oral Language Development (GOLD): has the following parts: • Presentation lesson or introduction - uses the story as a springboard ♦ Teacher Modeling or Direct Instruction '

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> WHATARE EFFECTIVE COMPREHENSION STRATEGIES? • Before Reading - activities that can activate students' prior knowledge,. ^ 1 while extending, refining, and sometimes building the schemata 1) Overview- a strategy in which teachers tell students about the selec’ tion or assignment prior,to reading, serves to activate'relevant sche! mata that students hold in long-term memory aid often enrich and refine those schemata. Advance organizers and structured overviews are examples of this strategy. 2) Vocabulary Preview- a strategy (hat starts from identifying and se lecting words that may cause problemsrtfi«iproceeds to explaining iri advance these unfamiliar words to students. Teaching problem words provides ‘ anchors for new information“, provides opportunities to relate unfamiliar concepts to familiar ones, and is one aspect of . developing the general background knowledge necessary for com. prehension. 3) Structural Organizer- a strategy that teaches students to focus at-, tention on Hie ways passages are organized. Before students read 1 an assignment, teachers should point out the basic rhetorical framef

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•* Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez

Professional E d u c atio n

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works underlying the discourse (enumeration, time order, cause-effect, problem-solution, comparison-contrast), call attention to specific .plans of paragraph organization, signal words, main idea sentences, headings, and subtitles. ' 4) Student-Centered Study Strategies - PQRST, Triple S’Technlque, 0K5R, PQ4R, S4R, P05R are some strategies that provide for pre viewing, student-centered questions, and establishment of purpose,, as well as during- aid post-reading activities. 5) Teacher-Directed Lesson Frameworks- Directed Reading Activity (ORA), Directed Reading-Thinking Activity (DRTA), Guided Reading Procedure, Reciprocal Questioning (ReQuest) are examples of strate gies that give teachers a plan on which they can build lessons while some give students strategies for approaching the texts. • While or During Reading • activities that can guide reader-text interac tions, while reading Is taking place ♦ Question Answering ♦ Inserted Questions ♦ Immediate Oral Feedback ♦ Time Lines and Charts ♦ Listing main Ideas ♦ Outlining ♦ Paraphrasing ♦ Summarizing • After or Post Reading- activities that help students remember new ideas and information, while providing teachers with feedback on how well texts . lave been understood 1) Follow-up pre- and durlng-reading activities ' 2) Have students tafl< about what they read. 3) Have students write about what they read 4) Have students make up tests on their reading .. 5) Encourage students to respond to reading *creativelyl‘

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Prof. Judy C. Bautista and Prof. Merry Rath M. Gutierrez

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• Teaching Guidelines ■ * -. 1) Show students what to do'before they begin to read in order to im prove their comprehension. * . 2) Plan activities to promote active involvement with texts while students read. 3) Help students sharpen, develop and remember their interpretations of a text with appropriate after-reading activities. ' , 4) Take steps to help students internalize Instructional strategies so that they become for them learning strategies.

• Steps in Applying Selected Strategies A. Vocabulaiy Previews 1) Check the assignment and list words that may be important for stu dents to understand. 2) Arrange these in a schema that shows the interrelationships particular to the learning tasks. 3) Add to this seherna words students probably already understand in order to highlight relationships between the new and the known. 4) Double-check the overview to make sure that major ideas are dearly shown and In a way that students will understand. 5) Share the structured overviewwiti students, teffing them whywordswere placed where they were and asking them to contribute other words. 6} As students read, have them relate other new words and Information to the graphic overview. B. Directed Reading-Thinkfrtg Acttvfty (DRTA) 1) The teacher has students survey an assignment using Sties, headings, and pictures Tifget a general idea of what the author is discussing. The teacher regularly asks, "What do you think this section will be about? Why?* 2) The students read up to a point predetermined by the teacher. ' 3) The teacher asks similar questions but posed to reflect the reading; that is, ’ What was it about? Were you correct? Why did you predict . incorrectly?' *

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. 4) The group then reads on to the next stopping point, once again read ing to find answers to their questions. 5) The process continues until the completion of the assignment. C. Guided Reading Procedure 1) Prepare students by explaining important concept, building appro priate background knowledge, and providing directions for the actual reading. • 2) Students read, trying to remember all they can. 3) • Students him their books over on their desks and repeat all they can remember while the teacher records this on the board. 4) The teacher calls attention to information not remembered and suggests that students reread to discover more. 5) Students reread. 6) Their new recollections are now recorded on the board but now in outline form. 7) The teacher asks more questions to help students recall more from their riding and tries to synthesize the new information with the Information obtained by the first reading. 8) Immediate feedback is given to students through a quiz. 0. Request 1) teacher and students read together a section of the text, usually the first sentence. 2) The teacher closes the book and invites questions from the group. 3) Nextthe students dose their books, and the teacher asks them ques tions about what they have read. 4) When the teacher believes that students understand that much of the text, toe next section is read and steps 1 and 2 are repeated. 5) Once students become familiar with ReQuest and with the text, the teacher Incaporates predictions (as In DRTA). 6) The group rereads the re n tin g sections. 7} The teacher checks out the predictions: ‘Were your guesses right? Where do you think you went wrong?’

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E. Encouraging Students to Talk About What They Read 1) Have students pretend to be television reporters who. must sum up • a “stay' in two minutes. After allowing few minutes for preparation, ! they can have individuals tell the central idea to the group. 2) Students can be encouraged to explain what an in-class reading was ■ all about to another student absent the day it was read. 3) Teachers can ask, ‘What do you think are the (four) main ‘important Ideas of this text?" 4) Students can be asked to use the “5W’s plus H" model for some selections. > • OHier Strategies in Reading in the Content Areas 1) Clink and Clunk • Click and Clunk Is an excellent means to assess what Informa tion the students have learned and what Information needs to be covered in more depth. This strategy helps students recognize the information they do not understand, and assists them in get ting the Information they need. It motivates students as they attempt to increase the information they understand fdinks^ and decrease what they do not understand (’clunks'). » Procedure Have students create two columns on their paper and label them ‘ Clink- and "Clunk.' Next have the students read a passage, then Itet wrfiat they really understand (Clink) and what they do not understand (Clunty As a group, discuss the ‘ Clunks’ and try to clarify the information. This can be done through direct teacher Instruction or ty allowing students who understand the issue to explain it to the class.

Prof. Judy C. Bautista and Prof. Merry Ruth M. Gucicrrei



LANGUAGE ARTS Topic: Parts of Speech Clunk adverbs

Clink nouns verbs adjectives pronouns

interjections.

SCIENCE

SOCIAL STUDIES Topic: Roman Republic Oink • dictator republic veto why it collapsed

Clunk plebeian patrician consul why a republic was formed

MATH Topic: Equations and Inequalities

Clink Concentrated Matter

Clunk saturated diluted colloid •

Clink solving equations operations

Clunk polynomials function notation

Assessment After covering the material, discuss the Clink-Clunk list again to see if all the ’ Clunk* items can be moved to "Clink.'Those terms In the “Clunk’ column that are clearly understood can be moved to the “Clink’ column and any terms remaining in the “Clunk" column should be explained further.

2) Circle-Seat-Center This strategy allows students to work in small peer groups and go over all the information he teacher would like to cover. The strategy is an excellent way to reinforce information in a vari ety of ways: The Circle group focuses on verbal learning, the Seat group focuses on visual learning, aid the Center group fo cuses on tactile learning. This also allows students who learn through different modalities the opportunity to learn through their strength.

Prof. Judy C. fl.iutisca and Prof. Merry Rath M. Gutierrez

» Procedure First, instruct students to read the text. Following this, divide the classinto three groups based on instructional needs. Give each group an assignment: Circle, Seat, or Center. The Circle group covers information in the text with your assistance. The Seat group members work individually or withfn-their group to go. over the text information using worksheets and study sheets. The Center groups works on projects, individually or In the group, related to the information covered in the SOCIAL STUDIES text. After a designated amount of time, Topic: Fall of Rome students rotate to another group. Circle: Discuss text, including reasons for the fall of Rome. LANGUAGE ARTS Seat: Respond to questions and do Topic: Parts of Speech worksheets. Circle: Discussion and clarify the Center: Create a timeline of the Roman topic for students. Empire. Seat: Students work identifyfng the parts of speech using SCIENCE worksheets or sWBs sheets. Topic: Matter in Solution Center: Students create cards to be Circle: Discuss the types of solutions. used in a game. Seat: Complete worksheets or respond to questions at end of section. Center: Create charts to classify types of solutions. » Assessment Use teacher observation of information covered during discus sion, correct answers on worftsheets, and evaluate of informa tion covered in projects to determine students' level of compre hension.

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• 3) Jigsaw Jigsaw allows students to work with their peers and to learn information from one another. This strategy allows for all members of the class to receive information about an entire section In a text. It is a collaborative strategy that ensures the participation of all students. . » Procedure First, group three to six students in teams. Give each team member a topic on which to become an ’ expert" The teams then split up and find (he students from the other teams who are working on their topic, After working in the topic groups, students return to their SOCIAL STUDIES teams and present the information they gained. When studying the five themes of geography, assign each member of LANGUAGE ARTS a team one of the topics: location, place, human-environment When reviewing a specific story, interaction, movement and regions. assign team members with a component such as character, plot, MATH setting, problem, or resolution.

SCIENCE Gave each member of a group a topic such as adds, bases, and salts.

Use as review. After studying fractions, dMde into groups and assign each member atopic such as adcSng, subtracting, dividing, and multiplying.

Assessment Determine students' level of comprehension by the correct num ber of responses In a quiz or through discussion of information presented by each team. IP N U L E T Reviewer

4) Partner Prediction . ■ This strategy gives students the opportunity to work.with-their peers and make predictions about as story or section. Because students are sharing their ideas with a partner, more students will be able to discuss prediction and they will not feel self-conscious about •speaking in front of the entire class. If a student is having difficulties with prediction, partner him or her with someone who is able to dd it, and he or she will have the opportunity'to see how the process is done. » Procedure First, identify places in the text to stop and predict what might happen next. Then read the title and first portion aloud and. ask what students think the story will be about Students should be seated next to partners so they can share their ideas with each other. This process is repeated throughout the reading. When the end of the selection is near, stop and ask how students think itw ill end. LANGUAGE ARTS Topic: “Cats on the Run" Students dtecuss what this story may be about As reading begins, students discuss what might happen in the story.

SOCIAL STUDIES Topic: “Cats on the ftun” Students discuss what this story may be about As reading begins, students efceuss what might happen in the story. .

SCIENCE topic: Plants Students discuss what they know. Beading covers types of trees and flowers. Students discuss how to te8 the ‘ difference and ttMch ones they have seen, and they ' discuss what else might be covered in the text Prof. Judy C. Biurisra and Pro/. Merry Ruth M. Gutierrez

D evelo p m e n tal R e a d in g


Assessment Through teacher observation and discussion/determine accuracy of student predictions. Monitor the involvement of individual, . students during the paired retelling. Discussion can be used to determine students' level of comprehension by assessing their responses after reading. Encourage responses from students who appear off task. Students should correctly respond to 80% of the questions during a discussion. Change partners to increase accuracy if necessary. 5) Reciprocal Teaching This strategy allows students to begin to work together and to ‘ teach" each other as they take over the discussion. m Procedure Begin by dividing the class into small groups. Each group should then read and discuss a short section from the text After all the groups have completed this, bring the entire class together and discuss the information that was covered. Start by leading the discussion, then gradually decrease your input and allow student Input to increase. Encourage the participation of all students.

LANGUAGE ARTS

SOCIAL STUDIES

Topfc: Short Section of a Story AskHie following questions; Why did tie main character react as he or die did?What is&ie importance of the se&ing h tffe story?

Topic: Earth’s Human Geography Ask fte following questions Were do people Sve?Why do they migrate? Whatproblems wfll the growing population cause? • -

S C IE N C E _____________________ Goover types of matter, or ask, What is an ecoiystefn?

Prof. Jfudy C . Bautista and Prof. M

e rry

Ruth M. Gutierrez

■ » Assessment Use discussion, quizzes, and observation to determine if materi al is understood. Observation should Include monitoring the in volvement of Individual students and their responses. Discussion can be used to determine students' levels of comprehension by assessing their responses after reading. Encourage responses from students who appear off task. Students should correctly respond to 80% of the question during a discussion or given on a quiz. Encourage students to assist one another. 6) Think-Pair-Share/Think-Pair-Square This Is a partner or group activity that allows students to work together to check for comprehension. • Procedure After reading a story or section of text, students should think of things they already know, decide what the reading reminds them of,.and determine what might happen next Students then ‘Pair and Share* (two students) or ‘ Pair and Square' (four students) and discuss the things they have thought about.

LANGUAGEARTS

SOCIAL STUDIES

After covering a short story or selection, dscuss character, plot, motivation, setting, and resolutioh.

After covering SouthAmerica, discuss people, culture, religion, land, climate, and resources.

sciacE

________ MATH After readng a word problem

Aftercovering animal habitats, discuss what animals need to sutvive and how diferent animals adapt.

what information is given, and vtfiat mathematical function or formula is needed to solve the problem.

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D e v elo p m e n ta l R e a d in g

» Assessment Use discussion, quizzes, or tests during or following the activity. Discussion can be used to determine students' level of compre hension by assessing their responses after reading. Encourage responses from students who appear off task. Students should ' correctly respond to 80% of the questions during a discussion or given on a quiz or test.


D irections: Read and analyze each item and select the correct option that answers each question. Analyze the Hems using the first 5 items as your sample. Write only the letter of yourcholce in your answer sheet . 1. Mrs. Manuel believes in the power of environmental print to develop the pupils’' sight word recognition, print orientation, and even comprehension in a meaningful way. Which of the following materials is NOT an example of environmental print? A. Old boxes of powdered milk B. Chocolate bar wrappers This question is ail about the development of children's literacy through exposure to authentic print, which is referred here as environmental print. ChoiceA, B, and C, are all examples of authentic materials because they are made not for instructional pur poses but for real-life purposes. Since the question demands to Identify the non-exampie of environmental print it clearly Implies that choice D is the correct answer. 2. Ms. Custodio teaches preschool. She is preparing to employ a shared book expe rience activity for her kindergarteners. Which of the following materials should Ms. Custodio probably need? A. Flashcards C. Basal texts Big books 0. Word lists This question demands for the materials that the teacher should be using in a shared book experience activity. Choice A and choice D should be eliminated because the materials are dearly non-examples of books. Leaving B and C as the remaining options, one has to eliminate choice C because learners are assumed to have the same basal tads or textbooks- Choice B is the correct answer because big books ' are appropriate for sharing through read-atoud—something which characterizes a shared book experience activity.

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Prof. Judy C. Bautista and Prof. Merry Ruth M”. Gutierrez


3. Ms. Adona asks her pupil to point to the first word that should be read In the big book. Then, she asks the pupil to point to the last word to be read. Which of the following assessment measures does Ms. Adona employ in this situation? A. Assessment of Reading Comprehension Ji. Assessment of Spelling Ability ( c \ Concepts about Print Test IT Vocabulary Test This question asks for the assessment measure that the teacher clearly employs to her student. Choice A should be eliminated since reading comprehension measures the ability to answer questions through the information gleaned from the premises of the text with interaction to the existing schema of the reader. Choice B should also be eliminated because the assessment measure described does not state that the read er was made to spell words. Choice 0 should also be eliminated because the Ieamer was not made to define, or at least tell the meaning of the words that were pointed. Choice C is the correct answer because Concepts of Print Test measures the knowl edge of readers about reading directionality, upper- and lower-case letters, first and last words in sentences or paragraphs, and other conventions of printed texts, 4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words into sentences. She uses flashcards so the pupils can sound out syllables and words correctly. What reading model is reflected in Ms. Padilla's instruction? . ® ) Bottom-Up model C. Interactive model B. Top-Down model D. Schema model This question shows the theoretical bases of Ms. Padilla's reading instructional prac tices for teaching beginning reading. Choice B,.which is the top-down model, is obviously not the answer because the practice using this model starts with the teaching of whole texts rather than building on isolated parts. Choices C and 0, recognize the teaching practice of Ms. Padilla, however, the emphasis of these models focus on the use of relevant prior experiences, which are considered whole. Therefore, since the practice of Ms. Padilla isolates the teaching of beginning reading

Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez


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by having the smallest element of language and building itjnto bigger segments, the answer must be choice A.

5. Ms. Torres believes ttiat her pupils need direct sensory contact and physical ma nipulation in the dassroom'so that they learn easily and recall input effortlessly. What is the grade level of Ms. Torres’ class? C. Intermediate D. High School This is a.question on stages of reading development. Choices C and Dare obviously not the correct answers because students in the intermediate and high school levels generally use abstract thinking. Choice'B may be taught through concrete experi ences. Nevertheless, primary students already begin to grasp the alphabetic principle so that they could start learning the abstract symbols of the graphemes and the phonemes. The pupils under Ms.' Tomes' class obviously need concrete experiences through direct sensory contact sothat later on, they will use these experiences to recognize the formal aspects of thelanguage. Therefore, the correct answer is choiceA. 6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the language block. He provides varied reading experiences that involve children sitting quietly, silently reading library books or making a book based on their own experi ences. What theoretical model erf reading does Mr. Morauda show? A. 8ottom-Up model C. Interactive model © Top-Down model D. Schema model 7. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud to he class. Which of the following is the best post - reading activity . for the learners? A. ' Provide students with a guide for reader-text interactions. EL Have students write about itfrat they have read. (5? Give them comprehension questions. 0. Let them rest for a while. .

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8. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read aloud to his pupils, would provide time for free silent reading, recre'ational reading*and .would lend them magazines and newspapers. What factor in reading does Mr. German want to cultivate among his pupils? A. Emotional/social development B. Physical development Interestin reading' Intelligence 9. Mr. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for beginning reading instruction. What must he observe before he begins his lessons? The pupils are emotionally prepared for social interaction and competition. I The pupils have achieved unity their capabilities with their interests. The learners can respond to simple questions and instructions. D. The learners show desire to team in class. 10. Teacher Millicent knows well that the text or the print material is one factor that affects reading. So she tries to match the text with the ease or difficulty of stu dents’ comprehension based on the style of writing. What text factor does Teacher Millicent consider In the choice of reading materials for her class? A. Organization (£} Readability B. Format lT Content 11. Ms. MdraHos teaches her grade 6 class how to write a summary of an expository text. In her discussion, she explains what it is, models it through think aloud, and Informs her pupils when and how this skill learned in the classroom can be used even during their own free silent reading. She provides them with guided and inde pendent practice before she conducts an evaluation. What approach to teaching is reflected in Ms. Morales’ practice? Indirect Instruction C. Intrinsic Instruction E xiM Instruction 0. Independent Instruction (£ )l

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12. ReQuest is a strategy used to develop learners' ability in asking significant ques tions. llte teacher needs to model questioning skills and let the pupils practic§ 4% same until the learners are ready to use the skill automaticalMWhat is the best reason for teaching the learners this skill? I k S Learners become purposive when they set their own questions while reading, f r Teachers become confused by the questions asked by the teamens. C. Teachers find time to review the questions of the learners. 0. Learners feel important when they make questions. 13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's vocabulary development program. After going through all the books used by his fourth grade pupils, he Is still in the dark as to what words need to be included in his list Which of the following criteria should NOT be the basis of Mr. Gutierrez for word selection?^ (£ ) High frequency w ordsv'"^ C. High utility words B. Content area words D. Difficult words 14. Mr. Malaya is teaching a 3* year high school class in world history. The students need note taking, outlining, and study skills. If he wants to help the students team itese strategies, which of the following skills should he model to them first? VO Getting main idea B. Sequencing events C. Reciprocal teaching D. Rhetorical patterns of expository texts 15. Which of the following beliefs is consistent with the bottom-up perspective in reading? A. A reader could read a text when he/she uses his prior knowledge to make sense of the text B. A reader could read a text when he/she selects only the meaningful seg ments In the text C. A reader could read a text when he/she relates the text to other texts prevl• ouslyread. . . ( p \ A reader could read a text when he/she can translate the visual symbols to . —' their aural equivalent

Prof. Judy C. Bautista and P.rof. Merry Ruth M. Gutierrez

P r o fe s s io n a l E d u c a tio n .

16. Which of thg following reading skills or strategies utilizes a bottom-up procedure in dealing with unfamiliar words? • • C. Predicting outcomes D. iking contextual dues 1; -ead the WORD,-he/she must learn to read the WORLD first. What does this imply? • A. Students or readers must know the names of the letter first before they w i know what the word means. B. Readers must know the sounds of the letters first before they will know what the word means. ( y Words are only representations of the concepts that the child or reader knows before encountering the print. D. The text supples the readers with the necessary knowledge they need to make sense of the print. 18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informational text taken from a science textbook. Which of the tosowing ooes me teacher want to develop in the reader? A. Print skill Formal schemata B. Content schemata • D. Vocabulary knowledge 19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un derstand a given expository texl Which of the following organizational structures might be the one used in the exposition of the text's information? Enumeration-description A. Cause and effect B. Comparison and contrast Sequential or chronological 20. Which of the following Is theBESI reason gresston is a good metacognitive reading technique?^ A. Headers useTfto search for keywords in a text. B. Readers use it to read a passage all over again. ■ & Readers use it to highlight important lines In the text for retrieval purposes. $ Readers use it to monitor comprehension when the text seems not to make sense.

Prof. Judy C. Bautista and Prof. Merry Rath M. Gurierrex

D evelopm ental- R e a d in g

21. Edward is reading a book and he neec$ to know the meaning of the word ‘ obliter ate.* However, the passage doesrot give enough clues for him to figure out what the word means. He decided to use his pocket dictionary so he would know what the word means. Which of the following strategies should he use so that he would •know the meaning of the unfamiliar vyord?. * Seaming Close reading B. Skimming U vD. Careful slow reading 22. Ms. Sigua entered the classroom and posted images that she has taken from the story she is about to tell the students. Before she started telling the story to the class, she grouped the students and asked them to make a story out of the pic tures posted on the board. Which of the following approaches reflects the practice of the teacher? A. Explicit Phonics C. Embedded Phonics B. Basal Approach $ Language Experience Approach 23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat, and bat What approach Is descrbed in this situation? A. Whole-language approach B. Language experience approach C. Literature-based approach Phonics approach 24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of the following reasons DOES NOTjustify such activity? A. Setting a purpose for reading B. Activating prior knowledge (W Confirming, revising or rejecting an earlier assumption about a topic D. Sharing assumptions related to the topic of the text to be read

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25. Mr. Lilang wants to develop creative thinkinnJn his students even before he asks his students to silently read the short story for the day's reading lesson. Which of the following activities should he provide the students so he could achieve his aim? Unlocking of'vocabulary words by finding their meaning in the dictionary ■Asking the students to write story impressions out of the posted pictures of scenes taken from Ihe story to be read C. Pronouncing five unfamiliar vocabulary words that will be encountered in the story D. Asking the students to list down certain experiences they had, which may be related to the main character in the story to be read

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PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the Items below. Write only the letter of the best answer. . 1. Which of the following results of an IRI graded reading passages is used to predict a learner's functional reading level? A. Scores in a series of spelling tests B. Number of words correctly pronounced per minute Percentage of oral reading miscues and sight word recognition scores Percentage of oral reading miscues and percentage of correct answers to comprehension questions. Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short stories ter children. Which of the following lessons does she want the students to better understand? Author's use of figurative language Author's point of view C. Use of text structure D. Tone and mood 3. Mr. Salvador notices that his student, Robert, cannot decode sight words that are supposed to be easy for students of his age. Which of the following activities, then, should Mr. Salvador provide for Robert? A. Constructing mental maps and graphic organizers B. Answering comprehension questions using OAR P Phonemic awareness activities Dl Spelling drills and games 4. be ready for abstract reading. Wiat does this imply? A. Learners on this stage are able to grasp Informational texts. Learners on this level can construct multiple hypotheses. Readers on this stage can manipulate objects andideas mentally. <1 D. Readers on this level judge affectively and personally than by using standanj. ■

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‘i n *

i.

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Prof. Judy C. Bautista and Prof. M»rry Ruth M. Gutierrez

professional Education

5. Al the three reading theories recognize the role of the reader and the text In the comprehension process. However, only the interactive model accounts for the role • of the reading situation in the meaning-making process. What factor does the interactive model consider in the reading process? - A.- Outcome (§} Context B. Task D. Purpose ' 6. The four-Pronged Approach upholds the holistic and balanced instruction in begin ning reading. Which of the following principles characterizes Ihe mostimportant characteristic of this approach? A. The inclusion of critical thinking skills after reading The development of genuine love for reading C. The integration of whole language, literature, and explicit instruction D. The heavy emphasis on grammar and oral language development 7. The reader's prior knowledge plays a vital role In negotiating meaning and trans action with the text To enhance the schemata of the learners, Teacher Arabella exposes her grade 2 pupils to the pragmatic ‘fff? n* in their day to day life experiences so that they develop1rich vocabulary. What belief does the teacher . n fv J L n A M ; f iifestjn this situation? Wort meanings aid textual understanding f Word pronunciation builds comprehension. C. Word knowledge is learned best In isolation. D. Word familiarity is gained In the classroom. 8. in one Grade 6 reading class in public school, Teacher Samantha conducts a regular 10 mimjte silent reading of an expository text in. Science. What is the best silent reading activity that Teacher Samantha can give her students? .A. Invite resource person to discuss the content of the material. ($ Prepare reacfing road maps to guide reader-text interactions. C. Instruct them to write reflection journals on thei’r notebook. D. Check understanding by asking post-reading questions.

Prof. JudyC. Bautista and I’ rof. Merry Ruth M. G utierrez


. 9. • Mr. Siruet is a Science Teacher in llocos. He strongly believes that devoting 1(M 5 minutes for real-time reading in the classroom aid guiding the pupils' interaction with Science materials before-or after doing an activity is better than just assigning them to read at home and make sense of the text on their own. What could be the best explanation for Mr. Siruet's reading practice? A. Science is.one subject that calls for inquiry and discovery. B. Science class does not require actual reading time In class. J1 Time can be spent in more meaningful hands-on activities UX Experience with print enriches vocabulary and understanding of Science concepts. 10.Teacher Jeremiah Is planning an integration lesson using Social Studies text for his Grade 5 English class. Which of the following is the best thing to do to activate his pupils' background knowledge? A. Ask several critical questions. B. Make the pupils prepare an outline. C. Unlock difficult words by using the dictionary ($ ) Present advance organizer of the topic. 11/Ms. Yelena handles Grade 4 classes In Makabayan. Before conducting any discussion, she makes sure that her pupils have read the text by allotting 7-10 minutes of silent reading In the classroom. Which of the following should NOT be done by Ms. Yelena durlng the silent reading activity? A. Insert questions in selected parts of the text as guide. B. Make students fil in the blanks of the structured overview. C. Let students ffll in the L column of the KWL chart. Leave students to do what they want in reading silently by themselves. 12. te a post-reading activity in any content-area reading class, which of the following should be avoided by tie teacher? A. Have studeife talk about what they read C. Have students prepare make up test on their reading. 0. Go back to the Anticipation Guide for some correction.

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13. Reading In the content area aims to help students make sense of the text and negotiate meaning as readers actively interact with the text. Which of the following activities will best achieve tflis goal? A. Have the reading of toe text be done at home. B. Make them reed silently. Allow students to ask questions. . Practice oral reading for fluency. 14. A student asked the teacher to ten him the meaning of the word "disestablishmentarianism", which is found in the text that the student read. Instead of explicitly stating the meaning of the word, the teacher asked the student to segment the word and look for its base word, prefix, and suffixes so that they may construct the meaning of the word through these word parts. Which of the following vocabulary strategy did the teacher use to help Vie students arrive at the meaning of the unfamiliar word? A- Semantic feature analysis (q Structural analysis B. Semantic mapping D. Context dues 15. Ronald is about to buy a book. After taking a book from 8% display shelf, he looked at the title, opened it and looked at the table of contents, then the summary found at the back cover. He realized that what he took from the shelf is not what he needs. Which of the following strategies do you think did Ronald do to decide why he does not need It? A. Seaming C. Close reading Skimming D. Carey slow reading 16. WNch of the following words BESTlends itself to the teaching of structural analysis as a strategy to unlock the meaning of an unfamiliar word? A. Special Happiness B. Preschool m S Undesirable 17. Belinda is having a difficulty comprehending me novel, "Ftorante at Laura,’ be cause Iheauftor's narration seems to.be afferent than the actual r^srTifRwwits that have happened In the story. Which strategy should the teacher, model to Be linda so.she would be abte to understand the text? MaWog a Venn diagram C. Rereading the text Constructing a timeline * D. listing the events t M f PNU LET Reviewer

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18.'Which of the following activities BEST develops creative reading? ' k Sounding out wnfe while reading © Giving an alternative ending for a story read C. Looking at the author's biography D. Rejecting the premises of the author ( 19. Which of the following activities should be the last option for a metacognitive reader if he does not make sense,of the expository text he is reading? Sounding out each word while reading the text Br Questioning a detail that seems confusing C. Rereading a part that suggest multiple meanings 0. Constructing a graphic organizer for the text 20. Mr. Javier has just ended the silent reading activity he provided for his students and he deems it necessary to discuss the story. If he wants to model critical reading to his students, which question should he likely ask himself? A. Who are the characters in the story? Why did the main character end up not to be successful? Would it be unfair to dose a fairy tale with a sad ending after the princess meets the prince? Why? If I were to write another,beginning of this selection, how would I start this story? 21; Mrs. Corazon wants her students to. respond creatively, to the story they have just read in class. Which of the following activities should be provided for the students so that she could achieve her aim? Writing a summary of the story read Writing a letter to a character In the story Listing down the events that happenedin the story 0. Answering comprehension questions about the story 22. Which of the following activities js NOT appropriate In helping readers develop organizational comprehension.of expositoiy texts? A. Outlining B. Creating and using graphic organizers (6 } Unlocking vocabulary words through context ' a Identifying the topic, main idea, and supporting details

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Prof. Judy C. Bautista and Prof. Merry Rurh M. Gutierrez


23. When Brylte read the sentence, .“The. bankruptcy made a run on the ban£“ he thought that bankruptcy literally ran on the bank. What explains this phenomenon? A. The reader lacks auditory perception. B. .The reader lacks sight word recognition. L The reader has inadequate proficiency In listening and speaking, p ) There is a mismatch between the reader and.writer's field of experiences. 24. Ms. Jazmln prepared controversial statements, which are taken from the social studies text that she is about to teach to her students. After this, when she met her class, she made them agree or disagree to the statements and made them ejqalain their reasons before they finaHyread the text. What does the teacher clearly demonstrate In this situation? A. Reading through elaboration strategies jk Reading through organizational strategies (p I Reading through preparational strategies D. Reading through metacognftlve strategies 25. Mr. Manantan's assessment of his students dearly reveals that they lack proficiency in identifying the structure of cSfferent types of expositor texts and they have a difficulty plotting the details of these texts when asked to convert the Ideas into

C. The use of preparational strategies D. The use of metacognldw strategies

0

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Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez

Educational T e c h n o lo g y 1 & 2


PART I - CONTENT UPDATE Educational Technofogy

Educational

a field dedicated to the theory and practice of design, development, utilization, management and evaluation of process and resources for learning {Association (or Educational Communicationsand Technology.

Development Instructional System Design (ISO) Instructional Prepared by: Prof. Marilou M. Ubina and Prof. John P. Natividad

Print Technologies Audio Technologies Still Visuals . Audio - visual Technologies ICTs Electronic Technologies

Learner Characteristic

Competency: Evaluation

Choose appropriate principles in the preparation and utilization of the conventional and non-conventional technology tools as well as traditional and alternative teaching strategies . ■ • 104

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Utilization

Problem analysis Measurement Formative Evaluation Summatfve Evaluation

Media Utilization Implementation Institutionalization

Management Project Management Resources Management Management of Delivery Systems * Diffusion of Innovation Prof. Marilou M. Uhiiia and Prof. John P. Natividad


Ed ucational T ech n o lo gy 1 & 2

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on? which teachers and trainers can use to design fcnd-develop the most appro priate learning environment. This was constructed by Robert Heinich, Michael Mdenda of Indiana University and James 0. Russell of Perdue University. Analyze. Learners

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gtate Objectives § elect Media and Materials ytflize Media and Materials

Evaluate and Revise

Principles In the Selection. Development, and Utilization of Educational Technologies Principle

Purpose

Description/M eaning

I They must be focused on helping learners to motivate them in the j teaming process._______________________ • [They should be appropriate to the level intended in terms of:

Split-Attentton . Words should be presented as auditory narration rattier than as visual on-screen text, . Principle Audio-visual aid must be useful to a particular teacher as s/he worthsfor a particular group of learners.They must helpthe teach Usefulness/Utility er to deliver the subject matter in a better way as well as helping the learners to learn the subject matter. Communication They must relay information clearly and effectively. Effectiveness They should catch the interest of the users, stimulate curiosity or Interest satisfy the need to know and encourage creativity and imaginative response among users. The cost per student of media presentation diminishes as the Cost Effectiveness number of students using it increases. Presentation They must be presented at the right time and at the right way. They must be handy for the teachers and students to handlethem Portability (Handy) wed. Correct facts or information must be in the materials for a better Correctness. learning process. They must be simple but inspiring for the learners and should not Simplicity confuse them. TTtey must be simple but show creativity. The purpose of evaluating the technology is needed for further Assessment revisions and improvements.

