Seminar paper the grammar exercises of MICHAEL M. MAGBANUA, MA

THE GRAMMAR EXERCISES

Unit I. THE Unit I. THE SUBJECT-AND-VERB AGREEMENTSUBJECT-AND-VERB AGREEMENT

A. Directions: Read the sentences carefully. On your answer sheet, copy the appropriate verb form of your choice found inside the parenthesis.

1. Different authorities (present—presents) their own definitions of the term guidance.

2. Some (define—defines) guidance as a point of view from the thinking of a guidance-oriented person.

3. Others (define—defines) the term based on their personal observation as practiced by others who (extend—extends) help to people (meet—meets) their needs.

4. Others (consider—considers) it as a part of the educational process.

5. Jones (stress—stresses) that guidance personally (assist—assists) someone (solve-solves) his problems.

6. In the process, it (do—does) not solve problems for the individual but the counselor (help—helps) him to solve his problem.

7. The focus of guidance (is—are) not on the problem itself but on the person.

8. Guidance (aim—aims) to promote the growth of the individual toward self-development and self-direction.

9. Crow and Crow (give—gives) their definition of guidance by stating what guidance (is—are) not.

10. According to them, guidance (is—are) not giving direction. It (is—are) not imposing one’s point of view upon another person, neither making decision for the person seeking assistance, nor carrying burden of another life.

11. Tolbert (1959) (state—states) that counseling is a face-to-face relationship which (provide—provides) the client with a learning situation and (help—helps) him to make use of his characteristics and potentials.

75


*See more exercises on next page!

12. Blocker (1966) (say—says) that it (is—are) the process which the structure of the self (is—are) relaxed in the safety of the relationship with the counselor and previously denied experiences (is—are) perceived and then integrated into an altered self.

13. According to Thoresen (1969), counseling (refer—refers) to a variety of procedures systematically undertaken by a counselor to promote specific changes on the behavior of clients.

14. There (is—are) three types of counseling given by Kapunan: directive or clinical counseling, non-directive counseling, and eclectic counseling.

15. Directive or clinical counseling (allow—allows) the counselor to give the counselee information about himself, his opportunities, his problems.

16. Here, the counselor (guide—guides) the discussion or (suggest—suggests) action to take.

17. The information (is—are) obtained from school records, test result, which he (use—uses) in the interview.

18. He (try—tries) to evaluate the facts objectively. He (explain—explains) these facts without offending the counselee.

19. The counselor (do---does) not criticize, judge, or condemn. This method (help—helps) the counselee (make—makes) final decision.

20. Prognosis (refer—refers) to the prediction made by the counselor on the clients’ future developments of the problem.

B. Directions: Read and analyze the sentences carefully. On your answer sheet, write the correct form of the given verb inside the parentheses.

1. Research in this age and time (mean) searching for a theory, for testing theory, or for solving a problem.

2. Kerlinger (1973) in Sevilla, Ochave, et.al (1992) (define) scientific research as “a systematic, controlled, empirical, and critical invetigation of hypothetical propositions about the presumed relations among natural phenomenon.

76



3. One of the critical steps that you a researcher will take in thesis writing (is) the choice of problem.

4. A great number of students (find) this stage stimulating

5. In some schools, courses such as Research in Child Study, Research in Educational Administration (expose) the students to some possible topics for investigation.

6. One of the first considerations of a good problem (is) that the topic should be of great interest to the researcher.

7. A further characteristic of a good problem is that it (possess) novelty.

8. A good problem (is) one which (invite) more complex design.

9. Title (serve) as a frame or reference for the whole parts of the study.

10. It also (enable) the researcher to claim the title as his own, and (help) other researchers to refer to the work for possible survey of theory.

11. Gay (1976) (define) hypothesis as a “tentative explanation for certain behaviors, phenomena, or events which have occurred or will occur.

12. Relationships among variables (come) in many ways. This (be) found most usually in experiments where the researcher (be) interested in finding out the effects of a procedure, material or treatment.

13. First and foremost function of hypothesis is that it (introduce) the researcher’s thinking at the start of the study.

14. Second, the hypothesis (structure) the next stages or procedures of the study.

15. In some theses or dissertations, a special section known as assumptions (occupy) a prominent place in the report. Here the assumptions (be) enumerated.

16. Any endeavor that concerns people (be) challenging. Thus stimulating. This (stem) from the fact that people (be) varied; hence their behaviors (be) complex.

17. Some sources (describe) the independent variable as the cause and the dependent variable as the result.

77



18. Twenty substantive words, function words not included, (be) the maximum allowable length of a title.

19. The null hypothesis (mean) no existence of an effect, an interaction or relationships, or of difference.

20. A problem (exist) when there (be) absence of information resulting in a gap in our knowledge; there (be) contradictory results; and a fact (exist) and the researcher (intend) to make his/her study (explain) it.

C. Directions: Choose the appropriate verb form. On your answer sheet, copy the verb of your answer from the series of choices inside the parentheses.

1. Independent variables such as sex, mental ability, socio-economic status, brain damage, aptitude, race, and age (is—are—seem—seems) non-manipulative because you cannot change theses statuses.

2. Variables such as reinforcement, method, use of instructional materials, use of feedback, and others (give—offers—is—are) manipulable.

3. Theory (processes—provides—produces—protects) the study with a conceptual framework justifying the need for investigation.

4. It also (present—presides—presents—prevents) the relationship among variables that have been investigated.

5. The review of related literature (performs—presents—perform—present) some functions like, it (provide—provides—mean—means) the conceptual or theoretical framework of the planned research.

6. It (provides—produces—argues—supports) information about past researches related to the intended study.

7. It (predict—predicts—give—gives) the researcher a feeling of confidence since the researcher will have on hand all constructs related to his/her study.

8. Conceptual literature (is—are—pertain—pertains) to articles or books written by authorities giving their opinions, experiences, theories or ideas of what is good and bad, desirable and undesirable within the problem area.

78



9. According to Kerlinger (1973), theoretical framework (is—are—refers—refer) to the set of interrelated constructs (concepts), definitions, and propositions that present a systematic view of phenomena by specifying relations among variables.

10. The theoretical framework (become—becomes—yield—yields) the basis of the research problem.

11. It (seems—seems—are—is) also an organized body that (shares—is--explains—introduces) what has been done and what has been said on the topic or problem.

12. Basically, all research methods (is—are—follows—follow) well-defined general procedures, be they basic, applied, or developmental.

13. Action research, which (explains—presents—is—are) popularly used in schools, (are—is—gives-give) a feature of applied research since the former involves discovering and identifying a problem in the local setting.

14. Writing the historical report (focuses—focus—report—reports) the concern of the historical researcher to all the mechanical problems of documentation, the logical problem of selection and arrangement of topics as well as subtopics, and the philosophical problem of interpretation.

15. Many historical works, however, (is—are—present—appear) to follow the individual bent of the author rather than to conform to any one of the schools of historical interpretation.

16. The researcher (faces—face—tries—try) a number of special problems in writing and in interpreting his historical data. He (is—begin—are—begins) his study of history only when he (is—are—have—has) identified a perplexing question and then correctly (states—say—state—has) it.

17. The principal aims in employing the descriptive method (is—are—appears—has) to describe the nature of a situation as it (exists—exist—presents—present) at the time of the study and to explore the causes of particular phenomenon.

18. Descriptive research (has—do—have—is) of several types, namely: case studies, surveys, developmental studies, follow-up studies, documentary analyses, trend analyses, and correlational studies.

79



19. A case study (involve—involves—uses—use) studying one person or just a few persons over a considerable period of time. This (brings—bring—entails—entail) discovering and studying all the important variables which (has—have—give—gives) contributed to the history of the researcher’s subject.

20. Historical research (is—are—involves—involve) three major procedures. In data collection, documents and remains (comes—come—has—have) as the chief primary sources. They (have—are—do—gives) the first witnesses to a fact, hence, they (brings—bring—are—make) the only solid bases for historical investigation.

80


KEY TO CORRECTIONKEY TO CORRECTION

SUBJECT-AND-VERB AGREEMENT

A.

1. present 11. states; provides; helps

2. define 12. says; is; are

3 define; extend; meet 13. refers

4. consider 14. are

5. stresses; assists; solves 15. allows

6. does; helps 16. guides; suggest

7. is 17. is; uses

8. aims 18. tries; explains

9. give; is 19.does; helps; makes

10.is; is 20. refers

B.

1. means 11. defines

2. defines 12. come; is; is

3 is 13. introduces

4. finds 14. structures

5. expose 15. occupies; are

6. is; possesses 16. is; stems; are

7. is, invites 17. describes

8. enables; helps 18. is

9. serves 19. means

10. exists; intends; explains 20.exist; is; are

81


C. Subject-and-Verb Agreement

1. are 11. is; explains

2. are 12. follow

3. are 13. is; is

4. provides 14. focuses

5. performs 15. appear

6. provides 16. faces; begins; has; states

7. pertains 17. are; exists

8. gives 18. is

9. refers 19. involves; entails;

have

10.becomes 20. involves come; are; are

*nothing follows

82


Unit II. THE Unit II. THE TENSE AND ASPECT SYSTEMTENSE AND ASPECT SYSTEM

A. Directions: Read the sentences carefully. On your answer sheet, copy the appropriate verb form of your choice found inside the parentheses.

1. The 2002 BEC which (has—has been) its pilot years of implementation in school year 2002-2003, (was—are) a restructuring of the 1983 New Elementary School Curriculum (NESC) and the 1989 New Secondary Education Curriculum (NSEC). Thus, it (are—is—was—were) also called the Restructured Basic Education Curriculum. (RBEC).

2. Each region, division, district and school (discover—discovered—will discover—have discovered) common issues and best practices and the sharing (will give—gave) insights on how the issues and problems could be addressed.

3. Curriculum development (were—is) a dynamic process, and thus the Restructured Basic Education Curriculum (will continue—will have continued) to be developed throughout the year and year thereafter.

4. The 2002 Basic Education Curriculum (BEC) (promotes——have promoted) the total development of the Filipino learners and (enabled—enables) them to acquire the needed competencies and desirable values.

5. English (arrived—has arrived) in 1898 with the American colonizers, who unlike the Spanish, (saw—had seen) a need for a single language to unify the country.

6. The present implementation of the Values Education Program in the Basic Education Curriculum (requires---has required) a thorough evaluation.

7. In CBI, content (will become—becomes) the organizing principle; and the language structures, vocabulary, and functions (are

83


selected—have been selected) by the teacher that are both necessary for content and that are compatible with.


8. There (had been—is) a substantial improvement in the provision of textbooks for the public schools, both at the elementary and secondary levels, in larger part due to multilateral assistance from the World Bank, for elementary textbooks, ADB for secondary books, and the Canadian International Development Assistance (CIDA) for the textbook paper.

9. It (had been estimated—will be estimated) that class size could be very significant when class (are—has been) relatively small.

10.While the contributions of PRODED and SEDP cannot be denied, yet in the light of subsequent developments it (will become—has become) to refocus once more on the basics and in this case, those of mathematics, the natural sciences, and English.

11.A secondary education graduate, or BSEd, who (has majored—will have majored) in history can handle four high school level subjects where s/he (has—is) considered qualified, while one who (has—is) physics will be considered fit to handle but one subject.

12. While government expenditures on education (continued—has continued) to reflect the Constitution mandate that the greatest portion of the budget (will—was) to be spent on education, over the years since the advent of the 1987 Constitution.

13.Students who (will have finished—have finished) eleventh or twelfth grade abroad should be permitted to go on to college, provided that they (take—have taken) the NCEE, if law (is—was) still valid.

14.The basic function of chartered state colleges and universities (SUCs) is—have) to provide free tertiary education to intellectually promising but financially handicapped students, not only for tuition but also for living expenses, (including—will include) board and lodging.

15.“Teaching”, according to Republic Act No. 7836 (refers—is) to the profession concerned primarily with classroom instruction, at the elementary and secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture

84


and Sports, whether on part-time or full-time basis in the private or public schools.


16.The examinations for the elementary and secondary school teachers shall be separate. The examinations for teachers in the elementary level (was—shall) consist of two (2) parts, namely: professional education and general education.

17.No applicants shall be admitted to take the examination unless, on the date of filing of the application, s/he (had—shall have) complied with the qualifications identified by the Board.

18.The Board (shall—is) within one hundred twenty (120) days after the examination, report the ratings (report—have reported) the ratings obtained by each candidate to the Professional Regulation Commission for approval and appropriate action.

