GENERAL EDUCATION

1. Rousseau advised, Have a good bank account, a good cook and a good digestion. What is being referred to? A. Duty B. a!i"y C. Security D. #nvest!ent $. %othing that ha&&ens in this 'or"d ever ha&&ens by chance( it is a"" &art of a grand design. )he author s&eaks of one*s ++++++. A. "uck B. destiny ,. drea! D. a!bition -. .arents ad!it that te/t !essaging is an easy !eans of kno'ing their chi"dren*s 'hereabouts. Ho'ever, they are 'orried about its effect on ++++++++++++++++. A. shortening !essages effective"y C. ability to spell ords correctly B. abi"ity to guess 'ords correct"y D. co!!unicating through guessing 0. #f # +++++ a 1enator, # 'ou"d "ive in Aya"a vi""age. A. shou"d be C. ere B. a! D. 'as 2. Which 'ord does %3) !ean the sa!e as the other three? A. De!end ,. 45ui& B. 1u&&"y D. urnish 6. )oday, car !anufacturers have begun to A7)38A)4 their asse!b"y "ines using robots. What does this trend !ean? A. 3&erate through hu!an 'orkers. C. Operate t"rou#" $ac"ines. B. ,ars are no' auto!atic. D. .roduce !ore efficient cars . 9. Both Ruben and +++++ &"an to go. A. I ,. !yse"f B. !e D. !e !yse"f :. # die ;ust 'hen the da'n breaks to hera"d the day. )his is a fa!ous 5uote fro! ++++++. A. <ose A5uino ,. Benigno A5uino B. %ose &. Ri'al D. 8anue" =. >ue?on @. After 1A unfruitfu" years, e fina""y 5uit the ;ob. 1he ++++ a"ong 'ith her boss for a "ong ti!e. A. didn*t get ,. hadn*t been getting B. "asn(t been #ettin# D. isn*t getting 1A. We shou"d 'ork for a tota" ban ++++++ &esticides that are har!fu" to !an. A. by the use C. on usin# Note) Correct ans er is on t"e use o! B. 'ith the use D. on the use 11. #s this the s&ot ++++ you had the accident? A. "ere ,. 'hy B. 'hich D. 'herein 1$. 1he described her c"ass!ate*s state!ent as to 13.H383R#,. )his !eans +++++. A. gro'n u& C. i$$ature B. !ature D. 'ise 1-. Which is the correct se5uence of the sentences in the te/t be"o'? B1C )he i!age of a good teacher is one 'ho is constant"y ref"ecting about ho' best to he"& different ty&es of "earners "earn. B$C )he %ationa" ,o!&etencyDBased 1tandards B%,B)1C defines a ne' &aradig! of teaching 'here the teacher is vie'ed as a kno'"edge &rofessiona" 'ho is res&onsib"e for faci"itating "earning. B-C Eood teaching is defined in ter!s of those &ractices that he"&s students "earn better. B0C ,o!&etencyDbased !eans that the standards or criteria for characteri?ing good teaching are defined in ter!s of 'hat the teacher is co!&etent to do. B2C )he %,B)1 can be used as a se"fDassess!ent too" for &rofessiona" deve"o&!ent A. 0, 1, -, 2, $ ,. 1, $, 0, 2, B. -, 0, 2, 1, $ D. $, 0, -, 1, 2 10. Four father is &aying for your &"ane ticket, +++++ ? A. is he ,. aren*t you B. isn*t it D. isn(t "e 12. )he traffic f"o' at the corner 'as ;a!!ed. )o! feared getting "ate so he ++++ 'ith a bus and "ea&ed at the door. A. 'as catching ,. catch u& B. has caught D. cau#"t up 16. #t*s no' t'o hours &ast his schedu"e, the faci"itator !ay not co!e any!ore, but 'e*"" sti"" be ready in case he +++++. A. 'i"" co!e C. does ,. is co!ing D. !ay 19. )eacher 8ae Ann a"'ays tries to he"& &eo&"e, but recent"y she has been ++++ kind and generous. A. &rinci&a""y C. especially B. usua""y D. "arge"y 1:. ,hoose the sentence that e/&resses the thought c"ear"y and that has no error in structureG s&e""ing. A. )he far!er did &"o', &"ant, harvest his corn in record ti!e. B. )he far!er &"o'ed, &"anted, and harvested his corn in record ti!e. ,. )he far!er &"o'ed, has &"anted and has harvested his corn in record ti!e. D. T"e !ar$er "as plo ed* planted and "ar+ested "is corn in record ti$e.

1@. ++++++++++ not !aking the !ost of +++++++ o&&ortunities. A. Fou*re H you*re C. ,ou(re - your B. Fou*re H you D. Fou H your $A. 1usan +++++ in bed too "ong and !issed her c"asses. A. "ied B. "ays ,. "ay D. laid

$1. Who said, )he i"i&ino is 'orth dying for? A. ,ar"os .. Earcia ,. ide" I. Ra!os B. Beni#no A.uino D. <ose .. Ri?a" $$. What virtue is inferred the &oe! be"o'? Little Things Its the little things we do or say That make or break the beauty of the average passing day. Hearts, like doors, will open with ease To very, very little keys, And dont forget that two of these Are I thank you and If you please . !Anonymous A. 4ncourage!ent B. riend"iness C. /indness D. ,onfidentia"ity

$-. Who is re!e!bered for his fa!ous 5uotation? 8y "oya"ty to !y &arty ends 'here !y "oya"ty to !y country begins. A. erdinand 8arcos ,. 8anue" Ro/as B. 0anuel 1ue'on D. ,ar"os .. Earcia $0. 1e"ect the sentence that c"ear"y and effective"y states the idea and has no structura" errors. A. )he 'eather service e/&ects te!&eratures to not increase. B. )he 'eather service e/&ects te!&eratures not to increase. ,. )he 'eather service e/&ects te!&eratures not to rise D. T"e eat"er ser+ice e2pects te$peratures to not rise. $2. Which &assage is e/&ressed effective"y and 'ithout structura" errors? A. # 'ou"d not 'ant to be the!se"ves. ,. # 'ou"d not 'ant to be hi!se"fGherse"f B. # 'ou"d not 'ant to be theirse"ves. D. I ould not ant to be "e3s"e. $6. Which of the theories of "earning, "anguage and "iteracy vie's chi"dren as having the abi"ity to organi?e and integrate infor!ation in sche!ata? A. Reader Res&onse ,. 1ocio"inguistic B. #nteractive D. Constructi+ist $9. # shou"d have returned this book "ast )uesday( it is no' five days +++++++++++. A. De"ayed ,. &ost&oned B. Beyond dead"ine D. o+erdue $:. Which &assage is e/&ressed effective"y and 'ithout structura" errorGs? A. )he teacher e/&"ained that the 8ean .ercentage 1core B8.1C of high schoo" students in 4ng"ish 'as !uch "o'er than the &revious year. B. )he teacher e/&"ained that the 8ean .ercentage 1core B8.1C of high schoo" students in 4ng"ish 'as !uch "o'er than it has been in &revious year. C. T"e teac"er e2plained t"at t"e 0ean &ercenta#e Score 40&S5 in En#lis" o! "i#" sc"ool students as $uc" lo er t"an it "ad been in pre+ious years. D. )he teacher e/&"ained that the 8ean .ercentage 1core B8.1C of high schoo" students in 4ng"ish 'as "o'est than the &revious years. $@. 3f the different &rinci&"es of effective teaching of reading, 'hich is #8.R3.4R=F stated? A. )he teacher e/&"ained that the 8ean .ercentage 1core B8.1C of high schoo" students in 4ng"ish 'as !uch "o'er than the &revious years. B. )he teacher e/&"ained that the 8ean .ercentage 1core B8.1C of high schoo" students in 4ng"ish 'as !uch "o'er than it has been in &revious years. C. T"e teac"er e2plained t"at t"e 0ean &ercenta#e Score 40&S5 in En#lis" o! "i#" sc"ool students as $uc" lo er t"an it "ad been in pre+ious years. D. )he teacher e/&"ained that the 8ean .ercentage 1core B8.1C of high schoo" students in 4ng"ish 'as "o'est than the &revious years. -A. )here 'as H#A)71 of t'o years before # 'ent back to co""ege. H#A)71 !eans ++++++++++++++. A. =ength ,. continuation B. =a&se D. interruption. -1. Which &assage is e/&ressed affective"y and 'ithout structura" errorGs? A. Having ca""ed the other students and they, the secretary 'ent ho!e. B. Having ca""ed the other students and 'e, the secretary 'ent ho!e. C. 6a+in# called t"e ot"er students and us* t"e secretary ent "o$e. D. Having ca""ed the other students and ourse"ves, the secretary 'ent ho!e. -$. Which sentence c"ear"y and effective"y states the idea and has no structura" errorGs? A. T"e interest at a loan co$pany is "i#"er t"an at a ban7. B. )he interest at a "oan co!&any is higher than a bank. ,. )he interest of a "oan co!&any is higher than a bank. D. )he interest of a "oan co!&any is higher than in a bank. --. 1e"ect the sentence that c"ear"y and effective"y states the idea and has no structura" errors. A. )he e/a!inees need t'o shar&ened &enci"s, ca"cu"ator and ba"" &en.

B. C. D.

)he e/a!inees need doub"e &enci"s si!&"y ca"cu"ator and ba"" &en. T"e e2a$inees need pencils* a calculator and a ball pen. )he e/a!inees need t'o &enci"s, a si!&"e ca"cu"ator, and a ba"" &en.

-0. )ho!as ,ar"ey said, )he !an 'ithout a &ur&ose is "ike a shi& 'ithout a rudderJ #t cou"d be inter&reted as ++++++++++++++. A. 3nes "ife doesn*t need to be contro""ed. B. )here shou"d be sufficient energy in one*s "ife C. T"ere is a stron# dri+in# !orce in one(s li!e D. Direction can never co!e into one*s "ife -2. # sa' a nasty ++++++++++ bet'een t'o cars this !orning. A. Da!age C. accident B. Ha&&ening D. danger -6. Who 'as the Eenera" 'ho said # sha"" return after training troo&s in Austra"ia? A. <. de "a )orre C. Dou#las 0acAt"ur B. ,ar"os .. Earcia D. E. Wainright -9. )he =ord is !y she&herd( # sha"" not 'ant is an e/&ression of one*s ++++++++++. A. )ota" &overty ,. "ove for se"f B. B"ind ignorance D. total sub$ission to God -:. )he sur&rised teacher asked, What 'as a"" the H7BH7B about? H7BH7B !eans +++++++ A. Hush C. co$$otion B. 1ti""ness D. serenity -@. # 'as s&eaking to Ana on the &hone 'hen sudden"y 'e 'ere +++++++. A. Disconnected ,. cut off B. Hung u& D. broken do'n 0A. Write in;uries in dust, benefits in !arb"e. )he !eaning of this a&horis! in .oor Richard*s A"!anac is ++++++++++++ A. %urse your hurt fee"ings B. Let t"e by#ones be by#ones ,. orget 'hat other &eo&"e have done to hurt you D. #t is not easy to forgive and forget. 01. The greatest hero of "ree#e was Her#ules. He was a personage of $uite another order from the great hero of Athens, Theseus. He was what all "ree#e, e%#ept Athens, most admired. The Athenians were different from the other "reeks and their heroes. The Athenians valued thought and ideas highly as no part of the #ountry ever did. In Theseus, their ideal embodied what the rest of "ree#e most valued. His $ualities were what the "reeks generally admired. )he Athenians chose )heseus as their greates hero because ++++++++++ A. He 'as the savior of Ereece B. 3f his inte""igence and strength C. 6e e$bodied all t"e .ualities t"e Gree7s "onored and ad$ired D. He 'as braver than Hercu"es 0$. &ometimes I am very mu#h tempted to believe that one reason why so many people dont do anything for their less fortunate brother is '''' hold your breath ''''' television. (And while you are at it, you might as well hold your disbelief for a while, too.) we have lived with television for so long that, without our knowing it, it has #hanged our way of looking at life. It used to be that people wat#hed T* and pretended it was real life. +ow it seems all this has #hanged. ,any people a#tually look at life as if it were television. ! -ohnny .. "o (/e#ause Theres A T* &et in the Living 0oom ) )he author is b"a!ing )I sets for &eo&"e no'adays +++++++++ A. B. ,. D. Watch )I &rogra!s a"!ost the entire day Loo7 at reality as i! it ere a T8 pro#ra$ Watched )I &rogra!s and ho"d their disbe"ief in "ife .retend that )I &rogra!s are rea"ities

0-. Which of the fo""o'ing B41) restates the !eaning of )he chi"d is the father of the !an. A. B. C. D. ,hi"dren are natura""y 'iser than adu"ts #f there 'ou"d be no chi"dren, there 'ou"d be no fathers T"e e2periences and lessons o! c"ild"ood in!luence one(s adult li!e athers are de&endent on the sight of their chi"dren.

00. What 'e obtain too chea&, 'e estee! too "ight"y. When restated !eansK A. Fou have to va"ue everything in this 'or"d B. In buyin#* "at is easy to #et is easy to consu$e ,. Fou have to &ay so!ething before you rea""y va"ue it D. )he buying &o'er of the &eso is 'eak so you have to buy 'ise"y. 02. 8anunu"at &agDsusu"at? A. B. ,. D. ang tatay ko kaya sa &ersona" !ong kagustuhan !akasunod sa kanyang !ga ya&ak, !agsu"at ka. Ano ang kahu"ugan ng 8ak"ikha ng !ga sa"ita, &angungusa&, at ta"ata Lakayahan ng tao na !a"ina' na !aka&agta"a o !aka&agDi!&renta .ag&i"i ng &aksa at &agsasa"iksik &roseso na na#sisi$ula sa idea o 7aranasan.

06. 1a taas ng !ga bi"ihin ngayon, kahit kahig ka ng kahig ay 'a"a &a ring !ai&on. Ano ang ibig sabihin nito? A. Ba'asan ang bi"i. ,. Eastos ng gastos B. 6anap n# "anap D. Hindi bu!i"i.

09. 8ataga" ng "u!agay sa tahi!ik si 8e"y. Ang ibig sabihin ayK A.=u!isan na. B. %anahi!ik na.

C.Na#9 asa a na D.%a!atay na.

