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Seminar paper the grammar exercises of MICHAEL M.
MAGBANUA, MA
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17. Seminar paper the grammar exercises of MICHAEL M. MAGBANUA,
MA — Document Transcript
1. THE GRAMMAR EXERCISESUnit I. THE
SUBJECT-AND-VERB AGREEMENTA.
Directions: Read the sentences carefully.
On your answer sheet,copy the appropriate
verb form of your choice found inside
theparenthesis. 1. Different authorities
(present—presents) their own definitions of
the term guidance. 2. Some (define—
defines) guidance as a point of view from
the thinking of a guidance-oriented person.
3. Others (define—defines) the term based
on their personal observation as practiced
by others who (extend—extends) help to
people (meet—meets) their needs. 4.
Others (consider—considers) it as a part of
the educational process. 5. Jones (stress—
stresses) that guidance personally (assist—
assists) someone (solve-solves) his
problems. 6. In the process, it (do—does)
not solve problems for the individual but the
counselor (help—helps) him to solve his
18. problem. 7. The focus of guidance (is—are)
not on the problem itself but on the person.
8. Guidance (aim—aims) to promote the
growth of the individual toward self-
development and self-direction. 9. Crow and
Crow (give—gives) their definition of
guidance by stating what guidance (is—are)
not. 10. According to them, guidance (is—
are) not giving direction. It (is— are) not
imposing one‘s point of view upon another
person, neither making decision for the
person seeking assistance, nor carrying
burden of another life. 11. Tolbert (1959)
(state—states) that counseling is a face-to-
face relationship which (provide—provides)
the client with a learning situation and
(help—helps) him to make use of his
characteristics and potentials. 75
2. THE GRAMMAR EXERCISES*See more
exercises on next page! 12. Blocker (1966)
(say—says) that it (is—are) the process
which the structure of the self (is—are)
19. relaxed in the safety of the relationship with
the counselor and previously denied
experiences (is—are) perceived and then
integrated into an altered self. 13. According
to Thoresen (1969), counseling (refer—
refers) to a variety of procedures
systematically undertaken by a counselor to
promote specific changes on the behavior
of clients. 14. There (is—are) three types of
counseling given by Kapunan: directive or
clinical counseling, non-directive
counseling, and eclectic counseling. 15.
Directive or clinical counseling (allow—
allows) the counselor to give the counselee
information about himself, his opportunities,
his problems. 16. Here, the counselor
(guide—guides) the discussion or
(suggest— suggests) action to take. 17.
The information (is—are) obtained from
school records, test result, which he (use—
uses) in the interview. 18. He (try—tries) to
evaluate the facts objectively. He (explain—
explains) these facts without offending the
20. counselee. 19. The counselor (do---does)
not criticize, judge, or condemn. This
method (help—helps) the counselee
(make—makes) final decision. 20.
Prognosis (refer—refers) to the prediction
made by the counselor on the clients‘ future
developments of the problem.B. Directions:
Read and analyze the sentences carefully.
On youranswer sheet, write the correct form
of the given verb inside theparentheses. 1.
Research in this age and time (mean)
searching for a theory, for testing theory, or
for solving a problem. 2. Kerlinger (1973) in
Sevilla, Ochave, et.al (1992) (define)
scientific research as ―a systematic,
controlled, empirical, and critical invetigation
of hypothetical propositions about the
presumed relations among natural
phenomenon. 76
3. THE GRAMMAR EXERCISES*See more
exercises on next page! 3. One of the
critical steps that you a researcher will take
21. in thesis writing (is) the choice of problem.
4. A great number of students (find) this
stage stimulating 5. In some schools,
courses such as Research in Child Study,
Research in Educational Administration
(expose) the students to some possible
topics for investigation. 6. One of the first
considerations of a good problem (is) that
the topic should be of great interest to the
researcher. 7. A further characteristic of a
good problem is that it (possess) novelty. 8.
A good problem (is) one which (invite) more
complex design. 9. Title (serve) as a frame
or reference for the whole parts of the
study. 10. It also (enable) the researcher to
claim the title as his own, and (help) other
researchers to refer to the work for possible
survey of theory. 11. Gay (1976) (define)
hypothesis as a ―tentative explanation for
certain behaviors, phenomena, or events
which have occurred or will occur. 12.
Relationships among variables (come) in
many ways. This (be) found most usually in
22. experiments where the researcher (be)
interested in finding out the effects of a
procedure, material or treatment. 13. First
and foremost function of hypothesis is that it
(introduce) the researcher‘s thinking at the
start of the study. 14. Second, the
hypothesis (structure) the next stages or
procedures of the study. 15. In some theses
or dissertations, a special section known as
assumptions (occupy) a prominent place in
the report. Here the assumptions (be)
enumerated. 16. Any endeavor that
concerns people (be) challenging. Thus
stimulating. This (stem) from the fact that
people (be) varied; hence their behaviors
(be) complex. 77
4. THE GRAMMAR EXERCISES 17. Some
sources (describe) the independent variable
as the cause and the dependent variable as
the result.*See more exercises on next
page! 18. Twenty substantive words,
function words not included, (be) the
23. maximum allowable length of a title. 19. The
null hypothesis (mean) no existence of an
effect, an interaction or relationships, or of
difference. 20. A problem (exist) when there
(be) absence of information resulting in a
gap in our knowledge; there (be)
contradictory results; and a fact (exist) and
the researcher (intend) to make his/her
study (explain) it.C. Directions: Choose the
appropriate verb form. On your
answersheet, copy the verb of your answer
from the series of choices insidethe
parentheses. 1. Independent variables such
as sex, mental ability, socio-economic
status, brain damage, aptitude, race, and
age (is—are—seem— seems) non-
manipulative because you cannot change
theses statuses. 2. Variables such as
reinforcement, method, use of instructional
materials, use of feedback, and others
(give—offers—is—are) manipulable. 3.
Theory (processes—provides—produces—
protects) the study with a conceptual
24. framework justifying the need for
investigation. 4. It also (present—
presides—presents—prevents) the
relationship among variables that have
been investigated. 5. The review of related
literature (performs—presents—perform—
present) some functions like, it (provide—
provides—mean—means) the conceptual or
theoretical framework of the planned
research. 6. It (provides—produces—
argues—supports) information about past
researches related to the intended study. 7.
It (predict—predicts—give—gives) the
researcher a feeling of confidence since the
researcher will have on hand all constructs
related to his/her study. 8. Conceptual
literature (is—are—pertain—pertains) to
articles or books written by authorities
giving their opinions, experiences, 78
5. THE GRAMMAR EXERCISES theories
or ideas of what is good and bad, desirable
and undesirable within the problem
25. area.*See more exercises on next page! 9.