19.The registration of a professional teacher (commenced—commences) from the date his/her name is enrolled in the roster of professional teachers.

20.Until the new millennium, English in Philippines (seemed—have seemed) to be paralleling the pattern of evolution that (had occurred—will be occurring) in Malaysia.

B. Directions: Choose the appropriate verb form. On your answer sheet, copy the word of your answer from the series of choices inside the parentheses.

1. Guidance (was—is—be—were—has) a form of assistance given to individuals for the purpose of bringing about changes in attitudes and values towards desirable directions.

2. The aim of guidance is to develop individuals so that they (will able—have been able—will be able—is able) to solve their own problems as far as this is possible.

3. As embodied in Paragraph 2 of DECS Order No. 104. s. 1999, the crippled, the “neurologically handicapped” (cerebral palsy) and the visually and hearing impaired as duly attested by the competent physician (exempts—shall be exempted—exempted—will be exempting) from taking the NEAT/NSAT.

85


4. All public and private schools, local and abroad, which (had—will have—have—having) DECS permit (shall be—is—will—were) the testing centers in the administration of the 2000 NEAT and NSAT.


5. The Certificate of Rating (have—were—had been—shall be) a requirement for graduation. This will be issued by the National Educational Testing and Research Center (NETRC) to each examinee free of charge.

6. Tests and personality inventories (was—are—had—be) useful in human resource procurement.

7. Counseling can improve both upward and downward communication. The upward direction (enables—enabled—will enable—have enabled) the employees to express their feelings to management.

8. As many employees observed, including teachers, often the top managers in an organization (did—was—have—do) not know how those at the bottom (felt—feeling—have felt—feel)

9. Individual inventory service is guidance service which (will provide—have provided—will have been provided—provides) a synthesis of information about the individual which can be used to gain an understanding of himself as he (be—was—were—is) potentially capable of becoming.

10.The process (involved—involving—has involved—will have involved) in the Individual Identification Data (included—include—have included—includes) collecting information especially those that (relate—related—have related—shall relate) to their growth and development.

11.The rating scale (shall have provided—is providing—will provide—provides) numerical scales at various degrees of behavior.

12.According to Ryan and Zeran, placement by definition (was—are—is—have) the satisfactory adjustment of the individual to the next situation whether in school or on the job.

13.Like a physician who checks on whether his patient (has recovered—will recover—recovered—recovers) from an illness, the counselor should also find out what (happening—will happen—happen—happened) to this counselee.

86


14. The counselor (will not discuss—discussed—have discussed—discuss) case matters or information obtained from a counselee with anyone outside or within his profession except at is (be—has—had—is) necessary to the welfare of the counselee or the ultimate solution of his problem.


15. The counselor (accepting—accepted—will be accepting—accepts) who (seeks—sought—have sought—seek) his assistance but (does—did—have done—doing) not allow the demand for his service to dilute the quality of his services.

16. When a counselee (have succeeded—succeeds—succeeded—will succeed) another counselor in dealing with a counselee, neither one should make comment or insinuations of the practices or capabilities of the other.

17. The counselor (lead—led—have led—leads) in the implementation of the guidance services whose program is approved by the administrator and (carried—carries—will have carried—carrying) with the help of teachers, parents, and significant others.

18. According to Aquino and Alvia, tests (is—has—are—had) not only tools and techniques used by the teacher or counselor to collect information about an individual, but also a means to make an individual (understanding—will understand—have understood—understand) himself better.

19. When (buy—bought—buying—will buy) tests, purchasers are asked to note the Letters to note the symbol A, B, and C (accompanying—accompanied—will accompany—have accompanied) the test titles in the lists.

20.Level A—Available only if the person administering the tests (had undertaken—undertook—undertake—have undertaken) an advanced undergraduates courses in testing or psychometrics, or sufficient training and experience in test administration.

C. Directions: Read and analyze the sentences carefully. On your answer sheet, write the correct form of the given verb inside the parentheses.

1. Article IV Sec. 28 of RA 7836 states that no person (practice) or offer to practice the teaching profession in the Philippines or be appointed as teacher to any position calling for a teaching position without having previously obtained a valid certificate of

87


registration and a valid professional license from the Commission.

2. Developmental studies (use) longitudinal and cross-section methods.


3. Gay (1976) (think) that experimental method is the only method or research, which can truly test hypotheses concerning cause-and-effect relationship.

4. The dependent variable, also known as the criterion variable, effect, or posttest is the outcome of the study, the change or difference in groups which (occur) as a result of the manipulation of the independent variable.

5. In an experiment that Ochave and Sevilla observed, it was known the researcher (fail) to control mental ability so that it (become) an intervening variable.

6. Campbell and Stanley (identify) eight basic threats to internal validity, which (include) history, maturation, testing, statistical progression, selection, mortality, and selection-maturation interaction among others.

7. If an experiment (employ) highly creative students of Manila achieves some results, the same conclusions are applicable to highly creative students of Makati, other variables (be) equal.

8. Quasi-experimental designs do not control as well as true experimental designs but (do) a much better job than the pre-experimental designs.

9. A lot of researchers in the field of psychology, social sciences, and education (do) not lend themselves to the experimental approach.

10.The manifestation of sex, socio-economic status, intelligence and personality (already occur). You cannot directly create experimental conditions that (produce) differences in socio-economic status, personality, and more so with sex.

11.Therefore, you will have to resort to another research approach that (be) more appropriate for such type of problem.

12.In this ex post facto approach, the independent variable, smoking, was not directly manipulated. All the researcher could

88


do (be) to select subjects who (be) non-smokers for one group and smokers for the other group.

13.He had to take these human beings as they (be) without any manipulation whatsoever.


14.By purposive manipulation, you will require the experimental group to smoke a considerable number of cigarette sticks for a year or even longer, while the other (be forbid) to indulge in any bit of smoking for the same length of time.

15.After having done with the step, the researcher (compare) the two groups of high and low creativity pupils in terms of the following independent variables: parent-child interaction, off-school activities, socio-economic status, intelligence, personality, and self-concept.

16.Again, these variables (already occur) at the time that the pupils (be test) for creativity.

17.In a way, the researcher (be investigate) causes for high and low creativity by the inclusion of the aforementioned variables.

18.For more than a decade now, distinguished Filipino researchers (devote) substantial efforts in exploring alternative research methods.

19.Methods used in research (has) ideological implications.

20.In quota sampling, you identify a set of important characteristics of a population and then (select) your desired samples in a non-random way. It is assumed that the samples (match) the population with regard to the chosen set of characters.

89


KEY TO CORRECTION

THE VERB TENSE-ASPECT SYSTEM

A.

1. had; is; is 11. has majored; is; is

2. discovered; gave 12. continued; was

3 is; will continue 13. have finished; take; is

4. promotes; enables 14. is; including

5. arrived; saw 15. refers

6. requires 16. shall

7. becomes; are selected 17. shall have

8. has been 18. shall; report

9. had been estimated; are 19. commences

10. has become 20. seemed; had occurred

B.

1. is 11. provides

2. will be able 12. is

3. shall be exempted 13. has recovered; happened

4. have; shall be 14. will not discuss; is

5. shall be 15. accepts; seek; does

6. are 16. succeeds;

7. enables 17. leads; carried

90


8. do; feel 18. are; understand

9. provides; is 19. buying; accompanying

10. involved; includes; relate 20. had undertaken

*See next page for C…

C. The Verb Tense-Aspect System

1. shall 11. will be

2. uses 12. was; were

3. thinks 13. were

4. occurs 14. will be forbidden

5. failed; became 15. compared

6. have identified; include 16. had already occurred; were

being tested

7. employing; being 17. was investigating

8. do 18. have devoted

9. do 19. have

10. already occurred; will produce 20. select; will match

91


Unit III. CONJUNCTIONS and LOGICAL CONNECTORSUnit III. CONJUNCTIONS and LOGICAL CONNECTORS

A. Directions: Complete the sentences that follow by copying on your answer sheet the appropriate conjunction or logical connectors from the given options found inside the parenthesis.

1. The results of studies indicate that providing enough space can reduce aggressive behavior in the classroom and materials (because—so that) children do not have to compete with each other.

2. Teachers do not usually plan activities whose sole purpose is social development; (instead—hence) they think about social development (so as—as) one facet of children’s participation in a variety of classroom experiences.

3. Emotional development, (like—likewise) physical and social development, follows fairly predictable stages of growth.

4. Role-play solutions to problems in social interactions. (For example—In connection with this), children might role-play how to make an introduction when a guest comes to the classroom (and—or) ask how another child to share materials.

5. Emotional growth can be encouraged through typical classroom experiences (so as—if) the teacher is aware of the child’s level of development (and—so that) what can be done to encourage development.

6. The Language provision in the 1987 Constitution of the Republic of the Philippines, which are embodied in Article XIV, Sec. 6 (or—and) 7, provide the legal basis for the various language policies that are being implemented in the country.

7. Section 6 of the said provision states that, the national language of the Philippines is Filipino. (As evolved—As it evolves), it

92


shall be further developed (but—and) enriched on the basis of existing Philippine and other languages.

8. For purposes of communication (or—and) instruction, the official languages of the Philippines are Filipino and (until when--until otherwise) provided by law, English.


9. (Consistent with—In consistent with) the 1987 constitutional mandate (but—and) a declared policy of the National Board of Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7, s.1973) the Department of Education, Culture and Sports (DECS) promulgated its language policy.

10.Bilingual education in the Philippines is defined operationally as the separate use of Filipino (so that—and) English (as—as to) the media of instruction in specific subject areas.

11.(In an embodied to--As embodied in) the DECS Order No. 25, Pilipino (changed to Filipino in 1987) shall be used (so as to—as) medium of instruction in social studies/social sciences, music, arts, physical education, home economics, practical arts (or—and) character education.

12.English, (on one hand--on the other hand) is allocated to science, mathematics and technology subjects. The same subject allocation is provided in the 1987 Policy on Bilingual Education, which is disseminated through Department Order No. 52, s. 1987.

13.The policy on Bilingual Education aims at the achievement of competence in (both—either) Filipino and English at the national level, through the teaching of (so—both) languages and their use as media of instruction at all levels.

14.The regional languages shall be used as auxiliary languages in Grades I and II. The aspiration of the Filipino nation is to have its citizens possess skills in Filipino to enable them to perform their functions (and—or—both of—nor) duties in order to meet the needs of the country in the community of nations.

93


15.(While—Since) competence in the use of both Filipino and English is one of the goals of the Bilingual Education Policy, continuing improvement in the teaching of (both—neither) languages, their use as media of instruction (since—and) the specification of their functions in Philippine schooling shall be the responsibility of the whole educational system.


16.Tertiary level institutions shall lead in the continuing intellectualization of Filipino. The program of intellectualization, (likewise—however), shall also be pursued in (or—both) the elementary (nor—and) secondary levels.

17.The Department of Education Culture and Sports shall provide the means (in which--by which) the language policy can be implemented with the cooperation of government (and—or) non-government organizations.

18.The Department shall program funds for implementing the Policy, in (such areas as—as to) materials production, in-service training, compensatory (and—or) enrichment program for non-Tagalogs, development of a suitable (and—yet) standardized Filipino for classroom use (as well as—and) the development of appropriate evaluative instruments.

19.Guidelines for the implementation of the 1987 Policy on Bilingual Education are specified in the DECS Order No. 54, s. 1987. Among these are the needs to intellectualize Filipino (and—or) the concrete steps suggested towards its realization.

20.The Commission on the Filipino Language, formerly Institute of Philippine/National Language, is ordered to formulate (or—and) implement programs (and—both) projects for the full (nor—and) effective implementation of the objectives expressed in the Executive Order.

94


B. Directions: Read the sentences carefully. On your answer sheet, copy the appropriate conjunction or logical connector of your choice, which is found inside the parentheses.

1. In a science (but—or—so—yet) economics class, cooperative learning is an effective strategy, (where—for—lest—which) could help pupils to understand the text better, develop more confidence in them (as well as—so that—in order that—similarly) in relating effectively with others.

2. (As in the other—Like any other—Likewise—likely to) educational practice, educational measurement is an evolutionary process.


3. Vgotsky agreed with Piaget that learning is dependent on the child’s development, (yet—and—or—but—nor) he believed that learning new strategies (when presented to at the appropriate level for the child) could lead to increased development.

4. We can assume two things in using the inquiry approach. (Firstly—Firsthand—First—At first) one can assume that the written record of the past is not totally exhaustive. (After this—After which—After that—After all) the historiographers cannot claim that they have obtained all the information they need to know to formulate their conclusions.