Appropriateness

j 1. vocabulary level 3. methods of development i 2. difficulty of concepts 4. Interest i They must contain purposive activities. Meaningfulness j They must contribute to the growth & development of learners. iThey should encompass allround development of varying group ; of learners. • --------- iThey must be responsive to the needs and demands of the responsiveness Authenticity j They must present accurate up to date dependable information. Spatial Contiguity i Corresponding words and pictures must be presented near rather I than far from each other. IPNU LET'Revlewer

FACTORS AFFECTING THE SELECTION OF EDUCATIONAL TECHNOLOGIES

1. Human Factors 1.1. Learner factors - refers to Ieamer differences that can influence media ■ choice. * a) Individual differences Research suggests that learners differ in: ■ - their preference for learning: by observing (visual learners) or listening (aural learners) • ’ Prof. Marilou M. Ukina and Prof . John P. Naiividad


Technology Integration • . ' • It is the process of determining where and how technology fits into teaching and learning. Roblyer (1997) cited in W ilia m s, M ichael D. (2000). Integrating Technology into Teaching and Learnin g, "

Five Domains of Educational Technology DOMAINS DESCRIPTION Design It is the planning phase of educational technology. Development It is the process of producing learning materials from a detailed plan (design). It is the actual use of knowledge and the skills and usually includes the Utilization practical application of information or procedures on a regular basis. It is the action phase. It is a dynamic process which allows people to obtain and judge the Evaluation worth of data about how students learn specific content information under varying instructional condition. It is the linchpin which binds all the domains of educational technology Management together.

DESIGN, DEVELOPMENT AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES Instructional Design Models 1. ADDIE Model The'AODIE-model is a systematic instructional design model consisting of five (toes: (i) Analysis, (2) Design, (3) Development (4) Implementation, and (5) Evaluation.

E d u catio n al T ech n o lo gy 1 & 2

The five phases of ADDfE are as follows: Analysis ~

.,

• /7r@-eL

d fc & - J7 U

During analysis, the designer identifies the learning problem, the goals and objectives, the audience's needs, existing knowledge! and any other relevant characteristics. Analysis also considers the learning environment, any con straints, the delivery options, and the timeline for the project. Design It is systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, the look and feel, graphic design, user-interface and content are determined here. Development The actual creation (production) of the content and learning materials based on the Design phase. Implementation During implementation, the plan is put into action and a procedure for training the learner and teacher Is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated. £ valuation This phase consists of (1j formative and (2) summative evaluation. Formative evaluation involves gathering information during the early stages of the design process with the focus on M in g out whether efforts are relating as planned, uncovering any obstacle, barriers or unexpected opportunities that may have emerged, and identifying mid-project adjustments and corrections which can help insure the success of the project. Summative evaluation is the process of . collecting data following implementation of the project in order to determine its • effectiveness and satisfy the instructional objectives. 2. The ASSURE Model '

Prof. Mariiou M. Ubina and Prof. John P. Nacividad

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The ASSURE model is an Instructional Systems Design (ISO) process that was modified to be used by teachers In the regular classroom. The ISP process is. PNU LET Reviewer

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- their perception of a given message: a factor's/ past experience, and often a cultural difference exists - their understanding of the conventions used by various media: lan guage & technical drawings used b) Attention span u Factorsthat affect howlong a learner can attend to one type of task are ’ age, interests learners'motivation c) Number of Learners Select media that are well suited to the group size you have or, if this is difficult, modify the group or structure to media you have. d) Physical disabilities of learners (poor vision, hearing, dyslexia, color blindness, etc). 1.2. Teacher factors - refer to those factors that affect the success of media implementation. 2. Instructional Method The method of instruction dictates or limits our choice of presentation media. Is it self- regulated learning method or lecture/expository? 3. Practical Constraints Administrative and economic constraints both limit the choice of methods and media 1) Objectives 3) Time 2) Availability 4) Resources

Contributions of Educational Technology to Education • increases students’ motivation, self-esteem, self-confidence and academic achievement • SuppSes stimulating environments that encourage student involvement in the learning process • Promotes higher -level thinking'skills and student-centered ’instruction • Offers students diversity, self-paced learning, and opportunities for individual growth and self expression ■ Provides stujlents with unique opportunities to apply skiffs and talents and to interact witt) others in non-threatening environments ■ Ganges teacher's gnd student's. role into positive directions Prot MariJou M. Ubifia and'Prof. John P. Nacividad

• • • • •

Inspires students and teachers by making learning exciting and interesting Fosters the development of leadership abilities and teamwork Supports hew Instructional approaches: cooperative learning, inquiry approach, problem-based leaning, project-based learning and multiple intelligences Provides unique opportunities for students to practice, demonstrate and critique communication skills • Supplies information through multisensory delivery channels, allowing students with various learning styles to assimlate and apply knowledge • Expands classroom "waits’ and links students and teachers in national and interna tional exchanges

INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES Selection I

Types

Advantages

L im ita tio n s

Printed ■ Readbg levelo f learn materials are readBy ers. ManyStudents are nonreaders or. avaDabfeIn arangeof topics andformats. proof readers. ■ fltaa&b. Pitted materi ■ Memorization. Some 1. Text/Print critics saytextbooks als maybe used in any Hnli/nrl--- J---------- 1 promote memorization rqumu environm ent (I.e.. books, They are portable. perlodcals, rather than higher 1KWH ___1 it-l-IJ— -I.UImodules,etc) ■ ftawmfcatText uHfMf)Q 8KBIS. ■ Passive. Others canbe used again andagain by many contend that text promotes solitary students. I ----- «--- ..H ill. IL 1 learning ratner tnan cooperative group processes. • ReaSstic format. ' • S1&. Some visuals are Visuals provide a simply too small to 2. SUIT. representation of vertjal use with a large group Visuals t^rinrirtf r ffnormaoon. and enlarging can be expensive. . •

U tiliza tio n

• Direct student reeding with objectives and/or questions. • Emphasize the useofvtsuals with text-based materials. • Checkthe teacher’s guide for addtknalmaterials andactivities. • Supplementtext rtth other media. • Usesimple mate rials’that everyone can see. ■ ’

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• Readily available and inexpensive. Visuals arp readily available in books, magazines, 2.1. newspaper,catalogs, PrintedVisuals and calendars. (i.e. Pictures, graphic orga nizers, etc.)'

■ Provide written • Tmdkmnônat. or verbal cues Visualslack the ‘ to highlight three-dknenskxia^. of the realobjector importantaspects scene. of visuals. ■ Lack of motion. Visors • Useonevisual at are static and cannot a time except for 'comparison. show motion. • Holdvisuals steady.

■ Multipurpose. Bothstu- • Commmpboe.In • Checkthe visiMdents andteachers can structors often neglect Ryof the board to give display boards use display boards for from several positions around a variety of purposes. the attention and re • Colorful. Displayboards spect they deserveas the room. 2.2. provide color and add Instructional devices. • Decide in advance interest to classrooms • Notportable. MoA Displayed howyoufrian to Visuals or hallways. display boards are not use theboard. (!.e. chalk • Participation. Students • Print using movable. can benefit from board, bulletin upper-and lower board, etc.) designing and using case,not al caps in script. display,boards ■ Faceyouraudenceidonottakto theboardw»i your backtotheclass. ■ Instructorcontrol. ■ Focustheimage 2.3. ■ Instnictor depenProjected The presenter can so it fife the d o it. Theoverhead manipulateprojected Visuals projectorcannot be screen. materials on the OHP (I.e. Overhead programmedto display • Turn off lights wer the screen if projector/ byapplying different information byItself. techniques (e.g. silhou The overhead system ovemaad possible. • Standfacing your ette & overlay), pointing franspa-rendoes not lend itself to Important items, Independent study.The class. desLCO/ covering part DLP, opaque projection system projector.etc.)

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'* of the message and revealing information progressively. ■ Versatility. • The overtead projector • can beused in normal room lighting. • Opaque projector allows instantaneous projection of 2 or 3-dimensional objects. • Less abstract and more concrete. Real objects and modelsprovide hands-on learning experiences and emphasize real-world applications. • ReadilyAvailable. Materials are readily 3. Real Objects available in the environand Models - ment, aroundschool, and in the home. • A ttract students' attention. Students respondpositively to both real objects and their models.

4. Audio Technologies

Studentand teacher preparation. Students and teachers can record their own tapes easily and economical ly; they erase and

is designed forlargegroup presentation. * Prepamtion required. Printed materials and other non-transpar ent Items, such as magazine Mustratfcns, cannotbe projected . immediately but must first be madeinto transparencies. • Storage. Largeobjects can posespecial problems. Caring for . living materialssuch . as plants and animals can take a lot of lime. • Possible damage. Materials areoften complexand fragile. Parts maybe lost or broken.

'• Useappropriate pacing. •/Direct students' attention to the important parts of theOHT. • Summarize frequently.

■ Familiarize yourself with the object and model. • Makesure objects are large enough to be seen. • Indicate actual size, shape, and color of objects represented by models. • Avoid passing single object arounddass.lt can be distracting and students may play with it while you are trying to moveon in the lesson. Fixed Sequence. • Make surethat aU Audiotapes % the students involved sequenceof a presen can hear and that tation, eyen though it other students Is possibleto rewind or aren't distracted.' | advance the tape to

Prof. Marilou M. Ubin.i a/ul Prcif. Joh n P. Natividad

P ro fe ssio n al Education

reusathemwhen adesired portion. materials become outdated or nolonger useful. • Pacing. Presenting • Usea handout • Moststu dents andteachershave Information at the or worksheetto* maximize learning been using audiocas appropriate pace,can sette recorders. be difficult for stu from audiomedia. 4.1. • Verbal Message. dents with a rangeof • Usea follow-up Audio cassette Students who cannot skills andbackground activity after each tapes/recordread can learn from audio lesson. experiences. ere/players audio media. • Accidentalerasure. • Stim ulating. M bo Just asaudiotapes can bequicldy media can provide a and easily erased stimulating alternative to readingand flstenlng to w4wnnolonger the teacher. needed,theycanbe accidentallyerased whenthey should be saved. ■ Locating selections. ■ LMtedreconSng capability. Students Studentsand teachers can quickly locate andteacherscannot selection of CDsand produce their own CDsascheaplyand can programmachines 4.2. to play any desired easilyasthey canin CO sequence. cassettes. • Resistance to damage. Stains can bewashed off andordhary scratchesdo not affect playback. 5. Audio-Visuals AfeJfcn. MovingImage • Fixedpace. Videotape • Checklighting, can effectively represent MotionPic programs run at a seating and tures Meda procedures In which volume control ftodpace. (Television, to be sure that motion Is essential. Scheduling. TeaChersVideo& Film) everyone can Reat-Ue. Video allows normallymustorder Prof, MariJou M. Ubina and Prof. John P. Narividad

E d u c a tio n a l T e c h n o lo g y 1 & 2

*

■

videos well In •learjers to observe seeand hear the phenomena that might advanceof their presentation. ■intended use.be dangerous to view ■ Getstudents • Misinterpretation. directly. mentally prepared Documentaries and ■ Repetition. Videoatows by briefly re dramatizations often repeated\tewfng of viewing previous present complex a performancefor related study and emulation. cr sophisticated treat evoking questions ments an issue. abouttoday's topic. • Ust onthe chaHioaid the main points to be covered In the presentation. ■ Supportthe presentation with meaningful fblJow-upactivities. ■ OetirNohredin the program.

Ten Commandments in Creating Learning/Presentation Materials • • • • • • • • • ■

Don’t overcrowd. Be consistent in format, layout and conventions. Use appropriate typefaces and point uses. Use bold and italics for emphasis, but don’t overuse them. Use titles, headings, and subheadings to clarify and guide. . Use numbers to direct through sequences. ' Use graphics and Illustrations to reinforce ideas. Use symbols and Icons as Identifying markers. Use color/audio/music to stimulate but not to overpower, the senses. Produce the materials with technical excellence - good quality, good audio, clear, etc. * # • PNU L E T Reviewer U S D


Educational T ec h n o lo g y 1 & 2

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE) NATIONAL EDUCATIONALTECHNOLOGY STANDARDS FOR ADMINISTRATORS, TEACHERSAND STUDENTS * |

No.

Administrators

Teachers

Leadership and ' Engage in Professional 1 Vision Growth and Leadership Facilitate and Inspire Learning and II Student Learning and Teaching Creativity Productivity and Model Digital-Age Work III Professional and Learning Practice . Support, iv Management and Operations Design and Develop Assessment and V Digital-Age Learning Expe Evaluation riences and Assessments Promote and Model Digital Social, Legal VI Citizenship and Respon and Ethical Issues sibility

Students

Technology Operations and Concepts Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship

Standards and curriculum support’-Technology and content- area standards are designed to support each other. . . • Requiredpolicies - Policies are in place to ensure legal/ethical use, safe, Internet use, and equity. Access to hardware, software and other resources -There is adequate funding, purchasing procedures are organized and effective, and procedures are in place to set up and maintain technology resources. Trained personnel - Staff development that includes hands-on, integration emphasis, training over time; modeling, mentoring and coaching; and post training-access to technology resources. Technicalassistance - Continuing support for diagnostic and maintenance problems for teachers' .and students’ computers. Appropriate teaching and assessment approaches - Teaching strategies that are matched to needs and assessment strategies that are matched to the type of learning being measured.

INTEGRATION OF INFORMATIONAND COMMUNICATIONS TECHNOLOGIES (ICTS) INTO TEACHINGAND LEARNING

Integration of Computers to Support Teaching and Learning Types

Essential Conditions for Technology Integration in the Classroom For technology to have the desired impact on improved teaching and learning, several conditions must be in place: Shared vision for technology integration -This requires coordinated school and district planning with teachers and other personnel at ali levels, budget ing yearly amounts for technology purchases with incremental funding, emphasizing teacher training, matching technology to curriculum needs,. . and keeping current and building in flexibility.

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Scle:; ion Advantages

• Better learning and retention nffmuiuuuHa • Effectiveness across (CD ROM, learning domains Videodiscs, • Realism etc),Comr Address different puterand learning styles and internet differences • Interactivity .

Lim itations

Utilization

• Equipment • Use a display requirement technology that is • Startup costs . appropriate forflie • Complexity and number of students. lack of standard • Install and test all ization software in advance • Compatibility of the presentation. • Limited intelli • Run the software gence and skills from the hard

Prof. Marilou M. Ubiiiaand Prof. John P. Nacividad

E d u c a t io n a l T e c h n o lo g y I Sc 1


Categories of Computer-Assisted Instruction (CAll.Jhelr (Jses and Features •

• Motivation • Individualization ■ Consistency •' Learner control ■ High speed person alized responses to learner actions • Exchange of information and collaboration 1 Realism through color, music and animated graphics

•

•

•

*

' ■

•

drive so that the computer program will respond more quickly. Introduce your presentation. Encourage student participation through question ing and having students decide on next steps. Direct students' on line explorations of meticulous aspects of the curriculum. Use appropriate pacing.

Instructional Rotes of Computer 1. Role of Computer as a Teacher Computer is used to present Instructions directly to students. Such use is usually termed Computer-Assisted Instruction (CAI). Computer-based in struction (CBI), computer- assisted learning (CAL). CAI is also termed as instructional software.

I Categories

Use/Purpose

• Memorize and recall information Drill and Practice ■ Increase proficiency in a newly learned skill or refresh an existingone. Tutorial

■ Assume the primary instruc tional role of teacher or tutor.

Simulation

• Represent or model a real system, situation, or phenom enon.

Instructional • Add an element of fun in CAI. Game • Promote students' higher-order thinking skills, such as Problem Solving logic, reasoning, pattern rec ognition, and strategies.

Features

• Interactivity • Immediate feedback • Infinite practice ■ Variable level of difficulty ■ Motivation • Embedded question ■ Branching ■ Dynamic presentation ■ Recordkeeping • Control of multiple variables - Dynamic presentation • Time control • Effects of chance ■ Motivation. • Game structure • Sensory appeal ■ Focus on specific problems types • Quantity • Variety

2. RoJes of Computer as a Tool 2.1. Informative Tools are applications which provide vast amounts of infor mation in various formats (e.g., text, sound graphics or video, Multimedia encyclopedia^. 2.2. Communicative Tools are systems which enable easy communication be tween the teacher and the students or among students beyond physical barrier of the classroom, (e.g., email, electronic bulletin boards, chat, teleconferencing and electronic whiteboards.) . • PNU L E T Reviewer-

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‘ Two categories of Communicative Tools 2.21. Synchronous (ag., chat or videoconferencing) enables real time (that is, simultaneous).communication. 2.2.2. Asynchronous (e.g, email and electronic bulletin boards), on the other hand, are messaging systems in which the exchange of information between people is not 'live*, but is somehow delayed. 2.3. Productivity/Constructive Tools are general-purpose tools that can be used for manipulating information, constructing one's own knowledge or visualizing one's understanding. Common examples of productivity tools are shown below.

■ prepare letters, memos, reports, flyers, rubrics, lesson plans, forms, newsletters sheets, posters, study guides, Word processing class notes • help students prepare stories, essays, group reports • use In language exercises (writing and outlining skills) • create class lectures support that features text, audio Presentation software and visual elements with special effects • create student worksheets to accompany class lectures ■ provide students with method for tracking and analyzing Spreadsheets data and creating charts for it ■ demonstrate what-If analyses visually • organize and provide easy access to lists of academic resources Databases • provide support for students tracking data • prepare teacher resource inventories, personalized letters, Desktop publishing ■ create newsletter, brochure, flyers, posters, books . software • create test item banks, Test generator/test • generate various versions of tests item banks • administer test online

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' Image processing tools • Used to illustrate documents, web pages Video development / Create * deo tom ents tools 2.4.

Situating Tools are systems whicPi situate users in an environment where they may 'experience' the context and happenings, (e.g., Simulations, Vir tual Reality). A flight simulation program is an example of a situating Tool because it places the user in a simulated flying environment.

INTEGRATION OFTHE INTERNET AND DISTANCE EDUCATION TOSUPPORTTEACHING AND LEARNING Internet - consists of thousands of connected computer netwod
Example__________Classroom Applications

Support asynchronous communication of Individual learners; exchange ideas; and 1. Communication . to team from each other in two or more • Interlocations using emails personal Allow synchronouscommunication of two exchanges . Instant Messaging users on the Internet by typing messages (IM) . back and forth to one another In real time. ■ Prof. M arilou M. U bina and Prof. John P. Nacividad

E d u c a t io n a l T e c h n o l o g y 1 & 2


Allow synchronous communication of • two or many people on the Internet at the same time'. Using Bits activity structure, two or more classrooms (located anywhere in the world) can study a common topic togeth Global classroom er, sharing what they are learning about the topic during a previously specified time period. Email, newsgroups, and electronic Electronic appear- boards can also ‘host* special guests ances (e.g. authors, musicians, etc.) with whom students can correspond, internet-connected subject matter , specialists from universities, government, Electronic men business or other schools can serve as electronic mentors to students wanting toring to explore specific topics of study in mi interactive format on an on-going basis Information exchanges (favorite quotes, Provide thematically-related information student-written exchange of students’ andteacherV collections around the globe book reviews, school safety rules, etc.) elaborate to electronically publish a Electronic pub- ‘ common document (e.g. newsletter, lishing electronic journal, etc.) Information . In this type of online activity, students searches (e.g. are provided with clues and must use puzzle, game, reference, sources (either electronic or treasure hunt, etc.) paper-basedTto solve problems Chat

Infor mation collection

Problem solving projects

Prof. M arilou M . U bin a and Prof. John P. Nacividad

* «• Popular way for teaching students how Scavenger Hunts to find and use information resources available on the internet, inquiry-oriented activities in which some or'all of the information used by learners is drawn from the Web. This approach was developed by Bemie Dodge and Tom WebQuests March at San Diego University, and it has become one of the most 2. Information popular ways of using the Web in Retrieval/ Education. Direct instrucProvide educational software, commercial “demos" which you can take to your on instructional school’s computer laboratory software Instructional software sites (driil and practice Find software which is designed to teach some contentor topic and not just to give sites, tutorials sites, simulaticin information. sites, storybooks and soon.) Locate lesson plans and other teaching Teacher Sites ideas. 3. General r . Increase awareness and access to museSources Museums and umcoiiections and to see exhibits online virtual sites without actually being physically there.

Distance Education Distance education refers to an organized instructional program in which teacher and learners are. physically separated. Distance education Is also referred to as e-leaming, online education and webor computer-based training; this learning metfxJd is distinctively intended to be done remotely (not in a classroom) via PNU L E T Reviewer

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virtual means, (http://wmt.ehow.com/facts_4870122_defmitionrdstance-e6u- _ cation.html) ' ■ Synchronous distance education refers to situations where teacher and students meet a t the same time but in different places, as in live video broadcast or an audio teleconference. . ■ Asynchronous distance education refers to circumstances where both time and place are different. ■ Hybrid Courses are courses that combine the elements of face-to-face teaching and leaning with elements of distance education.

Some of the Most Important Benefits of Internet and Other Distance Resources • Easy and rapid communication • Access to expert resources and information not locally available • Access to up-to-date information • Easy sharing of information and products • Support for a cooperative group work Support for teaming information and visual literacy How is Distance Education delivered? A wide range of technological options are available to the distance educator. They fall into four major categories: Category

Voice

Video

D3ta

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Varieties of Computer applications for distance education are: . .. . Computer-assisted instruction (CAI) - uses the computer as a - self-contained teaching-machine to present individual lessons. Computer-managed instruction (CMI) - uses the computer to organize instruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI. Computer-mediated education (CME) - describes computer applications that facilitate the delivery of instruction. Examples include electronic mail, fax, real-time computer conferencing, and World-Wide Web applications. Computer-based multimedia (CBM) - HyperCard, hypermedia, and a still-developing generation of powerful, sophisticated, and flexible computing tools have gained the attention of distance ed ucators in recent years. The goal of computer-based multimedia Is to Integrate various voice, video, and computer technologies into a single, easily accessible delivery system. It is a foundational element of distance education programs and the basis from vyhich all other delivery systems have evolved. Various print formats are available including: modules, textbooks, workbooks, study guide, course syllabi, and case studies.

Description

Instructional audio tools include the interactive technologies of telephone, audioconferencing, and short-wave radio. Passive (i.e., one-way) audio tools include tapes and radio. Instructional video tools include stiH images such as slides, pre-produced moving images (e.g., film, videotape), and real-time moving images com bined with audioconferencing (one-way or two-way video with two-way audio). The term ‘date" is used to describe the broad category of instructional com puter tools which are used to send and receive information electronically.

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DISTANCE EDUCATION TECHNOLOGIES FORMATS OF PRINT-BASED DISTANCE EDUCATION TECHNOLOGIES Format

Textbooks

Study guides

Description

As in traditionally delivered courses, textbooks are the basis and pri mary source of contentfor the majority of distance-delivered courses Typically, distance educators use study.guides to reinforce points made during class and through the use of other delivery systems. They will often include exercises, related readings and additional resources available to the student. Prof. Marilou M, Uhina and Prof. John P. Naiividad

E d u catio n a l T e c h n o lo g y ! & 2


In a distance education, context workbooks are often used to provide course content in an interactive manner. A typical forrtiat might con tain an overview, the content to.be covered, one or more exercises or case studies to elaborate the points being made, and a quiz or test Workbooks (with answer key) for self-assessment, in addition, there is typically some form of feedback, remediafion, branching, loop to recycle, through the Instructions, as needed. A comprehensive and well-planned course syllabus is the founda tion of many distance-delivered courses. It provides course goals and objectives, performance expectations, descriptions of assignments, Course syllabus related readings (often by session), grading criteria, and a day-byday overview of the material to be covered. The syllabus must be as complete as possible in order to guide the students through the course in the absence of daily contact with the instructor. If written imaginatively, case studies are an extremely effective in structional tool. In fact, case studies are often designed around the limitations of print and intended to spark the students' imaginations Case studies as they place themselves in the particular case under consideration. Many case studies present a content-based scenario. They raise Questions, pose alternative solutions, and then branch students to . different sections of the text. VIDEO- BASED DISTANCE EDUCATION TECHNOLOGIES Technology

D escription

Broadcast video, like radio, is a synchronous technology that One-way. video involves transmission of both audio and video information to a mass audience.

Examples

Educational programming on the public television instructional courses offered via local cable companies I ■ * ■

Prof. Marilou M. O'biriii and Prof.John P. Nacividad

In two-way interactive video, also called video conferencing, both sending and receiving Two-way video sites are equipped with cam eras, microphones, and video monitors.

Students at two different schools working on the same science project make live presentations to each other about thfeir research findings. -

COMPinER-BASH) DISTANCE EDUCATION TECHNOLOGIES I Technology

Description

Examples

Self-study courses in discipline CD-ROMs or DVD-ROMs such as foreign language and can be mailed to learners for correspondence study on home business education. computers. E-mail supports asynchro Electronic communication between nous personal communication an instructor and studentsor between teacher and learners, instructor and parents E-mail between teacher and parents, or Class "discussion* via an email list among individual learners. Computer conferencing systems, Online class discussion, forums, or debates also known as discussion ComputerSharing student works, such as forums or bulletin boards, conferencing permit two or more individuals papers or projects, to permit peer review and critique. to engage In an asynchronous text-based dialogue. * Synchronous a- real-time in «. Live student interaction with an • • expert teraction in which individuals interact by typing message • Collaboration between students Chat or from different schools about a back and forth to one another. Instant mutual project • Chat room interactions re Messaging semble group conversations ■' Online ‘ office hours" when, disand become popular places -tant student can contact their instructor for electronic socializing. CD-ROMs and DVDROMs

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Web-based instruction

• Instant messaging is similar .* to chat but normally involves only one to one communica• ton. Web-based instruction also ■ Complete courses on almost any known as oniine-leaming, can topic present content, provide links to - Online supplements to tradition information at other locations, al face-to-face courses. and serve as a focal point for distance education experience. .

Facilitators

Support Staff KEY PLAYERS IN DISTANCE EDUCATION Key Players

Description

Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. The success of any distance education effort rests squarely on the shoulders of the faculty. Special challenges confront those teaching at a distance. For example, the instructor must: • Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, If any, face-to-face contact. ■ Adapt teaching styles taking into consideration the needs aid expectations of multiple, often diverse, audiences. ■ Develop a working understanding of delivery tech nology, while remaining focused on their teaching role. • Function effectively as a skilled facilitator as well as content provider._______________________ I PNU LET Reviewer

Administrators

Site facilitator acts as a bridge between the students and the instructor. To be effective, a facilitator must understand the students being served and the instructor's expectations. Most importantly, the facilitator must be willing to follow tie direc tive established by the teacher. At a minimum, she/he sets up equipment, collects assignments, proctors tests, and acts as the instructor's on'-sife eyes and ears. • These individuals are the silent heroes of the distance edu cation enterprise and ensure that the myriad details required for program success are dealt with effectively. Most success ful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc. Effective distance education administrators are more than idea people. They are consensus builders, decision makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effec tively deployed to further the Institution's academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility.

Considerations and Decisions to Select the Best Delivery System • Consider the goal, learner characteristics, the learning and performance contexts, objectives, and assessment requirements. • Reviewthe instructional analysis and identify logical grouping of objectives that win be taught it appropriate sequences. ■ Plan the learning components that will be used in the instructions. • Choose the most effective student groupings for learning. • Specify effective media and materials that are within the range of cost, convenience,' and practicality for the learning context. ________ Prof. Mariloli M. Ubiiia and Prof.John P. Natividad


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EVALUATING INSTRUCTIONAL RESOURCES

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, E d u c a tio n a l T echno lo gy J & 2 -

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In evaluating Instructional resources, several questions you should ask yourself are Im portant regardless of the type of resource you are considering: 1. Does the content match the curriculum? 2. Is the content accurate, up to date, and appropriate for the students? 3. Do'the materials teach and/or reinforce teaming effectively? 4. Do these resources enhance instruction? 5. Is the resource easy for the teacher and students to use? 6. Are the materials of high quality technically? 7. Is the use of this resource practical for my teaching setting (cost, needed equip ment, etc.)?

PART II - ANALYZING TEST ITEMS D irections: Read and analyze edfch item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. 1. Which of the following statements has a very limited definition of educational technology? A. It is a profession composed of various job categories. B. It refers to the computers used for teaching and learning. C. It indudes audiovisual materials, interactive multimedia and self-instrucHonal materials. 0. It is the development, application, and evaluation of systems, techniques and aids to improve human teaming. Answer:B The answer is letter B because it is confined to computers only. OptionsA, C, & 0 on the other hand are more encompassing and they describe the different dimensions of educational technology. 2. Which of the following statements is correct, about the domains of educational technology? A. Design is the production stage while development is the planning stage, B. Both the design and development are the planning stage. C. Evaluation is synonymous with implementation. D. Utilization Is the actkxi-phase.______________ _______________ Answer: D The answer is letter D because It refers to the actual use of an educational technol ogy. Letter A is incorrect because the words design and development were inter changed. Letter B, Is also incorrect because it is only the word, 'design” which refers' to planning stage*. Letter C is incorrect because evaluation is not synonymoos tfith implementation.

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Educations] T ech n o lo gy 1 S i 2

3. Us. Gomez is planning to integrate technology in her Mathematics class. Which'of the following would be the logical steps in doing this?

I.

Set tfte objectives

II. Analyze the learners III. Utilize the materials with showmanship ■ IV. Evaluate the performance of the students A. I- M -IV C. l-ll-IV-lii B. II-I-IIWV D. II-1-IV-III 4. Which of the. following is a limitation of models and real objects in teaching and learning? A. They pose problems on storage. . B. They make learning more concrete. C. They provide hands-on teaming experiences. 0 . They are readily available in the environment, around school, and in the home. 5 . Which group of technologies has the highest degree of concreteness? A. realia are) computer B. video, picture, and television • C. digital video, Rim, versatile compact disc D. book, imaginative literature, programmed instruction 6. Mrs. Del Prado placed text together with the relevant graphics on the same page in her multimedia presentation. Which principle did she apply?

A. Split attention

C. Cost effectiveness j}.. Spatial contiguity D. Communication effectiveness 7. Mrs. Olivarez presented real samples of rocks in her General Science class. What (principle did she apply? A. Appropriateness C. Responsiveness B. Authenticity ‘ D. Simplicity

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8. Which is the best reason why teachers state the objectives before"using instruc tional media? A. To secure available materials. B. To prepare the materials beforehand. C. To determine which media to ifce best. D. To be able to practice how to operate the equipment 9. Which of the following should Mr. Rivera primarily consider in determining his teaching- learning objectives' and use of instructional media? A. The assessment tool to be used B. The learning activities C. The learner D. The teacher 10. Which of the following technologies provide iconic experiences to students/chil dren? A. . Video and books C. Radio and recordings B. Pictures and videos D. Modules and periodicals 11. Which of these technologies used in the classroom are arranged from the most symbolic to muttfeensory? A. Real objects, print, audio-visual materials, and visual materials B. Visual materials, audio visual materials, print and computers C. Visual materials, print, audio-visual materials and realia D. Print, audio, visual materials, computers and realia 12. Which of the following is inappropriate in using printed visuals such as diarts, graphs, and drawings? A. Provide written or verbal cues to highlight important aspects of visuals. B. Present the instructional materials simultaneously, d Use materials fta t everyone
P rof. Marilou M . Ubirin and Prof. John

P. Nacividad


1

S. SUsan wants to learn more English. SpBcrfically, she wants to improve her listening

skills. She has a CD player, a tape recorder and has internet access. As an English teacher, what do you suggest? I. • CDs with English listening drills • II. Tapes with English listening drills III. Internet websites such-as Go4English, English Language Listening Lab, or Randall's listening Lab A. I and 11 I or III B. II and III (p . I, II and IH 14. Which of the following statements is incorrect about the contributions of technology to student teaming? A. The quality of learning can be improved. B. The delivery of instruction can be more interesting. C. The method of teaching and learning becomes more interactive. D. The role of the teacher can be changed Into knowledge dispenser. 15. Mr. Tamate. an ICT teacher takes into account technology standards to address the needs of the students and help than adapt with the changing society and technology. Which of the following standards is an exception? A. Creativity and innovation B. Research and Information literacy C.- Model dlgltal-age work and leaning ' D .; Technology operations and concepts Vinluan, a computer teacher demonstrates understanding of local and global issues and exhibits ethical and legal use of information and communications tech nology tools. Which is true about her? A. She models digital-age work and teaming. JB, She facilitates and inspiresstudent teaming and creativity. / C. > She promotes and models digital citizenship and responsibility. ‘E>. She designs and develops digital -age learning experiences and assess ments.