According to Kerlinger (1973), theoretical
framework (is—are— refers—refer) to the
set of interrelated constructs (concepts),
definitions, and propositions that present a
systematic view of phenomena by
specifying relations among variables. 10.
The theoretical framework (become—
becomes—yield—yields) the basis of the
research problem. 11. It (seems—seems—
are—is) also an organized body that
(shares— is--explains—introduces) what
has been done and what has been said on
the topic or problem. 12. Basically, all
research methods (is—are—follows—
follow) well- defined general procedures, be
they basic, applied, or developmental. 13.
Action research, which (explains—
presents—is—are) popularly used in
schools, (are—is—gives-give) a feature of
applied research since the former involves
discovering and identifying a problem in the
local setting. 14. Writing the historical report
26. (focuses—focus—report—reports) the
concern of the historical researcher to all
the mechanical problems of documentation,
the logical problem of selection and
arrangement of topics as well as subtopics,
and the philosophical problem of
interpretation. 15. Many historical works,
however, (is—are—present—appear) to
follow the individual bent of the author
rather than to conform to any one of the
schools of historical interpretation. 16. The
researcher (faces—face—tries—try) a
number of special problems in writing and in
interpreting his historical data. He (is —
begin—are—begins) his study of history
only when he (is—are— have—has)
identified a perplexing question and then
correctly (states—say—state—has) it. 17.
The principal aims in employing the
descriptive method (is—are— appears—
has) to describe the nature of a situation as
it (exists— exist—presents—present) at the
27. time of the study and to explore the causes
of particular phenomenon. 79
6. THE GRAMMAR EXERCISES 18.
Descriptive research (has—do—have—is)
of several types, namely: case studies,
surveys, developmental studies, follow-up
studies, documentary analyses, trend
analyses, and correlational studies.*See
more exercises on next page! 19. A case
study (involve—involves—uses—use)
studying one person or just a few persons
over a considerable period of time. This
(brings—bring—entails—entail) discovering
and studying all the important variables
which (has—have—give—gives)
contributed to the history of the researcher‘s
subject. 20. Historical research (is—are—
involves—involve) three major procedures.
In data collection, documents and remains
(comes— come—has—have) as the chief
primary sources. They (have—are —do—
gives) the first witnesses to a fact, hence,
28. they (brings— bring—are—make) the only
solid bases for historical investigation. 80
7. THE GRAMMAR EXERCISES KEY TO
CORRECTION SUBJECT-AND-VERB
AGREEMENTA.1. present 11. states;
provides; helps2. define 12. says; is; are3
define; extend; meet 13. refers4. consider
14. are5. stresses; assists; solves 15.
allows6. does; helps 16. guides; suggest7.
is 17. is; uses8. aims 18. tries; explains9.
give; is 19.does; helps; makes10.is; is 20.
refersB.1. means 11. defines2. defines 12.
come; is; is3 is 13. introduces4. finds 14.
structures5. expose 15. occupies; are6. is;
possesses 16. is; stems; are7. is, invites 17.
describes8. enables; helps 18. is9. serves
19. means 81
8. THE GRAMMAR EXERCISES 10. exists;
intends; explains 20.exist; is; are C.
Subject-and-Verb Agreement 1. are 11. is;
explains 2. are 12. follow 3. are 13. is; is 4.
provides 14. focuses 5. performs 15. appear
29. 6. provides 16. faces; begins; has; states 7.
pertains 17. are; exists 8. gives 18. is 9.
refers 19. involves; entails; have
10.becomes 20. involves come; are;
are*nothing follows 82
9. THE GRAMMAR EXERCISESUnit II.
THE TENSE AND ASPECT SYSTEMA.
Directions: Read the sentences carefully.
On your answer sheet,copy the appropriate
verb form of your choice found inside
theparentheses. 1. The 2002 BEC which
(has—has been) its pilot years of
implementation in school year 2002-2003,
(was—are) a restructuring of the 1983 New
Elementary School Curriculum (NESC) and
the 1989 New Secondary Education
Curriculum (NSEC). Thus, it (are—is—
was—were) also called the Restructured
Basic Education Curriculum. (RBEC). 2.
Each region, division, district and school
(discover—discovered— will discover—
have discovered) common issues and best
30. practices and the sharing (will give—gave)
insights on how the issues and problems
could be addressed. 3. Curriculum
development (were—is) a dynamic process,
and thus the Restructured Basic Education
Curriculum (will continue—will have
continued) to be developed throughout the
year and year thereafter. 4. The 2002 Basic
Education Curriculum (BEC) (promotes——
have promoted) the total development of
the Filipino learners and (enabled—
enables) them to acquire the needed
competencies and desirable values. 5.
English (arrived—has arrived) in 1898 with
the American colonizers, who unlike the
Spanish, (saw—had seen) a need for a
single language to unify the country. 6. The
present implementation of the Values
Education Program in the Basic Education
Curriculum (requires---has required) a
thorough evaluation. 83
31. 10. THE GRAMMAR EXERCISES 7. In
CBI, content (will become—becomes) the
organizing principle; and the language
structures, vocabulary, and functions (are
selected—have been selected) by the
teacher that are both necessary for content
and that are compatible with.*See more
exercises on next page! 8. There (had
been—is) a substantial improvement in the
provision of textbooks for the public
schools, both at the elementary and
secondary levels, in larger part due to
multilateral assistance from the World Bank,
for elementary textbooks, ADB for
secondary books, and the Canadian
International Development Assistance
(CIDA) for the textbook paper. 9. It (had
been estimated—will be estimated) that
class size could be very significant when
class (are—has been) relatively small.
10.While the contributions of PRODED and
SEDP cannot be denied, yet in the light of
subsequent developments it (will become—
32. has become) to refocus once more on the
basics and in this case, those of
mathematics, the natural sciences, and
English. 11.A secondary education
graduate, or BSEd, who (has majored—will
have majored) in history can handle four
high school level subjects where s/he
(has—is) considered qualified, while one
who (has—is) physics will be considered fit
to handle but one subject. 12. While
government expenditures on education
(continued—has continued) to reflect the
Constitution mandate that the greatest
portion of the budget (will—was) to be spent
on education, over the years since the
advent of the 1987 Constitution.