5. (Whenever—Wherever—Whosoever—While) elementary pupils are not expected to perform their own inquiry in the manner that historians do, they can already begin to develop the skill of asking questions, which will

6. The constructivist, (and—or—nor—for) developmentalist, point of view founded on the work of Jean Piaget (1896-1980) (and—or—nor—for) Lev Vygotsky (1896-1934).

7. Modern interactionists, (such that—such as—inasmuch as—so that) Jerome Bruner, George Forman, (or—but—fort—if—and) others, continue to refine the theories of Piaget (and—while—in which—so that) to clarify concepts about children’s development.

8. Piaget believed that children create knowledge through interactions with the environment. Children are not passive receivers of knowledge; (in other words—neither—yet—rather) they actively work at organizing their experiences into more and more complex mental structures.

95


9. Equilibrium is the balance achieved (whenever—wherever—whatsoever—either) information (nor—for—but—or) experiment is fitted into a schema (for—or—if—yet) a new schema is created for it.

10.Some researchers (for example—for—just like—likewise), Flavell (1985) agree that equilibration is one process that contributes to cognitive growth (since—not so—but—lest) question the idea that one process can account for all cognitive development.


11.Behaviorist theory does not say much about physical development, (yet—since—for—in the same manner) most authorities agree that physical development is generally determined (and thus—likewise—either—but) does not affect a child’s behavior, (lest—at least—nonetheless—rather) in optimal environment that includes good nutrition, lack of disease, and safety.

12.According to maturationist point of view, like Jean Jacques Rousseau (1712-1778), a child is like a seed that contains all the elements to produce a wonderful apple (for—if—yet—until) given the proper amounts of nutrients from the soil and water (along with—since—such as—that is) sunshine (or—but—yet—and) an ideal climate.

13.The goal of employing behavioristic techniques is for the desired behavior to become rewarding to the child (in so doing—in the same manner—so that—so) the teacher (but—nor—or—for) parent need not continue to provide extrinsic rewards.

14.Most teachers (even more—evermore—even those—even that) who believe strongly in other theories of development, employ some behavioristic strategies, (so—as—yet—for) they ignore some behaviors (and—however—since—whereby) praise others.

15.Rote learning, (and—nor---for—or) memorization according to Piagetians is not considered learning (since—because—yet—if) it does not involve assimilation and comprehension.

16.Some theories (such as—moreover—yet—so) behaviorism, consider memory (inasmuch as—as—as that of—for if) a form of learning and do not differentiate between it (and—of—for—like) the two kinds of learning.

96


17.A child develops (so as—as—likewise—because) a whole. Development in one area certainly influences development in other areas. (Like—For—As a matter of fact—For example), when a child becomes mobile, he or she opens up many possibilities for exploration and learning about the environment.

18.A positive reinforcement is something that is viewed by the learner (so—so as—as—in as much as) desirable.

19.Operant conditioning can be used to shape behavior by providing reinforcements (while—when—whenever—whichever) the learner’s behavior moves closer to the target behavior.


20.All young children need vigorous physical activity every day, (for—and—yet—but) no child should be deprived of the opportunities for such activities (however—at which—because of—because) s/he must complete other tasks (or—nor—or because—and yet) s/he is being punished.

21.Meaningful learning implies that the material to be learned is potentially meaningful (is appropriate for the students), the acquisition of new meaning refers to the process (because--for—that is—by which) students turn potentially meaningful material (in—to—into—on) actual meaningfulness.

22.In discovery learning, Jerome Bruner, a cognitivist, states that this learning style involves the rearrangement and transformation of material that leads to insight.

23.Gestalt theory of learning is often translated as “form, pattern, configuration, or organized whole.”

24.The Gestalists are interested on how organism perceives relationships among ideas and the effect those relationships have on memory and learning.

C. Directions: Read and analyze each sentence carefully. On your answer sheet, supply the appropriate conjunction or connector on the blank.

1. _____________ it is true that statistics requires a good deal of arithmetic computation, one does not have to acquire mathematical sophistication ______________ to pass the course.

97


2. Some mathematical symbols appear with great regularity in many, ________________ statistics books. Among them is X, Y, n, f, ____________ Σ.

3. The use of subscripts 1, 2, 3,…n is oftentimes very convenient ____________ we want to identify specific values of variable. _____________, X1 (read “X sub 1”) might be used to identify first value of X; the second value might be represented by X2, the third by X3, _____________ on.

4. The first major step in a statistical investigation is the collection of statistical data. This is considered a very crucial stage in many statistical inquiries _____________ unless proper care is exercised in the way data are collected, the results may lead to false interpretations _______________ consequently bring enormous losses on the part of the end-users.

5. There are two types of data ______________ their sources. Those coming from primary sources are referred to ______________ primary data.

6. Primary sources include government agencies, business establishments, organizations, ______________ individuals who carry original data, ______________ who have firsthand information relevant to a given problem.

7. There are several techniques that may be in gathering statistical data. Those involve in marketing studies usually employ _____________the interview method ______________ the questionnaire method to gather information on consumer’s preference ______________ certain buying habits.

8. As a researcher, you are, ________________, cautioned to exercise extra care in designing the data collection procedure that you will employ in your research, especially in choosing ______________constructing your research instruments.

9. Feasibility, is concerned with the aspects of skills, cost and time. There are certain tests which require minimum skills in developing them ________________ which may also require minimum training in administration, scoring, analyzing interpreting test data.

10.______________, the reverse may hold true where more sophisticated test structure s require expertise in developing, using analyzing the data obtained.

11. _______________ you have finalized your table of specifications incorporating valuable suggestions by the experts you have

98


consulted, you can begin writing the items for each of the areas in the TS.

12._______________ the test blueprint presents the areas to be covered the areas to be covered by the test, it does not really specify the content _______________ purpose of each individual item.

13. Face validity, the crudest type of validity, pertains to whether the test looks valid, ________________, if by the face of the instrument, it looks it can measure what you intend to measure.

14. The test items are oculary inspected and later on judged superficially ________________ they are valid enough to measure the variable being measured.


15. ________________, an instrument that presents only its face validity, ________________ , is an open target for criticism.

16. This is ________________ generally, this type of validity is not supported by any evidence that the test really measures anything.

17. In attitude testing, ________________, Likert further states that “item analysis can be used as an objective check to determine whether the members of a group react differently to the battery, ________________, item analysis indicates whether those persons who fall toward one end of the attitude continuum on the battery do ________________ on the particular statement, ________________ vice versa.”

18. Cattell, ________________, regarded factor analysis not as a data reduction, ________________ as a method for discovering underlying causal traits.

19. He produced a comprehensive description of personality through collating personality trait names from all sources, e.g. dictionary, psychiatric, ________________ psychological literature ________________ other pertinent materials.

20. ________________, observations are colored or influenced by the personality background ________________ experience of the observer.

99


KEY TO CORRECTION

THE CONJUNCTIONS AND LOGICAL CONNECTORSTHE CONJUNCTIONS AND LOGICAL CONNECTORS

A.

1. because 11. As embodied; as; and

2. instead; as 12. on the other hand

3. like 13. both; both

4. For example; or 14. and

5. if; and 15. Since; both; and

6. and 16. however; both; and

7. As it evolves; and 17. by which; and

8. and; until otherwise 18. such areas as; and; and;

and

9. Consistent with; and 19. and

10. and; as 20. and; and; and

100


B.

1. or; which; as well as 11. since; and thus; at least

2. like any other 12. if; along with; and

3. but 13. so that; or

4. First; After all 14. even those; as; and

5. Whenever 15. or; because

6. or; and 16. such as; as; and

7. such as; and; and 17. as; For example

8. rather 18. as

9. whenever; or; or 19. when

10. for example; but 20. and; because; or because

C. The Conjunctions and Logical Connectors

1. While 11. and; As soon as

2. if not all; and 12. while

3. if; For example 13. but

4. because; and 14. rather than

5. as 15. because

6. and; or 16. When; and

7. to which 17. and; whether; nor

8. In particular; and 18. hence

9. no part of which 19. Since

10. at which 20. When possible; in case

101


Unit V. ARTICLESUnit V. ARTICLES

A. Directions: Read and analyze each sentence carefully. On your answer sheet, copy the most appropriate article that you think best fits-in on each sentence.

1. Creative thinking involves (the—a—an) organization of ideas or experiences into new combinations in order to produce something, which has not previously existed.

2. It may stem from (a—an—the) notion that it is closely associated with the laboratory, which is a special place where actual experimentation in biology, physics, and chemistry is being conducted.

3. In reality, this technique is not limited within (the—a—an) four walls of this science room. Therefore, its use today has been extended to other subjects.

4. Laboratory technique is (a—an—the) technique in which students actively manipulate and study (a—the—an) given situation upon which a given problem lies.

5. Problem-solving technique is a technique that requires a learner to work actively in (the—a—an) solution of a difficulty or (an—a—the) undesirable situation in two forms, namely: rational and empirical.

6. Among (the—an—a) teaching techniques, the research technique seems to be the least used by teachers. Except in special subjects like educational research, its potentials for instructional purposes are still untapped.

102


7. Field study technique is (a—the—an) technique in which (the—a—an) student investigates a given situation by being a part or an integral component of it.

8. The success of (the—a—an) use of inquiry approach is greatly dependent on the teacher’s art of questioning and his creativity.

9. The teacher’s skill to ask questions in (a—an—the) developmental fashion has a tremendous effect in focusing (the—a—an) interest of the pupils on the subject matter and on the unfolding of the subsequent discussions.


10. Developmental questions should, as far as practicable, follow(a—the—an) pattern of (the—a—an) subject matter.

11. (A—The—An) teacher affects eternity, for s/he never knows where his/her influence stops.

12. Because divergent thinking encourages (the—an—a) pupils to be imaginative, they are encouraged to wonder over (the—a—an) possibility of things that have not yet become or that have not yet happened.

13. (The—An—A) inquiry approach develops (the—an—a) pupil’s skill to ask questions. It takes advantage of(the—an—a) innate curiosity of children; converting such curiosity into (a—an—the) capacity for scientific inquiry.

14. Jerome Bruner strongly believes in providing (an—a—an) environment that will encourage young minds to discover. For him, discovery is essentially a matter of rearranging or transforming evidence to assemble new insights.

15. (The—A—An) discovery approach is by nature inductive. It follows (a—an—the) particular strategy that involves presentations of examples, observation, drawing of commonality or pattern, and formulation of conclusion or generalization.

16. Frequent exposure to (the—a—an) approach will increase (the—an—a) pupil’s intellectual potency; develop (the—a—an) habit of discovery; enhance retention of what has been learned; and help transform extrinsic motivation to intrinsic motivation.

17. The conceptual approach is (an—a—the) approach that emphasizes concept building. It places (the—an—a) pupils in a vast field of ideas wherein they are given(the—a—an) opportunities to form conceptual frameworks or constructs that are composed of related ideas.

103


18. According to Slavin (1990) cooperative learning is (a—the—an) strategy, which gives (a—an—the) variety of learning techniques in working together. This process of group learning helps improve the pupil’s self-esteem, enthusiasm to go to school, interest to learn (the—a—an) subject, realization of their responsibilities, ability to work with others, accomplishments and interpersonal relations across ethnic and ability lines.

19. In cognitive theories of cooperative learning, (the—a—an) emphasis is on (the—an—a) effects of working together, whether or not the groups achieve a group goal.

20. The arithmetic mean, or simply mean, is(the—a—an) average of a group of scores. Like the median, it is (a--an—the) measure of central tendency.


B. Directions: Read and analyze the following sentences. Tell whether the italicized articles need correction or not. Should you think correction is needed, write “I” , otherwise, write “C” if it is correct. Write your answer on your answer sheet.

1. In pantomime, learning is expressed through one’s feelings and actions without words, which can be a challenging experience in classroom learning.

2. Skit-script technique involves the presentation of a skit or play in which the pupils are guided by a prepared script written by pupils or selected by pupils and from commercial sources.

3. In simulation, pupils make decisions that make them assess and face the consequences of a decision, which usually deals with social process.

4. Simulations help pupils learn by getting them involved in the real-world view that makes them understand complicated vital issues and social process.

5. Group discussion technique helps stimulate the learning process of active interaction of the pupils.

6. A buzz group may consist of four to six members. They are given a short time to talk over and discuss a certain interesting topic.