Prof. Marilou M . U binuand Prof. John P. Nariridad

E d u c a tio n a l T e c h n o lo g y 1 (J; 2

1'7. With the fast-paced evolution of technologies nowadays, why are teachers en couraged to shift gradually from a teacher-centered instruction to a learner-cen tered instruction? I. A (earner-centered instruction focuses on transformation of facts. II. Students wori< on tasks determined and controlled by the teacher. III. Students could collaborate and work on authentic tasks in a iearner-centered instruction. . I V . A learner-centered instruction supports inquiry approach and authentic assessment, A. II and IV only d. 1, III and IV only B. l.H andlV only DT 11.Ill and IV only 18. Ms. Hernandez employs student -centered instruction as the learners create their digital portfolios jn her computer class, What could be developed among them throughthis approach? A. Repetition and active learning B. Mastery of skills & information delivery C. Information processing and passive learning D. Construction of knowledge and information exchange 19. Mr. Torres will have a multimedia presentation in his Science class. Which of the following should he avoid? A. Consider technical quality. B. Apply different computer effects per slide. ' C. Present information through graphic organizers. D. Use contesting colors for text and background. 20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of the following is the most effectiye way of doing it? A. Let the pupils surf a friendly letter from the Internet. ■ B. Have the pupils write a friendly letter and send it through an email. Cl Have the pupils fomarti a downloaded friendly letter to others via email. . D. le t the pupils write a friendly letter using word processing and have it " critiqued try their

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.21-. Which of the following computer-based instructional materials can be used to learn new concepts? • A. Games C. . Simulation B. Tutorial- ‘ ‘ D. Drill and practice 2 2 . Prof. Deia Cruz would like to create a presentation material for her lesson on the types of Computer-assisted lnstruction:To make her presentation effective, which ? A. Situating tool C.- Productivity tool B. Infonnative tool ■ D. Communicative tool 2 3 . Prof. Debs Santos is thinking of an online teaming approach by which content provides links to information at other locations and serves as a focal point for a distance education experience. Which of the-following should she use? A. Teleconferencing C. Web-based instruction B. Self-paced program D. Computer-aided instruction 2 4 . Which is NOT a basic consideration in selecting and evaluating the content of an educational technology tool? A. Does it match the content? B. Can It be easily dismantled? C. Will it motivate and maintain interest? D a Is there evidence of its effectiveness? 25. Your father wanted to finish his long dreamed course but he wanted to do it at • home during his free time. Would you recommend an online learning? A. Yes, because online learning is the "in” thing. B. No, because online learning inhibits student-teacher interaction. C. No, because hiring a helper would enable him to attend regularly in his class. D. Yes, because he could learn at his own pace using a wide spectrum of technologies.

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Profcssioiiifl E d ucatio n

PART III - ENHANCING TEST TAKING SKILLS Directions: Enhance your test taking skills by answering the items below. Write only the letter of the best answer. 1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an ele mentary school where there are enough resources for instruction. She wanted to start preparing her instructional materials. Which is the most systematic process in doing this? A. Design - utilization - evaluation - development B. Design - development - utilization - evaluation C. Development - design - utilization - evaluation D. Development - utilization - evaluation - design • 2. Which is the most important reason why teachers need to preview their instruc tional materials that will be used in the class? A To gain confidence in using them B. To encourage viewers to be more focused C. To avoid potential problems that might occur while materials are in use D. To ensure appropriateness of the materials with the objectives and target audience 3. After Ms. Rivas planned her lesson in English, she found out that the materials at hand do not match her objectives. Which is the best thing that she can do? A. Modify the available materials. B. Teach the lesson the following day. JX Change the objectives to match'with the available materials. Dvi Carryout the lesson as planned and use the materials at hand. 4. Prof. Balagtas used worksheets, manipulatives, and models in teaching math to help her students understand the lesson and love the subject. What did she bear in mind when she used these materials? A. Appropriateness C. Breadth B. Balance t>. Variety

Prof. Marilou M. Ubin.i ami Prof. John P. K niividad


E d u catio n al T e c h n o lo g y ] &

5. With the increasing use.of edocatiflnal technology inside the classroom, what role tefixpected of the teacher? '^ .fa c ilita to r C. knowledge giver Researcher D. Source of information 6. It is impractical to bring real objects to the classroom so Aaron constructed a three-dimensional visual instead.Which of the followhg did he construct? A. Chart ' ■ C.; Model B. Cartoon "O'. Graphic organizer 7. You asked your students to show a two-dimensional illustration of what they have understood from what they have read. Which of the following non-projected visuals are you referring to? .AT -Graphic organizer C. Model iT Print materials D; Reaiia 8. There are several reasons why teachers are reluctant in using electronic media in Hie teaching-learning process. Which is the most common reason? A! The limited exposure of teachers to new equipment S. Their incompatibility to diverse needs of the learners C. The difficulty in integrating technology in the curriculum D. The excessive availability of local technology in the community 9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino. In which activity in the teaching-learning process is It very effective? In developing listening skills . C. in composing poems . B. in teaching creative writing ' 0. In building concepts 10. Plants, pebbles, and blocks are just some of the effective instructional materials readily found in the environment if they are utilized properly. Which of the following is lNCORRECT about their classroom use? 'K. \Pass a single object around the class. B. ’Familiarize yourself with the object or model before its actual utilization. C. Use-tbe objects as springboard in encouraging students' active participation. D. Make sure that the reaiia and model are large enough to be seen by the whole class, •

Prof. M arilou M . Ubinu and Prof. Joh n

P. Nacindad

1

11. Prof. Ruiz uses projected visuals such as Digital Liquid. Prqector (DIP) in presenting her lesson. What could be her main reason for'using it? .A ^ T h e projected materials are readily available. V They are more abstract than any other visuals. C. Most projected visuals can be obtained at no cost. D. She can easily prepare her own transparencies in advance. 12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year High School class. However, she found out that it was ineffectively used in the classroom. When is technology considered INEFFECTIVE? A. When it promotes mastery of the lesson B. When it makes viewing more interesting C. When it helps attain the objectives of the lesson D. When it induces alienation on the part of (he learners 13. Your principal purchased new computer units for your Learning Resource Center. Which of the following should be your last consideration in using the technology? A. Computers can be used for entertainment. 3 . Computers can be used for research activity. C. Computers can be used for interactive presentation. D. Computers can be used to reinforce discussion of difficult concepts in class. 14. Computers can be classified according to the roles they play namely communica tive tool, informative tool, and constructive tool. What is the other role of computes not mentioned in this item? Instructional tool $5.. Starting tool

C. Utility tool D. Application tool

15. Which of the following categories of CAl will you use in your class if your objective is to increase proficiency in a newly learned skill or refresh an existing one? A. Tutorial t . b ill and practice Bk Simulation Cr Instructional game 16. Which of the following is an ineffective use of Presentation software? A. Darken the roan. C. Read directly from the slides. B. Use appropriate pacing. D. Allow interaction with the learner.

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• P ro fessio n al E d u catio n

5. With tbe increasing use of educational technology inside the classroom, what role E xp ected of the teacher? % .facifitator C. Knowledge giver B .' Researcher D. Source of information 6. It IS impractical to tiring real objects to the classroom so'Aaron constructed a three-dimensional visual, instead.Which of the following did he construct?

A. Chart

. c. v Model

B. Cartoon 'D . Graphic organizer 7. You asked your students to show a two-dimensional illustration of what they have understood from what they have read! Which of the following non-projected visuals are you referring to? Graphic organizer C. Model B.’ Print materials D. Realia 8. There are several reasons why teachers are reluctant in using electronic media 1ft the teaching-leaming process. Which is the most common reason?

A: The limited exposure of teachers to new equipment 3 Their incompatibility to diverse needs of the learners C. The difficulty in integrating technology in the curriculum

0. The excessive avaSabSityof local technology in the community 9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino, in which activity in the teaching-leaming process is it very effective? In developing listening skills C. In composing poems B. In teaching creative writing D. In building concepts

10. Plants, pebbles,-and bloctcs are just some of the effective instructional materials readily found in the environment if they are utilized properly. Which of the following Is INCORRECT about their classroom use? . A:\Pass a single object around the class. ' ’ . 'B. -'Familiarize yourself with the object or model before its actual utilization. C. Use the objects as springboard in encouraging students’ active participation. 0. Make sure that the realia and model are. large enough to be seen by the whole class. .

Prof. Marilou M. UbiAa and P rof. John P. h'arividad

1 8c 2

11 .-Prof: Ruiz uses projected visuals such as Digital Liquid Projector (DIP) in presenting her lesson. What couW be her main reason for using it? A i-T h e projected materials are readily available. .§ . / They are more abstract than any other visuals, u Most projected visuals can be obtained at no cost. D. She can easily prepare her own transparencies in advance. 12. Ms. Samonte used a film clip in teaching Social Studies conceptsto her First Year High School cfeiss. However, she found out that it was ineffectively used in the classroom. When is technology considered INEFFECTIVE? A. When it promotes mastery of the lesson B. When it makes viewing more interesting C. When it helps attain the objectives of the lesson D. When it induces alienation on the part of the learners 13. Your principal purchased new computer units for your Learning Resource Center. Which of the following should be your last consideration in using the technology? A. Computers can be used for entertainment. 8 . Computers can be used for research activity. C. Computers can be used for interactive presentation. D. Computers can be used to reinforce discussion of difficult concepts in class. 14; Computers can be classified according to the roles they play namely communica^ tive tool, informative tool, and constructive tool. What is the other role of computers not mentioned In this item? £ Instructional tool 5 . Situating tool

C. Utility tool D. Application tool

15. Which of the following categories of GAI will you use in your class if your objective ' is to increase proficiency in a newly learned skijl or refresh an existing one? A. Tutorial . it. jferill and practice B. Simulation IT Instructional game 16. Which of the following is an ineffective use of Presentation software? A. Darken the room. , . C.' Read directly from the slides. . B. Use appropriate pacing. _ D. Allow interaction witti the (earner.

PNU LET Reviewer 1 2 1

E d u c a tio n a l T ech n o lo gy ] & 2

17. Which of the Mowing is NOT an example of a communicative tool? • A. Chat *. C. Teleconferencing • -B- Electronic mail D. Multimedia encyclopedia 18. Why is one-way cfelivefy of information a misuse of communication tools? A . Because the teacher expects the student to study more B. Because it requires activities that focus on thinking than responding . C. Because It enables the usersto focus more on higher level cognitive activi ties • ’ D. Because this kind of practice lessens interaction capabilities of communica tion tools 19. Internet consists of thousands of connected computer networks around the world. Which term does NOT refer to Internet? A. NET C. “Cyberspace" £ . On-line D. 'Information Superhighway" 20. Which technology tool can Prof. Soriano use to communicate asynchronous^ with her students?

A. Chatandblog

P ro fe ssio n a l Ed ucatio n

23. Which instructional tool application will you introduce to your glass if your objective is to help them find and use information resources available in the internet? A.. Webquests Scavenger Hunt B. Hybrid course D. Distance education 24. ' In the delivery of distance education; what-computer application is used to orga nize instructions and track students records and progress? A. Computer-baBe
25. Mien is distance education as effective as the traditional instruction? A . When the method, technologies and assessment used are appropriate to the required competencies. B. When the course requires more face-to-face communication between the students and teachers. C. When students depend more on their online mentor. D. When there is'student-to-student interaction.

B. Chat and instant messaging C .. Blog and video conferencing 0 . Electronic bulletin board and email 21. In your computer subject, you allow your class to chat as part of your' motivation before discussing to them the roles of computer as a tool. How is chat used in this context? A. Informative tool C. Communicative tool B. Application tool 0 . Situating tool 21 Which statement is INCORRECT about computer conferencing? A- It refers to live student interaction with an expert. 8 . It is also known as discussion forum or bulletin board. C: It also refers to online class discussions, forums or debates. D. It permits two or more individuals to engage in asynchronous text-based dialogue.

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Prof. M arilou M . L'bin.i anti Prof. John P. Natividad


A ssassn icn t a n d E v alu atio n ® f L earn in g 1

|

Assessment and Evaluation o f Learning 1

PART 1 CONTENT UPDATE

BASIC CONCEPTS Test

Measurement

A process of quantifying the degree to which some one/something possesses a given trait. Le., quality, characteristic, or feature.

Assessment

A process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgmoit or decision-making, it is a prerequisite to evaluation. It provides the infor mation which enables evaluation to take place.

Prepared by: Dr. Marilyn Ubina-Baiagtas and Prof. Antonio G. Dacanay

■

Evaluation

j Competency: i Apply principles in constructing j and interpreting alternative/ ; authentic forms of high quality : assessment

Dr. Marilyn Ubina-Balagta* and Prof. Anronio G. Dacanay

. ■ An Instrument designed to measure any characteristic, quality, ability, knowledge or skill. It comprised of Items in the area it is designed to measure.

Traditional Assessment

A process of systematic interDretatkxv analysis, ap praisal or judgment of Die worth of organized data as basis for decision-making. It Involves judgment about the desirability of changes in students. • It refers to the use of pen-and-paper objective test.

Alternative Assessment • It refers to the use of methods other than pen-and? paper objective test which includes performance tests, projects, portfolios, journals, and the likes. Authentic Assessment '■ It refers to the use of an assessment method that simulate true-to-life situations. This codti be objec tive tests that reflect real-life situations or alternative methods that are parallel to what we experience ii) real life.

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A sse» '- .ji t E iia E v alu atio n o f L e a rn in g 1

PURPOSES OF CLASSROOM ASSESSMENT 1. Assessment FOR Learning - this Includes three types of assessment done be. fore and during instruction. These are placement, formative and diagnostic, a. Placement - done prior to instruction • Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction. • Teachers use this assessment to know what their students are bringing into the learning situation and use this as a starting point, for instruction. • The results of this assessment place students in specific learning groups to facilitate teaching and learning. t b. Formative - done during instruction • This assessment is where teachers continuously monitor the students' level of attainment of the learning objectives (Stiggins, 2005) • The results of this assessment are communicated clearty and promptly to the students for them to know their strengths and weaknesses and the progress of their learning. c. Diagnostic - done during instruction • This is used to determine students’ recurring or persistent difficulties. • It searches for the underlying causes of student’s learning problems that do not respond to first aid treatment. • It helps formulate a plan for detailed remedial instruction. 2. Assessment OF Learning - this is done after instruction. This is usually referred to as the summative assessment. • it is usedto certify what students know and can do and the level of their proficiency or competency. • Its results reveal whether or not instructions havesuccessfully achieved,the curriculum outcomes. • The information from assessment of learning is usually expressed as marks or letter grades. . . ■ The results of which are communicated to the students, parents, and other stakeholders for decision making. . .

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" 1,,F■1

1

i

3. Assessment AS learning - this is done for teachers to understand and perform well their role of assessing FOR and OF learning. It requires teachers to undergo training on how to assess learning and be equipped with the following competen cies needed in performing their work as assessors. _ ’

Standards for Teacher Competence In Educational Assessment of Students (Developed by the American Federatio n^ Teachers National, Council on Measurement In Educa tion, National Education Association) 1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions. 2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions. 3. Teachers should be skilled in administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods. 4. Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement 5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments. 6. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators. 7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappro priate assessment methods and uses of assessment information.

It is also a nnwfirfi il factor that m ilrl naup. thp w av fn r erii rational r e fo r m

PNU LET Reviewer

Dr. iVfariiyn Ubina-Balagtas and Prof. Antonio G. Dacanay


Assessm en t an d E valu atio n o f L e arn in g 1

PRINCIPLES O f HIGH QUALITY CLASSROOM ASSESSMENT

Learning Targets and their Appropriate Assessment Methods

i Principle 1: Clarity and Appropriateness of Learning Targets

Targets

• Learning targets should be clearly stated, specific, and center on what is truly important. Learning Targets (MeMilan, 2007; Stlgglns, 2007) Knowledge

Student mastery of substantive subject matter

Reasoning

Student ability to use knowledgeto reason and solve problems

Skills

Student ability to demonstrate achievement-related skills

Products

Student ability to create achievement-related products

Affective/Disposition

Student attainment of affective states such as attitudes, values, interests and self-eflicacy.

r -------—-------- ----- ----------- — —------i Principle 2: Appropriateness of Methods •

Supply • Stan Answer • Comple tion Test

, •M u tt* * Chow • Matching T»e

tssav

Pirrionnatice

• Restricted

•Presentations •P ip a s • Projects •Mhtmcs ♦ Dsmonstrattyns • EritfbMons "Pofttoks

• Response • Extended ’ Response

•

• True/ False

0. c 'i L..-.

0t«. ■!

• Oral • B am taSons • Gonfmnces • W entaw

, .

Dr. Marilyn Ubiha-Hal.igrus and Prof. Anconio G. Dacanay

„

•Ild M M l •Formal

•

•AttkKte •Survey •Sodometrfc • Devices • Question naires • Inventories

Ess:,y

Pfc’lMnwnct; Base;)

Oral a u c tio n ing

Oti-.srvatitm

R e p irt

5

■ ----------4

Knowledge

3

4

3

2

Reasoning

2

5

4

4

2

2

Skills

1

3

5

2

5

3

Products .

1

1

5

2

4

4

Affect

1

2

4

4

4

5

.

Modes of Assessment I

Learning targets are measured by appropriate assessment methods.

Objei.iti'e Sfl 'cHm

Obj’elac

Note: Higher numbers indicate better matches lt.g. 5 =N gl!, l = tow)

i

Assessment Methods

Assessment Methods

Mode

D escription

Advantages

Disadvantages

Traditional The paper-and ■ Stan pen- test used dardized in assessing and teacher knowledge and thinking - made tests skills !

• Scoring is objective • Administration is easy because students can take the test at the same time

■ Preparation of the instru ment is time consuming ■ Prone to guesshgand cheating

Perfor mance

■ Scoring Preparation of the instrument tends to be is relatively easy ■subjective without Measures be havior that can rubrics not be deceived « Administra tion is time as the? are . consuming • demonstrated * and observed

A mode of assessment that requires actual demon stration of skills or creation of . products of learning

Examples

« Practical ■ .Test • Oral and , Aural Test ' • * Projects, etc

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' Professional Ed ucation

A ssessm en t an d Evalu ation o f L earn in g 1

Portfolio

■ Working A process of gathering mul Portfolios tiple indicators • Show of student Portfolios' progress' ■ Docu mentary to support course goals Portfolios in dynamic, ongoing and collaborative . process.

—----

■ Develop * Measures ment is’time students growth consuming. and develop * Rating ment tends to be • Intelligence-fair subjective without rubrics

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i. Principle 3: Balance

I

• A balanced assessment sets targets in all domains of learning (cognitive, affective, and psyebomotof) or domains of Intelligence (verbal-linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, musical-rhythmic, Intrapersenal-soclal, intrapersonal-lntrospection, physical world-natural, existential-spiritual). • A balanced assessment makes use of both traditional and alternative assessments. i Principle 4: Validity

i

revealed by the measuring instrument is correlated with the scores obtained in another external predictor or measure. It has two purposes: concurrent and pre dictive. ■; a. Concurrent validity - describes the present status of the individual by cor relating the sets of scores obtained from two measures given at a close in terval b .. Predictive validity - describes the future performance of an individual by correlating the sets of scores obtained from two measures given at a longer time interval. 4. Construct Validity - Is established statistically by comparing psychological traits or factors that theoretically influence scores in a test. a. Convergent Validity-is established if the instrument defines another similar trait other than what it is intended to measure. E.g. Critical Thinking Test may be correlated with Creative Thinking Test. b. Divergent Validity - is established if an instrument can describe only the intended trait and not the other traits. E.g. Critical Thinking Test may not be correlated with Reading Comprehen sion Test i Principle 5: Reliability

Reliability - it refers to the consistency of scores obtained by the same person when retested using the sameor equivalent Instrument.

Validity - is the degree to which the assessment instrument measures what it intends to measure. It is also refers to the usefulness of the instrument for a given purpose. It is the most important criterion of a good assessment instrument. *

t UuXk I n

*»-*-« —— ■«-«'-««» ways tfi csiaoftwiHis raiany

1. Face Validity - is done by examining the physical appearance of the instrument to make it readable and understandable. 2. Content Validity - Is done through a careful andcritical examination of the objec tives*of assessment to reflect the curricular objectives. 3 . Criterion-related Validity - is established statistically such that a set of scores.

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Type of Reliability Measure

Method

Test-Retost

Measure of Stability

• •

Procedure

Give a test twice to the same learners with any time interval between tests from several minutes to several years.

S tatistical Measure

Pearson r

•

Dr. Marilyn Ubina-Bilagtas and Prof. Antonio G. Dacanay


A ssessm en t a n d E valu ation o f L e a rn in g 1 r

Equivalent Forms

Measure of ' Equivalence

Give parallel forms of tests with close time Interval between forms.

Pearson r

Test-retestwith . Measure of Stabili Give parallel forms of EquivaJent Forms ty and Equivalence tests wltfv Increased time Interval between forms.

Pearsortr

—

Measure of Internal Give a test once to . Pearson r& Spearman Consistency obtain Scores for Brown Formula equivalent halves of the test e.g. odd- and even-numbered Items.

Kuder-Rictiar^n

Measure of Internal Give the test once Kuder-RichardConsistency then correlate the pro son Formula 20 portion/percentage of and 21 the students passing and not passing a given Item.

—

—

—

__ —

—

—

—

—

—

—

—. —

— —

— —

i

• Teacher Familiarity with the Method. The teacher should know the strengths and weaknesses of the method and how to use It. • Time Required. Time Includes construction and use of the instrument and the interpretation of results. Other things being equal, It Is desirable to use the shortest assessment time possible that provides valid and reliable results. • Complexity of the Administration. Directions and procedures for admin istrations are dear and that little time and effort is needed. • Ease of Scoring. Use scoring procedures appropriate to a method and purpose. The easier the procedure, the more reliable the assessment Is. ■ Ease of Interpretation. Interpretation is easier If there Is a plan on how to use the results prior to assessment. • Cost Other things being equal, the less expense used to gather infor mation, the tetter.

i Principle ft Continuity L — -

J

A fair assessment provides all students with an equal opportunity to demonstrate achievement The key to fairness are as follows: • •* • Students have knowledge of learning targets and assessment. • Students are given equal opportunity to leam. • Students possess the pre-requisite knowledge and skills. • * Students are tree from teacher stereotypes. . • Students are free from biased assessment tasks and procedures. Or. Marilyn Ubina-Balagraa and Prof. Anronio G. Dacanay

— . ______ —

When assessing learning, the information obtained should be worth the resources and time required to obtain it. The factors to consider are as follows:

Split Half

^Principle 6 : Fairness

_

Principle 7: Practicality and Efficiency

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~~

~

- - - -

-j

— -------'------------------- — — — — — — — — — — — — — — — — — J

• Assessment takes place in all phases of instruction. It could be done before, during aid after instruction. Activities Occurring Prior to Instruction • Understanding students' cultural backgrounds, interest?, skills, and abilities • as they apply across * range of learning domains and/or subject areas • Understanding students' motivations and their interests in specific class content • Clarifying and articulating the performance outcomes expected erf pupils • Planning instruction for individuals or groups of students

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P ro fe s sio n a l Education

A.ctivtties Occurring During Instrtjction ■ Monitoring pupil progress toward instructional goals ■ Identifying gains and difficulties pupils are experiencing in learning and performing • Adjustipg instruction ■ Giving contingent, specific; and credible praise and feedback • Motivating students to team • Nidging ttie extent of puj^f attainment of instructional outcomes

Criteria of Authentic Achievement (Burke, 1999) 1. Disciplined Inquiry - requires in-depth understanding of the problem and a move beyond knowledge produced by others to a formulation of new ideas. 2. Integration of Knowledoe -considers things as a whole rather than fragments ofknfiwledge • 3. Value Bevond Evaluation - what students do have some value beyond the class room .r —

L. ———

Activities Occurring After the Appropriate Instructional Segment (ig . lesson, class, semester, grade) • Describing the extent to which each student has attained both short- and long-term instructional goals • Communicating strengths'and weaknesses based on assessment results to students, and parents or guardians • Recording and reporting assessment results for school-level analysis, evaluation, and decision-making • Analyzing assessment information gathered before and during instruction to understand each students' progress to date and to Inform future instruc tional planning • Evaluating the effectiveness of instruction • Evaluating the effectiveness of the curriculum and materials in use

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— — — — —

i Principled 0: Communication

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— —

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■ Assessment targets and standards should be communicated. • Assessment results should be communicated to important users. • Assessment results should be communicated to students through direct interaction or regular ongoing feedback on their progress. r ———————————————————— n ^Principle 11: Positive Consequences j ■ Assessment should have a positive consequence to students; that is, it should motivate them to team. • Assessment should have a positive consequence to teachers; that is, it should help them improve the effectiveness of their instruction i Principle 12: Ethics

i Principle 9: Authenticity

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Features of Authentic Assessment 0ur*e, 1999) » » » » » »

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Meaningful performance task Clear standards and public criteria Quality products,and performance Positive Interaction between the assessee and assessor Emphasis on meta-cognition and seif-ervaluation Learning that transfers # .

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• Teachers should free the students from harmful consequences of misuse or overuse of various assessment procedures such as embarrassing students and violating students' right to confidentiality. .* Teachers should be guided by laws and policies that affect their classroom Administrators and teachers*should understand that it is inappropriate to use standardized student achievement to measure teaching effectiveness.

' Dr. Marilyn Ubina-Balagtas and Prof. Antonio G. Dacanay


'PERFORMANCE-BASED ASSESSMENT Performance-Based Assessment is a process of gathering information about stu dent's learning through actual demonstration of essential and observable skills and creation of products that are grounded in real world contexts and constraints. It is an assessment that is open to many possible answers and judged using multiple criteria or standards of excellence that are pre-speclfied and public. Reasons for Using Performance-Based Assessment • Dissatisfaction of the limited information obtained from selected-response test. ■ Influence of cognitive psychology, which demands not only for the learning of declarative but also for procedural knowledge. • Negative impact of conventional tests e.g., high-stake assessment, teaching for the test ■ It isappropriate in experiential, discovery-based, Integrated, and problem-based teaming approaches. Types of Performance-based Task 1. Demonstration-type- this is a task that requires no product Examples: constructing a building, cooking demonstrations, entertaining tourists, teamwork, presentations 2. Creation-type -th is is a task fliat requires tangible products Examples: project plan, research paper, project flyers Methods of Performance-based Assessment 1. Written-open ended - a written prompt is provided Formats: Essays, open-ended test 2. Behavior-based - utilizes direct observations of behaviors in situations or simulated contexts Formats: structured (a .specific focus of observation is set at once) and unstructured (anything observed is recorded or analyzed) 3. Interview-based - examinees respond in one-to-one conference setting with the Dr. Marilyn Ubina-B.ilagus and Prof. Anronio G. Dacanay

A ssessm en t a n d E v alu atio n o f L earn in g 1

examiner to demonstrate mastery of the skijls ‘ . Formats: s&uctured (interview questions are set at once) and unstructured (interview questions depend on the flow of conversation) 4. Product-based- examinees create,a work sample or a product utilizing the skills/ abilities Formats: restricted (products of the same objective are the same for all stu dents) and extended (students vary in their products for the same objective) 5. Portfolio-based - collections of works that are systematically gathered to serve many purposes

How to Assess a Performance 1. Identity the competency that has to be demonstrated by the students with or without a product 2. Describe the task to be performed by the students either individually or as a group, the resources needed, time allotment and other requirements to be able to assess the focused competency. 7 Criteria in Selecting a Good Performance Assessment Task (Burke, 1999) • Generalizabflity - the likelihood that the students’ performance on the task will generalize the comparable tasks. • Authenticity-The task is similar to what the students might encounter in the real world as. opposed to encountering only in the school. • Multiple Fod - The task measures multiple instructional outcomes. ■ Teachability - The task allows one to master the skill that one should be proficient in. • Feasibility - The task Is realistically implementable in relation to its cost, space, time, and equipment requirements. • Scorability-The task can be reliably and accurately evaluated. . • Fairness-The task is fair to all the students regardless of their social status •or gender. 3. Develop a scdring rubric reflecting the criteria, levels of performance and the scores, • * PNU L E T Reviewer 129

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PORTFOLIOASSESSMENT

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Types of Portfolios

Portfolio Assessment is also an alternative to pen-and-paper objective test (t is a pur poseful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the learner's growth and development. Portfolio assessment is also perfoimtfice-based but more authentic than any performance-based task.

Reasons for Using Portfolio Assessment Burke (1999) actually recognizes portfolio as another type of assessment and is consid ered authentic because of the following reasons: ■ It tests what is really happening in the classroom. • It offers multiple indicators of students'progress. • It gives the students the responsibility of their own learning. • It offers opportunities for students to document reflections of their learning. • It demonstrates what the students know in ways that encompass their per sonal learning styles and multiple intelligences. • It offers teachers new rote in the assessment process. • ( alows -teachers to reflect on the effectiveness of their instruction. • It provides teachers freedom of gaining insights into the student's develop ment or achievement over a period of time.

' & & & **< * & A e -k w ”? fa t Portfolios could come in three typesrw6rk% show, of-wcumentary.' / 1. The working portfolio is a collection of a student's day-to-day works which reflect his/her learning. . ■ . 2. The show portfolio is a collection of a student's best worl®. 3. -The documentary portfolio Is a combination of a worMng and a show portfolio.

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Principles Underlying Portfolio Assessment there are three underlying principles of portfolio assessment content, learning, and equity principles.

1 . Content principle suggests that portfolios should reflect the subject matter that is important for the students to learn. 2. Learning principle suggests that portfolios should enable the students to become active and thoughtful learners. 3. JEquity principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences.

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M D r. M arilyn Lrh;na-6a!agta5 and Prof. Antonio G . Dacanay

A ssessm en t and E v alu atio n o f L e a rn in g 1 P ro fessio n al E d ucatio n

DEVELOPING RUBRICS

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TYPES OF RUBICS*

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Rubric is a measuring instrument used in rating performance-based tasks, It is the “key to corrections'' for assessment tasks designed to measure the attainment of leaning competencies that require demonstration of skits or creation of products of learning. It offers a set of guidelines or descriptions in scoring different levels of performance or qualities of products of learning. It can be used in scoring both the process and the products of learning.

Type

Disadvantages

Advantages

Holistic Rubric

• It allows fast assess • It does not clearly. It describes the describe the degree ment. overall quality of of the criterion •a performance or • It provides one score satisfied nor by the product, in this ru to describe the overall performance or performance or bric, there is only product. one rating given quality of work. ■ ft does not permit to the entire work • It can indicate the differential weighting general strengths and or performance . of the qualities of a weaknesses of the product or a perfor work or performance. mance.

Analytic Rubric

• It clearly describes . It describes whether the degree the quality of a performance or of the criterion used in performance or product in terms product has been of the identified satisfied or not. dimensions and/or • It permits differential criteria for which weighting of tfie they are rated qualities of a product independently or a performance. to give a better • It helps raters pin picture of the quality of work or point specific areas performance. of strengths and weaknesses.