0:. Hu'ag "i!utin ang vernacu"ar. )utuhing iasi!i"a ito sa &a!bansang 'ika sa ikauun"ad ng ku"tura at "ahi. Ang ibig sabihin ng iasi!i"a ay +++++++++++++++++++++. A. .a&ayabungin ,. .agya!anin B. &apa7inaban#an D. .a&aun"arin 0@. #. Ang kahoy ay ni"a"agare sa kata!ta!ang "aki, at saka &inu&uto" sa !ara!ing &irasong hugis rekatanggu"o. ##. Ang &agkikinis ay nangangai"angan ng isang bihasa, sa&agka*t totong !a&anganib at sa sanda"ing su!a"a na ang !ata"i! na kasangka&an sa bakya, ang !agiging bunga ay !atinding hi'a sa hita ng tagakinis. ###. Ang !ga kahoy na ginaga!it sa &agga'a ng bakya*y nanggaga"ing sa >ue?on, Ma!ba"es, at Bataan. Ang 'astong &agkakasunodD sunod ng !ga &angungusa& ay !akikita sa +++++++. A. ##, ###, at # B. III* I* at II ,. #, ##, at ### D. ###, ##, at # 2A. A"in ang sa"a'ikain sa !ga su!usunodK A. Di !a"i&arang u'ak. B. 8ay &uno 'a"ang bunga, !ay dahon 'a"ang sanga. ,. %agbubuhat ng sari"ing bangko. D. Nasa Diyos an# a a* nasa tao an# #a a. 21. Ang !ga !ata !o ay tu"ad nga !ga bituin sa ka"angitan. Ano ang ginaga!it na A. .ersoni&ikasyon B. .angD uya! &ag&a&ahayag dito? ,. .ag'a'angis D. &a#tutulad

2$. A"in nag nagbibigay ng o&inion tungko" sa isang na&a&anahong isyu sa &a!a!agitan ng "ara'an? A. #"ustrasyong karikatyur C. /arton# pan#9editorial B. =ara'an sa unang &ahina D. =ara'an sa hu"ing &ahina 2-. A"in sa !ga ito ang nag&a&ahayag sa &araang organisado at artistiko !aging tu"uyan o sa berso na nag!u"a sa i!ahinasyon? A. &aniti7an ,. 1anaysay B. .anu"uan D. 4&iko 20. 1ino ang nangungusa& sa 5uotation? Ang &agDibig ay hindi &agDibig ka&ag nagbabago kung nakakakita ng &agbabago A. %ose Ri'al ,. Wi""ia! 1hakes&eare B. Eenoveva 8atute D. Robert rost 22. 8agDaa"as singko na ++++++ u!aga ++++++++++++++++ !agising siya. A. ngDat C. n#9nan# B. nangDnang D. nangDka&ag 26. Ang sa"itang a&art!ent ay binubuo ng da"a'ang k"aster. )ukuyin ito. A. rt at t! B. t! at nt 29. 1aan hinango ang !ga k'entong tinata'ag na &arabo"a? A. 8ga &inag!u"an B. L'entong bayan 2:. Ano ang nag&a!a"i sa &ahayag na ito? 8ay iba*t ibang &araan u&ang !a&aun"ad ang husay sa &agbabasa. A B , D A. B B. A C. D D. , C. rt at nt D. &r at t! C. D. Bibliya Lasabihan

2@. Anong bahagi ng &anana"ita ang nasa !a"aking titik? 8a"ungkot A%E 8EA nagta&os na 'a"a &ang trabaho. A. .angatnig B. .arari"a ,. D. .ananda &an#9u7ol

6A. .one!a ang ta'ag sa !akabu"uhang tunog ng 'ika. #"an ang &one!a ng i"i&ino? A. $: B. $A C. :; D. -1

61. Ang butong tinangay ng aso 'a"ang &agsa"ang na"a'ayang ito. Ang kaisi&ang ito ay tu!utukoy sa katotohanan ng +++++++++++++++. A. .agtatanan ,. .akiki&agkaibigan B. .ag&a&akain D. &a#nana7a 6$. Ano ang kahu"ugan ng tagbising &anahon? A. )agD"a!ig B. )agDu"an 6-. Lung ang a'it ng &agDiibigan ay kundi!an, ano na!an sa Bisaya? A. Lu!intang B. 1a!botani C. D. ,. D. Ta#9tuyot )agDinit Dio!a )a"inda' Bugtong Sala i7ain

60. Lung anong buka!bibig siyang "a!an ng dibdib. #to ay isang uri ng +++++++++++. A. )ug!aan ,. B. )u"a D.

62. A"in dito ang ginaga!it sa &agtuturo na re&"ika na yari sa isang tunay o sintetik na !ateria"? A. .a&e" ,. Dayora!a B. 0oc79up D. #s&esi!en

66. A"ing &a!a!araan ang ginaga!it ng guro na nagsisi!u"a sa !ga ha"i!ba'a &atungo sa &ag"a"ahat? A. .asak"a' ,. .aba"ak B. .abuod D. &atu7las 69. 8a&angara&in ang !a"i"itN Ang ibig sabihin ng &ahayag na ito ay ang !ga taong !ahihira& ay A. Nais u$an#at sa bu"ay 7aya ,. 8ay &angara& gu!inha'a na7i7ipa#sapalaran D. %ananagini& ng gising B. Eustong "u!i&ad sa a"a&aa& 6:. Ano ang kahu"ugan ng idyo!ang gina!it sa &angungusa& na 8ara!i sa !ga !agsasaka ang #%A=A) dahi" sa &atu"oy na &agbuhos ng u"an. A. 0inalas ,. %a'a"n ng &agDasa B. %aga"it D. %anibago 6@. La&aniD&ani'a"a ang isang tauhan kung ito ay !ay katu"ad na nakikitang nabubuhay sa !undo. Wika nga*y totoo itong tao, nagtatag"ay ng &ositibo at negatibong katangian. 8ay ka&urihan at !ay ka&intasan. 8ay ka"akasan at !ay kahinaan at !ay kasa!aan. 8ay ka'astuan at !ay ka!a"ian. 8ay katinuan at !ay kaba"i'an. 8ay ka"abisan at !ay kaku"angan. 8ay kabana"an at !ay kasa"anan. 8ay kati!&ian at !ay kabig"aanan. =ahat ng katangian sa"uDsa"ungat, !ay bahid siya. Hindi siya taong nabubuhay sa daigdig ng katakaDtaka na &inakaubod ng "ahat, gaya ng !ada"as !a&anood sa &e"iku"ang .i"i&ino, na ka&ag bida, sa kanya "ahat ng &ositibo at ka&ag kontrabida, sa kanya na!an "ahat ng negatibo. Hindi kinaiDe!&atyaDhan ang tauhang ganito, kinaaDanti&atikoDhan, ooN Ang naangko& na &a!agat ng ta"atang ito ayK A. An# /atan#ian n# Tao C. Ang )ao sa 8undo B. Ang Latauhan D. Ang )auhan 9A. .i"in ang isa kung saan !atag&uan ang sa"ita o &arira"a na nag&a&a!a"i sa &angungusa&. #babad !o ng isang oras iyan bago "utuin. A B , D A. D B. A ,. B D. C

91. A"in dito ang ginaga!it sa &agtuturo ng &anitikan "a"o na sa &agkasunodDsunod ng !ga &angyayari sa k'ento? A. Decoding ,. 1tory gra!!ar B. Story !ra$e D. ,haracter 'ed 9$. 3ne ang"e of a &ara""e"ogra! is -2? What are the !easure s of the three other ang"es? A.:2O, 1-2O, 10AO ,. -2O, 62O, 62O B. ;<=>* ?=>* ;<=> D. 02O, 62O, 19AO 9-. )he edge of a rectang"e so"id have these !easuresK 1.2 feet / P feet by - inches. What is its vo"u!e in cubic inches? A. $$2 B. $9$ C. ?:< D. $9 90. #n a certain schoo", the ratio of boys to gir"s is - to 9. #f there are 12A boys and gir"s in the schoo", ho' !any boys are there? A. 92 B. @A ,. 1A2 D. <= 92. A 'ater tank contains :6 "iters 'hen it is $AQ fu"". Ho' !any "iters does it contain 'hen it is 92Q fu""? A. 2: B. 12 C. ?@ D. 6A 96. #f /R - and yR $, then $/ S -y R +++++++++++. A. 10 B. 1A C. ;: 99. Which of the fo""o'ing has the "argest va"ue? A. ?A B . @,.. 92 9:. Which of these three fractions has the "argest va"ue? A. ?3< B. 0G12 ,. 1$G$0 D. 2 D. 60 D. 2G@

9@. )he verte/ ang"e of an isosce"es triang"e is -A deg. What is the !easure of one of the base ang"es? A. 9AO B. B=> ,. 12AO D. 6AO :A. Which of these has a va"ue different fro! the other three? A. .12 B. ;:3B= :1. Ho' !any degrees are bet'een the hands of a c"ock at -K0A ? A. 1$2O B. 10AO C. ;?@> :$. What is the va"ue of 1$ 1G6 D$ -G:D 9 $G- S 1@ T? A.$$ ,. 1: B. :; B3C D. $1 :-. #f :DU % S $ V 0, 'hat is the va"ue of /? A.;< B. $ :0. Which deci!a" is e5ua" to -G1AA S $G1A S 2G1AAA? A. .:?= ,. .-$2 B. .A2$D. .2-$ :2. Which of these !ath sentences is %3) ,3RR4,)? A.;3B D :3? E ?3:; ,. 1G6 S 1G:R 10G0: B. P S 1G- R 2G6 D. 1G- S W R 9G1$ :6. What nu!ber is the ne/t in this se5uence? 111$A, 11$6A, 110$A, 116AA A.1196A ,. 11:$A B. 119$A D. 11:AA :9. <ose&h is 1A years o"der than his sister. #f <ose&h 'as $2 years of age in 1@:-, in 'hat year cou"d he had been born? ,.1: D. 6 ,. D. D. 12AO -G$A 12Q

A. B.

1@61@2-

C. ;A<C D. ;A=C

::. Ho' !any g"asses of ,o"a each to be fi""ed 'ith 12A cu.c!. of the "i5uid can be !ade fro! 2 fa!i"y si?e bott"es of ,o"a each containing 1.2 "iters? A. 6A C. =@ Note) ; $L E ; cu. C$. B. 02 D. 0A :@. $2@K-9 as +++++++. A. 2K1 B. C<);: ,. $2K0 D. 6-K001

@A. Which co!!on fraction is e5uiva"ent to .$16? A. 2-G$2A C. :B3;:= B. 1A:G-92 D. $1G2A @1. What va"ue of / 'i"" !ake this &ro&ortion correct? 1-K/ R -.$2K:.AA A. $A ,. $ B. -.2 D.?: @$. #f the counting nu!bers 1 to -A are 'ritten do'n ho' !any ti!es does the digit $ a&&ear? A. ;? ,. 1$ B. 11 D. 10 @-. #n the &"ayground for kindergarten kids, 1: chi"dren are riding tricyc"es or bicyc"es. #f there are 0- 'hee"s in a"", ho' !any tricyc"es are there? A. B ,. @ B. : D.11 @0. What is the greatest co!!on factor of the nu!bers 0:, 1$ and -$? A. 6 ,. B. $ D. < @2. Bet'een <anuary $AA: and August $AA:, the &rice of gaso"ine rose fro! $:.0A to 2$. @A &er "iter. What is the &ercent of increase over the :D!onth &eriod? A. @9.2Q ,. 06.:1.:1Q B. CF.:BG D. $0.2Q @6. Ana and Beth do a ;ob together in t'o hours. Working a"one, Ana does the ;ob in 2 hours. Ho' "ong 'i"" it take Beth to do the ;ob a"on A. - hours C. ? ;3? "ours B. $ hours D. $ 1G- hours @9. By ho' !uch is -2Q of . $$A greater than 22Q of . 10A? A. . 16.AA ,. . 0:A,AAA B. . $A.AA D. & @.@@ @:. A car de&reciates by 1AQ of it*s brand ne' &rice each year and by 12Q in each succeeding year. By $AA@, 'hat 'ou"d be the !arket &rice for a car bought brand ne' for . 6 de&reciates by 1AQ of it*s brand ne' &rice each year and by 12Q in each succeeding year. By $AA@, 'hat 'ou"d be the !arket &rice for a car bought brand ne' for . 6AA,AAA in $AA0? A. . 0$A,AAA ,. . 0:A,AAA B. . -@A,AAA D. & :;@*@@@ Ans er) :C;* CC?. ?B= @@. )he area of the rectang"e on the right is B/$ S / D 1$C. #f it*s "ength is / S 0, 'hat is it*s 'idth? A. H9? ,. / S 1 B. X S 6 D. / S $ 1AA. )he "egs of one right triang"e are @ and 1$, 'hi"e those of another right triang"e are 1$ and 16. Ho' !uch "onger is the &eri!eter of the "arger than the &eri!eter of the s!a""er triang"e? A. ;: ,. :0 B. 9 D. 10 1A1. )he edges of a cubica" fra!e are !ade fro! &"astic stra's. Ho' !uch "onger is the tota" "ength of the &"astic edges of a cube 'hose edges is 1A c! co!&ared to a cube 'hose edge is : c!? A. 16 c! C. :< c$ B. -$ c! D. : c! 1A$. #n a 8athe!atics test, -2 students &assed and -A Q fai"ed. Ho' !any students took the test? A. 6A ,. -A B. 0A D. =@ 1A-. 4ach bag of rice contains 2A kg. 'hat 'ou"d be the increase in &rice if the cost of one bag of rice goes fro! . @2A.AA to . 1,$AA.AA? A.& :=@.@@ ,. . -.92 B. . 9.2A D. . 2.AA 1A0 Ho' !uch greater is the su! of the first $A counting nu!bers greater than the su! of the first 1A counting nu!bers? A. 22 ,. 1AA B. ;== D. 11A 1A2. A chi"d can be ad!itted to Erade 1 if heGshe is at "east 2 years and 1A !onths o"d by <une of the schoo" year. Which of these dates of birth 'i"" be D#1>7A=# F a chi"d fro! being ad!itted to Erade 1 on <une 12, $AA@? A. %une ;@*:@@? ,. A&ri" -A,$AA- Note)All ill .uali!yI ans er t"e closest B. <an. 1A,$AAD. 8ay 2, $AA1A6. Which of these nu!bers ,A%%3) &ossib"y be a s5uare nu!ber? S"ould be CAN A. 1A$19-26 C. ?=?FFC@A

B. $@160::

D. $6$92:

1A9. #n the fo""o'ing nu!bers, 'hich digit is in the thousandths &"ace? A. @ C. ? Note) no ans er* i! t"e .uestion is t"e place +alue o! t"ousandt"s* ? is t"e ans er. It s"ould "a+e a #i+en B. 0 D. 6 1A:. At 'hat rate of interest shou"d . $,0AA be invested so that it 'i"" earn .::A in : !onths? A. 6 PQ ,. 2Q B. = J G s"ould be ==G D. 6Q 1A@. Ho' !any vertices does a rectangu"ar so"id have? A. 6 ,. 0 B. 1$ D. C 11A. #f <u"y 1$, $AA- fe"" on a )uesday, on 'hat day 'i"" <u"y 1$, $AA@ fa""? A. 0onday it"out considerin# leap yearsI ans er is KED B. 1unday D. )hursday ,. riday

111. Which nu!ber is 'rong in the se5uence? What shou"d the nu!ber be for the se5uence to be ,3RR4,)? 2,12,16,0:, 100, 109, 10:, 000J. A. 100( it shou"d be $@ ,. 0:( it shou"d be 1: B. 100( it shou"d be 1-$ D. ;<BI it s"ould be ;<= 11$. )he &revai"ing 'ind syste!s e/&erienced in the .hi"i&&ines are +++++++++++++++++. A. %orth'est and 1outheast !onsoon B. %orth and 1outh !onsoon ,. 4ast and West !onsoon D. Nort"east and Sout" est $onsoon 11-. )he direct transfor!ation of a so"id into gas &hase 'ithout &assing through the "i5uid &hase is ca""ed +++++++++++++++++. A. ,o!&ression ,. ree?e drying B. Subli$ation D. 4va&oration 110. Why is it %3) advisab"e to re&eated"y o&en the door of a refrigerator? A. #t "eads to 'astage in e"ectrica" energy. B. #t 'i"" "oosen the hinges of the refrigerator*s door. C. T"e ar$ air outside lo ers t"e te$perature inside* t"us* $a7in# t"e re!ri#eration less e!!icient. D. Re&eated o&ening introduces bacteria in to the refrigerator. 112. What kind of !irror used in cars to give the driver a 'ider area and s!a""er i!age of the traffic behind hi!Gher? A. Doub"e concave ,. ,oncave B. Con+e2 D. ."ane 116. Fou inherited ta""ness fro! your father. .hysica" traits are trans!itted fro! &arents to offs&rings through +++++++++++++. A. Ea!etes C. C"ro$oso$es B. Eenes D. A""e"es 119. When you carry a heavy "oad 'ith one ar!, you tend to ho"d your free hand a'ay fro! your body in order to +++++++++++++++. A. C"an#e t"e ei#"t o! your body and load. B. ,hange the !ass of your body. ,. ,hange the center of the gravity of your body and "oad. D. Be ready to grab so!ething in case you fa"". 11:. <ane &"aced so!e !othba""s inside her cabinet. After a 'eek they 'ere a"" gone. What ha&&ened to the !othba""s? A. )hey condensed. ,. )hey 'ere disso"ved by 'ater in air. B. )hey !e"ted. D. T"ey subli$ed. 11@. Which is a destructive fishing !ethod 'herein fishes are driven out of cora" reef by &ounding the cora"s 'ith a heavy 'eight? A. ,yanide fishing ,. ,ora"s entra&&ing B. Reef fishing D. 0uro9a$i

1$A. )he vo"tage across a transfor!er &ri!ary coi" that has 1AA turns in 1AI. What is the vo"tage across the secondary coi" has $A I turns? A. $AI C. :8 B. 1AAI D. 1AI 1$1. Which state!ent is A=14? A. T"e #as p"ase "as t"e least 7inetic ener#y. B. 1o"ids and "i5uids have !ore !o"ecu"es &er unit vo"u!e. ,. 1o"id &artic"es have the strongest attractive forces in bet'een. D. 8o"ecu"es of so"ids and "i5uids are !ore c"ose"y &acked than those in gasses. 1$$. What !ay occur 'hen there is a severe da!age to so!e &arts of the brain due to "ack of b"ood su&&"y? A. Heart attack C. Stro7e B. )hro!bosis D. Rheu!atic heart 1$-. Which has the higher s&ecific heat ca&acity, 'ater or sand? A. 1and ,. %either sand nor 'ater B. Kater D. Both 1$0. Ho' can 'e &revent deve"o&ing osteo&orosis? A. Ade5uate intake of vita!ins A and D.