7. Circular response technique is organized around a circle of a maximum of 15 members of mixed age in a group.

104


8. Panel technique aims to arouse cooperative thinking among the panel members and in the audience by presenting different viewpoints to consider.

9. Forum technique gives the value of recognizing personal ideas and opinions. There is no arguing or questioning among members of speakers themselves.

10. Quiz bee is also known as Social Studies Bees. Teachers can have small groups of four to five pupils to select social studies words for a spelling bee, or it can be a defining bee wherein words are presented and members of the teams are asked to define them.

11. Puzzle can have a picture or word puzzle which most pupils enjoy, like completing a word defined in a word box or maybe putting together pieces of cut out pictures to form a whole.

12. Directed technique is mainly associated with the well-known practice spoon-feeding.

13. Rote learning technique requires students to repeat what the teacher tells them without understanding.

14. Although the most common instructional material, the textbook in itself cannot provide students with sufficiently enlightened instruction but in reality it is usually used as a major basis of learning and not just an instructional aid.

15. Memorization is a technique still acceptable in today’s school provided it serves certain learning purposes and more importantly if it is done coupled with understanding.

16. The traditional teacher tends to see the whole world by looking through the needle’s eye. To him/her, learning is confined within three given dimensions: 2X4X8 – 2 stands for the two covers of the book; 4 for the four walls of the classroom; and 8 for the eight hours of student’s stay in school.

17. Although the traditional method is still usually in some limited situations, its application has to be disregarded by many teachers in most if not all classroom encounters.

18. The traditional method of teaching is closely identified with the authoritarian education.

19. The use of lecture method is justified primarily by the following circumstances: when the major concern of the teacher is to impart knowledge that students cannot ordinarily obtain by themselves; when the material to be learned is highly abstract

105


and complex and, therefore, not within the comprehensional level of students.

20. Another reason would be, when the element does not warrant the coverage of considerably numerous bits of information; processes like knowledge and comprehension, and when the short-term retention is desired.


C. Directions: Read and analyze sentences that follow. Supply the missing article on each gap. Write your answer on your answer sheet.

1. ______ approach is ______ set of correlative assumptions dealing with ______ nature of language teaching and learning.

2. ______ value of clarification approach is to clarify ______ value chosen by ______ learner. For instance, he should tell why he should join a cleanliness campaign in the community.

3. ______ interdisciplinary/multidisciplinary approach relates ______particular subject matter to other disciplines like science, math, music, art, and other areas.

4. ______ mastery learning approach calls for setting up ______desired performance level of success of ______pupils being taught by ______ teacher when evaluating learning or when doing activities to answer ______problems posed to them.

5. ______purpose of conceptual approach is to make ______ pupils learn how to get and identify facts and information.

6. In ______ expository strategy, the teacher is ______ information giver. He gives all the information needed by the pupils, after which, he gives ______ evaluation or a test.

7. Enabling strategy is the______ opposite of expository. The______ teacher acts as guide or facilitator of learning.

8. Through ______ survey using interview and questionnaire, pupils may learn ______ problems of their community; the attitudes of ______people about certain issues; the needs of lowly people; and others.

9. ______ resourceful teacher may use ______ picture chart on ______ blackboard, which is seen by all pupils.

106


10. Classroom tests, which are also known as teacher-made tests, are among ______ most important tools in evaluating pupils’ achievement.

11. If ______ purpose of ______test is to determine the prerequisite skills that pupils possess for the instruction, a readiness pretest is called for.

12. In preparing ______ two-way chart of test blueprint, ______ teacher must first, list ______ general instructional objectives across the top of the table; second, list the major topics or content areas down the left side of the table; and third, he must determine what proportion of the test items should be given to each objective.

13. In ______ free-response test item, ______ answer is short—a single word or phrase; while in ______essay question, ______ response is usually lengthy.

14. ______ test specifications describe ______ performance to be measured and ______sample of tasks to include.

15. In ______essay question, ______ pupils are allowed to organize and present ______ answer in paragraph form.

16. Be sure ______ difficulty of ______ item matches the performance to be measured and the purpose of ______ test.

17. Actual test construction is ______ most important and crucial step in developing ______ test because the validity of ______classroom test is determined by ______ extent to which ______ learning outcome to be measured is called forth by ______ test items.

18. In constructing short-answer tests, state ______ item so that the required answer is both brief and specific.

19. ______direct question is generally more desirable than an______ incomplete sentence.

20. If ______answer is to be expressed in numerical units, indicate ______type of answer wanted.

107


KEY TO CORRECTION

ARTICLES

A.

1.the 11. a

2.the; the 12. the; the

3.the 13. The; the; the; a

4.a; a; a 14. an

5.a; the; an 15. The; by; a

6.the 16. the; the; the

7.a; the; 17. an; the; the

8.the; the 18. a; a; the; the

9.a; a; the; the 19. the; the; a

10.a; the 20. the; a

B.

1. a 11. a; a

2. the; a; a 12. the

3. a 13. the

4. the 14. the; the; a; an

5. the 15. a

6. a; a 16. The; the; the; the

7. a; a 17. the

108


8. the; the 18. The; the

9. the 19. The; the; the; the

10. a 20. the; the; the

C. Articles

1. An; a; the 11. the; the

2. the; the 12. the; the; the

3. the; a 13. A; the; an; the

4. The; the; the; the; the 14. The; the; the

5. The; the 15. an; the; the

6. an; the; an 16. the; the; the

7. The; the 17. the; a; a; the; the; the

8. a; the; the 18. the

9. a; a 19. a; an

10. the 20. the; the

109


Unit VI. NOUNSUnit VI. NOUNS

A. Directions: On your answer sheet, copy the most appropriate word/s, which you think best fits-in on each sentence.

1. (Score—Scoring—Scores) generated in the factorial designs of (experimentation—experiments—experiment) are analyzed using the analysis of variance (ANOVA).

2. An experimental study is guided by at least one (hypothesis—hypotheses) which states an expected causal relationship between two variables

3. Chomsky’s (1959) hypotheses that language is not acquired by children by sheer imitation and through a form of conditioning dependent on reinforcement and reward underscores the inadequacies of the (behavior—behaviorism—behaviors—behaviorist) approach.

4. (Reinforcer—Reinforcement—Reinforcers—Reinforcer’s) plays a vital role in the learning process because it increases the likelihood that the behavior will occur again and eventually become a habit.

5. Philosophy is the science of (being’s—being--beings) in their ultimate reasons, causes, and principles acquired by human reason alone.

6. Metaphysics is simply described as the theory of reality. It seeks to find out what is ultimately (reals—real’s—real).

7. Epistemology is the area that deals with knowledge. Its major concerns are the nature of knowledge, the process of (knowings—knowing’s—knowing), and the grounds for establishing the (validity’s—validity—validities) of knowledge.

8. Agnosticism, as coined by Thomas Huxley means, “not being able to know.” This is the (beliefs—belief—belief’s) on the (impossibilities—impossibility—impossibility’s) of knowledge.

110


9. (Skepticism’s—Skepticism—Skepticisms) is the doubting or questioning attitude towards knowledge, also known as scientific attitude.


10. Empirical knowledge is acquired through the (senses’---senses—sense’s). The belief known is (empiricism’s—empiricisms—empiricism).

11. (Rational’s—Rationals’—Rational) knowledge is acquired primarily through reason. The belief is known as (rationalisms’—rationalism—rationalism’s).

12. Intuitive knowledge is obtained through (intuition’s—intuititons’—intuition), which means a “sudden flash of insight.” The belief is called intuitionism.

13. Authoritative knowledge is acquired through an (authority’s—aruthorities—authority) (expertise) and this is known as authoritarianism.

14. Logic is generally described as the science and art of correct thinking or reasoning.

15. Inductive logic is reasoning from particular/specifics to general. This is popular in the sciences, because it leads to the discovery of principles, laws, formulae, etc.

16. Deductive logic is reasoning from the general to the particulars or specifics. It is the exact reverse of induction.

17. Dialectic logic is reasoning in which the truth is arrived at through a contract or conflict of ideas.

18. Experimental logic is the testing of hypothesis, which make use of both induction and deduction.

19. Ethics is the theory of morality.

20. Aesthetics is the realm of art and beauty.

B. Directions: On your answer sheet, copy the correct word/s, which you think best fits-in on each sentence.

1. Axiology is the branch of philosophy that deals with (value—values’—values) in general.

111


2. Religious value is a value realized through (worship—worships) experience and (services—service).


3. Republic Act No.7687 created the science and technology (scholars—scholarship) program for indigent but deserving youth in the country under the Department of Education Culture and Sports.

4. Utilitarian value is actualized in harmonious (adjustments—adjustment) to or efficient control of the forces of the physical environment.

5. Educational value is a value inherent in or derived from the educative (processess’—process).

6. Philosophy of education is the (studies—study) of educational problems of aims, curriculum, and methods from a philosophical perspective.

7. Though it is sometimes charged that Eastern (philosopher’s—philosophers) are essentially religions, not (philosophy’s—philosophies), it can be also said that their religions are closely intertwined with their philosophies; so profound that a separation of the two is not possible.

8. Technically, education is the (processes—process) of transmitting the cultural heritage from one generation to another through the educational(ageny—agencies) of society like schools.

9. As a process, education is an educative process pertains to the teaching-learning (process’—process).

10. As a (product—products), education is equivalent to learning outcomes like knowledge, skills, attitude, apperceptions, and values.

11. According to (experts—expert’s), education is viewed as an eternal process of superior adjustment of the physically and mentally developed, free conscious, human being to God, as manifested in the intellectual, emotional, volitional environment of man.

12. To John Amos Comenius, a (realists’—realist), education is formation and the school is true forging (place—places) of men.

112


13. John Dewey, a (pragmatist’s—pragmatist), views that education is life itself, and a continuous (reconstructions—reconstruction) of experience for social efficiency.

14. Confucianism (Kung Fu-Tze) teaches moral life through (devotion’s--devotion to the family, loyalty to elders, filial piety, love of learning, civil service, and universal love and (justices—justice).


15. Taoism (Lau Tzu)from the word, Tao, which literally mean, the way or the (path’s—path) ; its main (tenet—tenets) is harmony with nature; regards nature as sacred and even as an extension of human selves.

16. Hinduism suggests a (commitment—commitments) to or respect for an ideal way of life known as ‘dharma’.

17. Buddhism advocates that there is a (paths—path) whereby man can be emancipated from this (miseries of lives--misery of life).

18. Islam means a total commitment in faith, obedience and trust to the one and only God. It encompasses every (aspect—aspects’) of life—from personal faith and piety to an (understandings—understanding) of the functions of the state.

19. Naturalism believed that nature or the (aggregate—aggregation) of things in the physical world is the (be-alls and ends-all--be-all and end-all) of reality. It is the (antitheses—antithesis) of (supernaturalism—supernaturalists).

20. In idealism, (ideas—idea) are believed to be innate in the individual, as these have been endowed by a perfect (beings—being), an absolute (ideals—ideal).

C. Directions: B. Directions: On your answer sheet, copy the correct word/s, which you think best fits-in on each sentence.

1. Idealism is (ideals-centered--ideal-centered) in education with the teacher as the (personification—personifications) of reality. Thus the teacher is a model to be imitated.

2. (Realist--Realism’s) philosophy holds that objects or things exist independent of the mind along Aristotle’s doctrine of particulars.

3. Realism believes in (determiners’—determinism) and the curriculum has the function of forming the body and this

113


interrelationship gives rise to the dictum, “Sound mind in a sound body.”

4. Scholasticism, also known as (neo-Thomism—neo—Thomasites) (after St. Thomas Aquinas, “the doctor of the Church”). This is an integration of Christian thought with the idealism and realism of the early Greeks.


5. Pragmatism is often regarded as an exclusive American philosophy though it has its (root—roots) in ancient (Greek’s—Greece). It has assumed various forms—practicalism, experimentalism, instrumentalism, functionalism, and even critical naturalism.

6. Pragmatism believes that the meaning of an idea can be determined by the (consequence—consequences) of its test.

7. Existentialism was particularized by Soren Kierkegaard (Danish), who believes that the central problem (humanities—humanity) is facing is the ability to cope with its (existence—existenials)

8. (Existentialism—Existentialists) clamor for freedom and individuality in schools. They oppose the authoritarian (conformists’—conformist) practices of educational (agencies—agency) as these lead only to dehumanization.

9. In language analysis, (philosophies—philosophy) is regarded as an (activity—activities) of clarifying thoughts through careful use of language and logical methods.