13.Students who (will have finished—have
finished) eleventh or twelfth grade abroad
should be permitted to go on to college,
provided that they (take—have taken) the
NCEE, if law (is—was) still valid. 14.The
basic function of chartered state colleges
and universities (SUCs) is—have) to
33. provide free tertiary education to
intellectually promising but financially
handicapped students, not only for tuition
but also for living expenses, (including—will
include) board and lodging. 15.―Teaching‖,
according to Republic Act No. 7836
(refers—is) to the profession concerned
primarily with classroom instruction, at the
84
11. THE GRAMMAR EXERCISES
elementary and secondary levels in
accordance with the curriculum prescribed
by the Department of Education, Culture
and Sports, whether on part-time or full-time
basis in the private or public schools.*See
more exercises on next page! 16.The
examinations for the elementary and
secondary school teachers shall be
separate. The examinations for teachers in
the elementary level (was—shall) consist of
two (2) parts, namely: professional
education and general education. 17.No
34. applicants shall be admitted to take the
examination unless, on the date of filing of
the application, s/he (had—shall have)
complied with the qualifications identified by
the Board. 18.The Board (shall—is) within
one hundred twenty (120) days after the
examination, report the ratings (report—
have reported) the ratings obtained by each
candidate to the Professional Regulation
Commission for approval and appropriate
action. 19.The registration of a professional
teacher (commenced— commences) from
the date his/her name is enrolled in the
roster of professional teachers. 20.Until the
new millennium, English in Philippines
(seemed—have seemed) to be paralleling
the pattern of evolution that (had occurred—
will be occurring) in Malaysia.B. Directions:
Choose the appropriate verb form. On your
answersheet, copy the word of your answer
from the series of choicesinside the
parentheses. 1. Guidance (was—is—be—
were—has) a form of assistance given to
35. individuals for the purpose of bringing about
changes in attitudes and values towards
desirable directions. 2. The aim of guidance
is to develop individuals so that they (will
able—have been able—will be able—is
able) to solve their own problems as far as
this is possible. 85
12. THE GRAMMAR EXERCISES 3. As
embodied in Paragraph 2 of DECS Order
No. 104. s. 1999, the crippled, the
―neurologically handicapped‖ (cerebral
palsy) and the visually and hearing impaired
as duly attested by the competent physician
(exempts—shall be exempted—
exempted—will be exempting) from taking
the NEAT/NSAT. 4. All public and private
schools, local and abroad, which (had—will
have—have—having) DECS permit (shall
be—is—will—were) the testing centers in
the administration of the 2000 NEAT and
NSAT.*See more exercises on next page!
5. The Certificate of Rating (have—were—
36. had been—shall be) a requirement for
graduation. This will be issued by the
National Educational Testing and Research
Center (NETRC) to each examinee free of
charge. 6. Tests and personality inventories
(was—are—had—be) useful in human
resource procurement. 7. Counseling can
improve both upward and downward
communication. The upward direction
(enables—enabled—will enable—have
enabled) the employees to express their
feelings to management. 8. As many
employees observed, including teachers,
often the top managers in an organization
(did—was—have—do) not know how those
at the bottom (felt—feeling—have felt—feel)
9. Individual inventory service is guidance
service which (will provide —have
provided—will have been provided—
provides) a synthesis of information about
the individual which can be used to gain an
understanding of himself as he (be—was—
were—is) potentially capable of becoming.
37. 10.The process (involved—involving—has
involved—will have involved) in the
Individual Identification Data (included—
include— have included—includes)
collecting information especially those that
(relate—related—have related—shall relate)
to their growth and development. 11.The
rating scale (shall have provided—is
providing—will provide— provides)
numerical scales at various degrees of
behavior. 12.According to Ryan and Zeran,
placement by definition (was—are— is—
have) the satisfactory adjustment of the
individual to the next situation whether in
school or on the job. 86
13. THE GRAMMAR EXERCISES 13.Like a
physician who checks on whether his
patient (has recovered—will recover—
recovered—recovers) from an illness, the
counselor should also find out what
(happening—will happen— happen—
happened) to this counselee. 14. The
38. counselor (will not discuss—discussed—
have discussed— discuss) case matters or
information obtained from a counselee with
anyone outside or within his profession
except at is (be—has —had—is) necessary
to the welfare of the counselee or the
ultimate solution of his problem.*See more
exercises on next page! 15. The counselor
(accepting—accepted—will be accepting—
accepts) who (seeks—sought—have
sought—seek) his assistance but (does —
did—have done—doing) not allow the
demand for his service to dilute the quality
of his services. 16. When a counselee
(have succeeded—succeeds—
succeeded—will succeed) another
counselor in dealing with a counselee,
neither one should make comment or
insinuations of the practices or capabilities
of the other. 17. The counselor (lead—led—
have led—leads) in the implementation of
the guidance services whose program is
approved by the administrator and
39. (carried—carries—will have carried—
carrying) with the help of teachers, parents,
and significant others. 18. According to
Aquino and Alvia, tests (is—has—are—had)
not only tools and techniques used by the
teacher or counselor to collect information
about an individual, but also a means to
make an individual (understanding—will
understand—have understood—
understand) himself better. 19. When
(buy—bought—buying—will buy) tests,
purchasers are asked to note the Letters to
note the symbol A, B, and C
(accompanying—accompanied—will
accompany—have accompanied) the test
titles in the lists. 20.Level A—Available only
if the person administering the tests (had
undertaken—undertook—undertake—have
undertaken) an advanced undergraduates
courses in testing or psychometrics, or
sufficient training and experience in test
administration. 87
40. 14. THE GRAMMAR EXERCISESC.
Directions: Read and analyze the sentences
carefully. On youranswer sheet, write the
correct form of the given verb inside
theparentheses. 1. Article IV Sec. 28 of RA
7836 states that no person (practice) or
offer to practice the teaching profession in
the Philippines or be appointed as teacher
to any position calling for a teaching
position without having previously obtained
a valid certificate of registration and a valid
professional license from the Commission.
2. Developmental studies (use) longitudinal
and cross-section methods.*See more
exercises on next page! 3. Gay (1976)
(think) that experimental method is the only
method or research, which can truly test
hypotheses concerning cause-and- effect
relationship. 4. The dependent variable,
also known as the criterion variable, effect,
or posttest is the outcome of the study, the
change or difference in groups which
(occur) as a result of the manipulation of the
41. independent variable. 5. In an experiment
that Ochave and Sevilla observed, it was
known the researcher (fail) to control mental
ability so that it (become) an intervening
variable. 6. Campbell and Stanley (identify)
eight basic threats to internal validity, which
(include) history, maturation, testing,
statistical progression, selection, mortality,
and selection-maturation interaction among
others. 7. If an experiment (employ) highly
creative students of Manila achieves some
results, the same conclusions are
applicable to highly creative students of
Makati, other variables (be) equal. 8. Quasi-
experimental designs do not control as well
as true experimental designs but (do) a
much better job than the pre- experimental
designs. 9. A lot of researchers in the field
of psychology, social sciences, and
education (do) not lend themselves to the
experimental approach. 10.The
manifestation of sex, socio-economic
42. status, intelligence and personality (already
occur). You cannot directly create 88
15. THE GRAMMAR EXERCISES
experimental conditions that (produce)
differences in socio- economic status,
personality, and more so with sex.