Similarity of Rubric with Other Scoring Instruments Rubric is a modified checklist and rating scale. 1. Checklist • presents the observed characteristics of a desirable performance or product • the rater checks the trait/s that has/have been observed in one’s perfor mance or product. 2. Rating Scale • measures the extent or degree to which a trait has been satisfied by one's work or performance • offers an overall description of the different levels of quality of a work or a performance • uses 3 to more levels to describe the work or performance although the most common rating scales have 4 or 5 performance levels.

D escription

Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale and checklist.

Ana-Ho listic Rubic

It combines the key features of holistic and analytic rubic.

• It allows assessment of multiple tasks using . appropriate formats.

• It is more time consuming to use. • It is more difficult to construct

• It is .more complex that may require more sheets and time for scoring.

PNU LET R eview er j Dr. Marilyn Ubina-Balagcas and Prof. Anrohio G. Dacanay

A ssessm en t an d Evalu ation o f L earn in g 1

Important Elements of a Rubric Whether the format is holistic, analytic, or a combination the following information should be made available In a rubric. ■ Competency to be tested - This should be a behavior that requires either a demonstration or creation of products of learning. ■ Performance Task—TTie task should be authentic, feasible, and has multiple ■fed. * Evaluative Criteria and their Indicators - These should be made clear us ing observable traits. * Performance Levels- These levels could vary in number from 3 or more * Qualitative and Quantitative descriptions of each performance level These descriptions should be observable and measurable. Guidelines Wien Developing Rubrics » Identify the important and observable features or criteria of an excellent performance or quality product » Clarify the meaning of each trait or criterion and the performance levels. » Describe the gradations of quality product or excellent performance. » Aim for an even number of levels to avoid the central tendency source of error. » Keep the number of criteria reasonable enough to be observed or judged. » Arrange the criteria in order in which they will likely to be observed. » Determine the weight /points ofeach criterion and the whole work or per formance in the final grade. » Put the descriptions of a criterion or a performance level on the same page. » Highlight the distinguishing traits of eaoh performance level. » Check if the rubric encompasses all possible traits of a work. » Check again If the objectives of assessment were captured in the rubric.

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Directions:

Read and analyze each item and select the best option that will adequately dhswer each question. Analyze the Items using the first 5 items as your sample. Write only the letter of your choice on your answer sheet. 1. Who among the teachers described below is doing assessment? A. Mrs. Bautista who is administering a test to her students. B. Mr. Ferrer who. is counting the scores obtained by the students in his test. C. all ; Prof. Cuevas who Is planning for a remedial instruction after knowing that students perform poorly in her test The correct answer is C because assessment is represented by the grade, which is the result of the collection of data that could be used for. easy judging of stu dent’s performance. Option A refers to testing, which is one of the techniques when assessing learning. Option B refers to measurement because it refers to the quan tification of data which is like computing the scores obtained in a test. Option 0 refers to evaluation because it involves judgment (i.e. students perform poorly) and decision making (i.e. planning for remedial instruction). 2. Mr. Fernandez is judging the accuracy of Ihese statements- Which statements will he consider as correct? I. Test is a tool to measure a trait II. Measurement is the process ofquallfying a given trait ill. Assessment is the gathering of quantitative and qualitative data. IV. 'Evaluation is the analysis of quantitative and qualitative data for decision making. A. I and II only C. .1, B, arel B., Ill and IV only O’ l,il,and lV i.

' Dc. Marilyn Ubifia-Balagtas and Prof. Antonio G. Dacanay


The correct answer is D because the first, third and foi/rthareTOTTecfstaternents. The first describes correctly a test. This is also true to the third statement which correctly describes assessment. The last sentence is also a correct description of evaluation. Among the four, it is only the second statement, which is wrong because measurement is not the process of qualifying but rather quantifying data. 3.- If I have to use the most authentic method of assessment, which of these proce dures should I consider? A. Traditional Test C. Written Test s'B. Pefformance-based Assessment > D. Objective Assessment The correct answer is B because among the four methods presented, it Is only performance-based assessment that requires actual demonstratfonof skills or cre ation of products of learning, which simulate what we really need to do in real life. Options A, C, and D are all pen-and-paper tests which usually require low level thinking skills only. In real life, what these exams capture could be easily forgotten after the exam because they are usually just memorized without applications in real life. 4. After doing the exercise on verbs, Ms. Boritlo gave a short quiz to find out how well the students have understood the lesson. What type of assessment was done? A. Summative Assessment C. Diagnostic Assessment ig .; D. Placement Assessment The correct answer is B, formative assessment, since the purpose of the assess ment is to find out what the students have understood from the exercises about the lesson presented in the form of a quiz. The result erf formative assessment gives immediate feedback about the students' learning for the day. Option A, sumrnative test, covers a broad range of lessons usually In the form of Final Test or Achievement Test. Option C, diagnostic test, aims to determine recurring problems that should bfe an input to remedial or any follow up lesson. Option D, placement .assessment, is rpore.on determining the area or group a learner is most fit in order to receive ah appropriate instruction. Dr. Marilyn Ubina-Batagtas and Prof. Antonio 6 . Dacanav

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5. Who among the teachers below performed a diagnostic assessment? A. Ms. *Santos who asked questions when the discussion was going on to know who among her students understood what she was trying to emphasize. ' B. Mr. Coiubong who gave a short quiz after discussing thoroughly the lesson tc - determine the programs of learning. , C-, Ms.,Ventura: theêcilifiessops which ^%tydertts failed tb ■.:■■■ ? D. Mrs. Lopezwho administered a readiness test to the incoming grade one pupils. The correct answer is C, diagnostic assessment, since the purpose of the assessment is to find out what the students failed to understand that wouid require remedial instruc tion. OptionsA and Bare formative assessment while D Is placement assessment

6.

You are assessing FOR learning. Which of these will you likely do? A. Giving grades to students ’ B. Reporting to parents the performance of their child. C. Recommending new policies in grading students. Ass^sing the strengths an# weaknesses of students. * 7. NuS. Saplan is planning to do an assessment OF learning. Which of these should she include in her plan considering her purpose for assessment? 0 How to give immediate feedback to student's strengths and weaknesses b. How to determine the area of interest of learners _Cj. Hwtoc^student'sacliievem ent D. Ho^to desftn Induction ' 8 . You targeted that after instruction, your students should be able to show their abil ity to solve probtems with speed and accuracy. You then designed a tool to mea sure this ability. What principle of assessment did you consider in this situation?

(tu Assesimenf should have a positive consequence on student's learning V.Assessment should be reliable. D. Assessment should be fair.

PNU L E T Reviewer

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Assessm en t an d E valu atio n o f-L carning 1

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9. Ms. Ortega tasked her students to show how- to play basketball. What learning A. Knowledge Skills * B. Reasoning /'D . Producfe 10. Mr. Ravelas made an essay test for the objective “Identify the planets lathe solar system". Was the assessment method used the most appropriate for the given objective? Why? A. Yes, because essay test is easier to construct than objective test. B. Yes, because essay test can measure any type of objective. C. No. he should have.conducted oral questioning. 0

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11. Mr. eidto wants to test students’ knowledge of the differ* nt places in the Philippines, meir capnai ana rneir products and so he gave his s udents an essay test. If j were the teacher, will you do the same? No, the giyinQ pt iiri otsfective rrK>re apfropriate than the use of essay., 8 .^suchi^tiorêssinebtisjnappropriatebecauseessayis difficult. C, Yes, essay test could measure more than what other tests could measure. D. Ybs, essay test is the best in measuring any type of knowledge. 12. What type of validity does the Pre-board. Examination possess if its results can explain how the students will likely perform in their licensure examination? A. conopent C: construd ^ pwdjefly*. * . ■ D. content 13. Ms! AMz wants to determine if the students’ scores In their Final Test is reliable. However, she has only one set of test and her students are already on vacation. Wiat test of reUabiifty can she

Equivalent Forms est-Retest with Equivalent Forms

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Refer to thi»cas§ In answering items 14-15 Twoteacher? of the samegrade level haveset the following objectives for the day's lesson: . At the end of the period, the students should be able to: A. construct bar graph; and B. interpret bar graphs; ' To assess the attainment of the objectives, Teacher A required the students to construct a bar graph for the given set of data then she asked them to interpret this using a set of questions as guide. Teacher B presented a bar graph then asked them to interpret this using also a set of guide questions. 14. Whose practice is acceptable based on the principles of assessment? TeacherA Teacher B C. Both Teacher A and B D. Neither TeacherA nor Teacher B 15Jfl/hieh is true about the given case? (fh ) Objective A matched with performance-based assessment while B can be assessed using the traditional pen-and-paper objective test. B. Objective A matched with traditional assessment while B can be assessed using a performance-based method. C. Berth objective A and B matched with performance-based assessment. D. Both objective A and B matched with traditional assessment. 16. In the context of the Theory of Multipie Intelligence, which is a weakness of the paper-penc# test? (P ) It puts non-linguistically intelligent at a disadvantage. E It Is not easy to administer. C. ftutfflzessomuchtime. ■ 0. It lacks reliability.

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Dr. Marilyn Ubiiu-Balagtas and Prof. Antonio G. Dacanay

A ssessm en t a n d E valu atio n o f L e a rn in g


17. Mr. Umayam is doing a performance-based assessment for the -day’s lesson. Which of the following will most likely happen? A. Students ar.e evaluated (n one sitting. 6 ^)Students do an actual demonstration of their skill. CT Students are evaluated in the most objective manner. D. Students are evaluated based on varied evidences of learning. 18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of some laboratory equipment and measurement tools and the students ability to follow the specified procedures. What mode of assessment should Miss del Rosario A. Portfolio Assessment ^ Traditional Assessment B. Journal Assessment Perfprrnarice^BasedAssessment 19. Mrs. Hilario presented the lesson on baking through a group activity so that the students will not just learn how to .bake but also develop their interpersonal M s . How should this lesson be assessed? ' I. She should give the students an essay test explaining how they baked the cake. II. The students should be graded on the quality of their baked cake ' using a rubric. III. The students in a group should rate the members based on their ability to cooperate in their group activity. IV. She should observe how the pupils perform their task.

r

l, II, and lUonly ;u, HI, and fV only

C. D.

I, II, IV only I, II, III, and IV

a teacher has setobjectives in ail domains or learning targets and which could be assessed using a single performance task, what criterion in selecting a task should she consider? . . nM GeneraHzability ' O f MtilSpiefocl : j K Fairness 0. Teachability 21. Which term refers to the collection of students' products and accomplishments in a given period for evaluationpurposes? Diaiy • C. Anecdotal record jflflfb ljp * ■ D. -Observationreport-________ Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay

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22. Mrs. Catalan allowed the students to develop their own portfolio In their own style as long as they show all the non-negotiable evidences of learning. What principle in portfolio assessment explains-this practice? A. Content Principle • jj^ ) | t ^ ?rihciple s B. Learning Principle Dr iPircxJocf Pffnc^Jle 23. How should the following steps in portfolio assessment be arranged logically? I. Set.taqjets II. Select evidences III. Collect evidences IV. Rate Collection V. Reflect on Evidences A. I, H, 111,1V, V C. I, II, III, V, IV 0 I,111,II, V, IV D. I, III, V, II, IV 247wiich could be seenin a rubric? I. Objectivein a high-level of cognitive behavior H. Multiple criteria in assessing teaming III. Quantitative desertions of the quality of work IV. Qualitative descriptions of the quality of work. A. 1, and II only JL I, II, and III ^ 8 . j t l|l,ffl«i»dnly ■'/> I, II, III, and 25. The pupils are to be judged individually on their mastery of the singing of the national anthem and so their teacher let them sing Individually. What should the teacher use in rating the performance of the pupils considering the fact that the teacher has only one period to spend in evaluating her 20 pupils? Analytic C. Bther holistic or analytic Holistic D. Both holistic and

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5. The students of Mrs. Valino are very .noisy. To keep them busy, they were given ' any test available in the classroom and then the results were graded as a way to mnish them. Which statement best explains if the practice is acceptable or not? QC/The practice is acceptable because the students behaved well when they Direction: Enhance your test taking skills by answering the items below. Write only were given a test tie letter of the best answer. B. The pracfice Is not acceptable because It violates the principle of reliability. £ p r^ c ^ : a^ptabte.te 1. Mrs. Pua Is judging the worth of the project of the students In her Science class D. The practice is acceptable since the test results are graded. 1 based on a set of criteria. What process describes what she is doing? 6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do? A. Testing • . f ^ f ^ jn ^ 4. Placement Assessment B. Measuring D. Assessing B7 Diagnostic Assessment / ^ ^ i M ^ t iv e i^ 2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex 7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out plains the difference? who among them can already read The result was used to determine their sec( f ) Measurements tions. What kind of test was given to them? ^ 8 giving meanir A. Diagnostic B Measurement is the process of gathering data wtiiieevaluation is the process B. Formative a Summative" of quaiittfymy the data gathered. 8 . The grade six pupils were given a dbgriosicjest in addition and subtraction of C. Measurement is the process of quantifying data while evaluation is the whole numbers to find out If they can proceed to the next unit. However, the results process of organizing data. of the test were very low. What shocM the teacher do? D. Measurement is a pre-requisite of assessment while evaluation is the A. Proceed to the next lesson to be able to finish all the topics in the course. pre-requisite of testing. B. Construct another test parallel to the given test to determine the consistency 3. Ms. Rfcafort uses alternative methods of assessment Which of the following will the scores. she NOT likely use? ^wAcount the frequency of errors to find out the lessons that the majority of C. Oral Presentation students need to raleam. iW lecii^ Journo VVriting D. Developing Portfolios D. Recoiri the scores then inform fa parents about the very poor performance s. Camba aims to measure a product of lemming. Which of these objectives will of their chVd ln mathematics. she most likefy set tor her insbrubtBrli? . # 9 . Mrs. Nogueras Is doing an assessment OF learning. At what stage of instruction A. Show positive attitude towards learning common nouns should she do it? B. Identify common nouns in a reading selection A. before instruction C. prior to Instruction using (^m onhbuiW ; |^ ,e ft^ |is tn p b n | * _D, during the iristnjctional process TTTW Yfiam nw noun in a sentence •

PART III - ENHANCING TEST TAKING SKILLS

|P N U LET Reviewer

Dr. Marilyn Ubifia-Bala gras and Prof. Antonio G. Dacanay

P ro fe ssio n al Ed ucation

*10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before she finalized the test, she examined carefully If the test items were con-

* C. predictive validity BT owiaBent validity ■ D. construct validity 11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English. Which of the following activities will fielp achieve her purpose? A. ; C. Administers single test but to tfo different groups of students. /Âdm inister two different tests but to the same group of students. Refer to the situation below in answering items 12 and 13. A teacher set the following objectives for the day's lesson: At the end of the period, the students should be able to: A. Identify the parts of a friendly letter; B. construct a friendly letter using the MSWord; and C. stow interest towards the day's lesson To assess the attainment of the objectives, Ms. Cidro required the students to con struct a friendly letter and have it encoded at their Computer Laboratory using the MS Word. The letter should inform one’s friend about what one has learned In the day's lesson and how one felt about it. 12. Which is NOT true about the given case? A. Ms. Cidro practices a balanced assessment B. Ms, Cidro's assessment method is performance-based. Ms. Cidro needs a rubric In scoring the work of the students. (p.JM s. Cidro's assessment targets are all in the cognitive domain.

Dr.'Marilyn Ubina-Balagtas and Prof: Antonio G. Dacanay

Assessm ent a n d E v alu atio n o f L earn in g 1

13. If Mr. Paraiso vyill have to make a scoring rubric for the student's output, what for mat is better to construct Considering that the teacher has limited time to evaluate theirwork? Analytic Rubric C. Either A or B ^ ^ ’ f+itolfcsrttcfftitwig; D. Neither A nor B sctM pnnclpal has 3 teacher applicants all of whom graduated from the same institution and are all licensed teachers. She only needs to hire one. What should she do to choose the best teacher from the three? I. Give them a placement test. II. Interview them on why they want to apply in the school. III. Let them demonstrate how to teach a particular lesson. IV. Study their portfolios to examine the qualifies of the students' outputs when they were in College. A. I and II. ( lS la n d ll.IV . ft II and M. ■ W - ll/^ a id W ' ? 15. What should be done first when planning lor a performance-based assessment? D^grmine Jthe "table..of spedflcations1'of the tasks. Set the criteria in scoring the task. D. Prepare a scoring rubric. 16. To maximize the amount of time spent for performance-based assessment, which jn e should be done? n tij Plan a iask that can be used for Instruction and assessment at the same Jtfme. . B. Assess one objective for one performance task.. C. Set objectives only for cognitive domains. D. Limit the task to one'ijieeting only.

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P ro fess ion ai Education

Assessm ent an d E v alu atio n o f L ea rn in g 1

17. Who among the teachers below gave the most authentic-assessment task for the objective “Solve word problems involvir® the four basic operations? A. Mis. Juliano who presented a word probleminvolving the four fundamental operations and then asked the pupils to solve it. B. Mrs. Mandia who asked her pupils to construct a word problem for a given nuftber sentence that involves four fundamental operations and then asked them to solve the word problem they constructed. C. Mis. Malang who asked her pupils to construct any word problem that involves the four fundamental operations and then asked them to show how to solve it. Mrs. Pontipedra who asked her pupils to construct any word problem that involves the four fundamental operations then formed them by twos so that each pair exchanged problems and helped solve each other's problem. 18. Which is WRONG to assume about traditional assessment? A. It can assess individuals objectively. EL It can assess individuals at the same time. (B It is easier to administer than performance test r jL Itcan assess fairly all the domains of intelltgence of an individual. 19. which statement about fjerforjnarê-basKi assessment is FALSE? |t erftph^sizes merely process B. It also stresses doing, not only knowing. C. It accentuates on process as well as product /( d) Essay tests are an example of performance-based assessments. 20 /Tjnder which assumption is portfolio assessment based? . 3Sj) Portfolio assessment is a dynamic assessment. Assessment should stress the reproduction (rfkrowledge. C. An individual learner is adequately characterized by a test score. £> An 21: Whlch is a gciod portfolib evidence of a student's acquired knowledge and writing

skll,s?

A Project B. Test Results

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22. When planning for portfolio assessment, which should you do first? /V O setB ie tanjets-fprportWioas^ment. ^ N rExhibitdnefow oitf M l tie proud of isle’s collection. C. Select evidences that could be captured in one's portfolio. D. Reflect on one's collection and identify strengths and weakness. 23.'Which kind of rubric is BEST to use in rating students’ projects done for several

J

* ; Analytic v > Holistic

C. Either holistic or analytic D. Both holistic and analytic

24.

Which Is NOTTRUE of an analytic rubric? k It Is time consuming. It is . e ^ ^ f ^ ^ s M ji^ t iie hpiistiq: njbric■ t T It gives' one's level of performance per criterion. D. It allows one to pinpoint the strengths and weaknesses of one's work. 25. Ms. Bacani prepared a rubric with 5 levels of performance described as 5- excel lent, 4-very satisfactory, 3-satisfactory, 2-needs improvement 1- poor. After using this rubric with these descriptions, she found out that most of her students had a rating of 3. Even those who are evidently poor in their performance had a rating of satisfactory. Could there be a possible error in the use of the rubric? A. Viw, the teacher could have CQf(Wt|^, the flirKri^lty ^rgr. 3L. Yes, the ieachef Could have committed the central'tendency source of errpr. - 0 No, Itls jiB t common to see more of the students having a grade of 3 in a 5-point scale. D. No, such result is acceptable as long as it has a positive consequence to the students.

Reflective Journal viJ? Critiqued Outfits Dr. Marilyn l/bma-Balagcas and Prof. Anconio G. Dacanay


Assessment and Evaluation of Learning 2 Prepared by: Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay

Competencies:

1. Apply principles in constructing and interpreting traditional forms of assess ment. 2. Utilize processed data and results in reporting and interpreting learners' performance to improve teaching and learning. 3. Demonstrate skills in the use of tech niques and tools in assessing affective learning. Or. Marilyn Ubma-Balagcas and Prof. Anronio G. Dacanay

A ssessm en t a n d E v alu atio n o f L e arn in g 2

PART I - CONTENT UPDATE WHAT 18 A TEST? • It is anrinstrument or systematic procedure which typically consists of a set of ques tions for measuring a sample ofbehavlor. • It is a special form of assessment made under contrived circumstances especially so that it may be administered • it is a systematic form of assessment that answers the question, "How well does the individual perform - either in comparison with others or in comparison with a domain of performance task. • An Instrument designed to measure any quality, ability, skill or knowledge.

PURPOSES I USES OF TESTS s Instructional Uses of Tests • grouping learners for instruction within a class • identifying learners who need corrective and enrichment experiences • measuring class progress fa any given period • assigning grades/marks • guiding activities for specific learners (the slow, average, fast) V Guidance Uses of Tests • . assisting learners to set educational and vocational goals • improving teacher, counselor and parents' understanding of children with problems '* • preparing Information/data to guide conferences with parents about their children ■ determining Interests in types of occupations not previously considered tr known by the students ’ • predicting success in future educational or vocational endeavor

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v'Administrative Uses of Tests • • determining emphasis to be given to the different learning areas in the curriculum ' . • measuring the school progress from year to year . • determining how well students'are attaining worthwhile educational goals ■ determining appropriateness of the school curriculum for students of dif ferent levels of ability • developing adequate basis for pupil promotion or retention

Classification of Tests According Format I.

Standardized Tests - tests that have been carefully constructed by experts in the light of accepted objectives.1. Ability Tests-combine verbal and numerical ability, reasoning and computations. Ex.: OLSAT- Otis Lennon Standardized Ability Test 2. Aptitude Tests - measure potential In a specific field or area; predict the degree to which an individual will succeed in any given area such art, music, mechanical task or academic studies. Ex.: OAT- Differential Aptitude Test II. Teacher-Made Tests - constructed by classroom teacher which measure and appraise student progress in terms of specific classroom/instructional objectives. 1 . Objective Type-answers are in the form of a single word or phrase or symbol a Limited Response Type - requires tie student to select ttie answer from a given number of alternatives or choices. I. Multiple Choice Test - consists of a stem each of which presents three to five alternatives or options in w h ic h only one is correct or definitely better than the Q ther. The correct option choiceor alternative • in each iterfi is merely called answer and the rest of the alternatives are called distractprs or decoys or foils, ii. True - False or Alternative Response - consists of declarative statements that one has to respond or mark true 6 r; false; right or wrong, correct or incorrect, yes or no, fact or opinion, agree or dis agree and the. like. It is a test made up of items w h ic h allow dfchoto-

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tnous responses. iii. Matching Type - consists of two parallel columns with each word, ' ' number, or symbol in one column being matched to a word sentence, or phrase in the other column. The items in Column I or A for which a match is sought are called premises, and the items in Column II or.B from which the selection is made are called responses, b. Free Response type or Supply Test- requires the student to supply or give the correct answer. i. Short Answer - uses a direct question that can be answered by a word, phrase, number, or symbol. ii. Completion Test-consists of an incomplete statement that can also be answered by a word, phrase, number, or symbol 2. Essay lype- Essay questions provide freedom of response that is needed to adequately assess students' ability to formulate, organize, integrate and evaluate ideasand information or apply knowledge and skills. a. Restricted Essay-lim its both the content and the response. Content is usually restricted by the scope of the topic to be discussed. b. Extended Essay - allows the students to select any factual information v hat they think is pertinent to organize their answers in accordance with * their best judgment and to integrate and evaluate ideas which they think appropriate. '

Other Classification of Tests ■ Psychologlcat Tests - aim to measure students' intangible aspects of behavior, i.e. intelligence, attitudes, interests and aptitude. . > Educational Tests - aim to measure the results/effects of instruction. • Survey Tests - measure general level of student's achievement ova- a broad range of learning outcomes and tend to emphasize norm - referenced interpretation • Mastery Tests-measure the degree of mastery ol a limited set of specific-, learning outcomes and typically use criterion referenced interpretations. D r. Marilyn Uhifu-Baiagt.is and Prof. Antonio G. Dacanay


■ Verbal Tests -one in which words are very necessary and the examinee should be equipped with vocabulary in attaching meaning to or responding to test items. ' • Non -Verbal Tesls1- one in n$ich words are not that important, student responds to test items in the form of drawings, pictures or designs. ■ Standardized Tests - constructed by a professional item writer, cover a large domain of learning tasks with just few items measuring each spe cific task. Typically items are of average difficulty and omits very easy and very difficult items, emphasize discrimination among individuals in terms of relative level of learning. Teacher-Made-Tests - constructed by a classroom teacher, give focus on a limited domain of learning tasks with relatively large number of items measuring each specific task. Matches item difficulty to learning tasks, without alternating item difficulty or omitting easy or. difficult items, em phasize description of what learning tasks students cari and cannot do/ perform. ■ Individual Tests - administered on a one - to - one basis using careful oral questioning. ■ Group Test - administered to group of individuals, questions are typically answered using paper and pencil technique. Objective Tests - one in which equally competent examinees will get the ( same scores, e.g. multiple - choice test • Subjective Tests - one in which the scores can be Influenced by the opinion/judgment of the rater,_e.g. essay test • Power Tests - designed to measure level of performance under sufficient time conditions, consist of items arranged in order of increasing difficulty. • Speed Teste - designed to measure the number of items an individual can complete in a give time, consists of items approximately of the same level-of difficulty. • . •

Dr. Marilyn Ubina-Balagcai and Prof. Antonio G. Dacanay

Assessm ent and E v alu atio n o f L e arn in g 2 •

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Assessment of Affective and Other Won - Cognitive Learning Outcomes Affective and Other Non-Cognitlve Learning Outcomes Requiring Assessment Procedure Beyond Paper-and-Pencii Test Affective/rJon-cognitive Learning Outcom e

Sample Behavior

Social Attitudes

Concern for the welfare of others, sensitivity to social issues, desire to work toward social improvement

Scientific Attitude

Open-mindedness, risk taking aid responsibility, resource fulness, persistence, humility, curiosity

Academic seif-concept

Expressed as self-perception as a learner in particular subjects (e.g. math, science, history, etc.)

Interests

Expressed feelings toward various educational, mechani cal, aesthetic, social, recreational, vocational activities

Appreciations

Feelings of satisfaction and enjoyment expressed toward nature, music, art, literature, vocational activities

Adjustments

Relationship to peers, reaction to praise and criticism, emotional, social stability, acceptability

Affective Assessment Procedures/Tools » Observational Techniques - used In assessing affective ami other non-cognitive learning outcomes and aspects of development of students. ■ Anecdotal Records - method of recording factual description of students' behavior. • .• '« Effective use of Anecdotal Records 1. Determine in advance what to observe, but be alert for unusual behavior. 2. Analyze observational records for possible sources of bias. . 3. • Observe and record enough.of the situation to make the behavior meaningful. ■ 4. Wake a record of the incident right after observation, as much as possible. 1

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5. Limit each anecdote to a brief description of a single incident. 6. Keep the factual description of the incident and your interpretation of it, sep arate. 7. Record both positive and negative behavioral incidents. 8 . Collect a number of anecdotes on a student before drawing inferences con cerning typical behavior. 9. Obtain practice in writing anecdotal records.

■ Peer appraisal - is especially useful in assessing personality characteristics, social relations skills, and other forms of typical behavior. Peer - appraisal methods include the guess - who technique and the sodometric technique. Guess* Who Technique - method, used to obtain,peer judgment or peer ratings requiring students to name their classmates who best fit each of a series of behavior description, the number of nominations students receive on each characteristic indicates their reputation in the peer group. Sodometric Technique - also calls for nominations, but students indicate their choice of companions’for some group situation or activity, the number of choices students receives serves as an Indication of their total social acceptance. • Self •' repent techniques - used to obtain information that is inaccessible by other means, including reports on the students’ attitudes, interests, and personal feelings. • Attitude scales - used to determine what a student believes, perceives.or feels: Attitudes can be measured toward self, others, and a variety of other activities, Institutions, or situations.

Types: " I.

.

Rating Scale - measures attitudes toward others or asks an. individual to rate another individual on a number of behavioral dimensions on a continuum from gbod to bador excellent to poor; or on a number of items by selecting the most appropriate response category along 3 or 5 point scale (e.g., 5-exeellent, 4-above average, 3-average, 2-beiow average, 1-poor) II. Semantic Differential Scale - asks an individual to give a quantita-

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tive rating to the subject of the attitude scale'on a number of bipolar adjectives such as good-bad, friendly-unfriendly etc. III. Llkert Scale - an assessment instrument which asks an individual to respond to a series pf statements by indicating whether she/he strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or strongly disagrees (SO) witti each statement Each response is asso ciated with a point value, and an individual's score is determined by summing up the point values for each positive statements: SA - 5, A - 4, U- 3, D - 2, SD - 1 . for negative statements, the point values would be reversed, that is, SA -1 , A - 2, and so on. » Personality assessments - refer to procedures forassessing emotional adjust ment Interpersonal relations, motivation, interests, feelings aid attitudes toward self, others, and a variety of other activities, institutions, and situations. • Interests are preferences for particular activities. Example of statement on questionnaire: I would rather gook ten write a letter. ■ Values concern preferences for “life goals* and "yvays of life’ , in contrast to Interests, which concern preference for particular activities. Example: I consider it more important to have people respect me than to admire me. • Attitude concerns feelings about particular social objects - physical objects, types of people, particular persons, social institutions, government policies, and others. Example: I enjoy solving math problem, a. Nonprojective Tests S Personality Inventories • Personality Inventories present lists of questions or statements describ ing behaviors characteristic erf certain personality traits, and the indi vidual Is asked to indicate (yes, no, undecided) whether the statement describes her qr him. . ' • I t may be specific and measure only one trait, such as introversion extroversion, or may be general and measure’s number of traits. Dr. Marilyn Ubina-Balagtas and Prof. Anconio G. Dacanay


✓ Creativity Tests characteristics that are related to creative behavior. One such trait is referred to as divergent thinking. Unlike convergent thinkers who tend to took for the right answer, divergent thinkers tend to seek alternatives. .

✓ Interest Inventories

An interest Inventory asks an individual to indicate personal like, such as kinds of activities he or she likes to engage in.

A ssessm en t a n d E valu atio n o f L ea rn in g 2 .

Projective Tests •

■ Projective tests were developed in an attempt to eliminate some.of the. major problems inherent in the use of self - report measures, such as the tendency of some respondents to give ‘socially acceptable* fesponses.• The purposes of such tests are usually not obvious to respondents; the individual is typically asked to respond to ambiguous items. • The most commonly used projective technique is the method of asso ciation. This technique asks the respondent to react to a stimulus such as a picture, inkblot, or word. _______ :______________ ,

STAGES IN THE DEVELOPMENT & VALIDATION OF AN ASSESSMENT INSTRUMENT

• Checklist -an assessment instru ment that calls for a simple yes-no judgment It is basically a method of recording whether a character istic is present or absent or wheth er an action was or was not taken i.e. checklist of student's daily activities

*Note: Hemswith difficulty index within .26 to .75andwith discrimination index from .20 andabove are to be retained. Items with difficultyindex*within .25 to .75 tu t with (Sscrimination indexof .19 and belowor with discrimination index of .-20and abovebut with difficulty index not within .26 to .75 shouldbe revised, items with difficulty index not within .26 to ,7Sand with discrimination index of .19 and below should be rejected/discarded. Dr. Marilyn Ubina-Balagras and Prof. Anronio G. Dacanav

PNU LET Reviewer

A s s e s s m e n t aud Evaluation of L earn in g

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General Suggestions for Writing Assessment Tasks and Test items 1. Use assessment specifications as a guide to item/task writing. 2 . Construct more items/tasks than needed. 3 . W rite the items/tasks-ahead of the testing date. 4 . W rite each test item/task at an appropriate reading level and difficulty. 5 . W rite each test item/task in a way that it does not provide help in answering other test items or tasks. 6. W rite each test item/task so that the task to be performed is clearly defined and it calls forth the performance described in the intended learning outcome 7. W rite a test item/task whose answer is one that would be agreed upon by the experts. 6. Whenever a test is revised, recheck its relevance.

Specific Suggestions A. Supply Type of Test 1. Word the item/s so that the required answer is both brief and specific. 2. Do not take statements directly from textbooks 3. A direct question is generally more desirable than an incomplete statement. 4. If the item is to be expressed in numerical units, indicate the type of answer wanted. 5. Blanks for answers should be equal in length and as much as possible in column to the right of the question. 6. When completion items are to be used, do not include too many blanks.