10. Its major (concerns—concern) in education is the constant examination and reexamination of educational ideas and (pracitice—practices) through empirical researches and use of accurate language.

11. Educational (theories—theory) in the normative sense lead to programs of reform. They take on a special nature because they are conditioned by experience unique to education.

12. To a (perennilist’s—perennialist) point of view, the body of knowledge, which has endured through time and space, should form the basis for one’s education.

13. Robert Hutchins, the principal (proponents—proponent) of perennialism believes that the basic (principles—principle) of education are both timeless and recurring.

114


14. (Perennilist—Perennialists) advocate that the (teacher—teachers) is regarded as an (authority figures--authority figure), a master teacher whose expertise is not to be questioned.

15. They also adhere that the school’s primary (function—functions) as an institution is to develop an (intellectual’ elites--intellectual elite) and to prepare the young for life.


16. Progressivism, as popularized by Francis W. Parker led the (protesters—protest) against the excessive formalism of traditional education, with its (emphasis—emphases) on strict discipline, passive learning, and pointless drill.

17. It directly grew out of pragmatic philosophy, which stresses democratic experiences and (skill—skills) on how to think.

18. (Essentialists—Essentialist), like William C. Bagley emphasized (effort—efforts) in reexamining curricular matters, distinguishing the essential and non-essential in school programs, and re-establishing the authority of the teacher in the classroom.

19. Reconstructionism declares that the chief (purposes—purpose) of all educational efforts is to “reconstruct” society in order to meet the cultural crisis of the (times—time).

20. The main objective in education of naturalism is (completer livings--complete living). The school is seen as the (extension—extensions) of the home and teachers are deemed ‘surrogate parents”, hence the loco parentis idea.

115


KEY TO CORRECTION

NOUNS

A.

1. score; experiments 11. Rational; rationalism

2. hypothesis 12. intuition

3. behaviorist 13. authority

4. Reinforcement 14. Logic

5. beings 15. specifics; sciences;

formulae

6. real 16. particulars; induction

7. validity knowing 17. truth; ideas

8. belief; impossibility 18. induction; deduction

9. Skepticism 19. morality

10.senses; empiricism 20. arts

B.

1. values 11. expert; eternal process

2. worship; service 12. realist; priest

3. scholarship 13. pragmatist; reconstruction

4. adjustment; forces 14. devotion; justice

5. process 15. path; tenet; extension

6. study; perspective 16. commitment; respect

116


7. philosophers; philosophies 17. path; misery of life

8. process; generation; agencies 18. Islam; aspect;

understanding; state

9. process 19. aggregate; antithesis

10. product; outcomes 20. ideas; being; deal

C. Nouns

1.ideal centered; personification 11.theories

2.Realism’s 12. perrenilist’s; space; basis

3.determinism 13. proponents; principle

4.neo- Theomism; Greeks 14. Perrenniallist; teacher;

authority figure

5.roots; Greece 15. function; intellectual elite

6.idea; consequence 16. protest; emphasis

7.humanity; existence 17. skills

8.Existencialists; conformist; agencies18. Essentialist; efforts

9. philosophy; activity 19. purpose; times

10. concern; practices 20. extension; surrogate

parents

117


Unit VII. WORD FORM AND FUNCTIONUnit VII. WORD FORM AND FUNCTION(Identifying the Parts of Speech)

A. Directions: On your answer sheet, copy the most appropriate word in series found inside the parenthesis.

1. Republic Act No. 7731 in 1994 abolished the National College Entrance Examination required of all high school graduates seeking (admittance—admission) into a minimum (four years--four-year) college program as mandated by P.D. 146.

2. Republic Act No.7836 revised P.D. (1976) and created the Professional Board for teachers and (provided—provider) for a Licensure Examination for Teachers (LET) to be (administration—administered) by the Professional Regulations Commission (PRC).

3. Republic Act No.7796 created the Technical Education and Skills Development (TESDA) (head—headed) by a Director General under the Department of Labor and Employment (DOLE).

4. Republic Act No.772, the Higher Education Act of 1994, created the Commission on Higher Education (CHED) to be headed by a Chairman under the (Official—Office) of the President.

5. Republic Act No. 7784 established Teacher Education (Center—Central) of Excellence in each of the existing (regional—regions) of the country.

6. Republic Act No. 7168 approved on December 26,1991, (converter—converted) the Philippine Normal College into the Philippine Normal University under a Board of Regents.

118


7. Section 1, Article 1 of the Code of Ethics for Professional Teachers provides that the Code shall apply with (equate—equal) force to all schools in the Philippines whether public or private.

8. The (Penalty—Penal) Provision states that (violate—violation) of any provision of the Code, after due hearing, cause the (suspend—suspension) or cancellation of the teacher’s license.

9. Department Order No. 24 s.1974 also known as the Bilingual Education Program mandates the (usage—use) English and Filipino separately as (media—medium) of instruction.

10.Presidential Decree No.1006 (promulgator—promulgated) on September 22, 1976 and made effective on January 1,1977 considered teachers as (professionals—professionalize) and teaching as a profession.


11.Educational progressivism is the (believe—belief) that education must be based on the fact that humans are (socialized—social) animals who learn best in real-life activities with other people.

12.Progressivists claimed to rely on the best available scientific (theories—theorists) of learning. Most that children learned as if they were (scientific—scientists), following a process similar to Dewey’s model of learning.

13.Given this view of human (natural—nature), a progressivist teacher desires to provide not just reading and drill, but also a real-world experiences and activities that center on the real-life of the students, hence, “learning by doing”.

14.The early I (children’s—childhood) education professional incorporates core knowledge content in classroom experiences and activities.

15.Perennialists believed that one should teach the things that they believe are everlasting (importance—important) to all people everywhere.

16.Perennialists view that since people are important, one should teach first about (humans—humanity), not machines or techniques.

17.The best exam items are those that test how well people (understanding—understand) the course material. Accordingly, your items should go beyond rote learning, definitions, and terminology.

119


18.Don't submit items that you yourself would regard as picky. Instead, get test takers to apply the material to new situations. Test them on the social and (social—societal) implications of the material.

19.Education thus is a means to fostering the individual's, society's, and even humanity's future development and (prosperous—prosperity). Emphasis is often put on (economy—economic) success in this regard.

20.Items should be (difficulty—difficult) for people who don't know the material, but they should be (straightforward—straightforwardly) for those who do. If an item is difficult because of (complication—complicated) wording (e.g., double negatives) or vocabulary, you will be testing verbal ability rather than a command of social psychology.


B. Directions: On your answer sheet, copy the most appropriate word in series found inside the parenthesis.

1. Philosophy for Children is a (move—movers—movement) that aims to teach young children reasoning and (argumentative—argument—argued) skills. The hope is that this will be a key influence in the (event—eventual—events) move towards a more democratic democracy.

2. There is (empiricism—empirical—empirically) evidence that teaching children reasoning skills early in life greatly improves other (cognition—cognitively--cognitive) and academic skills and greatly assists learning in general.

3. The Philosophy of education is the study of the purpose, nature and (ideal—ideal—ideally) content of education. Other questions include the nature of the knowing mind and the human subject, problems of (authoritative—authoritatitvely—authority), the relationship between education and society, etc.

4. The enterprise of civil society depends on educating young people to become (responsively—responsible—responsibly), thoughtful and enterprising citizens.

5. Jazzing up items to make them (interestingly—interesting—interest) is fine, but don't get so carried away that the (contextual—context—contextually) becomes distracting or the item turns into a mini-essay.

6. One's individual (develop—development—developmentally) and the capacity to fulfill one's own purposes can (dependable—

120

http://en.wikipedia.org/wiki/Civil_society

http://en.wikipedia.org/wiki/Academic

http://en.wikipedia.org/wiki/Cognitive

http://en.wikipedia.org/wiki/Reasoning


dependently—depend) upon an adequate preparation in childhood. Education can thus attempt to give a firm foundation for the achievement of personal fulfillment.

7. Plato is the (early—earlier—earliest) important educational (think—thinker—thinkfully). Education is, of course, a relatively minor part of his overall (philosophy—phisophically—philosophical) vision, but it is an important one. He saw education as the key to (create—creating—creator) and sustaining his Republic.

8. He advocated extreme methods: (removing—removal—remove) children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as (guards—guard—guardians) of the city and care for the less able.


9. For Plato the individual was best served by being subordinated to a just society. Plato's (believe—belief—believer) that talent was (disctirbutor—distributive--distributed non-genetically and thus must be found in children born to all classes moves us away from (aristocracy—aristocrats—aristocratic)..

10.Plato builds on this by insisting that those (suitable—suitably—suitabler) gifted are to be trained by the state so that they may be qualified to assume the role of a (rule—ruler—ruling) class.

11.What this establishes is essentially a system of (select—selection—selective) public education premised on the assumption that (educator—educative—educated) minorities of the population are, by virtue of their education (and inborn educability), sufficient for (healthful—healthy—healthfully) governance.

12.Plato should be considered (foundational—foundation—foundationalize) for democratic philosophies of education both because later key (thinkers—thnkfully—thinkful) treat him as such.

13.Aristotle considered nature, habit and (reasoning—reason—reasonable) to be three equally important forces to be cultivated in education.

14.For example, he considered (repetitve—repeat—repetition) to be a key tool to develop good habits. The teacher was to lead the student (systematically—system—systematic); this differs, for example, from Socrates' emphasis on questioning his listeners

121

http://en.wikipedia.org/wiki/Republic


to bring out their own ideas (though the (compare—comparison—comparably) is perhaps unfair since Socrates was dealing with adults).

15.Aristotle placed great (emaphasize—emphasis—emphasizingly) on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the (importance—important—importantly) of play.

16.One of education's primary missions for Aristotle, perhaps its most (importance—importantly—important), was to produce good and (virutiously—virtuous—virtuosness) citizens for the polis. All who have meditated on the art of (government—governing—governance) mankind have been convinced that the fate of empires depends on the education of youth.


17.Rousseau held that there was one (developmental—developmentally—develop) process common to all humans. This was an intrinsic, natural process, of which the primary (behavioral—behavior—behaviorism) manifestation was curiosity.

18.Rosseau’s view differed from Locke's tabula rasa in that it was an active process deriving from the child's nature, which drove the child to learn and (adaptive—adapted—adapt) to its surroundings.

19.As Rousseau wrote in his book Emile, all children are (perfectly—perfect—perfectfully) designed organisms, ready to learn from their surroundings so as to grow into (virtuously—virtuous—virtuosness) adults.

20.Rousseau advocated an (educationally—educational—educative) method, which consisted of removing the child from society (i.e., to a country home) and (altenate—alternative—alternately) conditioning him through changes to environment and setting traps and puzzles for him to solve or overcome.

C. Directions: Decide whether the italicized word needs correction. On your answer sheet, write the appropriate word form of the italicized word making the statement more meaningful.

122

http://en.wikipedia.org/wiki/Emile:_Or,_On_Education

http://en.wikipedia.org/wiki/Tabula_rasa


1. Rousseau advocated that adults always be truthful with children, and in particular that they never hide the fact that the basis for their authority in teaching was purely one of physical coercion--"I'm bigger than you." Once children reached the age of reason (about 12), they would be engaged as free individuals in the ongoing process of their own.

2. Rudolf Steiner (1861-1925) emphasizes a balance of developing the intellect (or head), feeling and artistic life (or heart), and practical skills (or hands). The education focuses on producing free individuals, and Steiner expected it to enable a new, freer social order to arise, through the creative, free human beings that it would develop.

3. Precision Teaching, developed by Skinner's student Ogden Lindsley, uses the basic philosophy that the "learner knows best".

4. Each learner is charted on a unique graph known as a "Standard Celeration Chart". The record of the rate of learning is tracked by this charting and decisions can be made from these data concerning changes in an educational program.


5. Critics argue that the inherently undemocratic, unequal nature of development projects forecloses any possibility of Freirian emancipation, but many cling to the 'empowering potential' of development.

6. The aim of inquiry method in Neil Postman would be to prepare the students to lead responsible adult lives, primarily by functioning as an antidote to the rampant bureaucracy most adults are faced with after leaving school.

7. Critics have accused the philosophy of education of being one the weakest subfields of both philosophy and education, disconnected from philosophy (by being insufficiently rigorous for the tastes of many "real" philosophers) and from the broader study and practice of education (by being too philosophical, too theoretical).

8. Action research is known by many other names, including participatory research, collaborative inquiry, emancipatory research, action learning, and contextural action research, but all are variations on a theme.