11.Therefore, you will have to resort to
another research approach that (be) more
appropriate for such type of problem. 12.In
this ex post facto approach, the
independent variable, smoking, was not
directly manipulated. All the researcher
could do (be) to select subjects who (be)
non-smokers for one group and smokers for
the other group. 13.He had to take these
human beings as they (be) without any
manipulation whatsoever.*See more
exercises on next page! 14.By purposive
manipulation, you will require the
experimental group to smoke a
considerable number of cigarette sticks for
a year or even longer, while the other (be
43. forbid) to indulge in any bit of smoking for
the same length of time. 15.After having
done with the step, the researcher
(compare) the two groups of high and low
creativity pupils in terms of the following
independent variables: parent-child
interaction, off-school activities, socio-
economic status, intelligence, personality,
and self-concept. 16.Again, these variables
(already occur) at the time that the pupils
(be test) for creativity. 17.In a way, the
researcher (be investigate) causes for high
and low creativity by the inclusion of the
aforementioned variables. 18.For more than
a decade now, distinguished Filipino
researchers (devote) substantial efforts in
exploring alternative research methods.
19.Methods used in research (has)
ideological implications. 20.In quota
sampling, you identify a set of important
characteristics of a population and then
(select) your desired samples in a non-
random way. It is assumed that the samples
44. (match) the population with regard to the
chosen set of characters. 89
16. THE GRAMMAR EXERCISES KEY TO
CORRECTION THE VERB TENSE-
ASPECT SYSTEMA.1. had; is; is 11. has
majored; is; is2. discovered; gave 12.
continued; was3 is; will continue 13. have
finished; take; is4. promotes; enables 14. is;
including5. arrived; saw 15. refers6.
requires 16. shall7. becomes; are selected
17. shall have8. has been 18. shall; report9.
had been estimated; are 19. commences10.
has become 20. seemed; had occurredB.1.
is 11. provides2. will be able 12. is 90
17. THE GRAMMAR EXERCISES3. shall
be exempted 13. has recovered;
happened4. have; shall be 14. will not
discuss; is5. shall be 15. accepts; seek;
does6. are 16. succeeds;7. enables 17.
leads; carried8. do; feel 18. are;
understand9. provides; is 19. buying;
accompanying10. involved; includes; relate
45. 20. had undertaken*See next page for
C…C. The Verb Tense-Aspect System1.
shall 11. will be2. uses 12. was; were3.
thinks 13. were4. occurs 14. will be
forbidden5. failed; became 15. compared6.
have identified; include 16. had already
occurred;were being tested7. employing;
being 17. was investigating8. do 18. have
devoted9. do 19. have10. already occurred;
will produce 20. select; will match 91
18. THE GRAMMAR EXERCISESUnit III.
CONJUNCTIONS and LOGICAL
CONNECTORSA. Directions: Complete the
sentences that follow by copying onyour
answer sheet the appropriate conjunction or
logical connectorsfrom the given options
found inside the parenthesis. 1. The results
of studies indicate that providing enough
space can reduce aggressive behavior in
the classroom and materials (because—so
that) children do not have to compete with
each other. 2. Teachers do not usually plan
46. activities whose sole purpose is social
development; (instead—hence) they think
about social development (so as—as) one
facet of children‘s participation in a variety
of classroom experiences. 3. Emotional
development, (like—likewise) physical and
social development, follows fairly
predictable stages of growth. 4. Role-play
solutions to problems in social interactions.
(For example—In connection with this),
children might role-play how to make an
introduction when a guest comes to the
classroom (and —or) ask how another child
to share materials. 5. Emotional growth can
be encouraged through typical classroom
experiences (so as—if) the teacher is aware
of the child‘s level of development (and—so
that) what can be done to encourage
development. 92
19. THE GRAMMAR EXERCISES6. The
Language provision in the 1987 Constitution
of the Republic of the Philippines, which are
47. embodied in Article XIV, Sec. 6 (or— and)
7, provide the legal basis for the various
language policies that are being
implemented in the country.7. Section 6 of
the said provision states that, the national
language of the Philippines is Filipino. (As
evolved—As it evolves), it shall be further
developed (but—and) enriched on the basis
of existing Philippine and other
languages.8. For purposes of
communication (or—and) instruction, the
official languages of the Philippines are
Filipino and (until when--until otherwise)
provided by law, English.*See more
exercises on next page!9. (Consistent
with—In consistent with) the 1987
constitutional mandate (but—and) a
declared policy of the National Board of
Education (NBE) on bilingualism in the
schools (NBE Resolution No. 73-7, s.1973)
the Department of Education, Culture and
Sports (DECS) promulgated its language
policy.10. Bilingual education in the
48. Philippines is defined operationally as the
separate use of Filipino (so that—and)
English (as—as to) the media of instruction
in specific subject areas.11. (In an
embodied to--As embodied in) the DECS
Order No. 25, Pilipino (changed to Filipino
in 1987) shall be used (so as to—as)
medium of instruction in social
studies/social sciences, music, arts,
physical education, home economics,
practical arts (or—and) character
education.12. English, (on one hand--on the
other hand) is allocated to science,
mathematics and technology subjects. The
same subject allocation is provided in the
1987 Policy on Bilingual Education, which is
disseminated through Department Order
No. 52, s. 1987.13. The policy on Bilingual
Education aims at the achievement of
competence in (both—either) Filipino and
English at the national level, through the
teaching of (so—both) languages and their
use as media of instruction at all levels. 93
49. 20. THE GRAMMAR EXERCISES14. The
regional languages shall be used as
auxiliary languages in Grades I and II. The
aspiration of the Filipino nation is to have its
citizens possess skills in Filipino to enable
them to perform their functions (and—or—
both of—nor) duties in order to meet the
needs of the country in the community of
nations.15. (While—Since) competence in
the use of both Filipino and English is one
of the goals of the Bilingual Education
Policy, continuing improvement in the
teaching of (both—neither) languages, their
use as media of instruction (since—and) the
specification of their functions in Philippine
schooling shall be the responsibility of the
whole educational system.*See more
exercises on next page!16. Tertiary level
institutions shall lead in the continuing
intellectualization of Filipino. The program of
intellectualization, (likewise—however),
shall also be pursued in (or—both) the
elementary (nor—and) secondary levels.17.