B. Selective Type oTTests 1 . Alternative - Response . a

Avoid broad, trivial statements and use of negative words especially dou ble negatives. • b. Avoid long and complex sentences, . c. Avoid multiple facts or including two ideas in one statement, unless cause effect relationship is being measured.

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d. If opinion is used, attribute'it to’some source unless the ability to identify opinion is being specifically measured. e. Use proportional number of true statements and false statements. f. ' True statements and false statements should be approximately equal in ' length. 2. Matching Type a. Use only homogeneous, material in a single matching exercise. b. Include an unequal number of responses and premises and instruct the pupil that responses may be used once, more than once, or not at all. c. Keep the list of items to be matched brief, and place the shorter responses at the right. d. Arrange the list of responses in logical order. e. Indicate In the directions the basis for matching the responses and premises, . f. Place all the items for one matching exercise on the same page. g. Limit a matching exercise to not more than 10 to 15 items. 3. Multiple Choice a. The stem of the item should be meaningful by itself and should present a definite problem. b. The item stem should include as much of the item as possible and should be free of irrelevant material. c. Use a negatively stated stem only when significant learning outcomes require it and stress/highlight the negative words for emphasis.. d. All the alternatives should be grammatically consistent with the stem of the item. e. An item should only contain one correct or clearly best answer. f. Items used to measure understanding should contain some novelty, but not too much. g. All distracters should be plausible/attractive. h. Verbal associations between the stem and the correct answer should be avoided. ,• .* i. The relative length of the alternatives/options should not provide a clue ‘ .to the answer. .

Dr. Marilyn Ubiria-Bniagcas and P rof. A nton io G . Dacana

Profcssioriiil Education

j. The alternatives should be arranged logically. . k. The correct answer should appear in each of the alternative positions and approximately equal number of times but in random order. I. Use of special alternatives such as “none of the above" of “all of the above-’ should be done sparingly: m. Always have the stem and alternatives on the same page. n. Do not use multiple choice items when other types are more appropriate. 4. Essay Type of Test a. Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by objective items. b. Construct questions that will call forth the skills specified in the learning standards. c. Phrase each question so that the student’s task is clearly defined or in dicated d. Avoid the use of optional questions. e. Indicate the approximate time limit or the number of points for each ques tion. f. Prepare an outline of the expected answer in advance or scoring rubric.

Qualities/Characteristics Desired in an Assessment Instrument Major Characteristics a. Validity - the degree to which a test measures what it is Supposed or intends to measureJt is the usefulness of the test for a given purpose, it is the most important quality/characteristic desired in an assessment instrument. b. Reliability - refers to the consistency of measurement; i.e., how consistent test scores or other assessment results are from one measurement to ahother. It the most important characteristic of an assessment .instsument next to validity.1 ■ • -

A ssessm en t and E v alu atio n o f L e a rn in g 2

. Minor Characteristics c. Administrability - The test should be easy to administer such that the di rections should clearly indicate how a Student should respond to the test/ task items and how much time should be spent for each test item or for this whole test. d. Scorability - Tfie test should be easy to score such that directions for scor ing are clear, point/s for each correct answer(s) is/are specified. e. Interpretability - Test scores can easily be interpreted and described in terms of the specific tasks that a student can perform or his/her relative position in a clearly defined group. f. Economy - The test should save time and effort spent for its administration . and that answer sheets must be provided so it can be given from time to time. Factors Influencing the Validity of an Assessment Instrument 1. Unclear directions. Directions that do not clearly indicate how to respond to . the tasks and how to record the responses tends to reduce validity. 2. Reading vocabulary and sentence structure are too difficult Vocabulary aid sentence structure that are too complicated for the students would result in the assessment of reading comprehension; thus, altering the meaning of assessment result. 3. Ambiguity. Ambiguous statements in assessment tasks contribute to misin terpretations and confusion. Ambiguity sometimes confuses the better stu dents more that it does the poor students. 4. Inadequate time limits. Time limits that do not provide students with enough time to consider the tasks and provide thoughtful responses can reduce the va lidity of interpretation of results. Rather than measuring what a student knows or. able to do in a topic given adequate time, the assessment may become a measure of the speed with which the student can respond. For some contents (e.g., a typing test), speed may be important. However, most assessments of achievement should minimize the effects of speed on student performance.

■ H E H aB n aM M B M H M n B S B aaB aaaw saR n M H M M B M an ai

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5. • Overemphasis of easy - to assess aspects of domain at the expense of important, but hard - to assess aspects (construct underrepresentation). It is easy to develop test questions that assess factual knowledge or recall and • generally harder to develop ones that tap conceptual understanding or higher • - order thinking processes such as the evaluation of competing positions or arguments. Hence, it is important to guard against undenrepresentation of tasks getting at the important, but more difficult to assess aspects of achievement. 6. Test items inappropriate for the outcomes being measured. Attempting to measure understanding, thinking skills, and other complex types of achieve ment wth test forms that are appropriate only for measuring factual knowl edge wli invalidate the results. 7. Poorly constructed test items. Test items that unintentionally provide clues to the answer tend to measure the students’ alertness in detecting clues as well as mastery of skills or knowledge the test is intended to measure. 8. Test too short If a test is too short to provide a representative sample of the performance we are interested in, its validity will suffer accordingly. 9. Improper arrangement of items. Test items are typically arranged in order of difficulty, »fith the easiest items first. Placing difficult items first in the test may cause students to spend too much time on these and prevent them from reaching items they could easily answer. Improper arrangement may also . influence validity by having a detrimental effect on student motivation. 10. identifiable pattern of answer. Placing correct answers in some systematic pattern (e.g., T, T, F, F, or B, B, B, C, C, C, D, 0, D) enables students to guess the answers to some items more easily, and this lowers validity.

test scores than a group with homogeneous ability. 3. Item difficulty. In general, tests composed of items of moderate or average difficulty (.30 to .70) will have more influence on reliability than those com posed primarily of easy or very difficult items.. . . 4. Item discrimination. In general, tests composed of more discriminating items will have greater reliability than those composed of less discriminating items. 5. Time limits. Adding a time factor may improve reliability for lower - level cognitive test items. Since all students do not function at the same pace, a time factor adds another criterion to the test that causes discrimination, thus improving reliability. Teachers should not, however, arbitrarily impose a time limit. For higher - level cognitive test Items, the imposition of a time limit may defeat the intended purpose of the items.

levels or Scales of Measurement 1 Level/Scale

1. Nominal 2. Ordinal

3. Interval

- Improving Test Reliability Several test characteristics affect reliability. They include the following: 1. Test length. In general, a longer test is more reliable than a shorter one be cause. longer tests sample the instructional objectives more adequately. 2. Spread of scores. The type of students taking the test can influence reliability. A group’of students with heterogeneous ability will produce a larger spread of

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4. Ratio

C h ara cteris tics

Exam ple

Merely aims to Identify or label a class of variable Numbers are used to ex press ranks or to denote position in the ordering.

Number reflected at the back shirt of athletes

Oliver ranked t" In his class while Donnaranked 2* hahrenheit and Centigrade mea Assumes equal intervals or sures of temperature. distance between any two 'Zero point (toes not mean an ab points starting at an arbi solute absence of warmth or cold trary zero. . or zero in the test does not mean complete absence of learning. Has all the characteristics Height, weight of the Interval scale except *a zero weight means no weight that it has an absolute zero at all point

Dr. Marilyn Ubina-BaJagrasand Prof. Aruunio G. Dacanay

A ssessm en t a n d E v alu atio n o f L earn in g


Shapes, Distributions and Dispersion of Data

•

2. Skewed Distributions of Test Scores A. Positively Skewed Distribution

A. Normal Distribution or Bell Shaped Curve

Numbci ol studem

1. Symmetrically Shaped Test Score Distributions

|.)

<

Seor»

— ... ■ ■■ ■ — ►

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B. Negatively Skewed Distribution B. Rectangular Distribution Mumb«, of Sludwts

i 0> *D c a> 3 cr a;

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5cor»*

Test Scores C. U-Shaped Curve

3. Unimodal, Bimodal, and Multimodal Distributions of Test Scores A. Unimodal Distribution

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B.

C.

C. Wide, Short Distribution: Heterogeneous Performance

Bimodal Distribution

Multimodal Distribution Descriptive Statistics Descriptive Statistics - the first step In data analysis is to describe or summarize the data using descriptive statistics 1

4. Width and Location of Score Distributions A. Narrow, Tail Distribution: Homogeneous, Low Performance

B. Narrow, Tali Distribution: Homogeneous, High Performan

0

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D e sc rip tiv e S ta tistics

When to use and C h aracteristics

1. Measures of Central Tendency - numerical values which describe the average or typical performance of a given group in terms of certain attributes. - basis in determining whether the group is performing better or poorer than the other groups Arithmetic average, used when the distribution is nor a. Mean mal/symmetrical or beH-shaped. Most reliable/stable Point in a distribution above and below which are 50% of the scores/cases; b. Median Midpoint' of a distribution; Used when the distribufion Is skewed Most frequent/common score in a distribution; Oppo site of the mean, unreliable/unstable; Used as a quick c. Mode description In terms' of average/typical performance of the group. . •

so Dr. Marilyn Ubifia-Balagtas and Prof. Anconio G. Dacanay

P ro fe ssio n al Educatio/i A ssessm en t an d E v a lu a tio n o f L e a rn in g 2

II. Measures of Variabilityindicate or describe how spread the scores are. The larger the measure of variabil ity the more spread the scores are and the group is said to be heterogeneous; the smaller the measure of variability the less spread the scores are and the group is said to be homogeneous. ' The difference between the highest and lowest score; Counterpart of the mode it is also unreliable/unstable; a Range Used as a quick, rough estimate of measure of variabllity. The counterpart erf the mean, used also when the dis b. Standard Deviation tribution is normal or symmetrical; Reliable/stable and so widely used Defined as one - half ofthe difference between quartile 3 (75* percentile) and quartile 1 (25% percentile) in a c. Quartile Deviation or distribution; Seml-inter quartile Range Counterpart of the median; Used also when the distri bution is skewed. ’ HI. Measures of Relationship - describe the degree of relationship or correlation between two variables (academic achievement and motivation). It is expressed in terms of correlation coefficient from -1 to 0 to 1. Most appropriate measure of correlation when sets of data are of Interval or ratio type; Most stable measure a. Pearson r of correlation; Used when the relationship between the two variables is a linear one Most appropriate measure of correlation when variables b. Spearman-rank-ofder are expressed as ranks Instead of scores or when the Conrelation or Spearman data represent an ordinal scale; Spearman Rho is also Rho interpreted In the same way as Pearson r IV. Measure of Relative Position . - indicate where a Score is in relation to all othier scores in thedistribution; they make it possible to compare the performance of ao individual in two or moredifferent tests. t

Or. Marilyn Ubina-Balageas and Prof. Antonio G . Dacanay

a. Percentile Ranks

b. Standard Scores

c. Stanlne Scores

d.T-SCores

Indicates the percentage of scores that fall below a given score; Appropriate for data representing ordinal scale, although frequently computed for interval data. Thus, the median of a set of scores corresponds to the 50* Dercentlle. A measure of relative position which Is appropriate when the data represent an Interval or ratio scale; A z score expresses how far a score is from the mean in terms of standard deviation units; Allows all scores from different tests to be compared; In cases of neg ative values transform z scores to T scores ( multiply z score bv 10 plus 50) Standard scores that tell the location of a raw score in a specific segment in a normal distribution which is divid ed into 9 segments, numbered from a low of 1 through a high of 9 Scores falling within the boundaries of these segments are assigned one of these 9 numbers (standard nine) Tells the location of a score in a normal distribution having a mean of 50 and a standard deviation of 10.

Interpreting Te«t Scores Type of Score

Interpretation

Percentiles

Reflect the-percentage of students in the norm group surpassed at each raw score in the distribution

Linear Standard Scores (z-scores)

' Number of standard deviation units a score is above (or below) the mean uf a given distribution.

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Stanines

Location of a score in a specific segment of a nor mal distribution of scores. Stanines 1, 2, and 3 reflect below average perfor mance. Stanines 4,5, and 6 reflect avera'ge performance. Stanines 7,8, and 9 reflect above average perfor mance.

Normalized Standard Score (T-score or Location of score in a normal distribution having a normalized 50 ± 10 system) mean of 50 and a standard deviation of to.


Student Progress Reporting Methods Name Letter grades

A, B, C, etc., also'+ ” and *-* may be added.

Number or percentage grade

Integers (5 ,4 ,3 ,...) or percentages {99,98,...)

Two-category grade

Pass - fail, satisfactory - unsatisfactory, credit - entry

Checklist and rating scales

Checks ( V ) next to objectives mastered or numerical ratings of the degree of mastery None, may refer to one or more of the above but usually does not refer to grades

Narrative Report

GIVING GRADES Grades are symbols that representa value judgment concerning the relative quality of a student's achievement during specified period of instruction. Grades are important to: ■ inform students and other audiences about student's level of achievement • evaluate the success of an instructional program ■ provide students access to certain educational or vocational opportunities • reward students who excel Absolute Standards Grading or Task - Referenced Grading - Grades are assigned by comparing a student's performanpe to a defined set of standards to be achieved, targets to be learned, or knowledge to be acquired Students who complete the tasks, achieve the standards completely, or learn the targets are given the better grades, regardless of how weil other students perform or whether they have worked up to their poteofial. ■ # • Relative Standards Grating or Group - Referenced Grading - Grades are assigned on the basis of student's.performance compared with others in class. Students'performing better than most classmates receive higher grades.

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Type of code used

Guiding Principles for Effective Grading 1. Discuss your grading procedures to students at the very start of instruction. 2. Make clear to students that their grade will be purely based on achievement. 3. Explain how other elements like effort or personal-social behaviors will be reported. 4. Relate the grading procedures to the intended learning outcomes or goal/ objectives. 5. Get hold of valid evidences like test results, reports presentation, projects and otherassessments, as bases for computation and assigning grades. 6. Take precautions to prevent cheating on test and other assessment measures. 7. Return all tests and other assessment results, as soon as possible. . . 8. Assign weight to flie various types of achievement included in the grade. 9. Tardiness, weak effort, or misbehavior should not be charged against achieve ment grade of student. 10. Be judicious/falr and avoid bias but when in doubt (in case of borderline student) ’ review the evidence. If still in doubt, assign the higher grade.. 11. Grades are black and white, as a rule, do not change grades. 12. Keep pupils ’informed of their class standing or performance. Dc. M arilyn U biru -B alagtas and Prof. Antonio G. Dacanay

Pro fessio n al Education

A ssessm en t a n d E v alu atio n o f L earn in g 2

CONDUCTING PARENT - TEACHER CONFERENCES .The following points provide helpful reminders when preparing for and conducting parent-teacherconferences. 1. Make plans for the conference. Set the goals and objectives of the conference ahead of time. 2. Begin the conference in a positive manner. Starting the conference by making a positive statement about the student sets the tone for the meeting. 3. Present the student's strong points before describing the areas needing Improvement. It is helpful to present examples of the student’s work when discussing Ihe student's performance. 4. Encourage parents to participate and share information. Although as a teacher you are in fcharge of the conference, you must be willing to listen to parents and share information rather than "talk at” them. 5. Plan a course of action cooperatively. The discussion should lead to what steps can be taken by the teacher and the parent to help the student. 6. End the conference with a positive comment At the end of the conference, thank the- parents for coming and say something positive about the student, like ‘Erfc has a good sense of humor and I enjoy having him In class." 7. Use good human relation skills during the conference. Some of these skills can be summarized by following the do’s and don’ts.

D irections: Read and analyze each item and select the correct optionthat answers each question. Analy2e the Items using the first 5 items as your sample.Writeonly the letter of your choice in your answer sheet. 1. In a positively skewed distribution, the following statements are true EXCEPT' A. Median is higher than the Mode. 6. Mean is higher than the Median. C. Mean is lower than the Mode. D. Mean is not lower than the Mode. The correct answer Is C since what is asked is not true about positively skewed distribution. Option A Is true about positively skewed distribution, that is median is greater than the mode. Option 8 is also true, mean is greater than the median. Option D is also true, that mean is greater than the mode. 2. Which of the following questions indicate a norm - referenced interpretation? A. How does the pupils' test performance in our school compare with that of other schools? B. How does a pupil's test performance in reading and mathematics compare? C. What type or remedial work will be most helpful for a slow - learning pupil? D. Which pupils have achieved mastery of computational skiHs? The correct answer is A because the performance of the pupils in the test is compared with othef schools. Option 8 is wrong because what is being compared . is the pupil's performance In reading and math. Option C is wrong there is no men tion of one's performance compared with others. Option D is also wrong because what is implied is the pupils' achievement or mastery in relation to the domain of performance task. ■ •

Dr. Marilyn Ubiha-Balagtas and Prof. A nronio G . D acanay

PNU L E T Reviewer m

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P ro fe ssio n a l Ed ucation

cssmcnt and Evalua tio n o f L e a rn in g 2

.I What is fhe performance of a student in the National Achievement Test (NAT) if-he obtained/got,a stanine score of 5? A. Between average and above average B; Between average and below average ■ C; Belowaverage ___________ '__________. . 0. Average I He correct answer is D, stanine 4, 5, 6 reflect average performance, while I sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above I aitrage performance. There is no such thing as between average and above aver| age a between average and below average in stanine scores. So options A, B, and I Cre all wrong. 4. Based on the figure, which is true about the distribution? A. Mean = 55, median = 48, mode = 34 B. Mode =46, median = 40, mean = 37 y C. mean = 63 median = 63 mode = 63 0. The (fetribution is mesokurtic. — ____ Thecorrect .answer.is option C because the figure is an illustration of a normal disWbution (bell - shaped). Option A describes a positively skewed distribution. Opfon B illustrates a negatively skewed distribution and option D is wrong because tfie ijgure is bell-shaped or a normal distribution. 5. I quartile deviation is to median, what is to mean? A. standard deviation C. range B. mode D. variance

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The correct option Is Option A, standard deviation is the counterpart of the mean. However, Option B, Just like the mean Is a measure of central tendency. C range is a measure of variability and the counter part of mode, and option 0, variance is simply standard deviation squared.

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6. In a normal distribution, which of the foltowing is true? • -A. median= mode * mean C. median * mode * mean ' B. median * mode = mean - if f f l mean - median = mode 7. Which of the following situations may lowenfie validity of a test? A. Mrs. Josea increases the number of items measuring each specific skill from three to five. B. Mr. Santosa simplifies the language in the directions for the test. fc ) Miss Lopeza removes the items in the achievement test that everyone would be able to answer correctly. J). None of the above. . .8. In a negatively skewed distributionwhich of the following statements is true? A Mode is lower than the mean. C. Median is higher than mode. wS Mean is lower than the mode. D. Mode is lower than the median. 9. m a negatively skewed distributionthefollowing statements are true EXCEPT A. Mean is'not higher than the median. B. Median is lower than the mode. £ . Mean Is lower man the mode, n j/ Mode is less than the median. 10. Miss Cortez administered a test to her class and the result Is positively skewed. What kind of test do you think Miss Cortez gave to her pupils? Posttest C. Mastery Test Pretest 0. Crtterton-referenced Test 11. The result of the test given by.teacher A showed a negatively skewed distribution. What kind of test did teacher A give? A. The test is difficult It is moderately difficult B. His not too easy nor too difficult sQ f It is easy 12. When the distribution is skewed to the right, what kind of test was administered? A. Difficult • Avefege/moderately difficult B. Easy DCPartly easy - partly difficult

Dr. Marilyn Ubina-fialngtis and Prof. Antonio G. Dacanay


13. In a negatively skewed distribution, what kii eacher B have? A. Very good B. Very poor 14. In a positively skewed distribution the students are A. Very good ‘ C. Average • ( f) Very poor D. Normally distributed 15. In a positively skewed distribution, which of toe following statements is true? A. Mode = 67 while Median = 54 Mean = 73 while Mode = 49 B. Median = 53 while Mean = 41 jf . Median = 34 while Mode = 42 16. Which statements represent criterion - referenced interpretation? A. Lucresia did better in solving the linear equation than 80% of representative Algebra students. B. Lucresia's score indicates that she is able to solve about two thirds of all one - variable linear equations of such complexity. C. Students who have reached Lucresia's level on linear equations usually succeed In the subsequent unit on simultaneous equations with special help or extra time; i.e., Lucresia is ready to move ahead. 7 H All of the above. 17/wnard obtained a 97 percentile rank in an aptitude test. This means 1 $ He answered 97% of the items correctly. B. He belongs to the 97% of the group who took the test. C. 79% of the examinees did better than her on the test. 0. He surpassed 97% of those who took the test. 18. Which set of scores has the least variability? Set 1 0, 5, 10, 15. 20 Set 2 25, 35, 45, 55 Set 3 0, 2, 8, 15, 26 Set4 505, 501, 503. D. Set 4 © S e t1 B. Set2 C. Set3 19. Standard deviation is to variability as mode to______ A. Correlation Cental tendency B. Discrimination . M3. Level of difficulty Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay

A ssessm en t a n d Evsrluacion o f L e a rn in g 2

20. Goring performed better than 65% of the total number of examinees in the district achievement test. What is his percentile rank? P35

?•

P05

P66 P75

)ich is a guidance function of a test? ' Identifying pupils who need corrective teaching Predicting success In future academic and vocational education Assigning marks for courses taken Grouping pupiis for instruction within a class 22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his pupils got very high scores in the test. What measure of central tendency should he use to describe their average performance the subject? .• A. Mean Mode J . Median '“ (I. Range 23. Which o# the following indicates how compressed or expanded the disiribuSon of scores is? A. Measures of position C. Measures of correlation B. Measures of central tendency Measures of variability 24. TTie proportion passing the upper and lower group is .80 ami .35, nespectivjy. What is the index of difficulty? A. .38 • @ .40 C. .58 D. 1.02 25. Mr, Gringo tried to correlate the scores of his pupils in the Social Studies test vti their grades in the same subject last 3rd quarter. What test validity is he trytg to establish? A. Content validity 'Q j Concurffent validity B. Construct validity D. Criterion-related validity to

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* P ro fe s sio n a l E d u catio n

A ssessm en t an d E valu atio n o f L e a rn in g 2

PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering me items below. Write only the letter of the best answer. 1. If a test item has a difficulty index of 0.06, how would you describe the test item? It is very easy. It is very difficult. It moderately difficulty. D. It is difficult. 2. Two sections have the same mean but the standard deviation of section 2 is higher than section 1. Which of the two sections is more homogeneous? A, Section 1 C. BothAandB (Bt) Section 2 D. None from the above 3. Miss Corteza administered a test to her class and the result is positively skewed. What kind of test do you think Miss Corteza gave to her pupils? /^ P o s tte s t C. Mastery Test ( j y Pretest D. Criterion-referencedTest 4. In his second item analysis, Mr. Gonzales found out that more from Ihe lower group got the test item 15 correctly. What does this mean? The item has become more valid B.TTte Item has become more reliable. The item has a positive discriminating power. D. The item has a negative discriminating power. 5. is 25th percentile as median is to what percentile? WU 40th percentile _C. 50*1percentile o. 60*1percentile D. 7&b percentile 6. Which is implied by a positively skewed scores distribution? A. The mean, the median, and the mode are equal. EL Most of the scores are high. w !) Most of the scores are low. . o. The mode Is high.

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IPNU L E T Reviewer

7. In a normal distribution curve, what does a T score of 60 mean? A. Two SDs below the mean G. One SOM ow the mean 8. Two SDs above the mean One SD above the mean

©

For items 8 to 13; what does each figure/disiribution on the right indicate?

mean > median > mode mean< mode> median mean >mode < median mean < median cmode 9. / aJ *-ft C. D.

mode < mean < median mode > mean >median median < mode > mean none of the above

10 .

equal (mans, unequal standard deviations equal means, equal standard deviations unequal means, equal standard deviations D. unequal means unequal standard deviations

$ 11A. ’’T L /D tI 12. A. B. & D.

unequal means, equal standard deviations unequal means, equal standard deviations equal means, equal standard deviations _ equal means, unequal standard deviations unequal variability, equal means, different shapes unequal means, equal variability, different 3hapes _ equal variability, equal means, different shapes unequal variability, unequalmeans, different shapes Dr. Marilyn Ubifia-Baiagtas and Prof. Anconio G. Dacanay

A ssessm en t an d Evaluation o f Learning 2


13. unequal means, equal standard deviations equal means, unequal standard deviations C. equal means, equal standard deviations 11_ unequal means, unequal standard deviations 14. In conducting a parent - teacher conference, which of the following is NOTtrue? A Be friendly and Informal C. Be willing to accept suggestions Be a kn ow -it all person D. Be careful In giving advice 15. In a frequency distribution, what is the midpoint of the class Interval whose lower and. upper limits are 99.5 and 109.5? & < r\ A. 107.0 B. 105.0 " fc /^ 0 4 .5 D. 102.5 16. In a frequency distribution, what is the intervSTsize of the class whose lower and upper limits are 9.5 ajjd 19.5? A. 11.0 10.0 C. 9.0 D. 5.0 17. Given a mean of 55~aml a standard deviation of 8, what two scores indude one standard deviation below and above the meatf A. 46and63 B. 47and64 ( d ) 47and63 D. 46 and 64 18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds to two standard deviation above the mean? A. 70 J3. 71 C. 72 W 73 19. What principle of test qonstruction is violated when one places very difficult items at the beginning; thus creating frustration among students particularly those of average ability and below average? All the items of particular type should be placed together in the test The items should be phrased so that the content rattier than the form of the statements will determine the answer. . C. All items should be approximately 50 percent dfficutty. 0. The items of any particular type should be arranged in an ascending order ■ " v of difficulty. 20. Mrs. Del Salvatier would likq to find out how well her students know each other, what assessment Instrument would best suit her objective? A. Self-report Instrument Guess-who technique B. Sociometric technique /u /A I I of ttie above • Dr. M arilyn U bitia- Balagtas and Prof. Antonio G . Dacanay

21. Mr. Lapromeso asked his pupils to indicate on a piece of paper I k names of their classmates whom they would like to be with for some groupacfiiity, what assessment technique did Mr. Lapromeso uge? A. Self-report technique ~ ( 3 Sociometric tecMque B. Guess-who technique D. Anecdotal technique 22. Which of the following assessment procedures/tools is useful in assessing social relation skills? A. Anecdotal record T^P eer appraisal B. Attitude scale QTÂnyof foeatw* 23. If the proportion passing for the upper and lower group is .90 and 30 respecfcvely, what is the discrimination Index? A. .40 B. .50 7 a ).6 0 ft .TO 24y.W(iich Is an example of affective learning oJrane? , Interpret stimuli from various modalities to provide data neededin noting adjustments to the environment B. Judge problem and issues in terms of situations involved thanin ions of fixed dogmatic thinking C. Appreciate the quality and worth of the story read 0. None of the above 25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of her test. She found out that four of the items of the test obtained fe Mowing difficulty and discrimination indices and as follows: Item Number 1 2 3 4

Difficulty Index .58 .92 .09 .93

DIscrmaHcBlula M M .32 .15

Which of the above items should she discard In her item pool? Item 1 • C/ Item 3 Item 2 J L Item 4 PNU L E T Reviewer

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Teachipg P ro fessio n


Teaching Profession

I. BASIC CONCEPTS Relevant laws

P repared b y: D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan

Competencies: ■ Determine ways and means to ensure the high stan dards of personal and professional development • Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens • Apply the four pillars of learning in responding to the aspirations of the community: learning to know, learning to do, learning to live together, and teaming to be ■ Apply ethical standards on situations involving teacher’s • relationships with various groups of people. ' • Reflect on professional teacher's accountability to the learners’ performance and achievement and to the teacher’s total involvement in the teaching profession.

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Teaching

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Relevant Laws: refers to legal acts, decrees, ordinances, ordere, memoranda, circulars and the like that were approved by proper authorities and have become legal bases In the conduct of educational prooess, in general, and of teaching, in particular, In the Philippine setfing. Teaching: refers to the profession concerned with classroom nstrudion at the elementary and secondary levels in accordance w ii the curriculum prescribed by the Department of Education w M cr obpart-time or full time basis in public or private schools (R. A. 7836 :fWSpptoe Teachers' Professionalization Act of 1994) Teachers: refers to all persons engaged in teaching atftedementary and sec ondary levels, whether on full-time or part-time tais.Jndudmg industrial arts or vocational teachers aid all other peraons performing supervisory and/or administrative functions in aH schools In theaforesaid levels and qualified to practice teaching under this Act (R A 7836 FWppineTeachers ProfessionalizationAct of 1994)

Dr. Danilo K . Villena and h a C

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Uatua


•• II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE PHILIPPINES • ' A. Decree Professionalizing Teaching (P.D. 1006): Providing for the Profes sionalization of Teachers, Regulating their Practice in the Philippines and for other Purposes. Some of the provisions are as folows: • Teachers have significant and imperative role in building a strong nation, more specifically in developing proper and desirable attitudes among the citizenry whom they have direct and continuing interaction • Incentive and motivation that may increase teachers' morale must be pro vided them. • Like all other professions, teaching also requires a number of years of high er education studies. B. Philippine Teachers Professionalization Act of 1994 (R. A. 7836): An Act Strengthening the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and Otter Purposes: It was promulgated for: • the promotion, development and professionalization of teachers and the teaching profession • supervision and regulation of the licensure examination.