123

http://en.wikipedia.org/wiki/Education

http://en.wikipedia.org/wiki/Philosophy


9. Action research...aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously.

10.The principle of reflective critique ensures people reflect on issues and processes and make explicit the interpretations, biases, assumptions and concerns upon which judgments are made.

11.Participants in an action research project are co-researchers. The principle of collaborative resource presupposes that each person’s ideas are equally significant as potential resources for creating interpretive categories of analysis, negotiated among the participants.

12.The nature of the research embodies a multiplicity of views, commentaries and critiques, leading to multiple possible actions and interpretations.

13.For action researchers, theory informs practice, practice refines theory, in a continuous transformation.

14.Action research is used in real situations, rather than in contrived, experimental studies, since its primary focus is on solving real problems.


15.Mostly, though, in accordance with its principles, action research is chosen when circumstances require flexibility, the involvement of the people in the research, or change must take place quickly or holistically.

16. Positivism, used in scientific and applied research, has been considered by many to be the antithesis of the principles of action research.

17.Action researchers also reject the notion of researcher neutrality, understanding that the most active researcher is often one who has most at stake in resolving a problematic situation.

18.Kurt Lewin is generally considered the ‘father’ of action research. A German social and experimental psychologist, and one of the founders of the Gestalt school, he was concerned with social problems, and focused on participative group processes for addressing conflict, crises, and change, generally within organizations.

124


19.Qualitative variables generate values that differ in kind, such as sex, date, of birth, residence, and educational attainment

20.Educators use statistical methods to determine or not there is a relationship between the IQ score and the scholastic achievement of students.

KEY TO CORRECTION

WORD FORM AND FUNCTIONWORD FORM AND FUNCTION(Identifying the Parts of Speech)

A. Word Form and Functions

1.admission; four -year 11.belief; social

2.provided; administered 12.theories; scientist

3.heade 13.nature

4.officer 14. childhood

5.center; regions

15.importance

125


6.converted 16. humans

7.equal 17.understand

8.Penal; violation; suspension 18. societal

9.use; media of instruction 19. prosperity

10.promulgated; professionals 20.difficult; straightforward; complicated

B.

1.argumentative; eventual 11.selective; educated; healthy

2.emphirical; cognitive 12. foundational;

thinkers

3.ideal; authority 13. reason

4.responsible 14. repitition; systematically; comparison

5.interesting; context 15.emphasis; importance

6.development; depend 16. importance; virtuous;

governing

7.earliest; thinker; philosophical; creating 17. developmental; behavioral

8.removing; guardians 18. adapt

9.belief; distributed; aristocracy 19. perfectly; virtuous

10.suitably; ruling 20. educational; alternately

C. Word Form and Function

1.truthful,particular; truly 11.equally; interpretive

2.developing; freer; creative 12. multiplicity;

interpretation

3.precision; philosophy 13. theory;

continuous

4.learner; educational 14. experimental; real

126


5.critics;inherently;possibility 15. mostly; flexibility;

holistically

6. prepare; responsible; bureaucracy 16. scientific

7. weakest; insufficiently 17. neutrality;

problematic

8.emancipatory; contextural 18. generally;

psychologist;

participative

9.problematic; simultaneously 19. residence

10. reflect; explicit 20. statistical; scholastic

Unit VIII. PHRASES AND CLAUSESUnit VIII. PHRASES AND CLAUSES

A. Directions: Read and analyze the following sentences. Tell whether the italicized phrase and/or clause need correction or not. Should you think, correction is needed, write “I” , otherwise, write “C” if it is correct. Write your answer on your answer sheet.

127


1. Researchers will more often exchange ideas in journal articles than books, so this may be an even better clue as to the expertise of an author.

2. Most participatory action research sets out to explicitly study something so that to change and improved it.

3. In participatory action research, while there is a conceptual difference between the ‘participation’ ‘action’ and ‘research’ elements, in its most developed state these differences begin to dissolve in practice.

4. Participatory action research is a term which would be bring together a set of assumptions underlies ‘new paradigm’ science and in contrast to those of traditional or ‘old paradigm’ science.

5. Essentially, participatory action research is research, which involves all relevant parties in active examined together current action (which they experience as problematic) in order to change and improve it.

6. What ‘drives’ participatory action research, like any research, is our ‘need to know’ in order to bring about desired change.

7. The field of action research deriving from education (particularly school room practice) and third world development more often have stressed the necessity of moving relatively quickly toward new action

8. It is very important that there be time and space for curiosity and speculative forays out into unknown waters and apparently ‘irrelevant’ matters.

9. The kind of feminist theory used will reflect and in turn determining who make the research, and what kind of use.

10.Effective teaching requires that teachers be able to respond to students’ instructional needs and individual differences.


11.Planning should be based on sound knowledge in order to be effective.

12.In comprehend of knowledge, the highest level of difficulty is extrapolation.

13.Lecture method of teaching aims at clarifying and explaining major ideas thoroughly use clear organized outline.

128


14.Descriptive statistics is concerned with the organization and presentation of data in a usable and understandable form, while inferential statistics is concerned with the formulation of conclusions or generalizations about the populations on samples.

15.The interviewer has the opportunity to evaluate the responses given since he can observe the reactions and facial expressions of the interviewee.

16.The interviewee may not reveal certain vital information, such as age, amount by income, and source in livelihood.

17.The textual form of presenting data is an excellent device when the objective is to call the reader’s attention to certain items that require special emphasis.

18.With the tabular form, it is easier to draw comparisons and deduce quantitative relationships.

19.The graphical form is generally very effective for have called by people’s attention.

20.Class frequency indicates the number of cases or observations falling within a class or category.

B. Directions: Read and analyze sentences. On your answer sheet, copy the letter of the most appropriately framed phrase/clause.

1. …is one of the most important tasks a teacher needs to undertake.

A. Finding the right coursebook B. Found the right coursebook

2. …such as an average, calculated from sample data.

A. The statistic are any descriptive measurement,B. A statistic is any descriptive measure,


3. Don't choose a book… as these tests are very different in construction

and objectives.

A. that preparing for other test,B. that prepares for another test,

129


4. …are you going to teach a standard syllabus or do you want to focus

on a specific area such as conversation or making presentations?

A. If you are not teaching a standard test course,B. If you won’t be not teaching a standardized test course,

5. Standard syllabuses require books…

A. that will cover grammar, reading, writing, speaking and listening skills.

B. which will covered grammar, reading, writing, speaking and listening skills.

6. …maybe focusing on one skill set, you'll need to get some resource books for your classroom work.

A. Should the teacher used a non-standardized class of syllabus ,B. If you are teaching a non-standard syllabus class,

7. If you are going to teach a Business English or ESP (English for Special Purposes) course…

A. you will need to not only find a standard special English book.B. you’ll be needing to find a standardized specially English book.

8. You may also want to consider using software…

A. as a means of extending the possibilities in the classroom.B. as your mean of extending any possibilities inside the

classroom.

9. …then you can better decide whether or not there is value in it for your research.

A. While you have had a generalized idea on the sources,B. Once you have a general idea about a source,

10. …it becomes all the more important to take the time to read it, at least the important parts of it for your research.

A. If it is useful, relevant, and otherwise important to your project,B. When it is in use, relevant, and gives importance to your

project,


11. …is whether or not the source is pertinent to your research.

A. For the first question in asking

130


B. For first question to ask

12. Try to determine the main point of the source,…

A. but also the depth and breadth of its coverage.B. but also the depth and breadth of its coverage.

13. If a source treats your topic extensively, …you can easily decide to hold on to the source for further examination.

A. Should the source of the topic treats you so extensively,B. If a source treats your topic extensively,

14. If it only marginally covers your topic, however, …

A. it might be of great use.B. it may still be useful.

15. Only one section or one page or one paragraph may be directly related to your topic, but it may address a viewpoint…

A. that you might not otherwise find.B. that you might not otherwise find.

16. …and then you need to figure out the quality of its content.

A. If you are able to determine that it was relevant,B. Once you determine that it is relevant,

17. Remember that you need to find several sources…

A. that represent several different points of view.B. which have represented different viewpoints.

18. …you should be able to determine quite a few important things.

A. Just by looking at a source,B. By merely looking at your sources,


19. it will also be necessary to look at several different sources and look

beyond…

131


A. You need to evaluate the sources very well/ it’s as if you’ve done reading the pages.

B. You’ve got to evaluate any one source well …/ just what you read on the page.

20. …you can probably have a good idea whether or not the author is being objective and reasonable.

A.A. From the language used and arguments made,B.B. In the language being used and the arguments which have been

made,

C. Directions: Read and analyze sentences. On your answer sheet, copy the most appropriately framed phrase/clause.

1. Clever writers can hide their biases, … but their arguments need to be

clearer stated, reasonable, and well researched.

A. as well as writers who have different points of view,B. and all writers will have different points of view,C. and almost all writers would have different points of view,

2. Authors should explain what evidence they have found…

A. in order to have supported their conclusions.B. in supporting the conclusions.C. to support their conclusions.

3. Although it isn't easy to separate fact from opinion,…

A. it is still important to try.B. trying then is very important.C. to try is important.

4. Some people argue that there are no "facts,"…

A. the interpretation of someone’s facts.B. only someone's interpretation of facts.C. only that somebody may interpret the facts.


5. …it is important to compare one source with another.

132


A. To verify what has been written,B. What has been written can be verified,C. Verifying what has been written,

6. Unless an author has something new to share, …

A. then there’s writing a little point.B. points in writing is just a little task.C. there is little point in writing.

7. …you need to analyze the conclusions even more carefully.

A. What you have read may necessarily depart radically from everything,

B. What is new radically departs from everything else you have read,

C. It really departs something new from everything which you have read,

8. Popular sources are principally written…

A. to entertain and inform a general reader.B. so that the reader would be well generally informed.C. because the general readers deserved information.

9. Scholarly sources are intended…

A. so that researchers and professionals can have an interaction.B. as a means of researchers or professionals to exchange ideas.C. to exchange ideas between the researchers and professionals..

10. …you can better tell how useful it will be to your research.

A. To determine if the source is scholarly popular,B. In order to determine whether the source is popular or scholarly,C. In determining whether a source is popular or scholarly,

11. A popular source may be easier to read, …a certain level of complexity in writing may be required.

A. but to adequately address many topics of research,B. however if adequate topics of research is needed,C. hence, many topics are essential should be addressed.


12. …check who the publisher is.

133


A. If the book is your source,B. If the source is a book,C. Should the source is book,

13. If the source is a periodical, is it a magazine…

A. or a journal?B. or journal?C. or the journals?

14. …it is important to use primary materials.

A. For some research projects,B. In several research it projects that,C. For some, research projects that,

15. Secondary sources are comments…

A. on the discussions of interpretations of primary sources..B. on or interpretations of or discussions about primary sources.C. on interpretations or of discussions regarding prime sources.

16. It is important to determine an author's credentials, …

A. but, what then is its significance?B. but why is this so?C. but what does that mean?

17. …the first place to look is the source itself.

A. In order to find something about the author,B. To find out about an author,C. In finding details concerning the life of an author,

18. Books often include some biographical information about the author

in an introduction…

A. or sometimes could be read at the preface of the back of the book.

B. and it also includes the preface at the back of the book.C. or preface or at the back of the book.

19. A scholarly journal will list minimal information about authors, …

A. but they will include their institutional affiliation. B. however, it includes the institutional affiliates. C. and their affiliation will be cited comprehensively.

134



20. Book reviews might tell you a little about the author, …

A. or the authors would tell you about how they think of the topics.B. and they will certainly tell you what others think of their writing.C. and the reviews will tell about others’ point of views.

135


KEY TO CORRECTION

PHRASES AND CLAUSESPHRASES AND CLAUSES

A. Phrases and Clauses

1. C 11. C

2. I 12. I

3. C 13. I

4. I 14. C

5. I 15. C

6. C 16. I

7. I 17. C

8. C 18. C

9. I 19. I

10. C 20. C

B.

1. A 11.B

2. B 12. A

3. B 13. A

4. A 14. B

5. A 15. A

6. B 16. B

7. A 17. A

8. A 18. B

9. A 19. B

10. B 20. A

136


C. Phrases and Clauses

1. A 11. B

2. C 12. B

3. A 13. B

4. C 14. A

5. A 15. A

6. A 16. C

7. A 17. B

8. A 18. A

9. C 19. C

10. A 20. B

137


Unit IX. WH- QUESTIONSUnit IX. WH- QUESTIONS

A. Directions: Read and analyze the following questions. Tell whether the question needs correction or not. Should you think, correction is needed, write “I” , otherwise, write “C” if it is correct. Write your answer on your answer sheet.