50. The Department of Education Culture and
Sports shall provide the means (in which--
by which) the language policy can be
implemented with the cooperation of
government (and—or) non-government
organizations.18. The Department shall
program funds for implementing the Policy,
in (such areas as—as to) materials
production, in- service training,
compensatory (and—or) enrichment
program for non-Tagalogs, development of
a suitable (and— yet) standardized Filipino
for classroom use (as well as— and) the
development of appropriate evaluative
instruments.19. Guidelines for the
implementation of the 1987 Policy on
Bilingual Education are specified in the
DECS Order No. 54, s. 1987. Among these
are the needs to intellectualize Filipino
(and—or) the concrete steps suggested
towards its realization.20. The Commission
on the Filipino Language, formerly Institute
51. of Philippine/National Language, is ordered
to formulate (or—and) 94
21. THE GRAMMAR EXERCISES
implement programs (and—both) projects
for the full (nor—and) effective
implementation of the objectives expressed
in the Executive Order.B. Directions: Read
the sentences carefully. On your answer
sheet,copy the appropriate conjunction or
logical connector of yourchoice, which is
found inside the parentheses. 1. In a
science (but—or—so—yet) economics
class, cooperative learning is an effective
strategy, (where—for—lest—which) could
help pupils to understand the text better,
develop more confidence in them (as well
as—so that—in order that—similarly) in
relating effectively with others. 2. (As in the
other—Like any other—Likewise—likely to)
educational practice, educational
measurement is an evolutionary
process.*See more exercises on next page!
52. 3. Vgotsky agreed with Piaget that learning
is dependent on the child‘s development,
(yet—and—or—but—nor) he believed that
learning new strategies (when presented to
at the appropriate level for the child) could
lead to increased development. 4. We can
assume two things in using the inquiry
approach. (Firstly —Firsthand—First—At
first) one can assume that the written record
of the past is not totally exhaustive. (After
this—After which—After that—After all) the
historiographers cannot claim that they
have obtained all the information they need
to know to formulate their conclusions. 5.
(Whenever—Wherever—Whosoever—
While) elementary pupils are not expected
to perform their own inquiry in the manner
that historians do, they can already begin to
develop the skill of asking questions, which
will 6. The constructivist, (and—or—nor—
for) developmentalist, point of view founded
on the work of Jean Piaget (1896-1980)
(and—or— nor—for) Lev Vygotsky (1896-
53. 1934). 7. Modern interactionists, (such
that—such as—inasmuch as—so that)
Jerome Bruner, George Forman, (or—but—
fort—if—and) others, continue to refine the
theories of Piaget (and—while—in which—
so that) to clarify concepts about children‘s
development. 8. Piaget believed that
children create knowledge through
interactions with the environment. Children
are not passive 95
22. THE GRAMMAR EXERCISES receivers
of knowledge; (in other words—neither—
yet—rather) they actively work at organizing
their experiences into more and more
complex mental structures. 9. Equilibrium is
the balance achieved (whenever—
wherever— whatsoever—either) information
(nor—for—but—or) experiment is fitted into
a schema (for—or—if—yet) a new schema
is created for it. 10.Some researchers (for
example—for—just like—likewise), Flavell
(1985) agree that equilibration is one
54. process that contributes to cognitive growth
(since—not so—but—lest) question the idea
that one process can account for all
cognitive development.*See more exercises
on next page! 11.Behaviorist theory does
not say much about physical development,
(yet—since—for—in the same manner)
most authorities agree that physical
development is generally determined (and
thus—likewise—either—but) does not affect
a child‘s behavior, (lest—at least—
nonetheless—rather) in optimal
environment that includes good nutrition,
lack of disease, and safety. 12.According to
maturationist point of view, like Jean
Jacques Rousseau (1712-1778), a child is
like a seed that contains all the elements to
produce a wonderful apple (for—if—yet—
until) given the proper amounts of nutrients
from the soil and water (along with—since—
such as—that is) sunshine (or—but—yet—
and) an ideal climate. 13.The goal of
employing behavioristic techniques is for
55. the desired behavior to become rewarding
to the child (in so doing—in the same
manner—so that—so) the teacher (but—
nor—or—for) parent need not continue to
provide extrinsic rewards. 14.Most teachers
(even more—evermore—even those—even
that) who believe strongly in other theories
of development, employ some behavioristic
strategies, (so—as—yet—for) they ignore
some behaviors (and—however—since—
whereby) praise others. 15.Rote learning,
(and—nor---for—or) memorization
according to Piagetians is not considered
learning (since—because—yet—if) it does
not involve assimilation and
comprehension. 96
23. THE GRAMMAR EXERCISES 16.Some
theories (such as—moreover—yet—so)
behaviorism, consider memory (inasmuch
as—as—as that of—for if) a form of learning
and do not differentiate between it (and—
of—for—like) the two kinds of learning. 17.A
56. child develops (so as—as—likewise—
because) a whole. Development in one area
certainly influences development in other
areas. (Like—For—As a matter of fact—For
example), when a child becomes mobile, he
or she opens up many possibilities for
exploration and learning about the
environment. 18.A positive reinforcement is
something that is viewed by the learner
(so—so as—as—in as much as) desirable.
19.Operant conditioning can be used to
shape behavior by providing reinforcements
(while—when—whenever—whichever) the
learner‘s behavior moves closer to the
target behavior.*See more exercises on
next page! 20.All young children need
vigorous physical activity every day, (for—
and—yet—but) no child should be deprived
of the opportunities for such activities
(however—at which—because of—
because) s/he must complete other tasks
(or—nor—or because—and yet) s/he is
being punished. 21.Meaningful learning
57. implies that the material to be learned is
potentially meaningful (is appropriate for the
students), the acquisition of new meaning
refers to the process (because--for— that
is—by which) students turn potentially
meaningful material (in—to—into—on)
actual meaningfulness. 22.In discovery
learning, Jerome Bruner, a cognitivist,
states that this learning style involves the
rearrangement and transformation of
material that leads to insight. 23.Gestalt
theory of learning is often translated as
―form, pattern, configuration, or organized
whole.‖ 24.The Gestalists are interested on
how organism perceives relationships
among ideas and the effect those
relationships have on memory and learning.
97
24. THE GRAMMAR EXERCISESC.
Directions: Read and analyze each
sentence carefully. On youranswer sheet,
supply the appropriate conjunction or
58. connector onthe blank. 1. _____________ it
is true that statistics requires a good deal of
arithmetic computation, one does not have
to acquire mathematical sophistication
______________ to pass the course. 2.
Some mathematical symbols appear with
great regularity in many,
________________ statistics books.
Among them is X, Y, n, f, ____________ Σ.