B. C. D.

=ess e/ercise to decrease bone density. Ade.uate inta7e o! calciu$ and +ita$in D. 4strogen re&"ace!ent thera&y.

1$2. 3f the state of !atter 'hich has the 'eakest inter!o"ecu"ar force of attraction? A. 1o"id ,. =i5uid B. ."as!a D. Gas 1$6. Which of these characteri?es organic co!&ounds? A. )hey a"'ays re5uire e"ectrica" !eans to se&arate. B. )hey cannot be broken do'n to si!&"er substances. ,. )hey are co!&ounds of any e"e!ents. D. T"ey are co$pounds containin# carbon. 1$9. Which of these state!ents is A=14? A. Water is heavier than oi". B. Lire caused by 7erosene can be put out i! ater is poured into !ire. ,. Rain or disti""ed 'ater Ba &ure "i5uidC boi"s at constant te!&erature. D. Lerosene is "ighter than 'ater. 1$:. #n 'hich of the fo""o'ing !ediu! 'ou"d sound 'aves trave" the fastest? A. Eases ,. =i5uids B. Solids D. Iibrating ob;ects 1$@. Which of the fo""o'ing is heterogeneous? A. Lerosene B. ,"ean air ,. Rain 'ater D. Sea ater

1-A. Why shou"d gaso"ine be stored in tight"y covered narro'D!outhed containers and shou"d be &"aced a'ay fro! heat? I. )o reduce eva&oration II. )o &reserve its 5ua"ities III. )o decrease its &otentia" as fire ha?ard A. B. # and ### I* II and III ,. ## and ### D. # and ##

1-1. 1oundK Decibe"K +++++++++++++K+++++++++++++. A. Io"u!e K ,ube ,. Area K 15uare B. ,a&acity K Hectare D. Len#t" ) 0eter 1-$. Which of these are characteri?eGs !eta"s? #. Eood e"ectrica" conductors ##. 8a""eab"e and ducti"e ###. or! basic o/ides A. I* II and III B. # on"y

,. ## and ### on"y D. # and ## on"y

1--. Which of the fo""o'ing "ight has the "ongest 'ave"ength? A. Ereen C. Red B. B"ue D. Fe""o' 1-0. )o be safe in the un"ike"y case of the "ightning strike, it is best to be inside a bui"ding fra!ed 'ith +++++++++++. A. Ce$ent ,. #ron B. 1tee" D. Wood 1-2. Which state!entGs correct"y differentiateGs boi"ing fro! eva&oration? #. ##. ###. A. B. Boi"ing ha&&ens at a definite te!&erature 'hi"e eva&oration can occur at any te!&erature. Boi"ing ha&&ens 'hen va&or &ressure e/erted by the "i5uid beco!es e5ua" to the at!os&heric &ressure, 'hi"e eva&oration occurs 'hen high energy !o"ecu"es at the "i5uid surface continuous"y esca&e to the s&ace above the "i5uid. Boi"ing is a"'ays associated 'ith the te!&erature 'hi"e eva&oration is re"ated on"y to &ressure. # and ### ,. ## on"y I and II D. # on"y

1-6. 3?one de&"etion ha&&ens due to the re"ease of , ,*s fro! ++++++++++++++++. A. #ndustria" co!bustion ,. Annua" Res&iration B. Deforestation D. Styro!oa$ and Lreon 1-9. What ha&&ens to the s&eed of sound 'aves as it trave"s fro! a "ess dense !ediu! to a denser !ediu!? A. )he s&eed stays the sa!e. ,. )ota" interna" ref"ection ha&&ens. B. T"e speed decreases. D. )he s&eed increases. 1-:. Which of these does %3) be"ong to the other three ter!s? 1o"ution ,o""oid A. B. Ele$ent 1us&ension 1us&ension 4"e!ent

,. ,o""oid D. 1o"ution

1-@. 1o!e factories use 'ater to coo" their e5ui&!ent, 'ar!ing the 'ater in the &rocess. #f the 'ar! 'ater is du!&ed into a river, "ake or ocean, ho' !ight it affect the eco"ogy of the body of 'ater? #. ##. )he added heat !ay resu"t to the decrease in the a!ount of disso"ved o/ygen needed by the a5uatic organis!s. )he added heat 'i"" acce"erate the che!ica"D bio"ogica" &rocesses that !ay a"ter the re&roductive &rocesses of the a5uatic &"ants and ani!a"s.

###. A. B.

)he increase in the te!&erature 'i"" increase the a!ount of disso"ved carbon dio/ide causing the acidity of 'ater to e/ceed har!fu" "eve"s for a5uatic &"ants and ani!a"s. I and III ## on"y ,. # and ## D. # on"y

10A. )he interaction bet'een "iving organis!s and non"iving e"e!ents in the environ!ent is ca""ed aGan ++++++++++++++. A. 1&ecies ,. ,o!!unity B. .o&u"ation D. Ecosyste$ 101. A"" of the fo""o'ing &rob"e!s !ay arise in the use of sanitary "andfi"", 4X,4.)K A. &roduction o! $et"ane #as and possible e2plosion B. Refusa" of residents for the construction of sanitary "andfi"" in their area. ,. .o""ution of the surrounding soi" D. "ashf"oods and degradation of soi" 10$. #ronDdeficiency contributes to the &oor scho"astic &erfor!ance of students. Which of the fo""o'ing food ite!s is beat for ironDdeficient students? A. Li+er ,. 1ardines B. ish D. .echay 10-. 8eteoro"ogy is a very i!&ortant branch in natura" 1cience, 'ithout 'hich 'e cannot be infor!ed of forthco!ing +++++++++++. A. 4arth5uake ,. ,o!et B. 8eteor D. Typ"oon 100. We a"'ays hear doctors 'arning us to "i!it sa"t intake. What is the effect of sa"t in ce""s? A. 1a"t &unctures the ce"" ,. 1a"t c"ogs the ce"" B. Salt $a7es cells s ell D. 1a"t dehydrates the ce"" 102. What is the ty&e of res&onse e/hibited by the roots of &"ants? A. %egative &hototro&is! ,. .ositive )hig!otro&is! B. &ositi+e #eotropis$ D. %egative geotro&is! 106. .atients suffering fro! !a"function of the kidney are no' assisted by a !achine that serves as artificia" kidney ca""ed +++++++++++. A. He!osco&e ,. &ace!aker B. Ho!eostatic !achine D. "e$odiali'er 109. 4ight out of the to& 1A "eading causes of !orbidity in the .hi"i&&ines are co!!unicab"e. )o &revent the! fro! ha&&ening to your students the best advice you can give the! is to +++++++++++++++. A. Avoid dangerous activities ,. ,"ean the c"assroo! often B. Kas" "ands !re.uently D. ,over the !outh 'hen snee?ing 10:. Which of the fo""o'ing B41) differentiates an earth5uake*s intensity fro! its !agnitude? A. #ntensity cannot be !easured 'hi"e !agnitude can be !easured using a seis!ogra&h. B. #ntensity describes the de&th fro! 'hich the earth5uake originated 'hi"e !agnitude refers to the energy of the earth5uake. C. Intensity is a $easure o! "o da$a#e an eart".ua7e caused at t"e sur!ace "ile $a#nitude is t"e stren#t" o! t"e .ua7e. D. #ntensity refers to the strength of the 5uake 'hi"e !agnitude refers to the degree of destruction it caused at its e&icenter. 10@. Why do 'e hear thunder so!e seconds after seeing "ightning? A. 1ound trave"s 1,--1 !Gs. B. 1ound is re"eased "ater actua""y. ,. =ight a&&ears brighter in the sky D. Li#"t tra+els !aster t"an sound. 12A. A"" of the fo""o'ing are effects of deforestation, 4X,4.)K A. =ands"ides ,. Destruction o! t"e o'one layer B. E"oba" 'ar!ing D. "ash f"oods 121. A"" of the fo""o'ing contribute to the greenhouse effect, 4X,4.)K A. 4/tensive deforestation C. E2cessi+e use o! deter#ents B. orest fires D. 7ncontro""ed burning of 'astes 12$. What is the teacher*s accountabi"ity in the achieve!ent of 5ua"ity education? A. Be accountab"e for re&orting the &erfor!ance of "earners to the schoo" head and stakeho"ders B. Be accountable !or t"e e!!ecti+e attain$ent o! speci!ied learnin# obMecti+es and outco$es ,. Be accountab"e for re&orting the &erfor!ance of "earners to &arents D. Be accountab"e for the grading &erfor!ance of "earners 12-. Iio"ation of hu!an rights is a vio"ation of the ++++++++++++ of &ersons. A. 4!otions ,. reedo! B. Di#nity D. #nte""igence 120. What is the best indicator of 5ua"ity 4ducation as invoked in the ,onstitution? Eeneration of re"iab"e !easure!ents ++++++++++++++++++. A. 3n cohort surviva" rate ,. on &artici&ation rate B. O! educational outco$es D. on dro& out rate 122. An individua" has the right to fi"e the WR#) 3 A8.AR3 before the investigation of an ad!inistrative case fi"ed against hi!Gher. What funda!enta" right is invoked by the individua"? A. Right to be defended by a &ub"ic attorney B. Ri#"t to li!e* liberty and security ,. Right to se"fD defense D. Right to due &rocess

126. Which is the &ri!ary concern of !arriage? A. T"e co$panions"ip and "usband and i!e B. )he !aintenance of socia" status ,. )he &rocreation and education of chi"dren D. )he !utua" &roduction and security of !an and 'o!an 129. According to the Bi"" of Rights, &rivate &ro&erty sha"" not be taken for &ub"ic use 'ithout A. A dia"ogue bet'een individua" o'ner and gov*t. re&resentative B. %ust co$pensation ,. A notari?ed deed of sa"e D. An officia" survey of the &ro&erty 12:. #nc"usion is a basic right of every i"i&ino chi"d 'ith s&ecia" needs to education, rehabi"itation, su&&ort services, 'ork training and e!&"oy!ent o&&ortunities, co!!unity &artici&ation and inde&endent "iving. What "a' 'as &assed by .hi"i&&ines ,ongress in 1@@2 'hich fir!s the tota" integration of &ersons 'ith disabi"ities into the !ainstrea! of society? A. Re&ub"ic Act %o. 9996 ,. Republic Act No. B:BB B. Re&ub"ic Act %o. 99:0 D. Re&ub"ic Act %o. 99$$ 12@. Artic"e X#I section # of the 1@:9 .hi"i&&ine ,onstitution !andates that the 1tate sha"" &rotect and &ro!ote the right of a"" citi?ens to 5ua"ity education at a"" "eve"s and sha"" take a&&ro&riate ste&s to !ake such education accessib"e to a"" Which of the goa"s of 4 A $A12 ai!s to achieve the above !entioned constitutiona" !andate? A. Uni+ersal eli$ination o! drop outs and repetition by all at e+ery #rade or year includin# satis!actory ac"ie+e$ents le+els B. 7niversa" co!&"etion of fu"" cyc"e of basic education schoo"ing 'ith satisfactory achieve!ent "eve"s by a"" at every grade or year ,. 7niversa" co!&"etion of &ri!ary education 'ith satisfactory achieve!ent "eve" at every grade "eve" D. 7niversa" co!&"etion of secondary education 'ith satisfactory achieve!ent "eve" at every year "eve". 16A. )he "ogo of the 3"y!&ic Ea!es re&resents the interconnectedness of the countries in the 'or"d. Whi"e the ga!es high"ight the strength of nation in s&orts 'hat does the g"oba" activity &ro!ote? A. B. Wor"d touris! Korld peace ,. Wor"d industry D. Wor"d history

161. Which state!entGs on education isGare correct? #. ##. ###. A. B. 4ducation is a funda!enta" hu!an right. 4ducation is an i!&erfect right. 4ducation is the key to sustainab"e deve"o&!ent, &eace and stabi"ity. # on"y # and ## on"y ,. D. ### on"y I* II* and III

16$. )he 7%41,3 is an internationa" organi?ation &ro!oting 'hich &rogra!s of the 7nited %ations? A. ,o!&etence, 1cience, %ature C. Education* Science* Culture B. %ationa" 7nity, 1cience D. 7nity, 3rgani?ation, 4ducation 16-. What does the &hrase ,o"d 'ar refer to? )he &ostDWor"d War ## strugg"e bet'een ++++++++++++++. A. Asia and 4uro&e B. T"e United States and its allies and t"en t"e Union o! So+iet Socialist Republics and its allies ,. <a&an and the .hi"i&&ines D. Eer!any and Ereat Britain 160. )he A14A% Ai!s to &ro!ote regiona" &eace and adherence to the &rinci&"es of the 7nited %ations ,harter. #t envisions a caring and sharing co!!unity and e"i!inate the &rob"e!s of ++++++++++++, +++++++++++++, and +++++++++++++. A. Kar* con!lict* depri+ation ,. =arge fa!i"ies, environ!ent, trave" B. De&rivation. =iteracy, e"der"y D. Hunger, !a"nutrition, &overty 162. #n &eace education curricu"a, 'hich does not be"ong? A. ,onf"ict reso"ution B. E"oba" a'areness ,. D. #nterde&endence a!ong nations Interdependence o! nations

166. or 'or"d &eace, the 7nited %ations a&&roved a nonD&ro"iferation treaty. Which 'as the i!!ediate &ur&ose of this treaty? A. )o "i!it the use and the sa"e of guns B. )o re;ect the !e!bershi& of ,hina as a !e!ber of the 7nited %ations ,. )o sto& the !anufacture of guns D. To stop t"e spread o! nuclear eapons 169. What ter! best characteri?es a &eacefu" co!!unity? A. Har!ony B. 1&iritua"ity C. D. Tolerance 4thics

16:. )he va"uing &rocess inc"udes three !ain &rocessesK choosing fro! a!ong a"ternatives, &ri?ing 'hat you have chosen and acting u&on your choice consistent"y. )eacher A, a veteran teacher, is not in favor of a daughter 'ho &"ans to take u& teaching. 7sing the three &rocesses as criteria, does )eacher A va"ue )eaching? A. %o, she had no other choice then so she took u& teaching. B. No* i! s"e c"eris"es "er pro!ession s"e ill encoura#e ot"ers includin# "er dau#"ter to beco$e li7e "er. ,. Fes, being a veteran teacher, she has been in the teaching &rofession for years. D. Fes, she kno's her daughter and !ay be convinced that she does not fit the teaching &rofession. 16 @. %o &ain, no gain( no cross, no cro'n What do these state!ents &oint to?

10

A. B. ,. D.

Why suffer 'hen there are a "ot of &ain re"ievers avai"ab"e. Be illin# to pay t"e price !or e+ery drea$ you ant to reali'e. =ife is a heavy burden to carry. 3thers !ake our "ife !iserab"e !any ti!es.

19A. Which is of negative conse5uence of our va"ue of c"ose fa!i"y ties? A. Doub"eDstandard !enta"ity B. T"e de+elop$ent o! prolon#ed dependence ,. 1tabi"ity of the fa!i"y D. .er!anence of !arriage 191. #f Rene is surrounded by "a?y and dishonest &eo&"e, does that !ean he 'i"" auto!atica""y be "ike the!? A. #t de&ends on the &ersona"ity ty&e of Rene. B. Fes, because environ!ent inf"uences the deve"o&!ent of !an. C. T"at depends on t"e stren#t" o! t"e in!luence o! t"e #roup o! la'y and dis"onest around "i$. D. %o, he can choose to be different since !an has free 'i"". 19$. Be honest even if others are not. Be honest even if others cannot. What does the state!ent i!&"y about va"ues? #. ##. ###. A. B. Ia"ues re!ain to be va"ues even if nobody &ossesses the!. Ia"ues are de&endent on &ersons, &"ace and ti!e. Ia"ues are changing. ## on"y ## and ###

,. D.