1. In what does condition can teacher be required to transfer from one station to another?

2. What is considered a registered professional teacher?

3. Miss Cruz, a graduate of BS Accountancy is planning to take the licensure examination for teachers. What should she do to qualify?

4. Of whose of the following is required by our Constitution to be a part of the curricula in all schools, colleges and universities?

5. Which of the following students would probably be most capable of positive transfer, providing that motivation level was equal?

6. In what of the statements do SR theorists NOT accept?

7. Learners often find the responsibility to fit new social situation when given encouragement and support. How can this be done?

8. Which does of the following is considered one of the weaknesses of the Filipino character?

9. What is one of the negative results of the close family ties among Filipinos?

10.Which does the English anthropologist who studied culture?

11.What statement is inconsistent with what are advocated by progressive educators?

12.Which statement is “false” with respect to essentialism as a philosophy of education?

13.In whose statement is unacceptable to proponents and followers of humanism in education?


138


14.Roman education emphasized the practical way of doing things. The aim of Roman education was utilitarian—not theory but application, not learning but practice. Of which kinds of people were the Romans?

15.What development is described in this view of Piaget?

16.In comprehension of knowledge, the highest level of difficulty is extrapolation. What are the verbs commonly used in this level?

17.Which of the following strategies could enable learners to see relationships among concepts?

18.Mrs. Tercero wants her students to process and remember information from an Economics textbook. Of which of the following strategies could help her pupils to understand the text better, and which one could develop more confidence in them as well as in relating effectively with others?

19.Which educational practice exemplifies the law of exercise?

20.Ms. Tan, a new teacher, believes that students should be allowed to express their thoughts and feelings to empower them in the classroom. Which principle do she adheres to?

B. Directions: Read and analyze the following wh- questions . On your answer sheet, copy only the letter of the most appropriately framed question.

1. A. What is this particular guidance services whose primary concern

is a face-to-face, question-and-answer method of obtaining information?

B. What kind of guidance service is this in which its primary concern is a face-to-face, question-and-answer method in obtaining of information?

2.A. Which of these characteristics are for children whose ages are

from 9-12 years?

B. Which of the following are characteristics of children age 9-12 years?


139


3.A. In which guidance best satisfied the condition in whose an

individual would have entirely self-directed, that is if guidance developed him until he found himself that it is no longer important to seek guidance?

B. What guidance best satisfies the condition that the individual will be entirely self-directing if guidance develops him until he finds it no longer necessary to seek guidance?

4. A. What factors may affect the development of the child after

birth?

B. In what particular factors would likely affect the child’s development after giving him birth?

5.A. According to the multiple intelligence theory, which deals with

the ability to analyze patterns and configurations?

B. According to multiple intelligence theory, what ability pertains to analyzing the patterns and configurations?

6.Mr. Cruz is a high school guidance counselor. He looks at his counselee’s psychological test result and other relevant information about to the problem.

A. What guidance principle is being described?

B. Which guidance principle describes the principle observed?

7.A. To Piaget, in what instance did logical and systematized thinking

occur?

B. According to Piaget, when does logical and systematic thinking begin?

8.A. At which stage of cognitive development are children highly

perceptual?

B. In which stages of cognitive development do children feel perceptual highness?

140



9.A. When a bottle-fed baby responds to a new toy by sucking on it,

what is occurring?

B. When a baby who is fed through a bottle how does he react if he sucks a new toy?

10.A. Among the following groups, which needs urgent guidance?

B. Of all the groups, who needs urgent guidance?

11.A. In as much as you would like to gain knowledge of your pupils’

perceptions of themselves as they are, as they would like to be, and of the difference between their self-concept and their ideal self, what kind of instrument you are going to use?

B. If you would like to gain knowledge of your pupils’ perceptions of themselves as they are, as they would like to be, and of the difference between their self-concept and their ideal self, which instrument will you use?

12.WHICH OF THE FOLLOWING ARE CHARACTERISTICS OFWHICH OF THE FOLLOWING ARE CHARACTERISTICS OF

KINDERGARTEN CHILDREN?KINDERGARTEN CHILDREN?

What of these are the characteristics of kindergarten children?

13.A. What guidance tool must a teacher be using should she wanted

to determine the interpersonal and social relationship patterns of her class?

B. What guidance tool should a teacher use if she would like to know the social pattern of interpersonal relationship of her class?

14.A. What particular part of guidance program would assist an

individual for him to realize self-understanding, self-direction as well as social responsibility?

B. Which part of the guidance program assists the individual to self-understanding, self-realization and social responsibility?

141



15.A. What guidance tool refers to a type an observation record

wherein a pupil’s exceptional behavior in an unusual activity is noted by the teacher or counselor?

B. What guidance tool is that used in recording observation in which the exceptional behavior of pupils in an unusual activity is being noted either by the teacher or the counselor?

16.A. Which guidance service matches the needs of the students

whose offering is the grouping of students, and selecting appropriate course of part-time employment?

B. Which type of guidance service seeks the matched needs of the students with the offerings proper grouping of students, and selection of appropriate course or part-time employment?

17.A. It is necessary to analyze individual student’s information after

having them gathered. Now, what is that guidance service that provide a such?

B. It is necessary that information about the individual students is gathered and analyzed, and use in helping him anytime. Which type of guidance services provide for this?

18.A. How do children’s speech can be improved?

B. How can children’s speech be improved?

19.Buddhism holds that the final goal of a man is to be freed from the shackles of ignorance and desires.

A. What is this extinction of desire called?

B. What is that desired extinction called for?

142



20.A police officer informs you that there has been a rash of stealing within the vicinity of the school. He asks you for the names of some clients you believe might have been involved.

A.A. WHICH OF THE FOLLOWING WILL YOU DO?WHICH OF THE FOLLOWING WILL YOU DO?

B. What of these are you going to do?

C. Directions: Read and analyze the following wh- questions . On your answer sheet, copy only the letter of the most appropriately framed question.

1.A. What instrument would give the more reliable info if Teacher

Grace wanted to determine the academic performance of Carlito, her student who is now in third year about his behavior?

B. Which instrument gives more reliable info should Teacher Grace wants to determine the academic performance, of her third year student Carlito in relation to his behavior?

C. In which instrument should Teacher Grace used in order to determine Carlito’s behavior and academic performance?

2.Mr. Figueroa, a fourth year adviser wants to verify his own bias as to who should be recommended for the deportment award on his class.

A.A. WHAT PARTICULAR TECHNIQUE SHOULD HE USE?WHAT PARTICULAR TECHNIQUE SHOULD HE USE?

B. Which technique is particularly suitable?

C. Which of the techniques should be used?


143


3.One time, Ms. Velayo, a grade five-substitute teacher was roaming around while discussing in her GMRC class. Surprisingly, she caught John Paul sketching “sexual acts” on his notebook.

A. What specific tool should she use to document her observation?

B. Specifically, which tool must she use in order to document her observations?

C. What particular tool best fits for his documentation?

4.Mr. Alejandro, a high school principal, is interested to know whether all the students enjoyed and learned a lot in the recent field trip.

A. What instrument should his teachers prepare to achieve his objective?

B. In what type of instrument should the teachers use in order to accomplish the objectives?

C. What of these instruments should his teachers have prepared so that the objective would have attained?

5.Ms. Pineda, the newly appointed Guidance Counselor prepared and administered series of test to fourth year graduating students. One of which utilizes sentence completion type.

A. In what way did the teacher classifies her self-designed test?

B. In what manner did she classified the test?

C. How did she classify her self-designed test?

6.Now after conducting such test, Ms. Pineda posted a very

interesting set of questionnaires in which these graduating

students should answer. This would help them see their peculiar

144


interests. The result would serve as a reliable guide as to which

appropriate course they should take in college.

A. What type of test did Ms. Pineda use?

B. Which type of test did he used?

C. What particular test does Ms. Pineda uses?*See more exercises on next page!

7.

Dr. Zulueta, the District Superintendent, wants to be a fair judgment as to which of his science teachers should attend a one-year study grant to Japan.

A. What do you think is the more effective instrument should Dr. Zulueta used in order to arrive in an unbiased selection of his steps before arriving in the recommendation?

B. What is the most effective instrument should Dr. Zulueta use in order to arrive in an unbiased selection as his first step procedure prior to the recommendation?

C. Which instrument would you consider Dr. Zulueta have used so that he would come up in an impartial judgment before arriving to his recommendation?

8.When these fifteen boy scouts from Gen. Trias Elementary

school were asked about their choice as to who they think is

capable of leading them in the jungle survival challenge, Mr. De

Dios, the scoutmaster was surprised that nobody voted for John

Andrew.

A. How would you categorize such a result?

B. In what manner would you classified the result?

C. What is the category of the result?

145


9.

A. In what instance would a counselor likely show professionalism should she conduct interview with a gay and a two-month delayed teenager?

B. What particular trait/quality of an interviewer should s/he conducts interview with a teenage lad who confided about his being gay, and his classmate who reveals of her two-month “delayed” issue?

C. What type of quality or trait of an interviewer should exemplify if s/he wanted to interview gay and pregnant student?


10.

A. What is the primary consideration in an interview process in reference to the above-mentioned situation?

B. What is the top most consideration in any interview in reference to our above-mentioned case?

C. What is the major concern in a one-on-one interview relating to the one, which have mentioned previously?

11.What has been considered as the professional teacher?

Who is considered a registered professional teacher?

What type of teacher is called a professional teacher?

12.A. In what condition can a teacher be required to transfer from one

station to another?

B. What situation should a teacher being required to transfer from one post to the other?

146


C. Which of the instances may a teacher move from one place to another?

13.A. What of these subjects our Constitution required our college

students to take—family planning, constitution, or religion?

B. Which is mandated to take by our Constitution for our college students—family planning, constitution, or religious subjects?

C. Which is required by our Constitution to be a part of the curricula in all schools, colleges, and universities—family planning, constititution, or religious education?


14.Miss Lourdes Nieva, a graduate of BS Chemistry is planning to take the licensure examination for teachers.

A. What should she do to qualify?

B. What should Ms. Nieva did for her to qualify?

C. What must have done to be qualified?

15.A. What RA authorized to conduct Licensure Examination for

Teachers?

B. Who then authorized RA No.7836 to teachers to conduct the Licensure Examination for Teachers?

C. What authorized body mandated under the RA No. 7836 to conduct Licensure Examination for Teachers?

16.A. Which teaching does require of teachers to be alert with?

B. What should teachers be most alert to into teaching?

147


C. What does teaching require teachers to be most alert to?

17.You are the first cousin of the candidates for councilors. Your cousin and your parents are very happy for your appointment.

A. What will you do?

B. What have you done?

C. What are you supposed to do?

18.Underground economy us a great help in improving the country’s economy. Banana cue, camote cue, barbecue and the like are sold in school and other public places. Students are captive buyers. To augment her income, Mrs. Reyes is selling her good in school.

A. Which of these should Mrs. Reyes did?

B. Which should Mrs. Reyes gone through?

C. What specific alternative does Mrs. Reyes need to do?*See more exercises on next page!

19.Garbage disposal has become a serious problem in your community. Garbage are scattered and flies are feasting on it.

A. As a teacher, what should be the priority?

B. As a teacher what specific decision should be highly considered?

C. As a teacher what must you do?

20.Norma, a second year student, received a failing grade in English in the second grading period. The teacher requested a teacher conference. During the conference, the teacher, in trying to make a point, compared Norman’s grade with to the other members of the class. An argument ensued between the parent and the teacher.

A. Which of the following is a fundamental consideration?

B. Which then should be given primary importance?

C. What specific step/s should she observe in this situation?

148



WH- QUESTIONS

A.

1. I 11. C

2. I 12. C

3. C 13. I

4. I 14. I

5. C 15. C

6. I 16. C

7. C 17. C

8. I 18. I

9. C 19. I

10. I 20. C

149


B.

1. A 11. A

2. B 12. A

3. A 13. B

4. B 14. B

5. B 15. A

6. A 16. A

7. B 17. B

8. B 18. B

9. A 19. A

10. B 20. B

C. WH-Questions

1. B 11. B

2. A 12. A

3. A 13. C

4. A 14. A

5. C 15. C

6. A 16. C

7. B 17. A

8. A 18. C

9. B 19. B

10. A 20. C

150


Unit X. YES-NO QUESTIONS Unit X. YES-NO QUESTIONS

.A. Directions: Read and analyze the following questions. Tell whether the question needs correction or not. Should you think, correction is needed, write “I” , otherwise, write “C” if it is correct. Write your answer on your answer sheet.