3. The use of subscripts 1, 2, 3,…n is
oftentimes very convenient ____________
we want to identify specific values of
variable. _____________, X1 (read ―X sub
1‖) might be used to identify first value of X;
the second value might be represented by X
2, the third by X3, _____________ on. 4.
The first major step in a statistical
investigation is the collection of statistical
data. This is considered a very crucial stage
in many statistical inquiries _____________
unless proper care is exercised in the way
data are collected, the results may lead to
false interpretations _______________
59. consequently bring enormous losses on the
part of the end-users. 5. There are two
types of data ______________ their
sources. Those coming from primary
sources are referred to ______________
primary data. 6. Primary sources include
government agencies, business
establishments, organizations,
______________ individuals who carry
original data, ______________ who have
firsthand information relevant to a given
problem. 7. There are several techniques
that may be in gathering statistical data.
Those involve in marketing studies usually
employ _____________the interview
method ______________ the questionnaire
method to gather information on consumer‘s
preference ______________ certain buying
habits. 8. As a researcher, you are,
________________, cautioned to exercise
extra care in designing the data collection
procedure that you will employ in your
research, especially in choosing
60. ______________constructing your research
instruments. 9. Feasibility, is concerned with
the aspects of skills, cost and time. There
are certain tests which require minimum
skills in developing them
________________ which may also require
98
25. THE GRAMMAR EXERCISES minimum
training in administration, scoring, analyzing
interpreting test data. 10.______________,
the reverse may hold true where more
sophisticated test structure s require
expertise in developing, using analyzing the
data obtained. 11. _______________ you
have finalized your table of specifications
incorporating valuable suggestions by the
experts you have consulted, you can begin
writing the items for each of the areas in the
TS. 12._______________ the test blueprint
presents the areas to be covered the areas
to be covered by the test, it does not really
specify the content _______________
61. purpose of each individual item. 13. Face
validity, the crudest type of validity, pertains
to whether the test looks valid,
________________, if by the face of the
instrument, it looks it can measure what you
intend to measure. 14. The test items are
oculary inspected and later on judged
superficially ________________ they are
valid enough to measure the variable being
measured.*See more exercises on next
page! 15. ________________, an
instrument that presents only its face
validity, ________________ , is an open
target for criticism. 16. This is
________________ generally, this type of
validity is not supported by any evidence
that the test really measures anything. 17.
In attitude testing, ________________,
Likert further states that ―item analysis can
be used as an objective check to determine
whether the members of a group react
differently to the battery,
________________, item analysis indicates
62. whether those persons who fall toward one
end of the attitude continuum on the battery
do ________________ on the particular
statement, ________________ vice versa.‖
18. Cattell, ________________, regarded
factor analysis not as a data reduction,
________________ as a method for
discovering underlying causal traits. 19. He
produced a comprehensive description of
personality through collating personality trait
names from all sources, e.g. dictionary,
psychiatric, ________________
psychological literature ________________
other pertinent materials. 99
26. THE GRAMMAR EXERCISES20.
________________, observations are
colored or influenced by the personality
background ________________ experience
of the observer. KEY TO CORRECTION
THE CONJUNCTIONS AND LOGICAL
CONNECTORSA.1. because 11. As
embodied; as; and2. instead; as 12. on the
63. other hand3. like 13. both; both4. For
example; or 14. and5. if; and 15. Since;
both; and6. and 16. however; both; and7.
As it evolves; and 17. by which; and 100
27. THE GRAMMAR EXERCISES8. and;
until otherwise 18. such areas as; and; and;
and9. Consistent with; and 19. and10. and;
as 20. and; and; andB.1. or; which; as well
as 11. since; and thus; at least2. like any
other 12. if; along with; and3. but 13. so
that; or4. First; After all 14. even those; as;
and5. Whenever 15. or; because6. or; and
16. such as; as; and7. such as; and; and
17. as; For example8. rather 18. as9.
whenever; or; or 19. when10. for example;
but 20. and; because; or becauseC. The
Conjunctions and Logical Connectors1.
While 11. and; As soon as2. if not all; and
12. while3. if; For example 13. but4.
because; and 14. rather than5. as 15.
because6. and; or 16. When; and7. to which
17. and; whether; nor8. In particular; and
64. 18. hence9. no part of which 19. Since10. at
which 20. When possible; in case 101
28. THE GRAMMAR EXERCISESUnit V.
ARTICLESA. Directions: Read and analyze
each sentence carefully. On youranswer
sheet, copy the most appropriate article that
you think bestfits-in on each sentence. 1.
Creative thinking involves (the—a—an)
organization of ideas or experiences into
new combinations in order to produce
something, which has not previously
existed. 2. It may stem from (a—an—the)
notion that it is closely associated with the
laboratory, which is a special place where
actual experimentation in biology, physics,
and chemistry is being conducted. 3. In
reality, this technique is not limited within
(the—a—an) four walls of this science
room. Therefore, its use today has been
extended to other subjects. 4. Laboratory
technique is (a—an—the) technique in
which students actively manipulate and
65. study (a—the—an) given situation upon
which a given problem lies. 102
29. THE GRAMMAR EXERCISES5.
Problem-solving technique is a technique
that requires a learner to work actively in
(the—a—an) solution of a difficulty or (an—
a—the) undesirable situation in two forms,
namely: rational and empirical.6. Among
(the—an—a) teaching techniques, the
research technique seems to be the least
used by teachers. Except in special
subjects like educational research, its
potentials for instructional purposes are still
untapped.7. Field study technique is (a—
the—an) technique in which (the—a— an)
student investigates a given situation by
being a part or an integral component of
it.8. The success of (the—a—an) use of
inquiry approach is greatly dependent on
the teacher‘s art of questioning and his
creativity.9. The teacher‘s skill to ask
questions in (a—an—the) developmental
66. fashion has a tremendous effect in focusing
(the—a—an) interest of the pupils on the
subject matter and on the unfolding of the
subsequent discussions.*See more
exercises on next page!10. Developmental
questions should, as far as practicable,
follow(a— the—an) pattern of (the—a—an)
subject matter.11. (A—The—An) teacher
affects eternity, for s/he never knows where
his/her influence stops.12. Because
divergent thinking encourages (the—an—a)
pupils to be imaginative, they are
encouraged to wonder over (the—a—an)
possibility of things that have not yet
become or that have not yet happened.13.