### on"y I only

19-. ro! the idea"ist &oint of vie', 'hich state!ent on va"ues is )R74? #. Ia"ues are changing. ##. Ia"ues are unchanging. ###. Ia"ues deter!ine our "ifesty"e. A. B. # and ### on"y ### on"y ,. D. #, ## and ### II and III only

190. We, i"i&inos, are &erceived to have the tendency to "i!it our "ove and concern to our fa!i"ies, to our c"an and to &eo&"e 'e kno'. Which i"i&ino trait is i""ustrated? A. Herois! C. &articularis$ B. 7niversa"is! D. Doub"eDstandard !enta"ity 192. )eacher Rico te""s his c"ass before he gives the testK Be honest. #f # catch you cheating, be'are. #f it*s a gir" caught cheating, that is 'orse( it is doub"e !orta" sin. What conce&t is evident in the adviceG 'ar!ing fro! )eacher Rico? A. 8achis!o !enta"ity ,. ,ognitive dissonance B. 1&"it &ersona"ity D. Double standard $orality 196. Which ty&e of ta/ation syste! is &roD&oor? #. 45uitab"e ##. 45ua" A. B. ## and ### I and III ###. .rogressive ,. D. # and ## #, ## and ###

199. )he &ri!ary &ur&ose of ta/ation is to ++++++++++++. A. ortify the govern!ent against invaders B. Reduce ine5ua"ities in 'ea"th and inco!es C. Raise re+enue !or t"e support o! #o+ern$ent D. 8ake the country a "eading industria"i?ed country in the Wor"d 19:. Which isG are )R74 of coo&eratives and the ,o!&rehensive Agrarian Refor!? #. #ntended to e"i!inate &overty in the .hi"i&&ine 1ociety ##. 8eant to a""eviate &overty ###. Are &rogra!s for &eo&"e e!&o'er!ent A. B. # and ### II and III ,. D. ## on"y ### on"y

19@. Which assu!&tion under"ies the ,o!&rehensive Agrarian Refor! .rogra!? A. )here is so !uch &overty in the country because of over&o&u"ation. B. )he 'ea"th of the country is concentrated in the hands of a fe'. ,. 3ur country has very very fe' "anded &eo&"e and very !any "and"ess. D. &eople are $ore producti+e i! t"ey o n "at t"ey culti+ate. 1:A. # rent out for .1A,AAA &er !onth !y on"y bui"ding and "ot to the <esus is =ord YErou& 'hich uses it e/c"usive"y for re"igious &ur&oses. # a! e/e!&t fro! &ay!ent of +++++++++++++. A. ,o!!unity ta/ ,. .rofessiona" ta/ B. &roperty ta2 D. #nco!e ta/ 1:1. Which are essentia" for the ,o!&rehensive Agrarian Refor! .rogra! to tru"y succeed? #. ##. ###. A. Eranting the beneficiaries the right to se"" the &iece of "and a'arded to the!. ,hange the heart of the "and"ords and "a'!akers. 4ducation of the beneficiaries. III only B. #, ## and ### ,. ## and ### D. ## on"y

1:$. Eenuine res&ect for a"" &eo&"es that "ead to 'or"d &eace is anchored on the conce&t that a"" &ersons ++++++++++++++++. A. 6a+e di#nity

11

B. ,. D.

Are citi?ens of the 'or"d Have ta"ents ,an contribute to g"oba" deve"o&!ent

1:-. What is a characteristic of a &rogressive ta/ syste!? A. )he ta/ rate is e5ua" for a"" citi?ens. B. T"e ta2 rate is #rater !or "i#"er inco$es. ,. .eo&"e 'ho earn "ess &ay a "arger &art of their inco!e in ta/es than do &eo&"e 'ho earn !ore. D. A"" &eo&"e &ay the sa!e &ercentage of their earnings in ta/es. 1:0. )he cu"tura" heritage of 1outheast Asia has been designated by 7%41,3 as ++++++++++++. A. Wor"d )ourist 1&ots ,. Wor"d #nternationa" ,enter B. Korld 6erita#e Sites D. Wor"d ,u"tura" Heritage 1:2. Which is an indicator of the &atronage syste! in .hi"i&&ine society that contributes to &overty? A. .arents have !any co!&ares in the ba&tis! of their chi"d. B. 8ost &eo&"e &atroni?e i!&orted goods. ,. )he &i"oso&o ty&e of 'orker does not get &ro!oted in his ;ob. D. A less deser+in# applicant #ets appointed because "e "as a NpadrinoO. 1:6. ,hi"dren "earn ho' to o&en a coconut and other co!!on chores in a coconut far!. #n this instance, cu"ture is trans!itted by ++++++++++. A. Assi!i"ation ,. Accu"turation B. 4ncu"turation D. I$$ersion 1:9. Which has been said to be the strongest factor that drives !ost i"i&ino*s !en and 'o!en to "eave their fa!i"ies and 'ork abroad? A. &o+erty ,. #nsurgency B. #""iteracy D. ,onsu!eristic !enta"ity 1::. 3n 'hich conce&t is the crossDcu"tura" undertaking advocated by anthro&o"ogists and socio"ogists based in order to &revent ethnocentris!? A. 4thica" re"ativis! ,. Accu"turation B. Cultural relati+is$ D. E"oba" so"idarity 1:@. What are the considered !a;or goa"s of !u"ticu"tura" education? #. ,atering to diversity of "earners ##. ,onsidering socia" c"ass and ethnic grou&s ###. .roviding e5ua" o&&ortunities to education #I. He"&ing individua"s and grou& survive des&ite differences in cu"ture and be"iefs A. #, ## and #I ,. ### and #I B. ## and ### D. I* II* III and I8 1@A. Which of the fo""o'ing state!ents accurate"y ref"ects a strong schoo" cu"ture? A. Has a net'ork of co!!unications B. Has high standards of &erfor!ance ,. Has infor!a" ru"e of behavior D. 6as de!inite or#ani'ational core +alues 1@1. <ohn De'ey*s !a;or contributions to the socio"ogica" foundations of education are the fo""o'ing 4X,4.) 3%4. Which one is it? A. 4ducation is a socia" &rocess beginning unconscious"y at birth. B. NTrue educationO is trans$ission o! 7no led#e !ro$ t"e teac"er to t"e learner. ,. aci"itating education !eans being a'are of the socia" condition of the "earners. D. 1choo" is a continuation of ho!e( activities at ho!e continue at schoo". DIRECTION) READ T6E &ARAGRA&6S BELOK T6EN ANSKER T6E 1UESTIONS P ;A:9;A<. The most important sour#e of sediment is earth and ro#k material #arried to the sea by rivers and streams1 the same materials may also have been transported by gla#iers and winds. 2ther sour#es are vol#ani# ash and lava, shells and skeletons of organisms, #hemi#al pre#ipitates formed in seawater, and parti#les from outer spa#e. 3ater is a most unusual substan#e be#ause it e%ists on the surfa#e of the earth in its three physi#al states4 i#e, water, and water vapor. There are other substan#es that might e%ist in a solid and li$uid or gaseous state at temperature normally found at the earths surfa#e, but there are no other substan#es whi#h o##ur in all three states. 3ater is odorless, tasteless, and #olorless. It is the only substan#e known e%ist in a natural state as solid, li$uid, or gas on the surfa#e of the earth. It is a universal solvent. 3ater does not #orrode, rust, burn, or separate into its #omponents easily. It is #hemi#ally indestru#tible. It #an #orrode almost any metal and erode the most solid ro#k. A uni$ue property of water is that it e%pands and floats on water when fro5en or in the solid state. 3ater has a free5ing point 67 deg. .. and a boiling point of 8667 deg. .. 3ater has the #apa#ity for absorbing great $uantities of heat with relatively little in#rease in temperature. 3hen distilled, water is a good #ondu#tor of ele#tri#ity but when salt is added, it is a poor #ondu#tor of ele#tri#ity. &unlight is the sour#e of energy for temperature #hange, evaporation, and #urrents for water movement through the atmosphere. &unlight #ontrols the rate of photosynthesis for all marine plants, whi#h are dire#tly or indire#tly the sour#e of food for all marine animals. ,igration, breeding, and other behaviors of marine animals are affe#ted buy light. 3ater, as the o#ean or sea, is blue be#ause of the mole#ular s#attering of the sunlight. /lue light, being of short wavelength, is s#attered more effe#tively than the light of longer wavelengths. *ariations in #olor may be #aused by parti#les suspended in the water, water depth, #loud #over, temperature, and other variable fa#tors. Heavy #on#entrations of dissolved materials #ause a yellowish hue, while algae will #ause the water to look green. Heavy populations of plant and animal materials will #ause the water to look brown. 1@$. Which of the fo""o'ing to&ics best organi?es the infor!ation in the te/t? A. Water as substance, 'ater and &"ants B. 1tate of 'ater as va&or, ice, so"id C. &roperties o! ater* its p"ysical states* e!!ects o! t"e sun on ater D. .ro&erties of sea'ater, &hotosynthesis oceans and seas 1@-. According to the &assage, 'hat is the !ost uni5ue &ro&erty of 'ater?

12

A. B. ,. D.

Water is &oor conductor of e"ectricity. Kater e2ists on sur!ace o! t"e eart" in t"ree p"ysical states. Water is che!ica""y indestructib"e. Water is odor"ess, taste"ess, and co"or"ess.

1@0. Which of the fo""o'ing best defines the 'ord distilled as is used in the "ast sentence of the third &aragra&h? A. ree of e"ectrica" energy ,. Dehydrated soi" B. Lree o! salt content D. ,ontaining 'ine DIRECTION) READ T6E &ARAGRA&6S BELOK T6EN ANSKER T6E 1UESTIONS P ;A=9;AB. An international edu#ation initiative, known as global #ompeten#e, was first noted in 89:: in a report published by the .oun#il on International ;du#ation ;%#hange. Higher edu#ation institutions were en<oined to send students on e%#hange programs to universities abroad where Ameri#ans are not the ma<ority population and where ;nglish is not the dominant language. ;du#ational s#holars have proposed definitions for the term global #ompeten#e and postulates regarding the re$uired knowledge, skills, attitudes and e%perien#es ne#essary to be#ome globally #ompetent. .ross!#ultural awareness and intera#tion, familiarity with an environment, inter#ultural fa#ility, effe#tive two!way #ommuni#ation, inter#onne#tedness of peoples and systems, a##eptan#e of the different #ultural values and attitudes are integral #omponents of global #ompeten#e. 1@2. Which &ub"ished a &ioneer re&ort on the conce&t of g"oba" co!&etence? A. ,ounci" of #nternationa" 4ducationa"ists B. ,ounci" of #nternationa" 1cho"ars 4/change C. Council o! International Education E2c"an#e D. ,ounci" of #nternationa" 4ducators 1@6. Are a"" 3verseas i"i&ino 'orkers g"oba""y co!&etent? A. Fes B. No ,. D. Fes, &artia""y %o, &artia""y

1@9. What are integra" conce&tsGco!&onents of g"oba" co!&etence? A. ,o!!unication kno'"edge, ski""s, e/&eriences and cu"tura" a'areness B. ,u"tura" va"ues, interconnectedness 'ith &eo&"e, cu"tura" a'areness and syste!s ,. Acce&tance of &eo&"e*s va"ues, attitudes, "anguage, cu"ture and environ!ent D. T o9 ay co$$unication* intercultural !acility cross cultural a areness* and interconnectedness o! peoples and syste$s. DIRE/S,ON) BASA6IN ANG TALATA AT SAGUTIN ANG 0GA TANONG P ;AC9:@@. &a kadalagahang punlaan ng mga bulaklak na namumunga ay dapat ang babae ay magtipon ng maipamamana sa lalaking anak. Ano kaya ang magiging supling ng babaeng walang kabanalan kundi ang magbulong ng dasal, walang karunungan kundi awit, nobena, at milagrong pang!ulol sa tao, walang libangang iba sa paghingi o magkumpisal kaysa sa malimit nang muliy muling kasalanan= "awa ng mga ina ang kalugamian ngayon ng ating kababayan, sa lubos na paniniwala ng kanilang masintahing puso, at sa malaking pagkaibig ba ay kanilang anak ay napakagaling. Ang kagulangay bunga ng pagkabata, at ang pagkabatay nasa kandungan ng ina. > Hango sa4 &a mga ?ababaihang Taga!,alolos +i @r. -ose 0i5al 1@:. Ang bu"ak"ak na na!u!unga na tinutukoy ng ta"ata ay A. Inan# na#sisilan# ,. Babaeng itinak'i" ng "i&unan B. Da"agang natutukso D. #nang nagbatak sa hira& 1@@. Ang ka"uga!ian na tinutukoy ng ta"ata ay ++++++++++ A. La&a"a"uan B. Labana"an ,. /a$an#$an#an D. La&ighatian

$AA. Anong diskors ang gina!it sa &ag&a&ahayag ng !ay akda? A. .ag"a"ara'an ,. &a#lala"ad B. .angangat'iran D. .agsasa"aysay END OL GENERAL EDUCATION ,hoose the best ans'er fro! the choices given. characteristic of instructiona" &"ans a""o' the &arts to have a s!ooth f"o' of transition. A. ,"arity ,. ,oherence B. 1y!!etry D. ,onciseness $. Rea"ia is used 'henever it is A. Avai"ab"e ,. Affordab"e B. easib"e D. ."ausib"e -. )o sho' ho' b"ood circu"ates in the heart, 'hich of the fo""o'ing devices 'i"" be the best choice A. 8ode" ,. Re&"ica B. 8ockDu& D. Rea"ia 0. An activity to he"& students activate &rior kno'"edge before beginning a ne' to&ic. A. =#%L ,. 1>-R B. $/0/: teaching D. 3ne on one teaching 2. When a teacher is fair, caring and a&&roachab"e, she is e/ercising her +++++++++&o'er. A. Referent &o'er ,. Re'ard .o'er B. =egiti!ate &o'er D. 4/&ert .o'er &ROLESSIONAL EDUCATION TEST 4SA0&LE LET ITE0S KIT6 RATIONALIQATIONS5 DirectionK 1. )he C6ILD AND ADOLESCENT DE8ELO&0ENT 1. Fuan a"'ays 'aits at his neighbor Eera"d every !orning. He en;oys seeing hi! 'hi"e biking and i!itates the actions of Eera"d 'hi"e he rides his o'n bike. Who is the &ro&onent of 1ocia" =earning )heory 'hich a&&"ies in the situation? A. Bandura ,. Bruner B. Loh"berg D. 1kinner