1. Did the counselor keep record of his counselee?

2. Can reading stories to children help them build their morale?

3. Is viewing guidance as curative, rather than preventive, a sound principle?

4. Mrs. Dizon was scheduled to give a district demonstration on morning. But because her husband needed her presence in his office, Mrs. Dizon simply sent a note to her principal asking her to be excused from doing the duty. Was the teacher’s reason and action valid?

5. Is sending a proxy to the meeting regarding local election in your baranggay acceptable?

6. To determine whether the students would love learning her mathematics class, Mrs. Tiamzon uses a diagnostic test on her own advisory class. Did she use the appropriate testing technique?

7. Are the scores of pupils in science test relative to what they got also in math?

8. Did the curriculum developers consider the preparedness of the teachers in teaching the new subject?

9. Standards are synonymous to learning competencies. Are we happy about the competences, which DepEd has defined with the help of subject area experts/consultants?

10.Or are you happy with the competencies you yourselves defined for the private school sector, if any?

11.Do they met international standards?

151


12.Are the parallel competencies for teachers in the different subject areas?


13.Do we have a systematic mechanism for values development and inculcation for all subjects offered in the teacher education program?

14.If we opt for this, can we afford to do this?

15.Do the implementers see the connections among these three components: general education, professional education, and concentration/specialization?

16.Can we formulate our own agenda for research on the many thrusts and issues we have already set?

17.Do you think these different forces—globalization, knowledge explosion, communications and information technology, more pronounced cultural diversity, changing modalities of teaching and learning as well as the world of work can exert pressure on education, in general, and teacher education?

18.Is the LET an adequate basis for licensing teachers?

19.Perhaps, licensing should be based on demonstrated performance of the prospective teacher’s ability to teach to standards for students. But do we have the mechanism to conduct large-scale performance-based teaching?

20.Can a teacher refute the assignment to assume electoral duties in any local or national election?

B. Directions: Read and analyze the following yes-no questions. On your answer sheet, copy the most appropriately framed question.

1.A. Is code switching a common practice among Filipinos today in

some informal TV conversations?

B. Is code switching in informal conversation and on television or in movies a common practice among Filipinos today?

2.

152


A. Was it a result of code-mixing, making the formation of a local Creole developing out of English?

B. Is it a result of mixing codes to make the formation of a creolized English?


3. Certainly, collection management practices and perspectives must change in the face of environmental shifts information services and higher education.

A. Will the basic goals and needs of collection management disappear as well?

B. Would the basic goals as well as the needs of collection management disappear too?

4.A. Have the collection resources, services, and policies been

resolved around the needs of immediate constituency, that is, local campus faculty and students?

B. Did the collection resources, services and policies resolve around the needs of immediate constituency, which concerns the local campus faculty and students?

5.A. In teaching physical education, are all students accepted for

what they are—awkward, uncoordinated, obese and skinny or gifted?

B. Are all students accepted even if they appeared awkward, uncoordinated, obese and skinny or gifted in teaching physical education?

6.A. In a physical education program, is the professional preparation

very basic requirement?

B. Is professional preparation a very basic requirement in the physical education program?

7.

A. For the success of the program, do we really have strong and committed faculty needed on values education?

B. Do we have strong and committed faculty in values education needed for the success of the program?

153


8.

A. Have the schools conduct a thorough evaluation in the present implementation of Values Education Program in Basic Education Curriculum?


B. Did the schools conduct a thorough evaluation in the present implementation of the Values Education Program in the Basic Education Curriculum?

9.

A. In all subjects of the school curriculum, was it practically possible to use essay type of examinations?

B. Is it practically possible to use essay type of examination in all subjects of the school curriculum?

10.

A. Does an objective type of test afford the students’ opportunity in training for self-expression and thought organization?

B. In training for self-expression and thought organization, does an objective type of test affords the students’ opportunity?

11.

A. If many items can be answered in a given time, was it less time-consuming?

B. Is it less time-consuming in such a way that many items can be answered in a given time?

12.

A. Does objective type of test observe high validity, meaning, it is comprehensive with wide sampling of essentials?

B. Do objective type of test observed high validity, meaning, it is comprehensive with wide sampling of essentials?

13.

A. It is easy to score? Can different individuals may correct it without affecting the accuracy of the grades given?

B. Is it easy to score? Could different individuals correct it without affecting the accuracy of the grades given?

154



14.

A. Can an essay types allows students’ opportunities in the expression of their originality and independence in thinking?

B. Can an essay type allow students’ opportunities to express their originality and independence of thinking?

15.

A. Could and essay types able to measure higher mental abilities like comparing, interpreting, criticizing, defending of opinion and decision-making?

B. Can essay types able to measure higher mental abilities like comparison, interpretation, criticism, defense of opinion and decision?

16.

A. Is “range” use to indicate the difference between the highest and lowest scores in the distribution?

B. Does “range” use in order to indicate the difference between the high and low scores in the distribution?

17.

A. Are the nominals, ordinals, intervals, and ratio form hierarchy?

B. Do nominal, ordinal, interval, and ratio form a hierarchy?

18.

A. Does formative testing monitor students’ attainment of the instructional objectives?

B. Are formative testing able to monitor the attainment of the students in relation to achieving the instructional objectives?

19.

155


A. Is the mode the most frequently occurring score in the distribution?

B. Was the mode the most frequently occurred scores in the distribution?


20.

A. Do the standard deviation be computed by getting the root of the variance?

B. Is the standard deviation computed by getting the root of the variance?

C. Directions: Read and analyze the following yes-no questions. On your answer sheet, copy the most appropriately framed question.

1.A. Was the program been suitable for the students in your class?

B.B. IS THE PROGRAM SUITABLE FOR THE STUDENTS IN YOURIS THE PROGRAM SUITABLE FOR THE STUDENTS IN YOUR CLASS?CLASS?

C. Does the program suitable for the students in your class?

2.A.A. ARE THE PRINT EASY TO READ AND THE ARRANGEMENTARE THE PRINT EASY TO READ AND THE ARRANGEMENT

CLEAR?CLEAR?

B. Did the print easy to read and the arrangement clear?

C. Is the print easy to read and the arrangement clear?

3.A. Are the directions easy to read and the arrangement clear?

B.B. DOES THE DIRECTIONS EASY TO READ AND THEDOES THE DIRECTIONS EASY TO READ AND THE ARRANGEMENT CLEAR?ARRANGEMENT CLEAR?

C. Had the directions easy to read and the arrangement clear?

4.A. Are teacher’s manual accompanied in the program?

156


B.B. DOES A GOOD TEACHER’S MANUAL ACCOMPANY THEDOES A GOOD TEACHER’S MANUAL ACCOMPANY THE PROGRAM?PROGRAM?

C. Were good teacher’s manual accompany the program?


5.A. Can teachers avoid disastrous situations if she provides a

supportive climate and does not harass or bother the disturbed student?

B. Are teachers able avoid disastrous situations if she provides a supportive climate and does not harass or bother the disturbed student?

C. Did teachers avoid disastrous situations if she provides a supportive climate and does not harass or bother the disturbed student?

6.A. Do teachers use quality symbols in grading such as ranking,

percentile, or letter symbols with their respective descriptive equivalents?

B. Had the teachers able to use quality symbols in grading such as ranking, percentile, or letter symbols with their respective descriptive equivalents?

C. Did teachers used quality symbols in grading such as ranking, percentile, or letter symbols with their respective descriptive equivalents?

7.A. Did teachers included evaluation such as results of quizzes,

tests, and projects, with their respective weights?

B. Do teachers include evaluation such as results of quizzes, tests, and projects, with their respective weights?

C. Were teachers have included evaluation such as results of quizzes, tests, and projects, with their respective weights?

157


8.

A. Did students possesses sufficient knowledge about principles and methods of teaching that will qualify them to evaluate their teachers with competence?

B. Had students possess sufficient knowledge about principles and methods of teaching that will qualify them to evaluate their teachers with competence?

C. Do students possess sufficient knowledge about principles and methods of teaching that will qualify them to evaluate their teachers with competence?


9.A. Are the evaluators rate teachers by the quality of their participation in the discussions in

meetings and conferences concerning teaching procedures and issues?

B. Do evaluators rate teachers by the quality of their participation in the discussions in meetings and conferences concerning teaching procedures and issues?

C. Have the evaluators rated teachers by the quality of their participation in the discussions in meetings and conferences, which concern teaching procedures and issues?

10.A. Can a post conference showcases the strengths and weaknesses of the teacher, and

recommend on how he can strengthen his weaknesses.

B. Could a post conference showcased the strengths and weaknesses of the teacher, and recommend on how he could strengthen his weaknesses

C. Could a post conference showcase the strengths and weaknesses of the teacher, and recommend on how he can strengthen his weaknesses.

11.A. Would teachers fair enough in rating themselves very honestly?

B. Are teachers fair enough in rating themselves very honestly?

C. Do teachers play fairly enough in rating themselves very honestly?

12. A. Was it assumed that when the class performs high in a test,

hence, the teacher handling the subject is good?

158


B. Did it assumed that when the class performed high in a test, hence, the teacher handling the subject is good?

C. Have it assumed that when the class performs high in a test, hence, the teacher handling the subject is good?

13.A. Do many of the materials for professional reading?

B. Are many of the materials for professional reading?

C. Have many of the materials for professional reading?*See more exercises on next page!

14. A. Can anyone prepare a sample of questionnaire or interview

schedule that would reveal all the desired traits and characteristics of the teacher?

B. Could anyone prepares a sample of questionnaire or interview schedule that would reveal all the desirable traits and characteristics of the teacher?

C. Is anyone prepared a sample of questionnaire or interview schedule that would reveal all the desired traits and characteristics of the teacher?

15. A. Could a battery of psychological test reveals the level of mental

ability the teacher have, his interests, and other personality trait?

B. Is a battery of psychological test revealed the level of mental ability the teacher has, his interests, and other personality traits?

C. Could a battery of psychological test reveal the level of mental ability the teacher has, his interests, and other personality traits?

16.A. Do the teacher performed his duties religiously if given an

assignment outside the classroom?

B. Does the teacher performs his duties religiously if she is given an assignment outside the classroom?

C. Does the teacher perform his duties religiously if given an assignment outside the classroom?

17.

159


A. Did the teacher contributes bright ideas especially in staff meetings?

B. Does the teacher contribute bright ideas especially in staff meetings?

C. Have the teacher contributed bright ideas especially in staff meetings?


18.A. Is s/he all right in his oral and written communication? Is he not

the activist type?

B. Was s/he all right in his oral and written communication? Is s/he not the activist type?

C. Does s/he all right in his oral and written communication? Does s/he not the activist type?

19.A.A. DOES THE TEACHER REVEALS HIS VALUES, LIKES ANDDOES THE TEACHER REVEALS HIS VALUES, LIKES AND

DISLIKES?DISLIKES?

B. Does the teacher revealed by his values, likes and dislikes?

C. Do the teacher reveal by his values, likes and dislikes?

20.A. Do the teacher possess highest or at least a continuing educational degree on a

particular specialization, academic or scholastic grade he had in his studies?

B. Does the teacher possessed highest or at least a continuing educational degree on a particular specialization, academic or scholastic grade he had in his studies?

C. Does the teacher possess highest or at least a continuing educational degree on a particular specialization, academic or scholastic grade he had in his studies?

160



YES-NO QUESTIONS

A.

1. I 11. I

2. C 12. C

3. I 13. C

4. C 14. I

5. C 15. C

6. I 16. C

7. I 17. I

8. C 18. C

9. C 19. C

10. C 20. I

B.

1. B 11. B

2. B 12. A

3. A 13. B

4. A 14. A

5. A 15. B

6. A 16. A

7. A 17. A

8. B 18. B

161


9. A 19. B

10. A 20. A

C. Yes-No Questions

1. B 11. B

2. C 12. A

3. A 13. B

4. B 14. A

5. A 15. C

6. A 16. C

7. B 17. B

8. C 18. A

9. B 19. B

10. C 20. C

***end of grammar exercises

162

Date post:	01-Nov-2014
Category:	Education
Upload:	mikee-monte-de-ramos
View:	1,839 times
Download:	0 times