(The—An—A) inquiry approach develops
(the—an—a) pupil‘s skill to ask questions. It
takes advantage of(the—an—a) innate
curiosity of children; converting such
curiosity into (a—an—the) capacity for
scientific inquiry.14. Jerome Bruner strongly
believes in providing (an—a—an)
environment that will encourage young
67. minds to discover. For him, discovery is
essentially a matter of rearranging or
transforming evidence to assemble new
insights.15. (The—A—An) discovery
approach is by nature inductive. It follows
(a—an—the) particular strategy that
involves presentations of examples,
observation, drawing of commonality or
pattern, and formulation of conclusion or
generalization. 103
30. THE GRAMMAR EXERCISES 16.
Frequent exposure to (the—a—an)
approach will increase (the— an—a) pupil‘s
intellectual potency; develop (the—a—an)
habit of discovery; enhance retention of
what has been learned; and help transform
extrinsic motivation to intrinsic motivation.
17. The conceptual approach is (an—a—
the) approach that emphasizes concept
building. It places (the—an—a) pupils in a
vast field of ideas wherein they are
given(the—a—an) opportunities to form
68. conceptual frameworks or constructs that
are composed of related ideas. 18.
According to Slavin (1990) cooperative
learning is (a—the—an) strategy, which
gives (a—an—the) variety of learning
techniques in working together. This
process of group learning helps improve the
pupil‘s self-esteem, enthusiasm to go to
school, interest to learn (the—a—an)
subject, realization of their responsibilities,
ability to work with others, accomplishments
and interpersonal relations across ethnic
and ability lines. 19. In cognitive theories of
cooperative learning, (the—a—an)
emphasis is on (the—an—a) effects of
working together, whether or not the groups
achieve a group goal. 20. The arithmetic
mean, or simply mean, is(the—a—an)
average of a group of scores. Like the
median, it is (a--an—the) measure of central
tendency. *See more exercises on next
page!B. Directions: Read and analyze the
following sentences. Tellwhether the
69. italicized articles need correction or not.
Should youthink correction is needed, write
―I‖, otherwise, write ―C‖ if it iscorrect. Write
your answer on your answer sheet. 1. In
pantomime, learning is expressed through
one‘s feelings and actions without words,
which can be a challenging experience in
classroom learning. 2. Skit-script technique
involves the presentation of a skit or play in
which the pupils are guided by a prepared
script written by pupils or selected by pupils
and from commercial sources. 3. In
simulation, pupils make decisions that make
them assess and face the consequences of
a decision, which usually deals with social
process. 104
31. THE GRAMMAR EXERCISES4.
Simulations help pupils learn by getting
them involved in the real- world view that
makes them understand complicated vital
issues and social process.5. Group
discussion technique helps stimulate the
70. learning process of active interaction of the
pupils.6. A buzz group may consist of four
to six members. They are given a short time
to talk over and discuss a certain interesting
topic.7. Circular response technique is
organized around a circle of a maximum of
15 members of mixed age in a group.8.
Panel technique aims to arouse cooperative
thinking among the panel members and in
the audience by presenting different
viewpoints to consider.9. Forum technique
gives the value of recognizing personal
ideas and opinions. There is no arguing or
questioning among members of speakers
themselves.10. Quiz bee is also known as
Social Studies Bees. Teachers can have
small groups of four to five pupils to select
social studies words for a spelling bee, or it
can be a defining bee wherein words are
presented and members of the teams are
asked to define them.11. Puzzle can have a
picture or word puzzle which most pupils
enjoy, like completing a word defined in a
71. word box or maybe putting together pieces
of cut out pictures to form a whole.12.
Directed technique is mainly associated
with the well-known practice spoon-
feeding.13. Rote learning technique
requires students to repeat what the teacher
tells them without understanding.14.
Although the most common instructional
material, the textbook in itself cannot
provide students with sufficiently
enlightened instruction but in reality it is
usually used as a major basis of learning
and not just an instructional aid.15.
Memorization is a technique still acceptable
in today‘s school provided it serves certain
learning purposes and more importantly if it
is done coupled with understanding.16. The
traditional teacher tends to see the whole
world by looking through the needle‘s eye.
To him/her, learning is confined within three
given dimensions: 2X4X8 – 2 stands for the
two covers of 105
72. 32. THE GRAMMAR EXERCISES the book;
4 for the four walls of the classroom; and 8
for the eight hours of student‘s stay in
school. 17. Although the traditional method
is still usually in some limited situations, its
application has to be disregarded by many
teachers in most if not all classroom
encounters. 18. The traditional method of
teaching is closely identified with the
authoritarian education. 19. The use of
lecture method is justified primarily by the
following circumstances: when the major
concern of the teacher is to impart
knowledge that students cannot ordinarily
obtain by themselves; when the material to
be learned is highly abstract and complex
and, therefore, not within the
comprehensional level of students. 20.
Another reason would be, when the element
does not warrant the coverage of
considerably numerous bits of information;
processes like knowledge and
comprehension, and when the short-term
73. retention is desired. *See more exercises
on next page!C. Directions: Read and
analyze sentences that follow. Supply
themissing article on each gap. Write your
answer on your answersheet. 1. ______
approach is ______ set of correlative
assumptions dealing with ______ nature of
language teaching and learning. 2. ______
value of clarification approach is to clarify
______ value chosen by ______ learner.
For instance, he should tell why he should
join a cleanliness campaign in the
community. 3. ______
interdisciplinary/multidisciplinary approach
relates ______particular subject matter to
other disciplines like science, math, music,
art, and other areas. 4. ______ mastery
learning approach calls for setting up
______desired performance level of
success of ______pupils being taught by
______ teacher when evaluating learning or
when doing activities to answer
______problems posed to them. 106
74. 33. THE GRAMMAR EXERCISES5.
______purpose of conceptual approach is
to make ______ pupils learn how to get and
identify facts and information.6. In ______
expository strategy, the teacher is ______
information giver. He gives all the
information needed by the pupils, after
which, he gives ______ evaluation or a
test.7. Enabling strategy is the______
opposite of expository. The______ teacher
acts as guide or facilitator of learning.8.
Through ______ survey using interview and
questionnaire, pupils may learn ______
problems of their community; the attitudes
of ______people about certain issues; the
needs of lowly people; and others.9.