13

RA)#3%A=#MA)#3%K AD A"bert Bandura deve"o&ed the 1ocia" =earning )heory and advocated that chi"dren "earn fro! 'hat they see in the environ!ent. $. A chi"d sub!itted a &oor 'ritten re&ort but &ackaged 'ith bright"y co"ored &a&er. )his sho'cases+++++++. A. Art over acade!ics ,. art over science B. 1ubstance over &or!a D. &or!a over substance RA)#3%A=#MA)#3%K DD When a student focuses !ore on designs and e!be""ish!ents rather than of content of a re&ort, then it sho's &or!a over substance. -. With the use of !ne!onics, the students are ab"e to +++++infor!ation. A. Ana"y?e ,. understand B. A&&"y D. re!e!ber RA)#3%A=#MA)#3%K DD!ne!onics "ike 8y Dear Aunt 1a""y to !ean !u"ti&"ication, division, addition and subtraction he"& students re!e!ber infor!ation easi"y 0. According to Lrath'oh"s* affective do!ain of ob;ectives,++++++++ is the "o'est "eve" of affective behavior. A. Ia"uing ,. res&onding B. 3rgani?ation D. characteri?ation RA)#3%A=#MA)#3%K ,Dthe arrange!ent of Lrath'oh"s* affective do!ain is res&onding, va"uing, organi?ation and characteri?ation. 2. A boy is c"oser to his !other and a gir" is c"ose to her father. )hese instances are under+. A. 3edi&a" co!&"e/ ,. &ha""ic stage B. =atent stage D. .reDgenita" stage RA)#3%A=#MA)#3%K ,D'hen a boy is c"oser to the !other B3edi&us co!&"e/C and a gir" is c"oser to her father B4"ectra co!&"e/C, these instances are under reud*s &ha""ic stage in the .sychose/ua" Deve"o&!ent )heory. SOCIAL DI0ENSIONS OL EDUCATION 1. )eacher Abi asks one of her students, What do you 'ant to beco!e 'hen you gro' u&? )his 5uestion is an indication of 'hat kind of &hi"oso&hy? A. .rogressivis! ,. 4/istentia"is! B. %atura"is! D. #dea"is! RA)#3%A=#MA)#3%K DDidea"is! because it stresses the e/istence of ideas inde&endent fro! the !ateria" 'or"d. #deas that 'hich e/ist in the !ind are the on"y rea"ity. $. )eacher <essy has not on"y e/&"ained the conce&t of .hi"oso&hy of 4ducation but a"so i!&arted this to her students. )his de!onstrates 'hat kind of &hi"oso&hy? A. %atura"is! ,. Rea"is! B. #dea"is! D. .erennia"is! RA)#3%A=#MA)#3%K ,Drea"is! concerns 'ith 'hat is rea", actua". or ideas to be rea"i?ed, they !ust be transferred or de!onstrated. -. Which &i""ar of "earning ai!ed in the ac5uisition of the instru!ent of understanding in order to deve"o& the students* "earnDtoD"earn ski""s? A. =earning to do ,. "earning to "ive together B. =earning to kno' D. "earning to be RA)#3%A=#MA)#3%K BD "earning to kno' i!&"ies "earning ho' to earn by deve"o&ing one*s concentration, !e!ory ski""s and abi"ity to think, ac5uiring the instru!ent of understanding. 0. #n his c"ass, )eacher <akob a"'ays &resents &rinci&"es and va"ues so as to encourage his students to e/a!ine the! and decide for the!se"ves 'hether to acce&t the! or not. What kind of &hi"oso&hy does he &ractice? A. #dea"is! ,. Hu!anis! B. 4ssentia"is! D. 4/istentia"is! RA)#3%A=#MA)#3%K DD4/istentia"is! is a &hi"oso&hy that e!&hasi?es sub;ectivity, freedo! and res&onsibi"ity. 2. When a teacher e!&hasi?es that !an*s sense shou"d be trusted because they are the on"y 'ay to ac5uire kno'"edge, the teacher can be regarded as++++. A. %atura"ist ,. 4!&iricist B. Rea"ist D. .rag!atist RA)#3%A=#MA)#3%K ,De!&iricis! u&ho"ds that the on"y source of kno'"edge is the senses and senseDbased e/&erience. &RINCI&LES AND STRATEGIES OL TEAC6ING 1. )he schoo" conducted a genera" student e"ection for the 1u&re!e 1tudent ,ounci". )he e"ection is &atterned after the ,384=4, syste!. )he schoo" is using 'hat kind of techni5ue? A. 1y!&osiu! ,. .ane" discussion B. 1i!u"ation D. Dra!ati?ation RA)#3%A=#MA)#3%K BDsi!u"ation is an activity that si!u"ates a"!ost rea"D"ife situation. 3ther a&&"ications of si!u"ation are the fo""o'ingK si!u"ated f"ight for aviation students, assigning student to be the !ayor of the day. $. During &rob"e! so"ving !ethod, the teacher*s &ri!ary ro"e isK A. Director ,. "ecturer B. ,"arifier D. ;udge RA)#3%A=#MA)#3%K BDduring &rob"e! so"ving activities, the teacher acts as a c"arifier es&ecia""y 'hen students are in doubt ho' to go about the &rob"e!. -. Which a!ong the fo""o'ing devices can be a sca"ed re&"ica of a certain ob;ect? A. 8ock u&s ,. g"obes B. 8ode"s D. !a&s RA)#3%A=#MA)#3%K BD !ode"s "ike Heart 8ode"s are sca"ed re&"icas. 0. Which of the fo""o'ing 'ou"d be the best choice if a teacher 'ou"d "ike to focus on attitudina" change? A. Dra!ati?ation ,. ro"e &"ay B. ie"d study D. si!u"ation RA)#3%A=#MA)#3%K ,Dro"e &"aying a""o's the chi"d to sho's his o'n &ersona" e!otions and therefore is a good o&tion 'hen focusing on attitudina" change. 2. )his !ethod re"ies heavi"y u&on sho'ing the "earners a !ode" &erfor!ance. A. Activity ,. re&orting B. De!onstration D. fie"d study RA)#3%A=#MA)#3%K BD de!onstration inc"udes )eacherDDirected De!o, 1tudentDDirected De!o, )eacherD1tudent Directed De!o and Resource .ersonDDirected De!o. A&&LICATIONS OL DILLERENT &6ILOSO&6IES IN EDUCATION NATURALIS0 o %atura"is! stands for a de!ocratic and universa" 'ayDeveryone !ust be educated in the sa!e !anner o 4ducation is in accordance to hu!an deve"o&!ent and gro'th o 4!&hasis is given !ore on the &hysica" deve"o&!entDinfor!a" e/erciseDand hygiene of the &erson rather of the - R*s o Ai!s to unfo"d the chi"d*s &otentia" not to &re&are hi! for a definite vocation or socia" &ositionDbut to &re&are hi! to ada&t to the changing ti!es and needs o ,onse5uent"y, one*s conduct is governed by i!&u"se, instincts and e/&erience. o #t &uts the chi"d at the center of educationa" &rocess and &re&ares hi! to e/&erience "ife as it is.

14

IDEALIS0 o #deas are the on"y true rea"ity, the u"ti!ate truths for !atter is nothing but ;ust a !ere re&resentation of ideas. o 4!&hasis is given on kno'"edge obtained by s&ecu"ation and reasoning for its centra" tenet is that ideas are the on"y things 'orth kno'ing for o ocus is on conscious reasoning of the !ind in order to attain truth. )his inc"udes the activities &ertinent to the hu!an !ind such as intros&ection and intuition and the use of "ogic o #ts ai! is to discover the fu"" &otentia"s in chi"d and cu"tivates it in order to &re&are hi! for a better &osition in the society and for hi! to serve the society better o 4!&hasis is given on sub;ectsZ&hi"oso&hy, "iterature, re"igion and historyZthat 'i"" deve"o& and enhance the !ind of the chi"d o 8ethods used in teaching inc"ude "ecture, discussion and 1ocratic dia"ogue o ,haracter deve"o&!ent is through e!u"ation of e/a!&"es and heroes REALIS0 o )he !ost effective 'ay to find about rea"ity is to study it through organi?ed, se&arate and syste!atica""y arranged !atterZe!&hasis is on sub;ect !atter concerning 1cience and 8athe!atics o 8ethods used in teaching inc"ude recitation, e/&eri!entation and de!onstration o ,haracter deve"o&!ent is through training in the ru"es of conduct EHIHTENTIALIS0 o 1ub;ect !atter is &ersona" choice o =earning is based on the 'i""ingness of the student to choose and give !eaning to the sub;ect o 4!&hasis is given on the students rather than on the curricu"u! content o 1tudents shou"d not be treated as ob;ects to be !easured and standardi?ed o 8ethods are geared on giving o&&ortunities for the students for se"fDactua"i?ation and se"fDdirection o ,haracter deve"o&!ent is through the res&onsibi"ity of every individua" in !aking a decision ESSENTIALIS0 o 1choo"ing is &ractica" for this 'i"" &re&are students to beco!e co!&etent and va"uab"e !e!bers of the society o ocuses on the basicsDreading, 'riting, s&eaking and the abi"ity to co!&ute Barith!eticC o 1ub;ects that are given e!&hasis inc"ude geogra&hy, gra!!ar, reading, history, !athe!atics, art and hygiene o 1tresses the va"ues of hard 'ork, &erseverance, disci&"ine and res&ect to authorities o 1tudents shou"d be taught to think "ogica""y and syste!atica""yDgras&ing not ;ust the &arts but the 'ho"e o 8ethods of teaching center on giving regu"ar assign!ents, dri""s, recitation, fre5uent testing and eva"uation &RAG0ATIS0 o #nvo"ves students to 'ork in grou&s o 8ethods of teaching inc"ude e/&eri!entation, &ro;ect !aking and &rob"e! so"ving. o 1tresses on the a&&"ication of 'hat have "earned rather that the transfer of the organi?ed body of kno'"edge &ERENNIALIS0 o 1o!e of the ideas in the &ast are sti"" being taught because they are significant o ,urricu"u! shou"d contain cognitive sub;ects that cu"tivate rationa"ity, !ora"ity, aesthetics and re"igious &rinci&"es. )his inc"udes history, "anguage, !athe!atics, "ogic, "iterature, hu!anities and science. o ,urricu"u! !ust be based on recurrent the!es of hu!an "ife for it vie's education as a recurring &rocess based on eterna" truths o )he teacher !ust have the !astery of the sub;ect !atter and authority in e/ercising it. o Ai!s for the education of the rationa" &ersonZto deve"o& !an*s &o'er of thoughtZthe centra" ai! of this &hi"oso&hy &ROGRESSI8IS0 o ocuses on the chi"d as a 'ho"e rather than of the content or the teacher o ,urricu"u! content co!es fro! the 5uestions and interests of the students o 4!&hasis is given on the va"idation of ideas by the students through active e/&eri!entation o 8ethods of teaching inc"ude discussions, interaction Bteacher 'ith studentsC and grou& dyna!ics o 3&&oses the e/tre!e re"iance on bookish !ethod of instruction, "earning through !e!ori?ation, the use of fear and &unish!ent and the four 'a""ed &hi"oso&hy of education CONSTRUCTI8IS0 o A &hi"oso&hy of "earning 'hich asserts that rea"ity does not e/ist outside of hu!an conce&tions. #t is the individua" 'ho constructs rea"ity by ref"ecting on his o'n e/&erience and gives !eaning to it. o =earning is the &rocess of ad;usting one*s !enta" !odes to acco!!odate ne' e/&erience. RECONSTRUCTI8IS0 o 1choo"s shou"d originate &o"icies and &rogress that 'i"" bring socia" refor!s and orders o )eachers shou"d be an instru!ent to encourage and "ead students in the &rogra! or socia" refor!s o ,urricu"u! e!&hasi?es on socia" refor!s as the ai! of education. #t focuses on student e/&erience and taking socia" actions on rea" &rob"e!s o 8ethod of teaching inc"ude the &rob"e!Doriented ty&e Bstudents are encouraged to critica""y e/a!ine cu"tura" heritageC, grou& discussions, in5uiry, dia"ogues, interactions and co!!unityDbased "earning o )he c"assroo! 'i"" serve as a "aboratory in e/&eri!enting schoo" &ractices bringing the 'or"d into the c"assroo! BE6A8IORIS0 o Asserts that hu!an beings are sha&ed entire"y by their e/terna" environ!ent o )he on"y rea"ity is the &hysica" 'or"d NATIONALIS0 o )he !ost i!&ortant deve"o&!ent 'as the creation of co!!on "anguage o 1tresses on the teaching of the &rinci&"es of de!ocracy, and duties of citi?enshi& o 1ti!u"ates the deve"o&!ent of the state 'hich inc"udes the contro" and su&&ort of &ub"ic schoo" syste! o ,urricu"u! inc"udes the teaching of gra!!ar, geogra&hy and history o 8ethod of teaching gives e!&hasis on the content regarding on nature studies, &hysica" e/ercises and &"ay activities 6U0ANIS0 o 4ducation is a &rocess and shou"d not be taken abru&t"y. )he unfo"ding of hu!an character &roceeds 'ith unfo"ding of nature o )he "earner shou"d be in contro" of his destiny o ,oncern is !ore on !ethods 'hich inc"ude the!e 'riting rather than ora" discussions, dri""s and e/ercises, &"aying o Asserts the i!&ortance of &"aying in the curricu"u! o 4!&hasi?es !otivations and the use of &raise and re'ards o ,urricu"u! inc"udes sub;ects concerning "iterary a&&reciation, &hysica" education, socia" training in !anners and deve"o&!ent 8A)H48A)#,1 DR#==K 1. What is the !issing ter! in the series? $, 2, 11, $-, 09, ++++ a. 112 b. @2 c. 1A2 d. 1$2 $. A store o'ner !akes a $2Q &rofit by se""ing an ite! for .:AA.AA. Ho' !uch is his &rofit? a. . 1,0AA.AA b. . $AA.AA c. . $2A.AA d. . 16A.AA -. )he si!&"est e/&ressions for $2G1AA is ++++++ a. 1 b. 0 c. P d. 1G0 0. #f the ratio of 'o!en to !en in a !eeting is 0 to 1, 'hat &ercent of the &ersons in the !eeting are !en? a. :AQ b. $AQ c. -- 1G- Q d. $2Q

15

2. a. 6. a. :. a. @. a. 1A. a. 11. a. 1$. a. 1-. a. 10. a. 12. a. 16. a. 19. a.

<oe" re&acks a 6A kg sack of sugar into s!a"" &acks of 92A g. Ho' !any s!a"" &acks can be !ade? @A b. 02 c. 22 d. :A Ho' !uch bigger is 22A than -92? 192 b. 9c. 02 d. 0-1 )he &roduct of $ nu!bers is -6, and their ratio is 1K 0. Which of these is the s!a""er nu!ber? @ b. 1$ c. d. $ An Arith!etic book is $ P c! thick. Ho' !any co&ies can be &"aced in a !eter "ong she"f? 00 b. 0A c. -6 d. 02 What is the s!a""est &ositive nu!ber that is a !u"ti&"e of both 1$ and 10? -6 b. 0$ c. :0 d. 16: 0AQ of -2 is 'hat &ercent of 10A? $:Q b. $@Q c. 1AQ d. 10Q An e!&"oyee earning . @,$AA.AA a !onth 'i"" receive 12Q increase ne/t !onth. Ho' !uch 'i"" hisGher ne' sa"ary be? .1A,2AA b. .1A,2-A c. .1A,2:A d. 1A,26A #n a certain schoo", the ratio of boys to gir"s is - to 9. #f there are 12A boys and gir"s in the schoo", ho' !any boys are there? 02 b. @A c. 1A2 d. 92 A &ark has a triangu"ar sha&e. #t has a base of 1$! and a height of @!. What is the area? 1$$ s5. ! b. 0$ s5. !. c. 1A: s5. !. d. 20 s5. !. )he "ength of a ne' &iece of cha"k is about +++++++++. 1!! b. 1A!! c. 1Ac! d. 1 c! #f 2AQ of / is $A, 'hat is -AQ of /? -A b. 1$ c. $A d. 16 Which of these fractions has the greatest va"ue? 0G2 b. @G16 c. 9G1A d. 2G:

1:. Which of the fo""o'ing is e/act"y divisib"e by - and 11? a. -290A0 b. 110-02 c. @@1111 d. 1-29@$ 1@. #f the variance of distribution is $2, then the standard deviation is +++++++++. a. -A b. 2 c. 6$2 d. 1$.2 $A. Which of these nu!bers is greater than W ? a. A.A0 b.A.A@ c. 1G: d. 1GA.A0 $-. A senior c"ass of 2A gir"s and 9A boys s&onsored a dance. #f 0AQ of the gir"s and 2AQ of the boys attended the dance, a&&ro/i!ate"y 'hat &ercent attended? a. 00 b. 06 c. 0$ d. 0A $0. What is the s!a""est &ositive integer that has 6, :, and 1A as factors? a. -AA b. $0A c. :A d. 1$A $2. <ose&h has !ore !oney than 8i"a but "ess than Bi""y. #f the a!ounts he"d by <ose&h, 8i"a and Bi""y are /, y, and ? res&ective"y, 'hich of the fo""o'ing is )R74? a. M[X[F b. X[M[F c. F[X[M d. F[M[X $6. Ho' !any ounces of &ure acid !ust be added to $A ounces of a so"ution that is 2Q acid in strength? a. $P b. 1 c. d. 2 $:. 8ichae" is 12 years o"der than this brother Rafae". Ho'ever, y years ago 8ichae" 'as t'ice as o"d as Rafae". #f Rafae" is no' / years o"d and /\y, find the va"ue of / H y. a. 1b. 10 c. 12 d. 16 $@. What &ercent is T of ? a. 62Q b. @AQ c. :AQ d. 92Q -A. What is the !edian of the fo""o'ing nu!bers? :,2,9,2,@,@,1,:,1A,2 and 1A. a. @ b. : c. 2 d. 9 -1. A certain &o"e casts a shado' $0 feet "ong. At the sa!e ti!e another &o"e - feet high casts a shado' 0 feet "ong. Ho' high is the first &o"e, given that the heights and shado's are in &ro&ortion? a. $A ft. b. $0 ft. c. 1: ft. d. $1 ft. --. )he &eri!eter of an isosce"es triang"e is 0$ in. )he $ e5ua" sides are each - ti!es as "ong as the third side. What are the "engths of the three sides? a. 1:, $1, c. $1, $1, $1 b. 6, 6, : d. 1:, 1:, 6 -6. #f a certain ;ob can be finished by 1: 'orkers in $6 days, ho' !any 'orkers are needed to finish the ;ob in 1$ days? a. 02 b. -@ c. $0 d. -A -:. A bo/ is 1$ inches 'ide, 16 inches "ong, and 6 inches high. Ho' !any s5uare inches of &a&er 'ou"d be needed to cover it on a"" sides? a. 1@$ b. 9$A c. -6A d. @AA -@. . :,AAA.AA is invested at 1$Q si!&"e interest. What is the a!ount at the end of $ years? a. . @,6AA b. . :,@6A c. . :,$0A d. .@,@$A Ans'er Ley 1. B $. B -. D 0.B 2.D 6.A :. , @. B 1A. , 11. , 1$. , 1-. A 10. D 12. , 16. B 19. A 1:. B 1@. B $A. D $-. B $0. D $2. , $6. B $:. , $@. D -A. B -1. , --. D -6. B -:. A -@. D

