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

THE GRAMMAR EXERCISES

Unit I. THE SUBJECT-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.

77


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

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,

78


theories or ideas of what is good and bad, desirable and
undesirable within the problem area.


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.

79


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.


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 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

81


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

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 TENSE 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.

83


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

84


elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture
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.

85


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.

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.

86


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.

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.

87


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
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

88


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 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

90


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
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 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.

92


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 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.

93


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.

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)

94


implement programs (and—both) projects for the full (nor—and)
effective implementation of the objectives expressed in the
Executive Order.

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

95


receivers of knowledge; (in other words—neither—yet—rather) they
actively work at organizing their experiences into more and more
complex mental structures.

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.

96


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.

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.

97


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.

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 X 2, 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

98


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
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.

99


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

KEY TO CORRECTION

THE 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

100


8. and; until otherwise 18. such areas as; and; and;
and
9. Consistent with; and 19. and
10. and; as 20. and; and; and

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. 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.

102


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.

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.

103


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.

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.

104


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.

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

105


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
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.

106


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.

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.

107


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.

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

108


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
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. 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.

110


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.

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.

111


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.

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.

112


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.

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).

113


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
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

114


—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.

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

116


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
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 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).

118


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.

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”.

119


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.

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.

120


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—
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,

121


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 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

122


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.

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.

123

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

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

Recomendados

Recomendados

Más contenido relacionado

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

Similar a Seminar paper the grammar exercises of MICHAEL M. MAGBANUA, MA (20)

Más de Mikee Monte de Ramos

Más de Mikee Monte de Ramos (20)

Último

Último (20)

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