III. VARIED ROLES OF TEACHERS t . i|f^ l|re c to n > f | ;| Plan£ and otgahizes learning activities m Leads pupils/students through the learning episodes » Controls the whole learning situations » Appraises the effectiveness of the learning situations . 2. | As-an Information Processor ■* » Aralyzeff iriformatiai and events * ’ Dr, D anilo K . Villena and’Prof. C elia M. Italian

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

m Makes information and events » Makes information readily learnable » Facilitates the comprehension of information and events » Interprets information to learners - m Communicates information in a manner that pupils/students . comprehend 3. ASa Knower 4 » Knows much about the general fields of knowledge Masters thoroughly, the subject matter of his/her field of spe cialization » Brings learners to the world of ideas » Provides accurate information to pupils/students » Answers readily pupils/students'questions 4. sAsa Pl(w^r ^ Ideas* » Carries stiKfents to new insights and knowledge • leads children to wide ranging and unlimited inquiry » Develops new ideas and practices to meet the needs and demands ofthe.time 5.' ^ a Q e c fs ^ M ^ :; ■» Deckles on what objectives should be established Decides on the type of instructional program that could best achieve the objectives ■* Decides on what body of information should be conveyed » Decides on the most effective methods, techniques, approaches and materials that will facilitate the attainment of the objectives. ■» Decides on the most appropriate grouping that would best ben efit the learner. ■ 6 .' As a Judge Âchievement lD^n%s' fs Worth achtevirYg . • Defines ability levels of pupils/students Evaluates pupils/students/levels of achievement » Determines who will be promoted or retained

PNU L E T Reviewer

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T each in g P ro fessio n

7. As aGounselor Establishes effective relationship with'the individual pupil/stu dent • ■ _ . ■* Collects pertinent information about each pupil/student • Receives confidences » Guides pupil/student in understanding himself » .Gives advices • » Assists pupils/students to find solutions to his/her own problems 8. As h " » Develops a functional moral and ethical code » Creates acceptable moral atmosphere .» Establishes norms for behavior within and outside the classroom

9. As a Model fof the Youth | m Exemplifies the scholarship and ideals valued by society • Demonstrates acceptable sets of values

10. Asa Personal Culture * '

^-Po&esses a broad general cultural education » Is well-informed of current developments in various fields of science •» Appreciates arts and literature • Demonstrates adequate skills in the use of language

1 1 . A? aiGom eiiflittyiin#

» Participates actively in ttie life of the community • Interprets the school program to the public » Brings parents to participate in school activities Utilizes the resources of the community to develop significant (matter Articulates social, political, and economic traditions Develops cultural values Transmits culture Enriches cultural growth pf pupils/students

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PNU LET Reviewer

IV. RELEVANT LAWS

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A. Article XIV, 1987 Philippine Constitution ( Education, Science & Technology, Arts, Culture & Sports) - This is the very fundamental legal basis of education in the Philippines. It stipulates the following: • The right of all citizens to quality education at all levels ■ Provision for complete, adequate and integrated system of education • Free public education in the elementary and secondary levels • Availability of scholarship grants, loan programs, subsidies and other incen tives for deserving students in the public and private schools ■ Provision for non-formal, informal and indigenous teaming systems - Inclusion of the study of Constitution in the curriculum • Education to put emphasis on the inculcation of nationalism & patriotism as wet as other values deemed important in developing better person and responsible dtlzen • Supervision and regulation of all educational institutions by the state • Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen ■ Tax exemptions for. non-stock and non-profit educational Institutions • Enjoyment of academic freedom (teachers, students, Institutions) in all institutions of higher learning • State's protection for academic, non-academic and non-teaching personnel • Highest budgetary allocation for education • Filipino as the national language; Filipino and English as official languages for use In communication and instruction • Creation of National Language Commission • Promotion of science and technology • Preservation and anijchment of Filipino culture . • Promotion of physical education and other related programs ,* < ~ \/O c T E c H

TKt FO c A l - t e ^ - D 4 v e p b t> - c .r te r > Dr. Danilo JC. Villciu and Prof. Celia M. Ilanan

T each in g Profession

^ P ro fe ssio n a l E d u c a tio n

B. Education Act of 1982 (Batas Pambansa 232, September 11,1982); An Act Providing For The Establishment And Maintenance Of An Integrated System Of Education: Declares/defines/describes among all. others the following: > Aims of Philippine Educational System: (Section 4) 1) Provide for a broad general education that will assist each individual in the peculiar ecology of his own society to: a) attain his potentiate as a human’being; b) enhance the range and quality of individual and group participation in the basic functions of society: and, c) acquire the essential educational foundation of his development into a pro ductive and versatile citizen; 2) Train the nation’s manpower in the middle-level skills for national de- . velopment 3) Devfelop the profession that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and 4) Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation. > "Educational Community"refers to those persons or groups of persons as such or associated in institutions involved in organized teaching and learning systems (Definition and Coverage, Section 6). The members or elements are: 1) "Parents" or guardians or the head of the institution or foster home which has custody of the pupil or student 2) “Students" are ftose enrolled in and who regularly attend educa tional institution of secondary or higher level of a person engaged in formal study. "Pupils'’ are those who regularly attend a school of elementary level under tbe supervision and tutelage of a teacher. 3) /:%n5onne/,'or aHpersons working for an educaScnal bislHution, which includes Bie fotowing: a) "Teaching or academic staff’’ or all persons engaged In actuaheaching and/or research assignments, either on full-time-or part-time basisjn all .levels of the educational ' system. Dr. DaniJo K. ViMcna and Prof. Celia M, Ilanan

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b) “School administrators" or ail persons occupying policy implementing positions having to do with the functions of the schools in all levels. c) "Academic'non-teaching personnel" or those persons ’ holding some academic qualifications and performing academic functions directly supportive of teaching, such as registrars, librarians, research assistants, research aides, and similar staff. . d) “Non-academic personnel” or all other school personnel not falling under the definition and coverage of teaching and academic staff, school administrators and academic non-teaching personnel. 4) "Schools’ or institutions recognized by the State which undertake educational operations. > Rights of Parents (Section 8) 1) Organize by themselves and/or with teachers 2) Access to any official record directly relating to their children > Rights of Students (Section 9) 1) Receive relevant quality education 2) Freely choose their field of study and continue their course therein 3} School guidance and counseling 4) Access to his own records 5) Issuance of needed school records/documents within 30 days from request 6) Publish a student newspaper and similar publications 7) Free expression .of opinions and suggestions; to effective channels of communication 8} Form, establish, join and participate in organizations and societies recognized by the school 9) Be free from involuntary contributions > Rights ofSchool Personnel (Section 1Q) 1) free expression of opinion and suggestions; to effeetive channels of. communication • PNU L E T Reviewer

P ro fessio n al Evocation

Teaching Profession

' 2) Be provided with free legal service 3) Establish, join and maintain labor organizations and/or professional ' and’ self-regulating organizations 4) Be free from involuntary contributions . > Special Rights and/or Privileges of Teaching or Academic Staff (Section 11) • . 1) Be free from compulsory assignment not related to their duties as defined by law 2) Intellectual property 3) Be accorded due respect and protection as persons in authority 4) Choose alternative career lines for purposes of career development > Special Rights of School Administrators (Section 12) 1) Sufficient administrative discretion for efficient and effective perfor mance of functions . 2) Accorded due respect and protection as persons In authority > Rights of Schools (Section 13) 1) Provide for proper governance of the school 2) Forinstitutions of higher learning, the right to determine on academic grounds who shall be admitted to study, who may teach, and what shall be subjects of the study and research > Duties of Parents (Section 14) 1) Help carry out the educational objectives of schools 2) Enable their children to obtain, as much as possible, complete education 3) Cooperate with the school in the implementation of curricular and co-currfcular programs > Duties and Responsibilities of Students (Section 14) 1) Develop to the fullest his potentialities for service . 2$ Uphold the academic integrity of the school 3) Promote and maintain the peace and tranquility of the school 4). Participate actively In the total development of the community 5) Exercise his rights responsibly

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> Teachers’ Obligations (Section 16) . . 1) f erform their duties in accordance with the overall goals and objec tives of the schools 2) Accountable for the efficient and effective attainment ef learning objectives - 3) Render regular reports and monitoring ofieach of ffie students' academic performance 4) Attend to their professional advancement and growth and maintain their professionalism at all times 5) Exercise.objectivity and fairness in dealing with students' scholastic marfcs and grades 6) Actively participate in the total development of. the school and community > School Administrators' Obligations (Section 17) 1) Perform their duties according to the overall goals and objectwes of the school 2) Efficiently and effectively manage and administer the school 3) Develop and maintain a healthy school and conducive school envi ronment 4) Assume and maintain professionalism in the conduct of their woric 5) Render adequate reports on the performance of school personnel 6) Observe due process and fairness in disciplining teachers and o8»r personnel 7) Maintain adequate records and submit reports as required byproper authority. > Obligations of Academic Non-Teaching Personnel (Section 18) . 1) Improve themselves professionally 2) Assume and promote a healthy and conducive-learning and service environment > “Fonnal Education” refers to the hierarchically structured and chronotogicaBy ■ graded learning organized and provided by the formal school system andfor which certification Is required in order for the learner to progress through the

Dr. Danilo K . Villena and Prof. Celia'M . Hasan


grades or move to higher levels (Definition, Section 20); the main instrument for the achievement of the country's educational goals and objectives (Dec laration of Policy, Section 19). The levels of formal education are: • 1) Elementary Education - the first stage of compulsory, formal education primarily concerned with providing basic education and usually corresponding to the first six or seven grades, including pre-school programs (Definition, Section 20): Its objectives are to: (Section 21) a) provide the knowledge and develop the skills, attitudes and values essential to personal development b) provide learning experiences that prepare them for con structive and effective involvement c) promote and intensify the child's knowledge and identifica tion with and love for the nation and the people to which he belongs; an.d d) promote work experiences that prepare the children to engage in honest and gainful work 2) Secondary Education - The state of formal education concerned primarily with continuing basic education usually corresponding to four years of high school (Definition, Section 20). Its objectives are to; (Section 22) a) continue to promote the objectives of elementary education b) equip the students with skills for productive endeavor or for higher education 3) Tertiary Education - post secondary schooling leading to a degree in a specific profession or discipline (Definition, Section 20). Its objectives are to (Section 23): a) provide a broad general education program b) train the nation^ manpower in the skMsrequired for national development c) develop the professions for leadership of the nation d) advance knowledge ttirough research work for improving quality of human life. • '

Dr. Danilo K. Viflcna and Prof'. Celia M. Ilanan*


> Specialized Educational Services-These are services to meet the special needs of certain clientele. It includes the following ( Section 24): 1) Work Education or Practical Arts - aims to develop the right attitudes towards work; and technical-vocational education, post-secondary but non-degree programs leading to one, two or three year certification in preparation for middle-level occupations. 2) Special Education - the education of persons who are physically, mentally, emotionally, socially or culturally different from the so-called . "normal" individuals. 3) Non-formal Education -any organized school-based educational activities undertaken by education department aimed at attaining specific learning objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults. Its objectives are to: ' a) eradicate illiteracy and raise the level of functional literacy of the population b) provide unemployedand underemployed youth and adults with appropriate vocational/technical skills for them to become more productive and effective citizens: and c) develop among the clientele proper values and attitudes for personal, community and national development. C. R. A. 4670 - MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (June 18, . 1966) enacted to promote and improve the social and economic conditions of public school teachers, their working and living conditions, their terms of employ ment and career prospects (Declaration of Policy, Section 1). 1) Recruitment and Qualification (Section 3) «* DepEd to define dearly recruitment policy with respect to selec-. tion and appointment of teachers » Minimum educational qualifications for teacher-appiicants: * Bachelor's Degree in Bementary Education for teachers in the kindergarten and elementary grades; ♦ Bachelor's Degree in' Education or its equivalent with a major or minor of_a Bachelor's degree in Arts er Science

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reaching Profession

with at least 18 units of Professional Education for teachers of the secondaiy schools; ♦ Bachelor's degree In the field of specialization with at least 18 professional units in Education for teachers of . secondary vocational and two years technical courses; . ♦ Master's degree with a specific area of specialization for teachers of courses in the collegiate level. » .The School Superintendent may appoint under temporary status, . applicants who don't meet the minimum qualifications 2) Probationary Period (Section 4) m No probationary period preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility; » A period of not less than one year from and after the date of the appointee’s provisional appointment be given to an applicant who meets the minimum educational qualifications but lacks the appropriate civil service eligibility. 3) Tenure of Office (Section 5) m Stability on employment assured of teachers with permanent appointment » Permanent appointment shall be extended to provisional teachers after having rendered at least ten years of continuous, efficient and faithful service In such position. 4) Consent for Transfer Transportation Expenses( Section 6) • No teacher shall be transferred from one station to another with out the his/her consent, except for cause. • The School Superintendent may effect the transfer of the teacher when the exigencies of service so requires • -The School Superintendent must previously notify the teacher to be transferred and the reason or reasons for such transfer. • The teacher subject for transfer may appeal to the Director of Public Schools if he/she feels the reason/s is unjustifiable.

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» No transfers whatsoever shall be made-three months before any local or national election. ' • . m The Government shall pay all the necessary transfer expenses of the teacher and his/her family. 5) Safeguards In Disciplinary Procedures (Section 8) '» Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have: ♦ The right to be Informed, in wrfttng, of the chargers; ♦ The right to full access to the evidence in the case; ♦ The right to defend himself by a representative of his choice ♦ The right to appeal to clearly designated authorities 6) Administrative Charges (Section 9) Administrative charges against a teacher shall be heard Initially by a Committee composed of the t-ti____ i____ foifowfnQ. • School Division Superintendent or his duly authorized represen tative win should have at least the rank of a division supervisor as Chairman. » Representative of the local, or in its absence, any existing pnovincial or national teacher’s organization *» A Division Supervisor » Two members designated by the Director of Public Schools ♦ T?» Committee shall submit its findings and recommen dations to the Director of Public Schools within thirty (30) days from the termination of the hearings. ♦ The members of the Committee shall be appointed by Ihe Education Secretary if the School Superintendent is the complainant or an interested party. 7) No discrimination whatsoever In the entrance to the teaching profession, or during its exercise or in the termination of services, based on other than professional consideration (Section 10).

Dr. Danilo K . Villena and Prof. Celia M. Ilanan

le a c h in g Profession


8) Married teachers, both of whom are'public school teachers may be employed in the same locality (Section 11). 9) Academic Freedom shall be enjoyed by teachers in the discharge of their professional duties, particularly, with regard to teaching and classroom methods.(Sectfon 12) . 10) Teaching Hours (Section 13) • Teachers are. required to render not more than 6 hours of actual " classroom teaching a day. » In the exigencies of service, any teacher may be required to ren der more than six hours but not more than eight hours of actual classroom teaching a day upon payment of additional compen sation at the same rate as his regular remuneration plus at least 25% of his basic pay 11) Additional Compensation (Section 14) •» Additional compensation of at least 25% of the teacher's regular remuneration must be paid to teachers who render co-cuiricular and out of school activities outside of the teacher's six hours of actual classroom teaching. 12) Salary Scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by means of regular incre ments, granted automatically after three years to teachers with at least an efficiency rating of satisfactory, (Section 18) 13) Cost of living Allowance (COLA) (Section 18) • Given to teachers to keep pace with the rise in the cost of living m Shall automatically follow changes in a cost of living index » Secretary of Education recommends to Congress at least annu ally, the appropriation of the cost-of-living allowances of public school teachers. 14) Special HardshipAllowance equivalent to at least 25% of teacher's monthly salary shall be given to teachers assigned In areas where teachers are exposed to hardship such as difficulty in commuting to the place of work or otter hazards peculiar to the place of employ- ' ment as determined by Education Secretary (Section 19). *Dr. Danilo K. Vjllena and Prof. Celia M. Ilaiwn

15) No person shall make any deduction whatsoever from the salaries of teachers except under specific authority of law authorizing such deductions. (Section 21) 16) Compulsory medical examination shall be provided free of charge for all teachers; medical treatment, if found necessary, shall also be accorded free by the government entity paying the salary of file teachers (Section 22) 17) Teachers shall also be protected against the consequences of employment injuries in accordance with existing laws. (Section 23) 18) Study Leave (Section 24) » Teachers are entitled to a study leave not exceeding one year after seven years of service; ■* Teachers granted on study leave shall be entitled to at least 60% of their monthly salary; — o l d *rocy>e< c * r tc * m Noteacher shall be allowed to accumulate more than one year of study leave, unless, s/he needs an additional semester to finish his/her thesis for a graduate study in education or allied course; . » No compensation shall be due to the teacher after the first year of such study leave; ■» Study leave period shall be counted for seniority and pension purposes. » Teachers on study leave shaU be compensated provided he takes the regular study load and passes at least 75% of his courses. 19) An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands along treatment that will exceed one year at the least (Section 25) 20) Salary increase Upon Retirement. One range salary raise upon re tirement shad be the basis of the computation of the lump sum of the retirement pay are) the monthly benefits thereafter. (Section 26) 21) Teachers shall be free to establish or join organizations of their, choosing. (Section 27) _

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22) National Teachers Organizations shall be consulted in the formu lation of national educational policies and professional standards, and in the formulation of national policies governing the social se curity of the teachers (Section 29) 23) The Secretary of Education shall formulate and prepare the neces sary rules and regulations to implement the provisions of this Act antf shall take effect thirty days after publication in a newspaper of general circulation (Section 30). 24) The Secretary of Education shall submit td'Congress annually the necessary budgetary estimates to implement the provisions of this Act (Section 31). 25) Any person who shall willfully interfere with, restrain or coerce any teacher in the exercise of the rights guaranteed by this Act, or who shall in any other manner, commit any act to defeat any of the provisions of this Act, shall upon conviction, be punished by a fine of not less than one hundred pesos nor more than one hundred thousand pesos, or by imprisonment, in the discretion of the court (Section 32) D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS ■ Adopted pursuant to the provisions .of paragraph (e), Article II, R. A. 7836, otherwise fcnown as the Philippine Teachers Professionalization Act of 1994, and paragraph (a), section 6, P.D. No. 223, as amended. • The Code spells out very dearly the ideals and standards of teacher's rela tionships with various education stakeholders: 1) The Teacher and the State (Article II) » As a trustee of the cultural and educational heritage of the nation, the teacher is duty bound to transmit to learners such heritage and must exert the best effort possible to promote obe dience to the laws of the state; • » Help carry out the declared policies of the state; » Demonstrate full commitment and devotion to duty;

164 IpHU LET Reviewer


» Refrain from engaging in the promotion of any political, religious or otherpartisan interest; ’** Exercise tiis right of suffrage, and all other constitutional rights; » Refrain from using his position or official authority to influence or coerce the political actions or behaviors of other persons; » Enjoy academic freedom and be responsible in taking the privi legedf expounding the product of his researchers and investiga tions in the interest of the nation. 2) The Teacher and the Community (Article III) » Prcwide an environment conducive to learning and youth develop ment; “ Prewideleadership and initiative for the betterment of the community; ♦ Refrain from engaging in all sorts of immoral activities; » Study, understand and promote local customs and traditions; » Keep the community informed about school's works, activities and accomplishments; ■» Establish and maintain harmonious relationships with other pro fessionals, government officials and practically, all people. • Attend freely one's church and worships as appropriate without using his position-to influence others; 3) The Teacher aid the Profession (Article IV) ■» Manifest pride in the nobility of the teaching profession » Always be at his/her best in the practice of the profession ■» Avoid making improper misrepresentations in the process of seeking support for the school » Engage actively and continuously in ones' professional grovyth and advancement • m Live up-to the nobility and integrity of the teaching profession. 4) The Teacher aid the Teaching Community (Article V)r • Beimbued with the spirit of professional loyalty, faithfulness and oooperativeness with others in the teaching profession

Dr. D a n ilo K . V illen aan d P rof. C elia M. flanan


» Sincerely acknowledge/recognize assistance received from colleagues . » Organize and turn over records and other data to his/her successor m Keep information confidential until after it has been formally released » Seek correctives, for unprofessional/unethical conduct of an associate » Submit to proper authorities any justifiable criticism against an associate • Apply for a vacant position for which s/he is qualified provided that all qualified candidates are given opportunity to be consid ered. 5) The Teacher and the Higher Authorities in the Profession (Article VI) • Support the legitimate poHcies of the school and the administration regardless of personal feeling or private opinion. » Make no any false and anonymous accusations or charges against superiors. » Observe proper protocol in transacting official business. ■» Consider the welfare and interest of the learners when seeking redress against all forms of injustice and in raising grievances to the administration. m Recognize the principle that appointments, promotions aw) transfers are made only on the basis of merit and are needed in the interest of service. » Live up to his contract, i.e. employment terms and conditions 6) The School Officials, Teachers, and Other Personnel (Article VII) ■» Show professional courtesy, helpfulness and sympathy towards teachers and other personnel. • ’ » Ckxisiderpofcy formulation and change innovations as cooperative responsibility. » Attend to.the professional growth of teachers, i.e. promotion, recognition, attendance to in-service trainings. » Never dismiss or recommend for dismissals teacher or other Dr. DaniJo K . Villena and Prof. C elia M . Marian

Teaching p ro fessio n

subordinates except for a just cause. •» Ensure that public school teachers are employed in accordance with pertinent civil service rules and private school teachers, in accordance with the contracts. 7) The Teachers and the Learners (Article Vllf) » Determine the academic marks and promotion of learners in accordance with generally accepted procedures of measure ment and evaluation. • Recognize that the first and foremost concern of the teachers is the interest and welfare of the learners. ■* Make no prejudice or discrimination against any Ieamer. » Avoid accepting favors and gifts from learners, their parents or others in exchange for requested concessions. » Refrain from accepting any remuneration from tutorials rendered to their own students. . » Evaluate the learner's work only on merit and quality of academic performance. • In a situation where mutual attraction and subsequent love develop between teacher and Ieamer, the teacher shall exer cise utmost professional discretion to avoid scandal, gossip and preferential treatment of the Ieamer. » Desist from inflicting any form of corpora) punishmenton offending pupils/students; make no deductions from the learner's scholas tic grade as a punishment for student's offense • Setend needed assistance to ensure maximum development of learners and prevent or solve leader's problems and difficulties. 8) The Teachers and JheRarents( Article IX) • » Establish and. maintain harmonious relationships with parents and treat them with utmost respect. » inform parents of the progress and all sorts of deficiencies of their children. .. » Be tactful in dealing, with parents regarding their children's deficiencies. . • PNU LET Reviewer

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• » Seek parents cooperation for the proper guidance and improve ment of the learners. •• ' » Discourage the parents from making ill remarks and unfounded criticisms about the school as a whole. m Hear parents complaints with sympatfiy.and understanding. 9) The Teacher and Business ( Article X) » Engage in legitimate income generating activities. m Maintain a good reputation with respect to financial matters. » Settle promptly all debts and/or make satisfactory arrangement on his private financial affairs. ** Avoid acting as agent of any business venture engaged in fur nishing textbooks and other school commodities, of which, he can possibly exercise influence in their purchase or distribution. 10) The TeacherAs A Person (Article XI) » Live with dignity at all times wherever he/she is. » Race premium upon self-respect and self-discipline. m Serve as a model worthy of emulation. • Recognize GOD as Guide of his own destiny and of otiiers. 11) Disciplinary Action (Article XII )* • » Revocation of the Certificate of Registration and License as a Professional Teacher m Suspension from the practice of teaching profession m Reprimand or cancellation of temporary / special permit • Sec. 23, Article III, R. A 7836 and Rule 31, Article VIII, Rules and Regulations Implementing R. A 7836 E.PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R. A. 7836): An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and ForOther Purposes • A professional license signed by the Chairman of the Commission and bearing fte registration number and date of issuance and the .month of. expiry or renewabllity shall likewise be issued to every registrant; paid reg istration fee is good for three consecutive years ' . * • 1 6 6 PNITLET Reviewer


1) Examination, Registration and License Required j Article ill. Section 13) * ■» All applicants for registration as professional teachers shall be required to undergo a written examination. » A valid certificate of registration and a valid professional license from the Commission are required before any person Is allowed to practice as a professional teacher in the Philippines. 2) Scope of Examination (Article III, Section 14) The examination for teachers in the elementary level shall con sist of two (2) parts, namely: professional education and general education. » The examination for teachers in the secondary level shall con sist of three (3) parts, namely: professional education, general education, and field of specialization. 3) Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit ( Article III, Section 23) » Conviction of any criminal offense by a court of competent jurisdiction ■» Immoral, unprofessional or dishonorable conduct ■» Declaration by a court of competent jurisdiction for being mentally unsound or insane ■» Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching profession ■» The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or specialftBmporary permit » Chronic inebriety or habitual use of drugs » Violation of any of the provisions of this Act, the rulea and regula tions and other policies of the Board and theCommlsston, and the code of ethical and professional standards for professional teachers .

Dr. D anila K . Villena and Prof. C elia M. Ilanan


» Unjustified or willful failure to attend seminars, workshops, con ferences and the like or the continuing education program pre scribed by the Board and the Commission. 4) Registration and Exception ( Article III, Section 26) Upon approval of the application and payment of the prescribed fees, the cer tificate of registration and professional license as a professional teacher shall be issued without examination as required in this Act to a qualified applicant, who at the time of the approval of this Act is: ■» A holder of a certificate of eligibility as a a teacher issued by the Civil Service Commission and the Department of Education, Culture and Sports; or m A registered professional teacher with the National Board for Teachers under the Department of Education, Culture and Sports pursuant to P. D. No. 1006; or “ Not qualified under paragraphs one and two but with any of the 'following qualifications to wit; ♦ An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of Science In Education or its equivalent; or ♦ An elementary or secondary teacher for three (3) years in good standing and a holder of a master’s degree in education or its equivalent 5) Inhibition Against the Practice of the Teaching Profession Article IV, Section 27) ■» Except as otherwise allowed under this Act, no person shall practice or offer to practice Ihe teaching profession in the Phil* ippines or be appointed as teacher to any position calling for a teaching position without having previously obtained a valid certificate of registration and a valid license from, the Commission. 6) Penal Provisions (Article IV, Section 28)The following shpll be punish able by a fine of not less than FiveThousand Pesos (P5,000.00) nor • more than Twenty thousand pesos ( P20,000.00) or imprisonment

T e ac h in g P ro fe ssio n

of not less than six (6) months nor more than five (5) years, or both, at the discretion of the court a) Any person who practices the teaching profession in the Philippines without being certified in accordance with the provisions of this Act b) Any person who represents or attempts to use as his own certificate of registratian that of another; c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member thereof in obtaining a certificate of registration as teacher; d) Any pawn who impersonates any registrant of the same or different name; e) Any person who uses a revoked or suspended certificate of registration; 0 Any person who/ in connection with his name, otherwise assumes, uses or advertises any title or description tending to convey or convey® the impression that he is a teacher without holding a valid certificate; aid g) Any person who violates or abets the violation of any of the provisions of this Act. F. AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SK (R. A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994" {R. A. 9293) 1} Section 2. Section 26 of the same Act is hereby amended to read as follows: ' . "Sec 26. Registration and Exception. - No person 'shall engage in teaching and/or act as a professional teacher as defined in this Act whether in the preschool, elementary or secondary level, unless the person is a duly registered professional teacher, and a holder of a valid certificate of registration and a validprofessional license or a holder of a valid special/temporary permit.

PNO LET Reviewer Dr. Danilo K . Villena and Prof. C elia ,M. llanan

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T » Professional teachers, who have not practiced their profession for the past five (5) years shall fake at least twelve (12) units of education dourses, consisting of a least six (6) units of pedagogy and six (6) units of context courses or the equivalent training and'number of hours to be chosen from a list of courses to be provided by the Board and the Department of Education, before they can be allowed to practice their profession in the country. m Those who have failed the licensure examination for professional teachers, with a rating of not lower than five percentage points from the passing general average rating, shall be eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible period of two (2) years The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified and provided by the Department of Education and the Autonomous Region for Muslim Mindanao (ARMM) education department to the Board for professional teachers end to (he Commission. • A special permit may also be issued by the Board to a person who has excelled and gained international recognition and is a widely acknowledged expert in his or her respective field of spe cialization.’ 2) Section 4. References to the term "Department of Education, Culture and Sports”, in Section 4 (a) and Section 25, and the term "DECS” in Section 20, of the same Act, are hereby amended to read as 'Department of Education" DepEd”, respectively. G. CODE OF CONDUCTAND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND EMPLOYER. A. 6713) 1) Definition of Terms ( Section ) a) Government - includes the national government, local government, and all other instrumentalities, agencies, or branches of the Republic of the Philippines including government-owned and controlled corporations, and iheir subsidiaries., 1 6 8 PNU LET Reviewer

P ro fe ssio n a l E d u catio n ............................... I................. I -II

b) Public Officials - includes elective and appointive officials and employees, permanent or temporary whether in the career or non-career service, includingmilitaryand police personnel. c) Gift - refers to a thing or a right disposed of gratuitously, or any act of liberality, in favor of another who accepts it, and shall include a simulated sale or an ostensibly onerous disposition thereof. It shall not include unsolicited gift or nominal or Insignificant value not given in anticipation of, or in exchange for, a favor from a public official or employee. d) Receiving Gift - includes the act of accepting, directly, a gift from a person other than a member of his family or relative as defined in this Act. e) Loan - covers both simple and commodatum as well as guarantees, financing arrangement or accommodations intended to insure the approval f) Substantial Stockholder-means any person who owns directly or indirectly,-shares qf stock sufficient to elect a director or a corporation. g) Family of Pubfc Officials or Employees - means that their spouses and unmarried children under 18 years of age. h) Person - includes a natural and juridical persons unless the context indicates otherwise. i) Conflict of Interest - arises when a public official or em ployee is a member of a board, an officer, or a substantial stockholder of private corporation or owner or has a substantial interest inthe business, and the interest of such corporations or business, or his rights or duties therein, may be opposed to or affected by the faithful performance of official duty. . j) Divestment—is the transfer of title or disposal of interest in property byvoluntary, completely and actually depriving or dispossessing oneself of his right or title to it in favor of Dr. Danilo K . Villena and Prof. C elia M . Ilanan

T eaching Profession

Professional -Education

a person or persons other than his spouse and relatives as defined in the Act. k) Relatives-refers to any and all persons related to the public official or employee within the fourth civil degree of consanguinity or affinity, including bilas, inso and balae. 2). Norms of Conduct of Public Officials and Employees ( Section 4) a) Commitment to Public Interest - upholding the public interest over and above personal interest b) Professionalism - performing and discharging ones duties with the highest degree of excellence, professionalism, intelligence and skill c) Justness and Sincerity - remaining true to the people at all times; not discriminating against anyone; respecting the rights of others; refraining from doing acts contrary to law, good morals, good customs, public policy, public order, public safety and public interest. d) Political neutrality-providing service to everyone without unfair discrimination or regardless of party affiliation or preference. e) Responsiveness to the public - extending prompt, cour teous, and adequate service to the public. f) Nationalism and Patriotism - being loyal at all times to the Republic and the RHpino people; promoting the use of locally produced goods, resources and technology; maintaining aind defending Philippine sovereignty g) Commitment to democracy - committing to democratic way of life and valups, maintaining the principle of public accountability, and manifesting by deeds the supremacy of civilian authorttyowr the military. h) Simple living - leading modest lives appropriate to their positions and income; not indulging In extravagant or osten tatious display of wealth in any form.

Dr. Danilo K . Villens and Prof. C elia M . Ilanan

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3) Duties of public Officials and Employees (Section 5) a). Act promptly on letters and requests within 15 working days from receipt thereof. b) Submit annual performance reports within 45 working days from the end of the year. c) Process documents and papers expeditiously with no more than three (3) signatories d) Act immediately on the public’s personal transactions e) Make documents accessible to the public. 4) Prohibited Acts and Transactions (Section 7) a) Financial and material interest in any transactions requiring the approval of their office b) Outside employment and other activities related thereto: • owning, controlling managing or accepting employment as officer, employee, consultant and the like; engaging in the private practice of their profession; recommending any person to any position fn a private enterprise. c) Disclosure and/ or misuse of confidential Information • d) Solicitation and acceptance of gifts

V. OTHER RELATED LAWS • BA 9155 : (3overhahce of BasIc Education Act of 2001 • R A 6728: GovernmentAssistance to Students and Teachers of Private Education • R.A. 7722: An Act Creating the Commission on Higher Education ■ R. A 7784 : An Act Strengthening Teacher Education in the Phippines by creating Centers of Excellence (COE); creating a Teacher Education axincS for the appropriation of rational network wrfth elementary schools, Isgh schools and/or part for laboratory purposes. • RA.7796 :AnActCreating1heTechnical Education artdSkiteDevetopment Authority (TESDA). • ' ' PNU L E T Reviewer

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' ■ Educational Assistance Act of 1976: Study Now Pay Later Plan ■ P. D. 176: Ownership, Control andAdministration of Educational Institutions ■ Commonwealth Act 578: Confers the status of person in authority upon teachers; principals and professors. ■ R.A. 6655 and DECS Order #44 s. 1988: AnAct Establishing and Providing for A free Public Secondary Education and For Other Purposes; otherwise known as “Free Public Secondary Act of 1988." ■ R.A. 4090: Provides for state scholarships in Science, Arts and Letters for the Poor but Deserving Students. Creating a State Scholarship Council to integrate, systematize, administer and Implement all program scholar ships aid appropriating funds thereof. • R. A. 5447: Creation of a Special Education Fund Act enacted in 1968 (to be constituted from the proceeds of an additional real property tax and certain portion of the taxes on Virginia type cigarettes and duties imposed on imported tobacco leaf. Activities shall be limited to: 1) organization and extension of classes 2) construction and repair of school buildings (aiding provincial, municipal, city and barrio schools) 3) acquisition of school sites • R. A. 6139: regulated the sectarian schools/private schools in charging higher tuition fees. ■ R. A 7687: an Act instituting / establishing scholarship program for courses that wHl encourage the students to pursue careers in science and technology. (Science and Technology Scholarship Act of 1994) • R.A. 7743: Establishment of city and municipal libraries • R. A. 8292: Higher Education Modernization Act of 1997; establish and maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society. • R.A;6850:AnActToGrantCivilServiceBigibilityUnderCertainConditions To Government EmployeesAppointed Under Provisional orTemporary-Status Who Have Rendered a Total of Seven (7) Years of Efficient Service • R. A. 8545: amending R. A. 6728” An Act Providing Government Assis tance to Students and Teachers of Private Education “; Expanded Govern-

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merit Assistance to Students and Teacters in Private Education Act RA 8525 :i|998 Act Establishing "Adopt-A-School Programf allowing private schools, companies to assist/support public schools in upgrading and modernization of public schools particularly those in poverty-stricken provinces. R .A 8 4 # f: Prescribing the jCOde of the National flak'/tothem*:f | | f Coat of Arms and Other Heraldic Items and Device^ of the Philippines ■ R A. T N g: An Act To Lengthen the ^chool Calendar |r p |^ jt y |^ p d • R A, 8190$ An Act Granting Priority to Residents of the Barangay, MinicipaBtyor City Where the School is Located in the Appointment or Assign ment of Classroom Public School Teachers. ■ R A 6972: amAct Establishing A Day Care Centerjin Every Barangay, instituting Therein A Total Development and Protection of Children Pro gram, Appropriating Funds Therefor, and For Other Purposes • An Act lntegrating Prug Preyen^fand Conti^ in the Inter mediate and Secondary Curricula As W lil As In The Non-formal, informal and Indigenous Learning Systems and For Other Purposes Appropriating Therefor. And For Other Purposes ■ R &774B ; An Act Providing For the Establishment of Congressional City, and Municipal Libraries and Barangay Reading Centers Throughout The Philippines. El ft. 76774 Anti-Sexual Harassment Act of 1995 R.ft.-9163,: National Service Training Program (NSTP) of 2001 R. A. 6139: An Act To Regulate Tultion and Other School Fees of Private. Educational Institutions RA 10627: Anti-Bullying Act of 2013 RA 10533: Enhanced Basic Education Act of 2013 RA 9485: Anti-Red Tape Act of 2007 E.0.66: Prescribing Rule on the Cancellation or Suspension of Classes, Work in Government Offices due to Typhoons, Flooding, Other Weather _ Disturbances and Calamities Df. D anilo K . V illena and Prof. Celia M. Ilanan

Teaching P ro fessio n *

Professional Education ■rUTT'-in

........ ■ ii ii. muniiif'ii n

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J= • ,ij ai a.iy.m.L. =ae.;ia.ma=u,m,. b u m .'J.