16

&ROLESSIONAL EDUCATION) 1. Which vio"ateBsC the &rinci&"e of res&ect? #. )eacher A te""s her students that 'hat )eacher B taught is 'rong. ##. )o reta"iate, )eacher B advises students not to enro"" in )eacher A*s c"ass. ###. )eacher , secret"y gives 'ay to a s&ecia" favor Be.g. add $ &oints to gradeC re5uested by student A 'ho is vying for honors. A. ## and ### ,. # and ## B. #, ## and ### D. # and ### $. Which isGare in accordance 'ith the &rinci&"e of &edagogica" co!&etence? #. ,o!!unication of ob;ectives of the course to students ##. A'areness of a"ternative instruction strategies ###. 1e"ection of a&&ro&riate !ethods of instruction A. # and ### ,. ### on"y B. #, ## and ### D. ## and ### -. With a death threat over his head, )eacher D is directed to &ass an undeserving student. Which 'i"" a uti"itarianist do? A. .ass the student, 'hy suffer the threat? B. Don*t &ass hi!( "ive by your &rinci&"e of ;ustice. Fou 'i"" get re'ard, if not in this "ife, in the ne/t. ,. .ass the student. )hat 'i"" be of use to the student, his &arents and you. D. Don*t &ass hi!. Fou sure"y 'i"" not "ike so!eone to give you a death threat in other to &ass. 0. )eacher A kno's of the i""ega" activities of a neighbor but kee&s 5uiet in order not to be invo"ved in any investigation. Which foundationa" &rinci&"e of !ora"ity does )eacher A fai" to a&&"y? A. )he end does not ;ustify the !eans ,. A"'ays do 'hat is right B. )he end ;ustifies the !eans D. Bet'een t'o evi"s, do the "esser evi" 2. )o earn units for &ro!otion, a teacher &ays her fee but does not attend c"ass at a"". Does this constitute &rofessiona" gro'th? A. %ot i!!ediate"y but yes after &ro!otion B. #t de&ends on the schoo" she is enro""ed in ,. %o, it is si!&"y earning 8A units for &ro!otion D. Fes, ;ust enro""ing in an 8A &rogra! is a"ready &rofessiona" gro'th 6. #f a teacher asks !ore higherDorder 5uestions, he has to ask !ore +++++++ 5uestions. A. fact ,. convergent B. c"ose D. conce&t 9. 8isde!eanor has a ri&&"e effect. )his i!&"ies that as a c"assroo! !anager, a teacher +++++++++++. A. reinforces &ositive behavior B. res&onds to !isbehavior &ro!&t"y ,. is consistent in her c"assroo! !anage!ent &ractice D. count 1 to 1A before she dea"s 'ith a !isbehaving student :. Based on 4dgar Da"e*s ,one of 4/&erience, 'hich activity is farthest fro! the rea" thing? A. Watching de!o ,. Iideo disc B. Attending e/hibit D. Iie'ing i!ages @. )he students of )eacher F scan an e"ectronic encyc"o&edia, vie' a fi"! on sub;ect, or "ook at re"ated to&ics at the touch of a button right there in the c"assroo!. Which deviceGs does teacher F*s c"ass have? A. )eaching !achines ,. Iideo disc B. ,D D. Iideota&ed "esson 1A. Which is an #%A..R3.R#A)4 'ay to !anage offDtask behavior? A. Redirect a chi"d*s attention to task and check his &rogress to !ake sure he is continuing 'ork B. 8ake eye contact to co!!unicate 'hat you 'ish to co!!unicate ,. 8ove c"oser to the chi"d to !ake hi! fee" your &resence D. 1to& your c"ass activity to correct a chi"d 'ho is no "onger on task 11. )o be an effective c"assroo! !anager, a teacher !ust be friend"y but !ust at the sa!e ti!e be+++++++++. A. confident ,. ana"ytica" B. business"ike D. buddyDbuddy 1$. Which soft'are is needed 'hen one 'ants to &erfor! auto!atic ca"cu"ations on nu!erica" data? A. Database ,. 8icrosoft Word B. 1&readsheet .rogra! D. 8icrosoft .o'er&oint 1-. Which of the fo""o'ing 5uestions !ust be considered in eva"uating B. Does the !ateria" si!u"ate individua"is!? teacherD!ade !ateria"s? ,. #s the !ateria" e/&ensive? A. #s the !ateria" ne'? D. #s the !ateria" a&&ro&riate? 10. Lounin c"ai!s that 'ithDitDness is one of the characteristics of an effective c"assroo! !anager. What is one sign of 'ithDitDness? A. Eiving attention to students 'ho are having difficu"ty 'ith schoo" 'ork B. 1eeing on"y a &ortion of the c"ass but intensive"y ,. Lno'ing 'here instructiona" !ateria"s are ke&t D. A'are of 'hat*s ha&&ening in a"" &arts of the c"assroo! 12. Which of these is one of the 'ays by 'hich the internet enab"es &eo&"e to bro'se docu!ents connected by hy&erte/t "inks? A. 7R= ,. We"co!e &age B. Bro'ser D. Wor"d Wide Web 16. Which characteristics !ust be &ri!ary considered as a choice of instructiona" aids? A. 1ti!u"ate and !aintain students interests ,. 7&dated and re"evant to i"i&ino setting B. 1uited to the "esson ob;ectives D. %e' and ski""fu""y !ade 19. Fou can e/hibit referent &o'er on the first day of schoo" by ++++++++. A. te""ing the! the i!&ortance of good grades B. giving your students a sense of be"ongingness and acce&tance ,. !aking the! fee" you kno' 'hat you are taking about D. re!inding your students your authority over the! again and again 1:. # 'ou"d "ike to use a !ode" to e!&hasi?e &articu"ar &art. Which of these 'ou"d be 831) a&&ro&riate? A. Rea"ia ,. 1ti!u"ation B. Audio recording D. 8ock u& 1@. What !ust a teacher do to ensure order"y transitions bet'een activities? A. A""o' ti!e for the students to socia"i?e in bet'een activities ,. Assign fe'er e/ercise to fi"" the a""otted ti!e B. Have the !ateria"s ready at the start of the activity D. Wait for students 'ho "ag behind $A. )he task of setting u& routine activities for effective c"assroo! !anage!ent is a task that a teacher shou"d undertake+++++++++. . A. as soon as the students have ad;usted to their schedu"es ,. every day at the start of the session B. on the very first day of schoo" D. every ho!eroo! day ANSKER /E,) ;. C <. C B. B ;@. D ;?. D ;F. B ;A. B :. B =. C C. D ;;. A ;<. D ;B. C :@. B ?. C F. D A. A ;:. B ;=. B ;C. D .R3 411#3%A= 4D7,A)#3%K .rinci&"es and 1trategies in )eaching 1. )he +++++++++ !ethod is used 'hen the "earners are !ade to observe things in a certain &"ace "ike the !arket. 1C .artici&atory -C 1i!u"ation $C ,ase study 0C ie"d tri&

$. )he reco!!ended !ethod to use if the teachers 'ishes each "earner to concentrate in "earning a to&ic to his ski""s are &ro&er"y assessed is. 1C 1e!antic 'ebbing -C Ro"e &"aying $C #nde&endent study 0C ie"d tri& -. )he ++++++++ !ethod is observed if 'e 'ish the &u&i" "earn fro! rea" "ife situation di"e!!as. 1C 1ituation -C )e/tbooks $C =ecture 0C 3bservation 0. )he ++++++++ !ethod is used to !ake the "earners study in detai" a s&ecific thing, &erson or &"ace not kno'n to the! 1C ,ase study -C .ro;ect $C .artici&ation 0C ie"d tri& 2. Which of the fo""o'ing !ethod 'i"" you used to verify a certain findings and to !ake the "earners hand"e a&&aratus &ro&er"y? 1C )e/tbook !ethod -C ie"d tri& !ethod $C =aboratory !ethod 0C .ro;ect !ethod 6. )he ++++++++ !ethod is uti"i?ed if the "earners are trained to do creative &roducts. 1C .ro;ect -C ie"d tri& $C ,ase study 0C 1i!u"ation 9. #f the !ateria" is dangerous for the "earners to hand"e, 'hich of the fo""o'ing !ethod 'i"" you use? 1C )e/tbook -C =ectureDde!onstration $C Erou& discussions 0C 4c"ectic :. Which !ethod is used to deve"o& scientific in5uiry a!ong the "earners? 1C .ro;ect -C $C ,ase study 0C 2C @. )he ++++++++ !ethod is used to find out the "earner*s kno'"edge $C about a certain to&ic assigned to the!. -C 1C #nde&endent study 0C .rob"e! so"ving 1i!u"ation )e/tbook =ecture >uestion and ans'er

1A. )he ++++++++ a&&roach is uti"i?ed 'hen the "earners are trained to ask inte""igent 5uestion. 1C .rocess -C #n5uiry $C Discovery 0C Ia"ue certification 11. #f you 'ish to re"ate a sub;ect !atter to one of the four &rinci&"es of "earning, the ++++++++ a&&roach shou"d be used. 1C 8u"tidisci&"inary -C ,once&tua" $C #nterdisci&"inary 0C #ntegration 1$. )he ++++++++ a&&roach is used if the teacher 'ishes to so"ve a &rob"e! being !et in the schoo". 1C 8astery -C Action "earning $C #ntegration 0C Ia"ue c"arification 1-. Fou 'ish to !ake the "earners "earn or interna"i?ed fu""y a sub;ect !atter to be taught to the!. Which of the fo""o'ing 'i"" you need? 1C #ntegrated -C 8aster $C 8u"tiD!edia 0C 8u"tiDdisci&"inary 10. Which of the fo""o'ing a&&roaches 'i"" be used if you 'ish to re"ate a &articu"ar sub;ect to a"" disci&"ines of "earning? 1C 8u"tidisci&"inary -C Ia"ue c"arification $C #nterdisci&"inary 0C #ntegration 12. )o enab"e the "earners to "earn by their o'n &ace of gro'th, +++++++++ a&&roach is used. 1C #n5uiry $C Discovery -C 8astery 0C 8odu"ar

16. )he ++++++ a&&roach is observed 'hen the "earners 'ant to !eet the criterion "eve" of success act set by the teachers. 1C 8astery "earning -C ,once&tua" $C #nterdisci&"inary 0C 8odu"ar 19. Which a&&roach is used to e!&hasi?e the ski""s in infor!ing conc"usions? 1C 8u"tidisci&"inary -C ,once&tua" $C #nterdisci&"inary 0C #n5uiry 1:. Which of the fo""o'ing a&&roaches is used to inc"ude issues confronting the societies? 1C #ntegration -C ,once&tua" $C #nterdisci&"inary 0C #n5uiry 1@. )he +++++++ a&&roach is used to !ake the "earners enunciate their fee"ings or attitudes about certain issues. 1C Ia"ue c"arification -C #ntegration $C 8astery 0C #nterdisci&"inary $A. )he +++++++++ !ethod is used if the "earners are to use their senses effective"y. 1C )e/tbook -C 3bservation $C =ecture de!onstration 0C #nde&endent study A%1W4R L4F 1. 0 $. 1 -. 0 0. 2. 6. 1 $ 1 9. :. @. 0 1A. 11. 0 1$. 1-. 10. 1 12. $ 16. 1 19. 1:. $ 1@. 1 $A. $ 4D7,A)#3%K

.R3 411#3%A= 1ourceK htt&KGGhy&erku"it.b"ogs&ot.co!G 1. Which assu!&tion under"ies the teacher]s use of &erfor!ance ob;ectives? A. %ot every for! of "earning is observab"e. B. .erfor!ance ob;ectives assure the "earrier of "earning. C. Learnin# is de!ined as a c"an#e in t"e learnerRs obser+able per!or$ance. D. )he success of "earner is based on teacher &erfor!ance. $. #n the &ar"ance of test construction 'hat does )31 !ean?

A. )ab"e of 1&ecifics B. Table o! Speci!ications ,. )ab"e of 1&ecific )est #te!s D. )ea! of 1&ecifications -. A student &asses a research re&ort &oor"y 'ritten but ornate"y &resented in a fo"der to !ake u& for the &oor 5ua"ity of the book re&ort content. Which i"i&ino trait does this &ractice &rove? 4!&hasis on ++++++++++. A. art over acade!ics B. substance over&or!a ,. art over science D. por$ao+er substance 0. #n a criterionDreferenced testing, 'hat !ust you do to ensure that your test is fair? A. 8ake a"" of the 5uestions true or fa"se. B. Ask each student to contribute one 5uestion. ,. 8ake t'enty 5uestions but ask the students to ans'er on"y ten of their choice. D. Use t"e obMecti+es !or t"e units as #uide in your test construction. 2. Which does %oa! ,ho!sky, assert about "anguage "earning for chi"dren? #. Foung chi"dren "earn and a&&"y gra!!atica" ru"es and vocabu"ary as they are e/&osed to the!. ##. Begin for!a" teaching of gra!!atica" ru"es to chi"dren as ear"y as &ossib"e. ###. Do not re5uire initia" for!a" "anguage teaching for chi"dren. A. # and ### B. ## on"y ,. # on"y D. I and II 6. Which i"i&ino trait 'orks against the shift in teacher]s ro"e fro! teacher as a fountain of infor!ation to teacher as faci"itator? A. Authoritativeness B. Authoritarianis! C. 6iya D. .akikisa!a 9. #f a teacher &"ans a constructivist "esson, 'hat 'i"" he !ost "ike"y do? ."an ho' he can A. do eva"uate his students] 'ork B. do reci&roca" teaching ,. "ecture to his students D. en#a#e "is students in con+er#ent t"in7in# :. Who a!ong the fo""o'ing needs "ess verba" counse"ing but needs !ore concrete and o&erationa" for!s of assistance? )he chi"d 'ho ++++++++++. A. has !enta" retardation B. "as attention9de!icit disorder ,. has "earning disabi"ity D. has conduct disorder @. Ho' 'ou"d you se"ect the !ost fit in govern!ent &ositions? A&&"ying ,onfucius teachings, 'hich 'ou"d be the ans'er? A. By course accreditation of an accrediting body B. By !erit syste! and course accreditation C. By $erit syste$ D. By govern!ent e/a!inations 1A. Which ty&es of &"ay is !ost characteristic of a four to si/Dyear o"d chi"d? A. 1o"itary and on"ooker &"ays B. Associati+e and coooperati+e plays ,. Associative and on"ooker &"ays D. ,oo&erative and so"itary &"ays 11. A teacher]s su!!ary of a "esson serves the fo""o'ing functions, 4X,4.) A. it "inks the &arts of the "esson B. lt brin#s to#et"er t"e in!or$ation t"at "as been discussed ,. it !akes &rovisions for fu"" &artici&ation of students. D. it c"inches the basic ideas or conce&ts of the "esson. 1$. A"" of the fo""o'ing describe the deve"o&!ent of chi"dren aged e"even to thirteen 4X,4.) ++++++++++. A. t"ey s"i!t !ro$ i$pulsi+ity to adapti+e ability B. se/ differences in #> beco!es !ore evident ,. they e/hibit increase ob;ectivity in thinking D. they sho' abstract thinking and ;udge!ent 1-. )eacher ) taught a "esson denoting o'nershi& by !eans of &ossessives. He first introduced the ru"e, then gave e/a!&"es, fo""o'ed by c"ass e/ercises, then back to the ru"e before he !oved into the second ru"e. Which &resenting techni5ue did he use? A. ,o!binatoria" B. ,o!&arative C. &art9 "ole D. 1e5uence

10. ^#n the "ight of the facts &resented, 'hat is !ost "ike"y to ha&&en 'hen ... ?^ is a sa!&"e thought 5uestion on A. in!errin#

B. genera"i?ing ,. synthesi?ing D. ;ustifying 12. )eacher 4 discussed ho' e"ectricity f"o's through 'ires and 'hat generates the e"ectric charge. )hen she gave the students 'ires, bu"bs, s'itches, and dry ce""s and to"d the c"ass to create a circuit that 'i"" increase the brightness of each bu"b. Which one best describes the a&&roach used? A. #t used a ta/ono!y of basic thinking ski""s B. #t 'as contructivist C. It "elped students understand scienti!ic $et"odol#y D. #t used coo&erative "earning 16. )eacher B uses the direct instruction strategy. Which se5uence of ste&s 'i"" she fo""o'? #. #nde&endent &ractice ##. eedback and correctiveness ###. Euided student &ractice #I. .resenting and structuring I. Revie'ing the &revious day]s 'ork A. ID##D#ID###D# B. ###D##D#ID#DI C. 89l89III9II9I D. #DID##D###D#I 19. Which are direct !easures of co!&etence? A. .ersona"ity tests B. .erfor!ance tests ,. .a&erDandD&enci" tests D. Standardi'ed test 1:. 7nder 'hich &rogra! 'ere students 'ho 'ere not acco!!odated in &ub"ic e"e!entary and secondary schoo"s because of "ack of c"assroo!, teachers, and instructiona" !ateria"s, 'ere enro""ed in &rivate schoo"s in their res&ective co!!unities at the govern!ent]s e/&ense? A. Eovern!ent Assistance .rogra! B. 1tudy %o'D.ay =ater ,. 4ducationa" 1ervice ,ontract 1yste! D. National Sc"olars"ip &ro#ra$ 1@. Which activity shou"d a teacher have !ore for his students if he 'ants the! to deve"o& "ogica"D!athe!atica" thinking? A. &roble$ sol+in# B. ,hora" reading ,. Dra!a D. 1toryte""ing $A. An effective c"assroo! !anager uses "o'D&rofi"e c"assroo! contro". Which is a "o'D&rofi"e c"assroo! techni5ue? A. %ote to &arents B. AfterDschoo" detention ,. Withdra'a" of &rivi"eges D. Raisin# t"e pitc" o! t"e +oice $1. Four teacher is of the o&inion that the 'or"d and everything in it are ever changing and so teaches you the ski"" to co&e 'ith change. What is his governing &hi"oso&hy? A. #dea"is! B. E2istentalis$ ,. 4/&eri!enta"is! D. Rea"is! $$. )o co!e c"oser to the truth 'e need togo back to the things the!se"ves.)his is the advice of the A. behaviorists B. p"eno$enolo#ists ,. idea"ists D. &rag!atists $-. )est nor!s are estab"ished in order to have a basis for ++++++++++. A. estab"ishing "earning goa"s B. interpretin# test results ,. co!&uting grades D. identifying &u&i"s] difficu"ties $0. A stitch on ti!e saves nine, so goes the adage.. A&&"ied to c"assroo! !anage!ent, this !eans that 'e ++++++++++ A. !ay not occu&y ourse"ves 'ith disru&tions 'hich are 'orth ignoring because they are !inor B. !ust be reactive in our a&&roach to disci&"ine C. "a+e to %esol+e $inor disruptions be!ore t"ey are out o! control D. !ay a&&"y @ ru"es out of 1A consistent"y $2. Which criterion shou"d guide a teacher in the choice of instructiona" devices? A. Attractiveness B. ,ost ,. %ove"ty D. Appropriateness

$6. Based on .iaget]s theory, 'hat shou"d a teacher &rovide for chi"dren in the sensi!otor stage? A. Ga$es and ot"er p"ysical acti+ities to de+elop $otor s7ill. B. =earning activities that invo"ve &rob"e!s of c"assification and ordering. ,. Activities for hy&othesis for!u"ation.

D. 1ti!u"ating environ!ent 'ith a!&"e ob;ects to &"ay 'ith. $9. Who a!ong the fo""o'ing &uts !ore e!&hasis on core re5uire!ents, "onger schoo" day, "onger acade!ic year and !ore cha""enging te/tbooks? A. .erennia"ist B. Essentialist ,. .rogressivist D. 4/istentia"ist

$:. )he search for re"ated "iterature by accessing severa" databases by the use of a te"e&hone "ine to connect a co!&uter "ibrary 'ith other co!&uters that have database is ter!ed ++++++++++. A. co!&act disc search B. !anua" search $@. With synthesi?ing ski""s in !ind, 'hich has the highest diagnostic va"ue? A. 4ssay test B. &er!or$ance test ,. ,o!&"etion test D. 8u"ti&"e choice test C. on9line searc" D. co!&uter search

-A. Based on .iaget]s theory, 'hat shou"d a teacher &rovide for chi"dren in the concrete o&erationa" stage? A. Activities for hy&othesis for!u"ation. B. Learnin# acti+ities t"at in+ol+e proble$s o! classi!ication and orderin#. ,. Ea!es and other &hysica" activities to deve"o& !otor ski""s. D. 1ti!u"ating environ!ent 'ith a!&"e ob;ects to &"ay 'ith. -1. Read the fo""o'ing then ans'er the 5uestionK )4A,H4RK #% WHA) WAF1 3)H4R )HA% )H4 .4R#3D#, )AB=4 8#EH) W4 .R4D#,) )H4 7%D#1,3I4R4D 4=484%)1? B3BBFK W4 ,37=D E3 )3)H4 833% A%D 144 # )H4R4 AR4 1384 4=484%)1 )H4R4 W4 D3%]) HAI4. B4))FK W4 ,37=D D#E D3W% )3 )H4 ,4%)4R 3 )H4 4AR)H A%D 144 # W4 #%D A%F 3 )H4 8#11#%E 4=484%)1. R#,LFK W4 ,37=D 1)7DF D4BR#1 R38 )H4 84)43R#)41 # W4 ,A% #%D A%F. )4A,H4RK )H314 AR4 A== E33D A%1W4R1 B7) WHA) # )H314, 4X,7R1#3%1 )3 )H4 833%, )3 )H4 ,4%)4R 3 )H4 4AR)H, 3R )3 #%D 84)43R#)41 W4R4 )33 ,31)=F A%D )#84 ,3%178#%E? H3W 8#EH) W4 714 )H4 4=484%)1 W4 A=R4ADF HAI4 H4R4 3% 4AR)H )3 #%D 1384 %4W 3%41? >uestionK Which 5uestioning strategyGies doesGdo the e/change of thoughts above i""ustrate? A. unne"ing B. 1o'ing and rea&ing -$. Which is %3) a sound &ur&ose for asking 5uestions? A. )o &robe dee&er after an ans'er is given. B. To discipline a bully in class. ,. )o re!ind students of a &rocedure. D. )o encourage se"fDref"ection. ,. %oseDdive D. E2tendin# and li!tin#

--. )he !ain &ur&ose of co!&u"sory study of the ,onstitution is to ++++++++++ A. de+elop students into responsible* t"in7in# citi'ens B. ac5uaint students 'ith the historica" deve"o&!ent of the .hi"i&&ine ,onstitution ,. !ake constitutiona" e/&erts of the students D. &re&are students for "a'D!aking -0. A chi"d 'ho gets &unished for stea"ing candy !ay not stea" again i!!ediate"y. But this does not !ean that the chi"d !ay not stea" again. Based on )horndike]s theory on &unish!ent and "earning, this sho's that ++++++++++ A. &unish!ent strengthens a res&onse B. &unish!ent re!oves a res&onse C. punis"$ent does not re$o+e a response D. &unish!ent 'eakens a res&onse

-2. As a teacher, you are a reconstructionist. Which a!ong these 'i"" be your guiding &rinci&"e? A. I $ust teac" t"e c"ild e+ery 7no led#e* s7ill* and +alue t"at "e needs !or a better !uture. B. # !ust teach the chi"d to deve"o& his !enta" &o'ers to the fu"". ,. # !ust teach the chi"d so he is assured of heaven. D. # !ust teach the chi"d that 'e can never have rea" kno'"edge of anything. -6. Ho' can you e/hibit e/&ert &o'er on the first day of schoo"? A. By $a7in# t"e$ !eel you 7no "at you are tal7in# about. B. By !aking the! rea"i?e the i!&ortance of good grades. ,. By re!inding the! your students your authority over the! again and again. D. By giving your students a sense of be"onging and acce&tance. -9. A si/th grade t'e"veDyear o"d boy co!es fro! a dysfunctiona" fa!i"y and has been abused and neg"ected. He has been to t'o or&hanages and three different e"e!entary schoo"s. )he student can decode on the second grade "eve", but he can co!&rehend ora""y !ateria" at the fourth or fifth grade "eve". )he !ost &robab"e causeGs of this student]s reading &rob"e! isGare ++++++++++. A. e!otiona" factors B. &oor teaching C. neurolo#ical !actors D. i!!aturity

-:. )eacher > does not 'ant )eacher B to be &ro!oted and so 'rites an anony!ous "etter against )eacher B accusing her of fabricated "ies )eacher > !ai"s this anony!ous "etter to the 1choo"s Division 1u&erintendent. What shou"d )eacher > do if she has to act &rofessiona""y? A. Sub$it a si#ned Musti!iable criticis$ a#ainst Teac"er B* i! t"ere is any. B. Eo straight to the 1choo"s Division 1u&erintendent and gives criticis! verba""y. ,. Hire a grou& to distribute &oison "etters against )eacher B for infor!ation disse!ination. D. #nstigate student activists to read &oison "etters over the !icro&hone. -@. #n se"fDdirected "earning, to 'hat e/tent shou"d a teacher]s scaffo"ding be? A. )o a degree the student needs it. B. %one, to force the student to "earn by hi!se"f. C. To t"e $ini$u$* to speed up de+elop$ent o! studentRs sense o! independence. D. )o the !a/i!u!, in order to e/tend to the student a"" the he"& he needs.

0A. #f your =icensure 4/a!ination )est B=4)C ite!s sa!&"e ade5uate"y the co!&etencies "isted in the sy""abi, it can be said that the =4) &ossesses ++++++++++ va"idity. A. concurrent B. construct C. content D. &redictive

01. Which guide"ine !ust be observed in the use of &ro!&ting to sha&e the correct &erfor!ance of your students? ,. 7se the !ost intrusive &ro!&t first. A. Use t"e least intrusi+e pro$pt !irst. D. Refrain fro! using &ro!&ts. B. 7se a"" &ro!&ts avai"ab"e. 0$. #t is not 'ise to "augh at a t'oDyear o"d chi"d 'hen he utters bad 'ord because in his stage he is "earning to ++++++++++. A. consider ot"erRs +ie s B. distinguish se/ differences 0-. #n a treat!ent for a"coho"is!, Ra!i" 'as !ade to drink an a"coho"ic beverage and then !ade to ingest a drug that &roduces nausea. 4ventua""y, he 'as nauseated at the sight and s!e"" of a"coho" and sto&&ed drinking a"coho= Which theory e/&"ains this? 00. Which is a true foundation of the socia" order? A. 3bedient citi?enry B. T"e reciprocation o! ri#"ts and duties ,. 1trong &o"itica" "eadershi& D. 45uitab"e distribution of 'ea"th ,. socia"i?e D. distinguish right fro! 'rong A. 3&erant conditioning B. 1ocia" =earning )heory C. Associati+e Learnin# D. Attribution )heory

02. As a teacher, 'hat do you do 'hen you engage yourse"f in !a;or task ana"ysis? A. )est if "earning reached higher "eve" thinking ski""s. B. Brea7do n a co$ple2 tas7 into sub9s7ills. ,. Deter!ine the "eve" of thinking invo"ved. D. Revise "esson ob;ectives. 06. #n instructiona" &"anning it is necessary that the &arts of the &"an fro! the first to the "ast have ++++++++++. ,. coherence A. c"arity D. conciseness B. sy$$etry 09. #n a study conducted, the &u&i"s 'ere asked 'hich nationa"ity they &referred, if given a choice. 8a;ority of the &u&i"s 'anted to be A!ericans. #n this case, in 'hich ob"igation re"ative to the state, do schoo"s see! to be fai"ing? #n their ob"igation to ++++++++++. ,. &ro!ote obedience to the "a's of the state A. res&ect for a"" du"y constituted authorities D. insti"" a""egiance to the ,onstitution B. pro$ote national pride 0:. )he best 'ay for a guidance counse"or to begin to deve"o& study ski""s and habits in underachieving student 'ou"d be to ++++++++++. A. have these underachieving students observe the study habits of e/ce""ing students B. encoura#e students to tal7 about study "abits !ro$ t"eir o n e2periences ,. have the! vie' fi"! stri&s about various study a&&roaches D. give out a "ist of effective study a&&roaches 0@. What is !ost "ike"y to ha&&en to our econo!y 'hen e/&ort continuous"y sur&asses i!&ortis a thought 5uestion on ++++++++++. ,. synthesi?ing A. creating D. &redicting B. relatin# cause9and9e!!ect 2A. Direct instruction is for facts, ru"es, and actions as indirect instruction is for ++++++++++, ++++++++++, ++++++++++. A. hy&otheses, verified data and conc"usions C. concepts* processes and #enerali'ations B. conce&ts, &atterns and abstractions D. guesses, data and conc"usions 21. Why shou"d a teacher %3) use direct instruction a"" the ti!e? A. #t re5uires !uch ti!e. B. #t re5uires use of !any su&&"e!entary !ateria"s. C. It is #enerally e!!ecti+e only in t"e teac"in# o! concepts and abstractions. D. #t reduces students engage!ent in "earning.

2$. )he &rinci&"e of individua" differences re5uires teachers to ++++++++++. A. give greater attention to gifted "earners ,. treat a"" "earners a"ike 'hi"e in the c"assroo! B. pro+ide !or a +ariety o! learnin# acti+ities D. &re&are !odu"es for s"o' "earners in c"ass 2-. Which 5uestioning &ractice &ro!otes !ore c"ass interaction? A. Asking the 5uestion before ca""ing on a student. B. Locusin# on di+er#ent .uestion ,. ocusing on convergent 5uestions. D. Asking rhetorica" 5uestions.

20. )eacher 'anted to teach the &u&i"s the ski"" to do cross stitching. Her check u& 5ui? 'as a 'ritten test on the ste&s of cross stitching. Which characteristic of a good test does it "ack? A. Scorability B. Re"iabi"ity ,. 3b;ectivity D. Ia"idity

22. )he attention to the deve"o&!ent of a dee& res&ect and affection for our rich cu"tura" &ast is an inf"uence of ++++++++++. A. Con!ucius B. Hege" 26. Ho' can you e/hibit "egiti!ate &o'er on the first day of schoo"? A. By !aking your students fee" they are acce&ted for 'ho they are. B. By infor!ing the! you are a""o'ed to act in "oco &arentis. ,. By !aking the! rea"i?e the i!&ortance of good grades. D. By $a7in# t"e$ !eel you "a+e $astery o! subMect $atter. 29. 1tudy this grou& of tests 'hich 'as ad!inistered 'ith the fo""o'ing resu"ts, then ans'er the 5uestion. 1ub;ect 8ean 1D Ronne"s]s 1core 8ath 26 1A 0,. )ei"hard de ,hardin D. De'ey

.hysics 01 @ -1 4ng"ish :A 16 1A@ #n 'hich sub;ectBsC did Ronne" &erfor! !ost &oor"y in re"ation to the grou&]s &erfor!ance? A. En#lis" B. 4ng"ish and 8ath 2:. Which ho"ds true to standardi?ed tests? A. )hey are used for co!&arative &ur&oses B. )hey are ad!inistered different"y C. T"ey are scored accordin# to di!!erent standards D. )hey are used for assigning grades 2@. 1tudy this grou& of tests 'hich 'as ad!inistered 'ith the fo""o'ing resu"ts, then ans'er the 5uestion. 1ub;ect 8ean 1D Ronne"s]s 1core 8ath 26 1A 0.hysics 01 @ -1 4ng"ish :A 16 1A@ #n 'hich sub;ectBsC 'ere the scores !ost ho!ogenous? A. 8ath B. 4ng"ish ,. .hysics D. &"ysics and 0at" ,. 8ath D. .hysics

6A. What can be said of .eter 'ho obtained a score of 92 in a Era!!ar ob;ective test? A. He ans'ered 92 ite!s in the test correct"y. B. He ans'ered 92Q of the test ite!s correct"y. ,. His rating is 92. D. 6e per!or$ed better t"an =G o! "is class$ates. 61. >ui? is to for!ative test 'hi"e &eriodic is to ++++++++++ A. criterionDreference test B. su$$ati+e test 6$. Which a&&"ies 'hen ske'ness is ?ero? A. 8ean is greater than the !edian B. 8edian is greater than !ean ,. 1cores have three !odes D. Scores are nor$ally distributed ,. nor!Dreference test D. diagnostic test

6-. Ia"ue c"arification as a strategy in Ia"ues 4ducation c"asses is anchored on 'hich &hi"oso&hy? A. 4/istentia"is! C. Idealis$ B. ,hristian &hi"oso&hy D. Hedonis! 60. 3ut of - distracters in a !u"ti&"e choice test ite!, na!e"y B, ,, and D, no &u&i" chose D as ans'er. )his i!&"ies that D is ++++++++++ A. an ine!!ecti+e distracter B. a vague distracter ,. an effective distracter D. a &"ausib"e distracter

62. A"" !en are &retty !uch a"ike. #t is on"y by custo! that they are set a&art, said one 3rienta" &hi"oso&her. Where can this thought be !ost ins&iring? A. #n a !u"tiDcu"tura" grou& of "earners B. In $ulti9cultural and "etero#eneous #roups o! learners and indi#enous peoplesR #roup ,. #n a c"ass co!&osed of indigenous &eo&"es D. #n heterogeneous c"ass of "earners 66. Which grou& of &hi"oso&hers !aintain thattruth e/ists in an ob;ective order that is inde&endent of the kno'er? A. #dea"ists B. .rag!atists ,. 4/istentia"ists D. Realists

69. 4ach teacher is said to be a trustee of the cu"tura" and educationa" heritage of the nation and is, under ob"igation to trans!it to "earners such heritage. Which &ractice !akes hi! fu"fi"" such ob"igation? ,. 7se interactive teaching strategies. A. 7se the "atest instructiona" techno"ogy. D. Study t"e li!e o! Lilipino "eroes. B. 3bserve continuing &rofessiona" education. 6:. )eacher B engages her students 'ith infor!ation for thorough understanding for !eaning and for co!&etent a&&"ication. Which &rinci&"e governs )eacher B]s &ractice? ,. Behaviorist A. ,ontructivist D. Co#niti+ist B. Eesta"t 6@. #n 'hich co!&etency do !y students find the greatest difficu"ty? #n the ite! 'ith a difficu"ty inde/ of ++++++++++. A. @.; B. A.@ 9A. Rights and duties are corre"ative. )his !eans that ++++++++++. A. rights and duties regu"ate the re"ationshi& of !en in society B. rights and duties arise fro! natura" "a' 91. Which describes nor!Dreferenced grading? A. T"e per!or$ance o! t"e #roup B. What constitutes a &erfect score ,. )he students] &ast &erfor!ance D. An abso"ute standard ,. A.2 D. 1.A C. eac" ri#"t carries it" it one or se+eral correspondin# duties D. rights and duties u"ti!ate"y co!e fro! Eod

9$. )eacher 7 teaches to his &u&i"s that &"easure is not the highest good. )eacher]s teaching is against 'hat &hi"oso&hy? A. Rea"is! B. 6edonis$ ,. 4&icureanis! D. 4!&iricis!