Department Orders/Memoranda/Circulars . • DECS Order #5, s. 1974: Bilingual Education Policy ■ DECS Order # 52, s. 1987: mandates the use of (he regional languages as auxiliary mediumof instruction . • DepEd Order No. 4, s. 2002: Basic Education Curriculum; • DepEd Order No. 25 s. 2002, the 2002 Basic Education Curriculum shall be implemented in all public schools during year 2002-2003 • CMO #30, s. 2004 - Revised Policies and Standards for Undergraduate Teacher Education Curriculum ■ DepEd Order No. 54, s. 2013: Guidelines on (he Implementation of School Feeding Program ■ DepEd Order No, 32, s. 2013: Reiterating DECS Order 53, s. 2001 (Strengthening the Protection of Religious Rights of Students • DepEd Order No. 22, s. 2013: Revised Guidelines on the Transfer of Teachers from One Station to Another • DepEd Order No. 74, s. 2012: Guidelines on the Selection of Honor Pupils and Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum • DepEd Order No. 73, s. 2012: Guidelines on theAssessment and Rating of Leamjng Outcomes Under the K to 12 Curriculum • DepEd Order No. 16, s. 2012: Guidelines on the Implementation of the . Mother Tongue-Based Multilingual Education (MTB-MLE) • DepEd Order No. 103, s. 2011: Creation of Indigenous Peoples Education Office (IPsED) • DepEd Order No. 83, s. 2011: Disaster Preparedness Measures for Schools • DepEd Order No. 52, s. 2011: Strengthening Environmental Education in Public and Private Schopls ' ■ DepEd Order No. 57, s. 2010: Implementation of the Basic Education MADRASAH Program for Muslim Out-of School Youth and Adults • DepEd Order No. 24, s. 2010: Basic Education Research Fund • DepEd Order No. 15, s. 2010: Empowering Schools to Allow Students with Unpaid Fees to TakeTheir Final Exams • DepEd Order No. 14, s. 2010: Guidelines on Official Travels Abroad •

VI. FOUR PILLARS OF LEARNING 1. Learning to Know - focuses on combining broad general Knowledge and basic education with the opportunity to work on a small number of subjects in the light of rapid changes brought about by scientific progress and newfonns of economic and social activity. • Learning how to learn and to discover, as to benefit from ongoing educa tional opportunities continuously arising throughout life. . ■ Developing the faculties of memory,, imagination, reasoning, and problem solving • Understanding about one's environment • Communicating with others 2. Learning to Do - emphasizes on the learning of skills necessary to practice a profession or trade. • Applying In practice what has been learned • Developing vocational/occupational and technical skills • Developing social skills in building meaningful Interpersonal relatfohs • Developing competence, social behavior, aptitude for team work • Enhancing the abBlty to communicate and work with others ■ Managing and resolving conflicts 3. Learning to Be - priorffees the development of the human potential to the fullest • Tapping the talents hidden with each Individual ■ Develop personal commitment and responsibility for the common good 4. Learning to Live Together - emphasizes understanding of others, fteir history, traditions and cultures, and also, living and interacting peaceful together • Appreciating the diversity of the human race • Being recepflveteolherB and encounter others through diaiogueand debate' • Caring about others • Working toward common objectives in cooperative undertakings • Managingand resolving•conflicts

PNU LET Reviewer Dr. D anilo K . V illena anil Prof. Celia M . Hanan

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1. Which of the following emphasizes the right of citizens to quality education? A. The basic education level G. The graduate level B. Tertiary level D. All levels Analysis: Option D is the correct answer because the Constitution's concern for quality ' education covers all levels. 2. Which educational level/s provide/s for free and compulsory education as stipulated in Article IV, Section 2 of the Philippine Constitution? A. Elementary level • C. Elementary & secondary levels B. Secondary level D. Tertiary level

Analysis: Option A is the correct answer because elementary education is compulsory for all children of school age. 3.

among Die following is in the category of non-academic personnel as provided for under EducationAct of 1982? A. Guidance counselors C. School nurse B, School principal 0. School librarian VWt o

Analysis: Option C is the correct answer because s/he does not fall under the definition and coverage of teaching and academic staff, school administrators and academic non-teaching personnel. 4.

How is gradual progression of teacher's salary from minimum to maximum done? A. Regular increment every year B. Increment after ten years of service C. Regular increment every 3 years . D. increment after five years •

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Analysis: ■ • ' Option C is the correct answer because Section 16 of the Magnp Cacta for Teachers states that salary scales of teachers shall provide for a gradual progression from a [ minimum to a maximum salary by means of regular-increments, granted automatically after three years to teachers with at least an efficiency rating of satisfactory. 5. Which of the following is NOT recognized by The Magna Carta for Public School Teachers? A. Quality education depends primarily on the quality of socio-economic status of teachers. 6 . Advancement in education depends on the teachers' qualifications and ability. C. Education is an essential factor in the economic growth of the nation. ____ D. Education is development and vice-versa._________ Analysis: Option 0 Is the correct answer because it was never mentioned/stated in Magna Carta for Public School Teachers Declaration of Policy.

6.

What appointment can be given to TeacherA who possesses the minimum qualifi cations but lacks the appropriate civil service eligibility? A. Contractual basis Provisional B. Permanent u. Substitute 7. Which of the following rights is intended for parents under Education Act of 1982? A. The right to academic freedom B. The right to privacy of communication 0 “ The right to seek redress of grievance a The right,to h i access to the evidence of the case 8 . What can help achieve relevant quality education? . A. strong curriculum C. school-community relations (ff) competent instruction D. competent administrator

Dr. D anila K . Villcna .\nd Prof. Celia M. Ilanan

T e ac h in g P ro fessio n

Pro fessio nal Ed ucatio n

9. Which of the following provisions under the Magna Carta for Public School Teachers will most likely Rfomote teachers' welfare and defend their interests? A be promoted In tank and salary B. regulate their social involvement C. undergo and participate in professional development £05) establish, join, and.maintain professional & self-regulating organizations ‘ 10Twiat does "teachers are persons in authority’ imply? A. Teachers cannot be charged. No person can assault a teacher. C. Teachers have immunity from arrest D. Decisions made by teachers are deemed right. 11. Who among the following characterizes a professional teacher? A. An education graduate who received honors 8 . A teacher who has taught for at least six years C. A teacher who has attended national seminars on teaching CD> A teacher who qualifies for a permanent position under R. A. 4670 12. Who are covered by R. A. 4670? A Teachers in all levels B. Teachers in all public elementary schools OTeachers in both public and private schools (^/Teachers in public elementary end secondary schools 13. Teacher 8 has been in active service for 10 years when he decided to pursue higher studies. Under R. A. 4670, what-kind of leave of absence can s/he avail of? A Indefinite leave 8 . scholarship leave

@ study leave D. vacation leave

14. When can teachers be required to workon assignment not related to their duties? A When wi probation B. When found inefficient

Dr. D.miJo K . Villena and Prof. C *Iia M . Hanan .

15. Teacher Chas beenteaching for 7 straight years and therefore qualifies for a study leave with pay for one year. Should she pursue it, how much pay is she entitled to receive? A 50% of monthly salary C. 70% of monthly salary/1§/ 60% of monthly salary-© ^ D. 100% monthly salary16. which of the following laws strengthens teacher education in the Philippines through the establishment of centers of excellence? A. R. A 7722 C. R. A. 7796 R .A 7784 D. R.A7834 17. What does free public secondary education under the law mean? A Right of every student to enter public secondary schools B. Free from being screened to enter public secondary schools Free from payment of school fees identifies and authorized by law Free from payment of tuition and other fees for students enrolled in pubic secondary schools 18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher F in a hazardous area; and Teacher G in a place where standard of living is high. Who is entitled to a hardship allowance? A. Teacher0 (E ) TeacherF B. Teacher E D. Teacher G 19. Teacher H contracted an illness that required rest for more than one year. Which leave should she apply for? A. sick leave C. vacation leave B. personal leave (2p indefinite leave 20. A school personnel can avail of free legal service under certain circumstances. Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said service?. - "■ A Yes, she should defend herself. . B. No, if funds are not available. C. No, it might bring some disagreements in school. D. No, the case is not related to her professional duties..

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T u r i n g Profession

2, Teacher J discusses conflicts between warring groups in Mindanao. Which pillar should he stress more? • . ' • . A. Learning to be C. Learning to do B. Learning to live together0. Learning to know 2i Teacher K teaches in a public school in her locality. Due to teacher shortage, her classroom teaching starts from 6am and ends at 3pm. Is the assignment given her just? A Yes, the situation demands that she render longer teaching hours. B. Vfes, as long as she signs a conforme letter to that effect. C. No, rendering longer teaching hours would make the1teacher tired and exhausted. ^ No, Magna Carta for Public School Teachers states that In the exigencies of service, any teacher may be required to render more than six hows and not more than eight hours of actual ciassroom teaching a day. ' 23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national high school In her province. Since she has been rated outstanding in her perfor mance, can she be exempted from taking the LET? A. Yes, that Is a privilege that must be given to teachers whose performance is outstanding. B. Yes, If approved by PRC. r> N o, RA 7836 states that no person shall practice or offer to practice the ^teaching profession in the Philippines or be appointed as teacher to any position caHng for a teaching position without having previously obtained a valid certificate of registration and a valid license from the Commission. 0. No, professional license is required of all teachers regardless ofage aid teaching performance. 24. Which of the following statements Is NOT true about the Code of Ethics for Pro fessional Teachers? (A The Teacher must select which information to keep confidential u. The Teacher must demonstrate full commitment and devotion to duty C. The Teacher must'manifest pride in the nobility of the teaching profession 0. The Teacher must make no prejudice or discrimination against ahy ieamer mm—

— a—

H E 'B PNU LET Reviewer

a— sEaBE»4.w.i
~

igs

25. Which of the following could be the reason for the teacher's suspension from the practice of the teaching profession?' Immoral, unprofessional or dishonorable conduct Observing proper procedures in obtaining a certificate of registration C .' Faithfulness to the code of ethical and professional standards for professional D. Willingness to attend seminars, workshops, conferences and the like or the continuing education program prescribed by the Board and the Commission.

Dr. DaniJo K . Villena and Prof. C elia M. Ilanan


PART IK - ENHANCING TEST TAKING SKILLS 1. Ms. Sanchez, a BSE graduate, has ma passed the LET yet On what capaeity.can she be hired? ' A. Permanent status B. Emergency status for one year C. Provisional for not less six months D. Provisional for not less than one year 2. Teacher M suffers from hypertension and experiences difficulty in speech. Which would be affected if he continues teaching? A. Personality C> Effectiveness B. Punctuality D. Devotion to duty 3. Teacher N wants to continue with her study leave for another six months after completing a school year. Couid she be allowed? A. Yes, if her grades are excellent. B. Yes, but without compensation. C. No, other teachers should have the chance. D.. ;Noj study leave should not exceed one year, 4. Teacher 0 tutors her students, who have difficulty coping with Math, after class hours. Is her act ethical? A. Yes, provided she receives just compensation. B. Yes, provided she does not require a fee from the parent C. No, that Is unfair to other students. D. No, she should be free after her official time. 5. Teacher P, the English coordinator, was assisted by-Teacher Q throughout the celebration of English Week. What should Teacher.P do to acknowledge Teacher Q's assistance? A. Buy her a gift. B. Keep quiet about the assistance received. C. Mention formally to" the principal the assistance received.' D. Make an announcement giving due recognition of the assistance received. .

Dr. 'Danilo K. Villena and Prof. C elia M . I liman

Teaching Profession

6.

Is holding a rally to protest the delay of benefits due a person ethically acceptable? A. Yes, when hold while on official time. . B. Yes, when hold outside the official time. C'. Yes, whan hold with approval of the principal. . D. Yes, when hold together with parents and students. 7. What should a teacher do when he/she falls in love with his/her student? A. Court the student at home. B. Propose and marry the student J ^W a it tifl the student is no longer under his/her tutelage. C D. >Act normally as if nothing happens and the student does not exist. 8. 'When a Principal starts to exercise his/her powers over making and promoting students, is his/her action acceptable? /C Yes, when the teacher cannot make decision on time. 8 . Yes, when there is abuse of judgment on the part of the teacher. C. No, teachers are more knowledgeable of their student's performance. D. No, grading and promoting students are exclusive functions of teachers. 9. Teacher R was asked by her principal to teach pre-school class in addition to tier regular grade one class. What will be the basis for her additional compensation? A. Her basic salary B. Perfomance rating C. Number of years of service D./Her regular salary+ 25% of her basic pay 10. Which of the following shows responsiveness of public officials and employees? A. Avoiding wastage in public funds B. Formulating ryles and policies regarding work A Providing public information of thefr policies and procedures 6 ) Encouraglng appreciation of government services 11.Teacher S, a Science teacher has been accused of sexual harassment by one of her students. What should the school principal do? A. Ask the teacher to surrender to the police. • ' B. Tell the teacher to stop reporting to school. C. Advice the teacher to transfer to other school. D. Create a committee to investigate the accusation. PNU L E T Reviewer

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12. Teacher.T receives a love letter from one'of her third year high school student in English. Whgt should Mr. Martin do? . A... Read her letter to the B. le t the student express her feelings through letters. C. Return-the letter to the student and tell her not to do it again. D. Surrender the letter to tie parent of the student. 13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed to recognize. What should the principal do? ' • A. Subject Mr. Nico to a disciplinary measure. B. Just keep quiet about the behavior of Mr. Nico. C. Call Mr. Nico to the office and clarify things out with him. D. Send Mr. Nico a memo requiring him to explain his behavior. 14. Which of the following manifests "Commitment to democracy" as explained in R.A.6713? A. Maintaining the principle of accountability. 6 . Committing to democratic values and ways of life. 0 , Manifesting by deeds the supremacy of civilian authority over the military. D. All of the above. 15. Teacher U was ordered by her principal to come to school on four consecutive Saturdays for the training of the students' ecfitorial staff of their school paper. Is this allowed Mnder RA 4670? A Yes, providedthe teacher is compensated. B. No, because it's not within the regular functions of the classroom teacher. £. Yes, because it’s part of the teacher’s other duties. 0. No, because it's not dearly indicated In the law. 16. Dr. Velasco, a schools’ division superintendent acted on the complaint filed by a group of parents against the alleged misconduct of a particular teacher. She issued a memorandum requiring her to lake a leave of absence for a week while the com plaint Is being heard yet Was the action of thei superintendent legal? A. Yes,-because she is the superintendent B r, No, because the compIsM has not been heard yet C. Yes.the superintendent has disciplinary authority over teachers. . D. No, the superintendent has no disciplinary authority over teachers.

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17. A school’s academic coordinator has been found to have engaged in gambling . which has caused him to be absent most of the time. Can his certificate of regis tration as a teacher be revoked? • A. No, unless he's proven guilty. B. No, because he's protected by his rights as a teacher. G. Yes, because he's Incompetent. 0. Yes, because habitual gambling is a dishonorabte conduct and is against the practice of teaching. ' 18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher fcyi'Pd by the Civil Service Commissioner and the then DECS, whHe Mr. Crnz is a registered professional. Who is allowed to practice the teaching profession in the Philippines? A. Mr. Santos, because of his CSCeligibility certificate. B. Mr. Crnz, because their credentials are both recognized by law. C. Both of them, because their credentials are both recognized by iaw. ; D. Neither of the two because they did not take and pass the LET. 19: What is R. A. 6713 also called? A. Ethical Standards for public Employees B. Code of Ethical Standards for Government Officials and Employees C. -*Code of Conduct and Ethical Standards for Public Officials and Employees t>. Code of Ethical Standards and Conduct for Government Officials & Employees 20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should she focus her attention more? A. General education a Specialization C. Professional education D. General education & professional education 21. What norm of conduct is manifested by being loyal to the republic and to the Filipino people? . A. -Professionalism . B. Nationalism & patriotism

.

*

c. Responsiveness to the public D. Honesty

Dr. Daniio K . V illem and Prof. C elia M . Ilanan


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

Dr. Danilo K» ViJIena and Prof. CcJia M . Ilanan

S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm en ts in Education

Social Dimensions in Education/ Developments in Education Prepared by: P ro f. A rth u r S. A b u len c ia and P rof. Rita Bum anglag-Ruscoc

Competencies:

1. Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens. (Interculturai Communication, Gender and Development, Globalization and Education)

2. Apply the Four Pillars of Learning/Education in . understanding the relation between or among the individual, school and society (Four.Pillars o f Learning) ' ’ 178

PNU LET Reviewer *



I. GLOBAL AND NATIONAL CONTEXTS OF EDUCATIONSOCKD-CULTURAL, POLITICAL, ECONOMIC AND ENVIRONMENTAL A Global Contexts of Education 1. Different Conceptions of Globalization • Globalization as a process (or set of processes) which embodies a ' transformation in the'spSfial organization of social relations and trans actions, expressed in transcontinental or interregional flows and net works of activity, interaction and power (Held and McGrew, et al, 1999) • Globalization are processes of change which underpin a transformation in the organization of human affairs by linking together and expanding human activity across regions and continents" (Held, McGrew, Goldblatt, Perraton, 1999:15). • Globalization is evident In the following situations/conditions: a) the evolution of global systems of communication and transportation b) the technological advancement of internet and telecommu nications c) the Incorporation of local, regional, and national economies into a worldwide global economy d) an increase in Interaction between societies, resulting in global culture, which exists along with an array of distinctive local, national, and regional cultures; e) the emergence of a world-wide international system that is eroding the traditional boundaries between domestic and international politics; 0 the increasing impact of human activity upon the planet's ecosystem, and the increasing constraints on human activity _ Prof. ArthurS. Abultyicia and Prof. Rita Bumanglag-ituvcoc


imposed by the limits of the system; and g) an expanding global consciousness that enhances/expands our awareness of being members of the global human species, with the world as our community. > impact of Globalization on Education Economic Impact v • Increasing commercialization/commodification and the corporate takeover of education. • Branding, globalization and learning to be consumers ■ Movement of higher education toward supporting the nations' wealth (growth) asopposed to focusing on the liberal education of undergraduates. ■ Changing role of education in terms of preparing students for the world of work

r' Pollticallm pactr • The threat to the autonomy of national educational systems by globalization. • Reduction of state and government support and subsidy tor education • Increase and close partnership of higher education with industry and gov ernment-sponsored techno science initiatives " De-localization and changing technologies and orientations in education. • More protection and regulation of intellectual property rights • Certain loss of nation-state sovereignty and weakening of the notion of the "citizen" as a unified and unifying concept. Socio-cufturatlmteact £ • Creation of "tensions* ( UNESCO- Learning the Treasure Within) / Between the individual and the universal ✓ Between the local and the global .s Between tradition aid modernity J Between the infinity of information and the limitation of human capacity to assimilate knowledge J Between short term and long term considerations . • Between spiritual and material *

Prof. Archur S. Abultmcia and Prof. Rira fiumanglag-Ruscoe

S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n

•

uriivery:iitkacy and universal access to education . s educational quality as a key component of equity; / education as lifelong education s education as a human right v' education for peace, tolerance, and democracy •/ eco-pedagogy, or how education can contribute to sustainable ecological development s new technologies of information and communication 2. The Soeio-Cultural Context of Education ■* ' • In the 1960s, Marshall McLuhah popularized the term “global viltaje” to describe the effect that the ability to connect and exchange ides instantaneously would bring to the world. • Cultural globalization is the rapid traversing of ideas, attitudes «d values across national borders. This sharing of ideas generally lets to an interconnectedness and Interaction between peoples of dwe^ cultures and ways of life. • The Clash of Civilizations, a theory, proposed by Samuel P. Huntings, that people's cultural and religious Identities will be the primary sou* of conflict in the post-Cold War world and argued that conflict in % future will be along cultural and religious lines. • Changing Values and Morality l. The Enyftprîrven^l Context - Changing Environmental Landscapes • 'R&oetee sfoftageis $ The European Commission has identified 1! mineral raw materials, including several metals and metal group), which have high supply risks and could face shortages resulting fron limited production sources and high demand. Among the minerals a the critical list are antimony, beryllium, cobalt, fluorspar, gallium, ger manium, graphite' indium, magnesium, niobium {also known as columbium}, platinum group metals (PGMs), rare earths, tantalum and. tungsten. ■ ' ■ s • -f .p&pjtal: and q&alityot |fe : the populations of most countries PNU L E T Reviewer

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P r o f e s s i o n a l E d u c a tio n

wifi age significantly overcoming years, demanding structural societal responses, to adapt to changes such as a shrinking workforce ■ Changing Technology at an exponential rate • Mutton as a global issue 4. The PoHtical-Economic Context of Education - Concern for Human Dignity and Human Development

Knowledge limited to the local scene

From traditional pedagogies

II. MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION

^

1 ^

to the globalized knowledge, values, attitudes, and skills interfaced with local wisdom •

to more modem strategies of teaching and learning jvith the «| ► freedom to use mixed modes of instruction and more interactive technology

3. A holistic and integrated approach to education A. Major Paradigm Shift in Education

From knowledge as the only learning outcome sought

From rigid selection of students based on single and fixed criteria

to more open and multiple «| ► standards taking into account the ' learner's multiple intelligences, aptitudes, and interests.

to the development of values and attitudes, skills and competencies, not through classroom instruction • { ► alone but the entire school culture and atmosphere; its vision and mission, co-curricular activities, the human climate established by relationship existing therein

From knowledge-dominated curriculum

From prescribed pedagogy

to more flexible teaching styles _ that respect the uniqueness of the ^ learner's intelligences, motivations, needs, and situations.

to more attention being given to , | ^ values education and emotional learning. The heart of education is the education of the heart.

From rigid subject matter boundaries

to more interdisciplinary and » ► multi-disciplinary approaches to ^ problems and Issues.

F ram

To

1. Leamer-cartwedandlearning-oriented curriculum

j

Change in Hie rote of the teacher . ► to fadtator and motivator of learning as sole purveyor of knowledge .

2. Contextuafeedleaming

Prerorganbed subject matter

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PNU LET Reviewer

• to contextualized thanes generated ^ from he global realities and the h| culture which Is relevant, meaning ful and useful to the learner

4, Ufetong Education for All

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Prof. A rth u r S . Abutcncia and Prof. Rita Buniangf.ig-Ruwioe


B. Characteristics (Êducation tor the 21st Century

C. New Developments in Education: Trends and Directions • Transformative Education - an educational process that brings about deep and significant changes (for the better) in an individual and ultimately cul minates in similar changes at the societal level, principally brought about through innovative and creative teaching and learning, curriculum reform and appropriate policy at the school level • Inclusive Education-education based on theright of all (earners to quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual. The ultimate goal is to end all forms of discrimination and foster social cohesion. (UNESCO) An inclusive curriculum treats the knowledge and experience of women, racial groups and ethnic groups as being just as valid and relevant as the knowledge of dominant groups in mainstream academic discourse • Alternative Education - non-traditional type of approach to education based on the belief that there'are fnany varied pathways to become edu' ca'ted in many types of educational environments and sejtings, and utilizing different, variety of structures. Prof. Arthur S. Aiiutcnri* arid Prof. Rita Bumangfag-Ruscoe

Social D im e n s io n s

in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n

Alternative Education covers all educational activities that fall outside the traditional school system (including special programs for school dropouts and gifted students, home schooling). Alternative Education describes different approaches to teaching and learn ing other than state-provided mairtsfream education, usually in the form of public or private schools with a special often Innovative curriculum and a flexible program of study which Is based to a large extent on the individual student's interests and needs. • Development Education - strives for quality of economic, social, andpo litical development in all countries; fairness in relationship between and within countries; equitable and meaningful linkages between developed and developing countries. ■ Global Education - involves learning about those problems and isaes which cut across national boundaries and about the intercomectedms of systems - cultural, ecological, economic, political, and technological. • Peace Education is education which empowers people with the skit, attitudes, and knowledge to: s build, maintain, and restore relationships at all levels of hum> interaction s develop positive approaches towards dealing with conflictsfrom the personal to the international ✓ create safe environments, both physically and emotionally, thj nurture each Individual ^ create a safe world based on justice and human rights s build a sustainable environment and protect it from exploltatioi and war. . ■ Multicultural Education - emphasizes oneself and others through the ex ploration of concepts of cultural diversity, similarities, prejudices, and cut- ' tural understanding. Developing tolerance Is a key value in learning to live together in harmony • • ■ Human Rights Education - promotes understanding of human, rights con cepts and values tti enable learners to comprehend and transform condi tions which give rise to human rights violations aid exalts dignity andworth PNU L E T Reviewer

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in E d u c a tio n / D evelo pm ents in Ed u catio n

P ro fe s sio n a l E d u c atio n

of the human person. * Peace education has developed as a means to achieve these goals. It is * Civic/Citizenship Education - focuses on the study of the basic concepts, education that is ‘ directed to the full development of the human personal beliefs and-values underlying our democratic political community and con ity and to the strengthening of respect for human rights and fundamental stitutional order - draws its content chiefly from four disciplines: political freedoms*. It promotes ‘understanding, tolerance and friendship among all science, jurisprudence, history, and economics. nations, racial or religious- groups’ and furthers 'the activities of the United Civic Education - learning for effective participation in democratic and de Nations for the maintenance of peace.” (Article 26," Universal Declaration of Human Rights) velopment processes at both local and national levels. It is an important means for capacity development on the societal level by empowering peo Peace education is an integral part of the work of the United Nations. Through ple with civic knowledge, skills and dispositions for effective civic engage a humanizing processof teaching and learning, peace educators facilitate hu ment man development They strive to counteract the dehumanization of poverty, Environmental Education - rethinks human-earth relationships, fosters a prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi vision of education for sustainable development, promotes care for the en nating the possibility of global extinction through nuclear war, peace vironment and builds a global culture of ecological responsibility. education currently addresses the broader objective of Gender Studies - promotes gender equality and harnessing the rale of building' a culture of peace. In this global effort, prowomen In development Peace X Sressive educators worldwide are teaching the Future Studies -anticipates the fulure and cope with its challenges values, standards and principles articulated and Imagines possible and probable futures. Students are en- X Personal: assault, rape, in fundamental UN instruments such as couraged to -envision a preferred future that will help shape / brutality, terrorism, murder, the UN Charter, Human Rights docu their present action. / ethnic cleansing, ments, the Convention on flie Elimi nation of All forms of Discrimination Against Women (CEDAW), the Con vention on the Rights of the'Child III. PEACE AND HUMAN RIGHTS EDUCATION (CRQ, the Vtorld Declaration on Education (or AH, and many others. 1. Peace Education □ The core relationship between A. Origin of Peace Education violence and peace: D In 1945, the United Nations was established to "save suc ceeding generations from the scourge o f w$r", "to reaffirm ■ faith In the.. .dignity and worth of the human person [and] in the equal rights of men and women", 'to establish conditions under which justice and respect for. the obligations arising from treaties and other sources of international law can be maintained and ‘to promote social progressand better standards of life hi larger free dom... '.(Preamble to the UN Charter) • IPNl) LET Reviewer

Source:UnitedNations CyberSchoolBus

P ro f. A rthur S . Abulencia and Prof. Rita Bum anglag-Ruscoe

Professional Education .............................. .

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SKLLS • Communication, active listening and reflection • Cooperation • Empathy . Critical thinking and problem solving ■ Artistic arid aesthetic • • - Mediation, negotiation and conflict resolution ' Prof. Arrhur S. Abulencia and. Prof. Rita Bumanglag-Ruscoc

S o c ia l D im e n s io n s i n E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n

; • Patience * Responsible citizenship • Imagination * Leadership, vision KNOWLEDGE ■ Self awareness, recognition of prejudice • Issues relating to: Conflict and war . Environment/ecology Nuclear and other weapons Justice and power Theories of conflict analysis, prevention and resplufcn Culture, race, gender, religion Human rights, responsibilities Globalization Labor Poverty and international economy International law and Criminal court United Nations and international systems, standafc and instruments Healthcare, AIDS Drug trade ATTITUDES Ecological awareness Self respect Tolerance Respect for human digntty and difference Intercultural Understanding Gender sensitivity Caring and emphaty Non-violence and reconciliation * Social responsibilitySolidarity, world mindedness PNU L E T Reviewer i

P r o f e s s i o n a l E d u c a t io n

S o c ia l D im e n s io n s in - E d u c a r io n / D evelo p m en ts in E d u c a t io n

2. Human'Bights Education . A. Human Rights Defined • • Inherent entitlements which come to every person as a consequence of being human • Human rights are universal, legal, guarantees protection of individuals and groups against actionsand omissions that interfere with fundamental free doms, entitlements and human dignity. B. Characteristics of Human Rights Human rights are: ■ Founded on respect for the dignity and worth of each person • Universal - applied equally and without discrimination to all people ■ Inalienable - no one can have his or her human rights taken away other ■ than in specific situations • Indivisible, interrelated and interdependent - it is inappropriate to respect selected human rights only. C. Universal Declaration of Human Rights • A common standard of achievement for all peoples and all nations. • Urges peoples and governments to educateALL peoples about their human rights and freedoms. • • Calls for securing universal and effective recognition and observance of human rights through progressive national and international measures. D. UNESCO Guidelines "Human rights' and “fundamental freedoms" are those defined in the United Nations Charter, the Universal Dedarationof Human Rights and Ihe International Covenants on Economic, Social and Cultural Rights and on Civil and Political Rights. E. International Context Universal Declaration of Human Rights The Universal Declaration of Human Rights (UDHR) was drafted by the UN Commission on Human Rights chaired by, then first lady, Eleanor Roosevelt. The UDHRwas adopted by the 56 member nations of the UN General Assembly on December 10,1948'. , December 10th is celebrated around the world as International Human Rights Day. The 192 member states in the U.N., upon membership, agreed to educate •

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* their citizens about the principles of the UDHR. Most of these countries have incorporated the principles of the UDHR into their constitutions. The UDHR specifies minimal conditions of a dignified life.”. • Article 26, paragraph t "Educationshallbedirectedto the full developmentofthe humanpersonallyand to the strengthening ofrespedforhuman rights and fundamentalfreedoms'" F. UDHR - Basic Principles • Concept of human being and equality - Every human being is bom free and equal in rights and dignity, and endowed with reason and conscience. And thus every human being is expected to act toward other human beings in a spirit of brotherhood/sisterhood. - Non-discrimination - Race, color, sex, language, religion, political or other opinion, na tional or social origin, property, birth or ottier status, political status of country or territory are not bases for exception in human rights. • Respectandobsftrt&fce-' - Respect for ail human rights is expected from all human beings. - Universal observance of human rights is achievable through pro gressive measures.

in the context of the family, community and in some cases, groups. G. Different Kinds of Rights

According to Nature ■ Civil Rfehfa , Aip rights of individuals to be protected from,arbitrary interfprenc§tby government in their life, li)erty;and property. . :

•

Prof. Arthur S. Abulencia and Prof. Rica Bumangiag-Ru.vcoc

P r o fe s s io n a l E d u c a tio n S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s fn E d u c a t io n

* Ai-cordtno to Becfflilftt

■ indHntfMftqli? Are rights that may be etfercised by every individual such as those in the UDHR • Colle<$v0'r1gl7t$ Are rights given to a;spp<$ed;;vulne£aWe grp$ may beexer cised .because one’s M ef^rship to' 'such community jsuch as right to'cfevefopnyiit, Mnen's rights, children’s ^rights, Indigenous people's righte. etc.

Are rights Relieved to be based on reason or given by Supreme Being • Legifffght^ ' According to implementation ? • immediate Are those rights that States can readily implement because these are depeedenton the S ^ ‘'p o ^ lilM « 0 r$ '® la n 3 iS ltfc i rigftts ■ Progress(y8?lne(BroffhfeV Aretfrose rights whose implementation is dependent on availabiiiiyof the states’ resources and thus can only be enjoyed gradually H. Human Rights and Issues Issues

1. Food and health

Human rights

• Rights to food, health, habitat and economic security

2. Land, language and ■ Rights of minorities and indigenous peoples ' • Right to ancestral land culture ■ Right to environmental protection 3. Environment 4. Labor and the work • Right to work • Rights of workers place ■ Right to education 5. Education Prof. Arthur S. Abulencia and Prof. Rira flumangiag-Ruscoe

. .

6. Children's welfare .

* Right of children

7. Women

• Right to equality-

8.

Rule of law and good ■ Right to administrative due process governance • Right to the rule of law ■ Rights of participation

IV. GENDER EDUCATION A. Difference between Gender and Sex Sex * actual Ijfehîcaldlfferficesbefayeeir mate? and feijnales;.a distincfionbesexual differences between females and males include different chromo somes (genetic material), foe gB5( glands; hormones and sex organ. Gender - the different rote, psponsMifies andSxp&taVdasdl womena rt (m socially assigned label and personal definitiis as male or female including the corresponding socially defined rights >d • GendearJs a m a tiK .d fc ^ as to what is consider masculine and feminine • Gender relations describe the.social meaning of female and male; ttv what is considered appropriate and inappropriate behavior or actty for men aid women. • Gender roles which are learned, may change over time and vary vrid^ . within and between cultures. * • The social meaning of being female or male is theresult of the hfet

S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n

consciousness of men and women. It is integrated in the'value system! world view and socialization process, reproduced in the family, school and church as well as in media and'political exercises. ^heir full human rights and commute to and benefit from economic; soeial, c^l^fc|rfflrp
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needed to secure employment after leaving full-time education, and the earnings of men and women with similar qualifications and experience are equal. • The four dimensions of gender equality are related, but that relationship is com plex and not necessarily linear. Parity in enrollment and greater gender equality in schooling can, and often do, coexist with inequalities outside of education.

V. MULTICULTURAL EDUCATION A. Multicultural education defined: "Multicultural education is a field of study and an emerging discipline whose major aim Is to create equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups. One of its important goals is to help all students to acquire the knowledge, attitudes,- and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, m l communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good." Mutticuituratism is a philosophy that recognizes ethnic diversitywithin a society and that encourages others to be enlightened by worthwhile contributions to society by those of diverse ethnic backgrounds. Liberal multicuituralism focuses on cultural diversity, celebrating ethnic variety, and teaching tolerance. It as sumes the existence of pre-existing cultures, which reiate to, and interact with, each other, but does not examine the hierarchies of power underpinning these interactions. This approach has been criticized for ‘Disneyfying’, commodifying, and depoliticizing difference (Mitchell, Antipode 25), Critical mufficufturaiism sees multiculturalisip as concerning 'majorities'- as much as 'minorities', and is concerned .with the institutions and practices forming the whole society. It sees inequalities of power, and racism, as central, emphasizes recognition and rights, and advocates the ‘multiculturalization' of society (Jackson, Geography 87). Schools are expected to serve the human needs of cultural socialization, trans mission, and self perpetuation, and teach academic skills. Every action that they Prof. Arthur S. Abulcncisi and Prof. Rita Bumanglag-Ruscct:


Social Dimensions in Educafion/ Developments in E d u catio n take is, unavoidably,' culture_bound. Effective understanding of the educational process in a pluralistic society requires that teaching and learning be viewed as aspects of various cultural .milieus (Kimball, 1978). B. Benefits of the global perspective of multicultural education: 1). Multicultural education increases productivity because a variety of mental resources are available for completing the same tasks and it promotes cognitive and moral growth among all people. 2) Multicultural education increases creative problem-solving skills through the different perspectives applied to same problems to reach solutions. 3) Multicultural education increases positive relationships through achievement of 4) common goals, respect, appreciation, and commitment to equality among the intellectuals and students. 5) Multicultural education decreases stereotyping and prejudice through direct contact and interaction among diverse Individuals. 6) Multicultural education renews vitality of society through the richness of the different cultures, of its members and fosters development of a broader and more sophisticated view of the world.

A. Principles and Characteristics of the Four Pillars of Education

IHEEQUB PIUARS OF EDUCATION Learning to

the mastering of them^tejments

Leariring’toDtfJ • application of wfiat learners havej^med prknon&h intp practices-, • Closed linked

education and work skills training.

• the develop ment of such qualities as: ■ #sglifaiw : * appreciation of the diversity offtehuman race

richness of lit j personality, thecomptexitjj of his fornis of expression andhisvariou f commitments as individual, member

VI. THE FOUR PILLARS OF EDUCATION *Education throughout life Is based upon the fourpillars ofeducatforf UNESCO

If education is to succeed in Its tasks, curriculum as Its core should be restructured or repacked around the four pillars of learning: teaming to know, learning'to do, learning to live together, and learning to be. Four 'Pillars of Learning' for fte Reorientation and Reorganization of Curriculum: Reflections and Discussions Zhou Nan-Zhao' '

Prof. Arthur S. Abulencia and Prof) Rira Bumangiag-Ruscoe

Die Four Pillars of Education form the basis for the UNESCO report Learning: The Tra sure Within published in 1966, The pillars form an integrated whole and cannot I)

y. imag ination, reasoning, problem-solving, arid the ability to think in a ooherent and critical way. It is 'a process of discovery', which taKfestime and invotes going more deeply into the information/knowledge delivered through sub JectteacWng. . • PNU L E T Reviewer I

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Learning to kpow involves mastering the instrument of knowing and under standing: . s to leam to learn and to discover • ' v' to understand about his/her environment s to think in a coherent and critical way s to acquire a knowledge of the scientific method and instruments / to develop a scientific spirit and an inquiring mind s to acquire independence of judgment • Learning to do - implies application of what learners have learned or known into practices; It is closely linked to vocational-technical education and work skills training. The function of learning is no longer limited to work but responds to participation in development; a matter of social as well as of occupational skills. . It calls for new types of skills which is more behavioral than intellectual. Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills specific to each individual. Thus 'learning to do' means, among other things: s ability to communicate effectively with others s aptitude toward team work s social skills in buildng meaningful interpersonal relations ✓ adaptability to change in the world of work and in social life J competency in transforming knowledge into innovations and job-creation s readiness to take risks and resolve or manage conflicts. • Learning to flve togettter - implies an education that emphasizes discovery of others and experience of shared purposes throughout life. Specifically, it implies the development of such qualities as: s knowledge and understanding of self and others s appreciation of the diversity of the human race and an aware ness of the similarities between, and the interdependence of all humans J empathy and cooperative social beljavior in caring and sharing s respect of other people and their cultures and value systems PNU LET Reviewer

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capability of encountering others, and resolving conflicts through dialogue s competency in worlting towards common objectives. • Learning to be - is based on the principle that ‘the aim of development is the complete fulfillment of man, in all the richness of his personality, the complexity or his forms of expression and his various commitments - as individual, member of a family and of a community, citizen and producer, inventor of techniques and creative dreamer’. 'Learning to be' may be interpreted in one way as learning to be human, through acquisition of knowledge, skills and values conducive to personalty development in its intellectual, moral, cultural and physical dimensions. Its purpose includes: ' s to be human, for development of mind and body, intelligence, sensitivity, aesthetic sense, personal responsibility and spiritual values . ✓ to develop the qualities of imagination and creativity s the complete fulfillment of man, in all the richness of his per sonality ^ the full flowering of human potential, the tapping of the hidden treasure within each individual s a very individualized process and at the same time one of con structing social interactions.

B. The Four Pillars of Education and their Implications to Teaching Learning and the Curriculum The four pillars of learning relate to all phases and areas of education. They support and interpenetrate one another and should therefore be applied as ba sic principles, cross-cutting themes and generic competencies tor integration in and across subject areas or learning domains. Pillars of Learning for Reorienting Curriculum Objectives 1) Learning to be . s reflects a shift from an instrumental view of education, as a process one submits to achieve specific aims (e.g. economic . productivity) to a humanistic view of education that emphasizes ntiirrr—■rmr*~rn irir^ ^

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S o c ia l D im en sio n s in E d u c a t io n / D ev e lo p m e n ts in E d u catio n


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

P r o f.

Arthur S. Abulenda'and Prof. Rira Butnanglag-Ruscoe

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School curriculum can no longer be purely academic and college-bound; it has to impart .employable siHs, and positive attitudes toward work

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P ro fe s sio n a l E d u c a tio n wi' .1 II. ■■ 7 |» |

S o fiiS D im e n sio n s in E d u c a tio n / D e v e lo p m e n ts in 'E d u c a tio n

PART II - AN A LYZIN G TEST ITEM S

Directions: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the tetter your choice in your answer sheet.. 1. Which of the following conditions manifests trend of globalization? A. Establishment of stronger boundaries between and among nations. B. Increased awareness on the importance of national cultures and traditions. C. Less and less impact of human activity on the planet earth D. The incorporation of local and national economies into a worldwide global economy— '___________. ..... — aattfB— a— a— — j The correct answer is letter D. ASthe other options are the opposites of globalization I which connote integration of systems and network iri one global structure. 2. According to the Delots Report, there are a number of main tensions central to the problems of the twenty first century that we need to overcome. One of them is the challenge to an individual how he or she can adapt to the changing world without forgetting or turning his/her back from the past. What kind of tension or conflict is manifested in this situation? A. Tension between tradition and modernity B. Tension between the global and the local C. Tension between the universal and the Individual D. Tension between long term and short term considerations The correct answer is B. It is withtn this tension that the individual is challenged to j balance his/her attempt to adapt to the changing world without compromising his own. ) • 3. Which of the following features represents the new paradigm shift in education? • A. Traditional pedagogies 8 . Lifelong education for all ■ C. Rigid subject matter boundaries D. Knowledge as the only learning outcome • :

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The correct answer Is 8 because all the other options (A, C, & D) are traditional characteristics of education .Option B: Lifelong education for all is one of the key features of 21st Century education. 4. What.Is the measure of relevance in education? A. Democratization of access B. Functionality and meaningfulness C. Ability to sustain education through the future D. Excellence and effectiveness

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The correct answer is B. Relevance connotes ability to meet the expected roles and functions.. 5. What is the concern of Multicultural Education? A. Anticipating the future and imagining possible and probable futures. B. Gender equality and harnessing of the role of women in development. C. Promoting care for the environment and building a global culture of ecological responsibility. D. The exploration of concepts of cultural diversity, similarities, and prejudices to promote cultural understanding. The correct answer Is Dbecause it specifically describes the tenets of Multi cultural I Education. Option A is about global education; Option 8 involves Gender Education; I Option C describes Environmental Education. I

6.

Which erf the following may be considered an economic impact of globalization on education? (A/ Increasing comme/pialization of education and the corporate takeover of ed: ucation EL. Weakening of tfie notion of the "citizen” as a unified and unifying concept. ujj?)-New technologies of information and communication creates new approaches toleaming . D. Reduction of state and government support and subsidy for education

Prof. ArthurS. Abulencia and Prof. Rita Buinangtag-ftuscoc

P r o fe s s io n a l E d u catio n

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/ 7. Whigh of the following aptly describes Marshall McLuhans' concept of global village? A. .The idea that because of rapid globalization and development in technology, the world has become one global village where -Increased diversity and difference among people has become more pronounced than ever. ( k y Rapid integration of the planet .thnough media and technology where events in one part of the work) could be experienced from other parts In real-time, similar to what human experience was like when we lived In small villages. C. Global Village is the kind of global world we are experiencing, characterized by fundamentalism, apathy and conflict brought about by clashes of cultures. 0. People's cultural and religious, identities will be the primary source of conflict, in the post-Cold War world as evidenced by the conflict between fundamentalist Muslims and flie western world. 8 . When planning her lessons and units, Mrs. Jones is careful to include books and re sources from a variety of cultures and ethnic groups. What kind of education is this? A. Multilingual education OM ulticultural education B. Transformative education ’ D. Gender free education 9. Which of the following is NOTa characteristic of globalization? A. Stretching of social, political and economic activities across political frontiers, regions and continents. B. The growing magnitude of interconnectedness and flows of trade, investment and migration. C. A speeding up of global interactions and processes through world-wide syssO terns of transportation and communication. / jy The expansion of economic protectionism and isolation of poor countries. . 10. Which of the following illustrates the.major paradigm shift in education in the 21st century? shift from rigid subject matter to a more Interdisciplinary and multidisciplinary pedagogical approach. • . B. Shift from values education and emotional learning to knowledge dominated curriculumC. From contextualized themes generated from global and local realities to pre-organized subject matter D. From more flexible learning styles to a'prescribed pedagogy . Prof. A rthur S . A bulencia ami Prof. Ri»a Bumanglag-Riucoe

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11. What educational approach perspective recognizes the knowledge and experience of women, racial groups andethnic groups as being just, as valid and relevant as the knowledge of dominant groups in mainstream academic discourse? Transformative Education C. Inclusive Education m y Multicultural Education D. Global Education 12 . flow does the notion of cultural relativity and variability affect the teaching-learning processes in school? A. .The students' varied cultural background will in no wayaffect the way hey will leam the lessons in school. B. The students can readily adjust to the way the teacher initiates feaming in school because children are adaptable beings no matter what culture tie y _ comefrom. . (C ?) The child's cultural background influences the children's way of interjretring and viewing the world; hence, teachers must consider the children's w o rld view when teaching. D. The teacher should be wary of differing cultural points of view and must make sure that students will see things the same way. 13. Wt&h among the following Is the focus of Civic Education? jffi^P rom ote understanding of human rights, concepts and values to erub/e learners to comprehend and transform conditions which give rise to buna n s- rights violations. /jP Learning for effective participation in democratic and development p ro c e s s at both local andnatfonal levels.' . . C. Foster a vision of education for sustainable development and care for be environment D. Empower people with the skills, attitudes, and knowledge totuild a peacelui world based bn justice and human rights. 14. Which of tbe following initiatives would"NOThelp a school address diversity? Using ability grouping. Using cooperative team»$. . . • C. Working with neighborhood groups. D. Using culturally relevant teaching methods / *

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S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d ucatio n

15. If the teacher is emphasizing the development of the (earner’s competency to transform knowledge into innovations and job-creation, what pillar of education does s/he is actually promoting? C. Learning to Ijve Together D. Learning to Be 16 hi which emphasizes learning to be human, through acquisi tion of knowledge, skills and values conducive to personality development? A. Learning to Know ' Learning to Live Together B. Learning to Do v ? Lear™n9 toBe 17. A class is composed of students coming frtfrn several ethnic communities in cluding Muslims and lumads. They seem to have difficulty understanding each others' behavior and points of view. What should the teacher do? (R ) Introduce multlculturalism in the class and provide activities for practice. ET Threaten the students that if there are students who do not behave and tolerant of their classmates, s/he will be dropped from class. C. Inform students that they wid all be learning new ways of thinking and be having in this class, so they might as well leave their cultural idiosyncrasies . at home. 0. Assign bright students to monitor and control behavior of poor students. 18. Which of the following qualities should be developed by. foe pillar, Learning to Live Together? Strong appreciation of the diversity of the human race N r Readness to take risks and resolve or manage conflicts • C. Scientific spirit and an Inquiring mind D. Complete fulfillment of humans, in all the richness of his/ her personality 19. Which of the foflowing statements about Gender is correct? • A. Gender is biologically 3etermined. § Gender is socially and culturally constructed. C. Gender roles are the same in all societies. D. Gender is an ascribed status in society.

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20. UNICEF and UNESCO are two key UN agencies which are (Particularly active advo cates of education for peace. Which of the following is not supported by UNESCO. in promoting peace, in the sclwois? A. Uphold children's basic rights as outlined in the Convention on the Rights of the Child (CRQ B. Develop a climate that models peaceful and respectful behavior among all members of the learning community . C. Demonstrate the principles of equality and non-discrimination in administra_ tive policies vdN Enable the teachers to stress peace-making in Social Studies classroom only when necessary 21. One way to advance peace education is through partnerships of various non-governmental organizations, education institutions, United Nations spe cialized bodies which link ideals of peace with research and practice. One such significant example is the Hague Agenda for Peace and Justice for.the 21st Centu ry. What is the aim of the Agenda's Global Campaign for Peace Education? A. Helps coordinate local initiatives and unite educators in the common practice ^ of educating for a culture of peace. f BJ Supports the UN Decade for a Culture of Peace and Non-violence for the Children of the World and to introduce peace and human rights education into aHeducational institutions. C. Brings together multiple traditions of pedagogy, theories of education, and international initiatives for the advancement of total human development and' care for the environment through teaming. D. Serves to enhance learning across subjects like conflict resolution initiatives.

Prof. Archur S. Abulencta and Prof. Rita Bumjnglag-Ruscoe

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S o c ia l D im e n sio n s in E d u c a tio n / D cvclo p m cn ts'in Educati< •

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22. The impact of conflict on children whether as victims of war or child soldiers has been brought to world attention through media, international organizations and eye ■witness accounts. What is best thing to do to help children affected by conflict? jO Employ education to regain parts of a lost childhood and to facilitate the exv ' periences that support healthy social, emotional and intellectual growth and development B. Provide employment opportunity for them as well as their parents to attain financial independence C. Offer them to migrate in neighboring country as foreign refugees 0. Secure their safety by imposing strict curlew hours 23. The United Nations is committed to address climate through mitigation and adap tation.Which of the following the best way of addressing the issue? A. Deepen strategic aid operational collaboration, with international and regional organizations,, including international financial institutions and regional de velopment banks, and other stakeholders. B. Developing a policy framework that identifies basic elements needed to __ prevent human rights violations. (Cy Facilitate and execute agreements on reducing emissions from deforestation ^ and forest degradation to protect forests and sustain the livelihoods of the people who depend on them. D. Enhancing collaboration among humanitarian organizations, particularly from the global South, at the local, national and regional levels, to strengthen com munity resilience and emergency response, and establishing a monitoring system to assess progress on the implementation of preparedness measures. 24. Why are educational environments very crucial to pease education? A. The social, cultural, economic, arid political contexts in which educators work shape the specific content and methods they choose for peace education. • B. The variety of different'educational settings from liiral to urban, school-based to community ami within formal curricula or non-formal popular education projects are relevant to peace education. C. Many teactiers infuse peace education into traditional academic subjects suoh • as literature, mattr, science, history, language, civics, and the arts. . ([pA II of the above ■ , . • Prof. Arthur^. Abul«ncia and Prof. Rira Bumanglag-Ruscoe

25. What is celebrated every December 10? Mother Language Day . Human Bights Day E.. Earth's Day D. International Day of Tolerance

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S o c ia l

D im e n s io n s

PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the items below. Write only the I 1. What kind of tension is referred to when people prefer to have quick answers and ready solution to many problems even If it calls for a patient, concerted, negotiated strategy of reform? . A. Tension between modernity and tradition 6 . Tension between long term and short term considerations C. Tension between spiritual and material D. Tension between individual and the universal 2. In what strands of the four pillars of education implies a shift from skijl to compe tence, or a mix of higher-order skills specific to each individual? A. Learning to Know C. Learning to Live Together B. Learning to Do D. LeamingtoBe 3. Which of the following Is NOT true about the Four Pillars of Learning? A. The pillars of learning stress the goal of contributing to social cohesion, in ter-cultural and inter-national understanding, peaceful interchange, and har mony. B. The Pillars of Learning imply a shift from 'schooling' to learning throughout life by'learning how to team" C. The pillars of learning stress the importance of closer linkage between educa tion and the work) of work. D. The Pillars of Learning adheres to the instrumental and purely academic view •of education that focuses on the achievement ol specific aims of education ■ such as economic productivity. * 4. Which pillar of education of J: Delors (UNESCO) focuses on voc-tech relevant to people-centered human development? ■

“P r o fe s sio n a l E d u catio n

in E d u c a tio n / D evelopm ents in E d u catio n

A. Learning to Know . 8’ Learning to Do

5. The rapid traversing of ideas, attitudes and values across national (jorders that generally leads to an interconnectedness and interaction between peoples of di verse cultures and ways of life. What is being referred to? A. Cultural Globalization C. Multiculturalism 8. Fundamentalism D. Clash of civilization 6 . Which is considered a political impact of globalization? ■ A. Changing rote of education in terms of preparirnj students for the world of work 8 . The threat to the autonomy of national educational systems by globalization. (C. Reforms in education as lifelong education D. Branding, globalization and learning to be consumers 7. What United Nation Decade are we celebrating for 2005-2014? A. Educating for Culture of Peace B. Educating for International Understanding (C.' Educating for Sustainable Development D. Promoting the Rights of the Elderly 8. With the growing competition brought about by globalization, what is preferred by most employers in hiring their employees? A. flexible C. quick B. selective D. none of the above 9. Which of the following characteristics does NOT describe contextualized learning as a major paradigm shift in education? A. From limited access to time-bound and space limited education, to borderless education, lifelong learning for all in a learning society. B. From traditional pedagogies to more modem strategies of teaching and learning. C. From knowledge limited to the local scene to the globalized knowledge,'values, attitudes, and skills interfaced with local wisdom,D. Pre-organized subject matter to localized themes generated from the global realities and the culture relevant, meaningful and useful to the learner.

C. Learning to Live Together D, ^Learning to Be s” 8 a a ^ a a '

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P ro f. A rthur S. Aliuft'nci.i and Prof. Rica Uumanijiag-RusciiK’

S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d u c a tio n


15. Which of the following is N.0T a characteristic of Multicultural Education? 10. What current trend in education focuses on the study of the basic concepts, be A. Personally empowering C. Pedagogically humanistic liefs and values underlying our democratic political community and constitutional B. Socially transformative • ' ( E ‘ Culturally discriminating or.der? 16. What is the character of education that manifests democratization of access and A. Civic Education C. Peace Education inclusivity? B. Development Education D. Multi-cuttural Education C. Quality 1 1 . Which of the following is the first target of the Millennium DevelopmentGoalsA. Relevance B. Sustainability , Equity (MDG's) formulated by member states of the UN in September 2000? 17. What is the kind of education that emphasizes human-earth relationships and A. Reduce child mortality fosters a vision of education for sustainable development to. build a global culture B. Eradicate extreme poverty and hunger of ecotogical responsibility? C. Reduce death due to HIV/AIDS and malaria A. Human Rights Education C. Environmental Education D. Achieve universal access to primary, education B. Development Education T 3. Global Education 12. Which among the following statements about Human Rights Education (HRE) is 18. Which of the following is NOT a benefit of multicultural education? correct? A. .Multicultural education increases positive relationships through achievement A. HRE is more of the responsibilities of the state to implement human rights law of common goals, respect, appreciation, and commitment to equality among rather than the protection of the rights holders the teachers and students. B. HRE should focus more on rights based on ‘ law in books,” rattier than on B . 1 Multicultural education decreases stereotyping and prejudice through direct 'law in real-life'. contact and interaction among diverse individuals. C: HRE needs to focus on the values, principles, and standards of human rights C. Multicultural education promotes independence of various eflinic groups in and how they can be translated into day-to-day actions development and supports fragmented view of the world. D. Human Rights Standards vary from, society to society and HRE therefore D. Multicultural education renews vitality of society through the richness of the should also vary in terms of approaches and methods different cultures of its members and fosters development. 13. What is the implication of globalization to the practice and experience of educa 19. Which erf the following is N.OTone of the benefits of mass media? tion? A. Mass media decreases prejudice and discrimination. A. Increase of state and government support and subsidy for education B. Mass media enriches the educational programs. 8 . Commodification and the corporate takeover of education C. Mass media increases student's exposure to diversity. C. Greater autonomy of national educational systems D. Mass media helps-provoke discussion of current issues. ■D. Delocalization of technologiesand orientations in education 14. Which of the following skills correspondsto the Four® Pillar'of Learning, “Learning • to live together"? A. Empathy and cooperative social behavior B. Personal commitment-and sense of responsibility • C. Adaptability to c/iange in the world of work D. Reasoning and problem solving skills Prof. Arthur S. AbiiJencia and Prof. Rita Bunianglag-Riiscoe

20. Which among the following rights manifests rule of law and good governance? A. Right to education_ , C. Right of participation B. Right to environment protection ■’"D.' Right to work 21.. Which amongihe following is NOTa core principle of human rights?. A. Human Dignity . ' g. Universality. B. Non-discrimination • '. D. lndependency ■

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PHU L E T Beviewer g C E f

S o c ia l D im en sio n s in E d u c a t io n / D evelo p m en ts in E d u catio n

22. Hoyf are human rights principles reflected in the activities-of national and local governments? • A. Legislating laws to include human rights education in all levels of schoolingB. Organizing local exhibit or event to highlight the children's talents and local products C. Asking the community leaders to volunteer in (he construction of a barangay hall D. Lobbying to the UN High Commission for Human Rights to allocate higher budget for Philippines' Commission on Human Rights. 23. Which of the Mowing could be a reason to justify peace education as a series of • “teaching encounters" or teaching-learning process? A. Desire for peace B. Nonviolent alternatives for managing conflict C. Skills for critical analysis of structural arrangements that produce and legiti. mize Injustice and inequality D. AHof the above 24. Which' of the following is accurate in regard to working with parents in diverse classrooms? A. The parent's culture is important, but should not influence their children's ' education. B. Teachers should demonstrate their "expertise" to parents to show they know best C. teachers should strive to use a variety of ways to keep parents informed, including parents who cannot speak English or Filipino. D. The importance of the family's influence on children’s education has diminished over the past few years. 25. Which of the following is NOT a guiding statement of peace education? A. Peace education teaches stu
196 [PMU L E T Reviewer


A n sw er K e y

ANSW ER KEY

Foundations of Education

Part II

Part III

. 1. A 2. B 3. B A. C 5, 0 6. C 7. B 8. 0 9. C 10. C

1. B 2. B 3. D 4. C 5. C 6. A 7. A 8. C 9. C 10. B 11.C

1 1 .0 12.8 13. A 14. A 15. B 16. B 17. D 18. C 19.0 20. B •

2 1.8 22.0 23. C 2 H.D 25. D •

12.0 13.0 T4. A 15. A 16. C 17.0 18.0 19. B 20. A 21. C ' 22 . B 23. C 24.0 25. C .

Child and Adolescent Development Part III

Part II

1.

B 2. A. 3. C 4. 0 5. D 6. A 7. C 8. A 9. B 10. B 11.C 12. D 13. A 14. B 15. B 16. B 17. C 18. C 19. A 20 . C 21. D 22. A 23. C 24. B.

Principles and Theories of Learning and Motivation

1. D

2. e 3. C 4. A 5. A 6. C 7. C 8. A 9. C 10. A 11.C 12. B 13. B 14. A 15. B 16. C 17. C 18. B 19/C 20 . 0 21. C

■

22.0 *

£3.0 24. B 25.0

Part II

Part III

1. B 2. A, 3. D 4. 0 5. A 6. C 7. A 8. C 9. C to. C 11. A 12 . B 13. A 14. B 15. C 16. B 17. C 18.0 . 19. B 20. C

1. C 2. A 3. A 4. B 5. 0 6. B 7. A 8. 0 9. C 10. C 11. C 12. B 13. A 14. A 15. C 16. A 17.0 18. C 19. B* 2 a. B 21. B . 22. B 23.0 24. B 25. B

2 1.0 22. A 23. A 24.0 25. A

Principles and Strategies of Teaching Part II 1, 2. 3. 4. 5.. 6. 7. 8. 9.

B

0 C A A

C A

C A

10 . D 11. C 12 . B 13. A 14. C 15. D 16. D 17.0 18. A 19. A 20: D 21 . C 22. A , . 23. C ■24..A 25. B ....

Part III 1. C 2. C 3. A 4. D 5. - A 6. A 7. A 8. D 9. D 10. D 11. C 12. B 13. D 14. D 15. A 16. A 17. B 18. C 19. D 20. A ' 21 . B 22. A . . 23. C 24.8. • 25. 0*

PNU LET Reviewer

197

A n sw er K ey


Curriculum Development

Developmental Reading

Educational Technology

1*2 1. D 2. 0

1. A 2, D 3. B 4. A 5. C ' 6. 0 7. A 8. B 9. C 10. B 1 1 . 0. 12. B 13. A 14. C 15. A 16. C 17. D 18. C 19. B

3. C .4. C 5. B 6. B 7. D 8. A 9. D 10. C

11.0 12. C 13. B 14. B 15. A 16. B 17! C 18. D 19.0 20 . B 21. A 22 . B 23. D 24. C 25. A

Part II

^ ■Part III

Part II

20.0 .

21. D 22. C 23. D 24. C 25. A

|PNU L E T Reviewer

.

.

1. D 2. B 3. C 4. A 5. A 6. C 7. A 8. C 9. B 10. C 11. B 12. A 13. D 14. A 1.5. D 16. B 17. C 18. C 19. D 20. D 21. A 22. D 23.0 24. C 25. B

P art III 1. D 2. A 3. C 4. B 5. C 6. B 7. A 8. B 9. D 10. D 11. D 12. B 13. C 14. C 15. B 16. D 17. B 18. B . 19. A 20. C 21.. B 22. C 23. D 24. C 25. B

Part II

1.

B 2. D 3. B 4. A 5. A 6. A 7. B 8. C 9. C 10. B 11. D 12. B 13.0 14. D 15. C 16. C 17. C 18.0 19. B 20 . D 21. B .22. C 23. C 24. B 25. D

•

Part III 1. B Z D 3. A 4. D 5. A 6. C 7. A 8. A 9. A 10. A 11; A 12. D 13. A 14. B 15. C 16. C 17.0 18.0 19, B 20. D 21, B 22. A . 23..C 24..B 25. A .

.

. Assessment and Evaluation of Learning 1 Part 11

Part III

1. C

1. C 2. A 3. A 4. C 5. C 6. A 7. C 8. C 9. D 10. A 11.B 12. D 13. B 14. 0 15. B 16. A 17.0 18.0 19. A 20. D 21. C 22. A 23. A 24. B 25. B

2. 0 3. 4. 5. 6. 7. 8. 9.

B B C D C A C

10 . 0 11.A 12. B 13.-B 14. A 15. A 16. A 17. B 18.0 19. B 20. C 21. B 22. C 23. B 24. B . 25. B


Assessment and Evaluation of Learning 2 Part III

Part II 1. C 2. A 3. D 4. C 5. A 6. D 7. D 8. B 9. D 10. B 11.D 12. A 13. A 14. B 15. C 16. B 17. D 18.0 19. C 20. B 21. B 22. B 23. D 24. C . 25. C

•

1. C 2. A 3. B 4. D 5; C 6. C 7. D 8. D 9. D 10. A 11.A 12. C 13. D 14. B 15. C 16. B .17. C 18. B 19. D • 20. C . 21. C • 22 . C 23. C 24. B . • 25. D

X n sw cr K e y

Teaching Profession

Part II

Part III

1. D 2. C 3. C 4. C 5. D 6. C 7. C 8. B 9. D 10. B 11.D 12 . D 13. C 14. D 15. D 16. B 17. D 18. C 19. D 20. D ' 21: B 22. D 23. C 24. A 25. A

1. D 2. C 3. B 4. B 5. D 6. B 7. C8. C 9. 0 10. C 11. D 12. C 13. C 14. D 15. A 16.0 17. 0 18. C 19. C 20. D 21. B 22. B 23. B 24. D 25. D

Social Dimensions in Education/ Developments in Education Part II 1. D 2. B 3. B 4. B 5. D 6. A 7. 8 8. C 9. D tO. A 11. C 12. C 13. B 14. A 15. B 16.8 17. A 18. A 19. B 20. D 21. B 22. A 23; C ' 24. D 25. B

Part III 1. B 2. B 3. D 4. B 5. A 6. B 7. C 8. A 9. A 10. A 11. B 12. C 13. B 14. A' 15. D 16. D 17. C 18. C 19. A 20:C -21.0 22. A •23.-D 24. C . 25. A PN U L E T

Reviewer

199

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

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