9-. 1tandard deviation is to variabi"ity as !ode to ++++++++++. A. "eve" of difficu"ty B. discri!ination 90. Which test has broad sa!&"ing of to&ics as strength? A. 3b;ective test B. 1hort ans'er test C. Essay test D. .rob"e! ty&e C. correlation D. centra" tendency

92. # co!bined severa" sub;ect areas in order to focus on a sing"e conce&t for interDdisci&"inary teaching. Which strategyG!ethod did # use? A. .rob"e!Dentered "earning ,. ReadingD'riting activity B. )he!atic instruction D. Unit $et"od 96. Which teaching activity is founded on Bandura]s 1ocia" =earning )heory? A. =ecturing B. 8ode"ing 99. or 'hich !ay you use the direct instruction !ethod? A. Beco!e a'are of the &o""utants around us. B. A&&reciate 8i"ton]s .aradise =ost. C. Use a $icroscope properly. ,. >uestioning D. Inducti+e Reasonin#

9:. We encounter &eo&"e 'hose &rayer goes "ike thisK ^3 Eod, if there is a Eod( save !y sou", if # have a sou"^ ro! 'ho! is this &rayer? A. 1toic B. 4!&iricist C. A#nostic D. 1ke&tic

9@. What !easure of centra" tendency does the nu!ber 16 re&resent in the fo""o'ing dataK 10, 12, 19, 16, 1@, $A, 16, 10, 16? A. 8ode B. 8edian C. 0ode and $edian D. 8ean

:A. Avai"!ent of the .hi"i&&ine 4ducation ."ace!ent )est B.4.)C for adu"ts and outDofDschoo" youths is in su&&ort of the goverri!ent]1 educationa" &rogra! to'ards ++++++++++. A. e.uitable access B. 5ua"ity :1. Which one can best eva"uate students] attitudina" deve"o&!ent? A. 4ssay test B. &ort!olio :$. Which is a for! of direct instruction? A. Discovery &rocess B. .rob"e! so"ving C. &ro#ra$$ed instruction D. #nductive reasoning ,. 3bservation D. 1hort ans'er test ,. 5ua"ity and re"evance D. re"evance

:-. History books used in schoo"s are re&"ete 'ith events &ortraying defeats and 'eaknesses of the i"i&ino as a &eo&"e. Ho' shou"d you tack"e the! in the c"assroo!? A. .resent the! and e/&ress your fee"ings of sha!e. B. &resent !acts and use t"e$ as $eans in inspirin# your class to learn !ro$ t"e$. ,. .resent the! and b"a!e those &eo&"e res&onsib"e or those 'ho have contributed. D. .resent the! as they are &resented,and te"" the c"ass to acce&t rea"ity. :0. 1tandard deviation is to variabi"ity as !ean is to ++++++++++. A. coefficient of corre"ation B. central tendency ,. discri!ination inde/ D. "eve" of difficu"ty

:2. A !other gives his boy his favorite snack everyti!e the boy c"eans u& his roo!. After'ards, the boy c"eaned his roo! everyday in antici&ation of the snack. Which theory is i""ustrated? A. Associative =earning B. ,"assica" ,onditioning ,. 3&erant ,onditioning D. &a+lonian Conditionin#

:6. Bruner]s theory on inte""ectua" deve"o&!ent !oves fro! enactive to iconic and sy!bo"ic stages. #n 'hich stageBsC are diagra!s he"&fu" to acco!&any verba" infor!ation? A. 4nactive and iconic B. Sy$bolic ,. 1y!bo"ic and enactive D. #conic

:9. )eacher A discovered that his &u&i"s are very good in dra!ati?ing. Which too" !ust have he"&ed hi! discover his &u&i"s] strength? A. .ortfo"io assess!ent B. &er!or$ance test ::. Which one can enhance the co!&arabi"ity of grades? A. Usin# co$$on con+ersion table !or translatin# test scores in to ratin#s B. or!u"ating tests that vary fro! one teacher to another ,. A""o'ing individua" teachers to deter!ine factors for rating D. #ndividua" teachers giving 'eights to factors considered for rating :@. #n the .rea!b"e of the ,ode of 4thics of .rofessiona" )eachers, 'hich is %3) said of teachers? A. LET passers B. Du"y "icensed &rofessiona"s ,. .ossess dignity and re&utation D. With highD!ora" va"ues as 'e"" as technica" and &rofessiona" co!&etence ,. <ourna" entry D. .a&erDandD&enci" test

@A. Which is the first ste& in &"anning an achieve!ent test? A. Define the instructiona" ob;ective. @1. A teacher 'ho e5uates authority 'ith &o'er does %3) ++++++++++. A. sha!e B. de+elop sel!9respect in e+ery pupil @$. Which is a !a;or advantage of a curricu"u!Dbased assess!ent? A. #t is infor!a" in nature. B. #t connects testing 'ith teaching. ,. #t tends to focus on anecdota" infor!ation on student &rogress. D. It is based on a nor$9re!erenced $easure$ent $odel. @-. Which does %3) be"ong to the grou& of a"ternative "earning syste!s? A. 8u"tiDgrade grou&ing B. 8u"tiDage grou&ing

B. Decide on the "ength of the test. ,. 1e"ect the ty&e of test ite!s to use. D. Build a table o! speci!ication.

,. reta"iate D. inti!idate

C. Graded education D. %onDgraded grou&ing

@0. )heft of schoo" e5ui&!ent "ike tv, co!&uter, etc. by teenagers in the co!!unity itse"f is beco!ing a co!!on &heno!enon. What does this incident signify? A. .reva"ence of &overty in the co!!unity. B. #nabi"ity of schoo" to hire security guards. @2. Which can effective"y !easure students] a'areness of va"ues? A. .ro;ective techni5ues B. 8ora" di"e!!a ,. De&rivation of i"i&ino schoo"s. D. Co$$unityRs lac7 o! sense o! co9o ners"ip. ,. =ikert sca"es D. Anecdotal record

@6. Based on 4dgar Da"e]s ,one of 4/&erience, 'hich activity is c"osest to the rea" thing? A. Iie' i!ages B. Attend e2"ibit ,. Watch a de!o D. Hear

@9. )eacher B is a teacher of 4ng"ish as a 1econd =anguage. 1he uses vocabu"ary cards, fi""DinDtheDb"ank sentences, dictation and 'riting e/ercises in teaching a "esson about grocery sho&&ing. Based on this infor!ation, 'hich of the fo""o'ing is a va"id conc"usion? A. T"e teac"er is rein!orcin# learnin# by #i+in# t"e sa$e in!or$ation in* a +ariety o! $et"ods. B. )he teacher is a&&"ying B"oo!]s hierachy of cognitive "earning. ,. )he teacher 'ants to do "ess ta"k. D. )he teacher is e!&hasi?ing "istening and s&eaking ski""s. @:. He"&ing in the deve"o&!ent of graduates 'ho are!akaDDiyosis an inf"uence of A. natura"istic !ora"ity B. classical C"ristian $orality ,. situationa" !ora"ity D. dia"ectica" !ora"ity

@@. ro! 'ho! do 'e o'e the theory of deductive interference as i""ustrated in sy""ogis!s? A. &lato ,. Aristot"e B. 1corates D. .ythagoras 1AA. 1tudies in the areas of neurosciences disc"osed that the hu!an brain has "i!it"ess ca&acity. What does this i!&"y? A. 1o!e &u&i"s are ad!itted"y not ca&ab"e of "earning. B. 4very &u&i" has his o'n native abi"ity and his "earning is "i!ited to this nativeabi"ty. C. E+ery c"ild is a potential #enius. D. .u&i"s can &ossib"y reach a &oint 'here they have "earned everything. =4) R4I#4W4R D 13,#3=3EF 1. )he ado&tion of scientific techni5ues to contro" and !ani&u"ate environ!ent such as !ode! !ethods for far!ing and fishing is ca""ed C. tec"nolo#ical c"an#e A. socia" change D. discovery change B. cu"tura" change $. Heavi"y sanctioned fo"k'ay 'hich no one dares to 5uestion because they e!body !ora" "a's are ca""ed A. be"iefs B. $ores ,. custo!s D. tradition

-. What is that inevitab"e force in history 'hich takes &"ace fro! ti!e to ti!e? A. c"an#e B. &rogress ,. deve"o&!ent D. evo"ution

0. %ora Aunor beca!e a "egend in the sho'business because of her ta"ent,deter!ination and hard 'ork. What ro"e does this i""ustrate? A. ac"ie+ed role B. ascribed ro"e ,. hereditary ro"e D. te!&orary ro"e

2. .inning vei" around the bride and the groo! G e/change of rings, re"easing ofdoves, etc. during 'edding cere!ony sho' that cu"ture A. sy$bolic B. historica" ,. continuous D. change"ess 6. A"ing 8aria has taught her daughter ho' to &re&are good and de"icious desserts fro! "oca" fruits and vegetab"es. What cu"tura" trans!ission &rocess is this? A. observation B. accu"turation

C. enculturation

D. indoctrination

9. 8r. rancisco 'as teaching so!ething on !ores, fo"k'ays, custo!s and be"iefs in his 1ocia" 1tudies c"ass. What 'as his "esson about? B. non9$aterial culture A. !ateria" cu"ture D. hereditary cu"ture ,. tangib"e cu"ture :. #t 'as the first day of schoo" . 8iss Da"e Rosa &re&ared activities 'hich 'i"" !ake her Erade ### chi"dren sing, &"ay, ta"k, "earn and introduce the!se"ves to the c"ass. What &rocess did the teacher e!&hasi?e? A. encu"turation C. sociali'ation B. indoctrination D. accu"turation @. 8i"dred, an accountant, 'ho no' "ives 'ith a !arried !an 'as diso'ned by her fa!i"y and friends. )his &unish!ent is a for! of +++++++++++++. A. iso"ation B. ostracis$ ,. de&ortation D. character assassination

1A.When a certain cu"ture is acce&tab"e to one grou& and 5uestionab"e to others, it sho's thatK A. cu"ture is borro'ed ,. cu"ture is a shared &roduct B. cu"ture is varied D. culture is relati+e 11. )he teaching and "earning of re"igion and va"ues !ost"y !ake use of A. encu"turation B. cu"turation 1$. Which of the fo""o'ing situations &resents a va"ue conf"ict? A. )he teacher &ressures the student to get higher grades. B. )he teacher and his students have better c"ass standing as their &riorities. ,. )he teacher and the ad!inistrator fo""o' a set of criteria in giving grades D. T"e teac"er "as students "ose parents ant t"eir c"ildren to obtain "i#"er #rades t"an C. indoctrination D. accu"turation

"at t"ey are capable o! #ettin#.

1-. 8iss 1antiago is a stick"er for c"ean"iness and order"iness in the c"assroo!. or this, she asks her students to A. do the sa!e even 'hen they]re at ho!e B. re!ove their shoes in entering the c"assroo!. C. !or$ulate nor$s and re$ind t"e$ o!ten to !ollo t"ese nor$s. D. bring c"eaning !ateria"s and c"ean the roo! before, during, and after c"asses 10. Which situation sho's that a sense of nationhood is e/e!&"ified? A. When 8iss Aguas asked her Erade ## students in 'hat country they 'ish to"ive, !ost of the! chose Austra"ia. B. )he c"ass 'as asked 'hich brand of choco"ate they 'ou"d rather have, no onechose ^chocnut.^ C. T"ere is a class pro#ra$. T"e #irls +olunteered to do a Sbala#tasanR D. )he boys o&ted to !ake a chora" rendition of the the!e song of the !ovie ^)itanic.^ 12. Which state!ent best indicates a ba"ance bet'een res&onsibi"ity and authority? 8iss 1oriano has ;ust &rovided a grou& activity to her c"ass. Whi"e the c"ass is at it, she says... A. Fou can ta"k as !uch as you 'ant. B. Fou are forbidden to ta"k 'ith each other. ,. #]"" send you out of the roo! if you so !uch create noise. D. ,ou can tal7 pro+ided you !inis" t"e or7 on ti$e and do not disturb t"e ot"er #roup 16. Which of the fo""o'ing behaviors bes&eaks of a &rofessiona" teacher? A. 1&eaks i"" of the i"i&ino 'ays B. Ad+ocates t"e t"e$e o! nation"ood ,. #!&arts his &ersona" be"iefs and ideo"ogy D. 1eeks the coo&eration of the &arents for her o'n interests 19. Which situation sho's a desirab"e re"ationshi& bet'een teachers and other grou&s of &eo&"e? A. 0rs. 0a#sino* a ne ly9assi#ned principal to Baran#ay San Andres* calls on t"e baran#ay c"air$an. B. )he ne' teacher 'as re5uested to he"& the barangay counci" in a case invo"ving one of his students. He dec"ined. ,. 8r. )ig"ao fee"s that the barangay counci" is against his &"ans( so, he does notconsu"t the counci" even if there is a need for it. D. )he &rinci&a" does her o'n 'ay of ca!&aigning for c"ean"iness in and outside the schoo"( she never gets invo"ved 'ith the sa!e ca!&aign of the barangay officia"s. 1:. #f you 'ere 8rs. %or!an, 'hich action 'ou"d you take to sho' a ba"ance bet'een ba"ance and accountabi"ity? A. Eive the! !ore free ti!e during the ca!&ing &eriod. B. 1ee to it that the o"der boy scouts take charge of the safety of the grou& ,. =et the boy scouts do the schedu"ed activities during the ca!&ing 'hi"e he had a drinking s&ree 'ith the other scout !asters. D. &repare structured acti+ities t"at allo independent or7 a$on# t"e boy scout #roups and rate t"e$ accordin# to t"e a#reed criteria. 1@D$A. Which t'o characteristics of eastern &hi"oso&hies !ight have inf"uenced .hi"i&&ine education? A. ocus on the individua". B. )he grou& is above se"f. C. /no led#e co$es about t"rou#" $editation. D. 0anRs ay o! li!e $ust be c"aracteri'ed by "ar$ony. $1. Which situation sho's that action is "ega" but not !ora"? .ub"ic officia", entit"ed to s&ecific &rivi"eges fro! the govern!ent A. B. ,. D. )akes the !ost econo!ica" fare in going about his duties. Does his ;ob 'ithout getting favors fro! the c"ient he serves. Reverts back to the &ub"ic coffers the 1AQ co!!ission due hi!. Buys t"e latest and t"e $ost e2pensi+e car $odel !or "is depart$ent.