______ resourceful teacher may use
______ picture chart on ______ blackboard,
which is seen by all pupils.10. Classroom
tests, which are also known as teacher-
made tests, are among ______ most
important tools in evaluating pupils‘
achievement.11. If ______ purpose of
75. ______test is to determine the prerequisite
skills that pupils possess for the instruction,
a readiness pretest is called for.12. In
preparing ______ two-way chart of test
blueprint, ______ teacher must first, list
______ general instructional objectives
across the top of the table; second, list the
major topics or content areas down the left
side of the table; and third, he must
determine what proportion of the test items
should be given to each objective.13. In
______ free-response test item, ______
answer is short—a single word or phrase;
while in ______essay question, ______
response is usually lengthy.14. ______ test
specifications describe ______ performance
to be measured and ______sample of tasks
to include.15. In ______essay question,
______ pupils are allowed to organize and
present ______ answer in paragraph
form.16. Be sure ______ difficulty of
______ item matches the performance to
be measured and the purpose of ______
76. test.17. Actual test construction is ______
most important and crucial step in
developing ______ test because the validity
of ______classroom test is determined by
______ extent to which ______ learning
outcome to be measured is called forth by
______ test items. 107
34. THE GRAMMAR EXERCISES 18. In
constructing short-answer tests, state
______ item so that the required answer is
both brief and specific. 19. ______direct
question is generally more desirable than
an______ incomplete sentence. 20. If
______answer is to be expressed in
numerical units, indicate ______type of
answer wanted. KEY TO CORRECTION
ARTICLESA. 1.the 11. a 2.the; the 12. the;
the 3.the 13. The; the; the; a 4.a; a; a 14. an
5.a; the; an 15. The; by; a 6.the 16. the; the;
the 7.a; the; 17. an; the; the 8.the; the 18. a;
a; the; the 9.a; a; the; the 19. the; the; a 108
77. 35. THE GRAMMAR EXERCISES 10.a; the
20. the; aB. 1. a 11. a; a 2. the; a; a 12. the
3. a 13. the 4. the 14. the; the; a; an 5. the
15. a 6. a; a 16. The; the; the; the 7. a; a 17.
the 8. the; the 18. The; the 9. the 19. The;
the; the; the 10. a 20. the; the; theC. Articles
1. An; a; the 11. the; the 2. the; the 12. the;
the; the 3. the; a 13. A; the; an; the 4. The;
the; the; the; the 14. The; the; the 5. The;
the 15. an; the; the 6. an; the; an 16. the;
the; the 7. The; the 17. the; a; a; the; the;
the 8. a; the; the 18. the 9. a; a 19. a; an 10.
the 20. the; the 109
36. THE GRAMMAR EXERCISESUnit VI.
NOUNSA. Directions: On your answer
sheet, copy the most appropriateword/s,
which you think best fits-in on each
sentence. 1. (Score—Scoring—Scores)
generated in the factorial designs of
(experimentation—experiments—
experiment) are analyzed using the analysis
of variance (ANOVA). 2. An experimental
78. study is guided by at least one
(hypothesis— hypotheses) which states an
expected causal relationship between two
variables 3. Chomsky‘s (1959) hypotheses
that language is not acquired by children by
sheer imitation and through a form of
conditioning dependent on reinforcement
and reward underscores the inadequacies
of the (behavior—behaviorism—
behaviors— behaviorist) approach. 4.
(Reinforcer—Reinforcement—Reinforcers—
Reinforcer‘s) plays a vital role in the
learning process because it increases the
likelihood that the behavior will occur again
and eventually become a habit. 110
37. THE GRAMMAR EXERCISES 5.
Philosophy is the science of (being‘s—
being--beings) in their ultimate reasons,
causes, and principles acquired by human
reason alone. 6. Metaphysics is simply
described as the theory of reality. It seeks to
find out what is ultimately (reals—real‘s—
79. real). 7. Epistemology is the area that deals
with knowledge. Its major concerns are the
nature of knowledge, the process of
(knowings— knowing‘s—knowing), and the
grounds for establishing the (validity‘s—
validity—validities) of knowledge. 8.
Agnosticism, as coined by Thomas Huxley
means, ―not being able to know.‖ This is the
(beliefs—belief—belief‘s) on the
(impossibilities—impossibility—
impossibility‘s) of knowledge. 9.
(Skepticism‘s—Skepticism—Skepticisms) is
the doubting or questioning attitude towards
knowledge, also known as scientific
attitude.*See more exercises on next page!
10. Empirical knowledge is acquired
through the (senses‘---senses— sense‘s).
The belief known is (empiricism‘s—
empiricisms— empiricism). 11.
(Rational‘s—Rationals‘—Rational)
knowledge is acquired primarily through
reason. The belief is known as
(rationalisms‘—rationalism —rationalism‘s).
80. 12. Intuitive knowledge is obtained through
(intuition‘s—intuititons‘— intuition), which
means a ―sudden flash of insight.‖ The
belief is called intuitionism. 13. Authoritative
knowledge is acquired through an
(authority‘s— aruthorities—authority)
(expertise) and this is known as
authoritarianism. 14. Logic is generally
described as the science and art of correct
thinking or reasoning. 15. Inductive logic is
reasoning from particular/specifics to
general. This is popular in the sciences,
because it leads to the discovery of
principles, laws, formulae, etc. 16.
Deductive logic is reasoning from the
general to the particulars or specifics. It is
the exact reverse of induction. 111
38. THE GRAMMAR EXERCISES 17.
Dialectic logic is reasoning in which the
truth is arrived at through a contract or
conflict of ideas. 18. Experimental logic is
the testing of hypothesis, which make use
81. of both induction and deduction. 19. Ethics
is the theory of morality. 20. Aesthetics is
the realm of art and beauty.B. Directions:
On your answer sheet, copy the correct
word/s,which you think best fits-in on each
sentence. 1. Axiology is the branch of
philosophy that deals with (value—
values‘—values) in general. 2. Religious
value is a value realized through (worship—
worships) experience and (services—
service).*See more exercises on next page!
3. Republic Act No.7687 created the
science and technology (scholars —
scholarship) program for indigent but
deserving youth in the country under the
Department of Education Culture and
Sports. 4. Utilitarian value is actualized in
harmonious (adjustments— adjustment) to
or efficient control of the forces of the
physical environment. 5. Educational value
is a value inherent in or derived from the
educative (processess‘—process). 6.
Philosophy of education is the (studies—
82. study) of educational problems of aims,
curriculum, and methods from a
philosophical perspective. 7. Though it is
sometimes charged that Eastern
(philosopher‘s— philosophers) are
essentially religions, not (philosophy‘s—
philosophies), it can be also said that their
religions are closely intertwined with their
philosophies; so profound that a separation
of the two is not possible. 8. Technically,
education is the (processes—process) of
transmitting the cultural heritage from one
generation to another through the
educational(ageny—agencies) of society
like schools. 112
39. THE GRAMMAR EXERCISES 9. As a
process, education is an educative process
pertains to the teaching-learning
(process‘—process). 10. As a (product—
products), education is equivalent to
learning outcomes like knowledge, skills,
attitude, apperceptions, and values. 11.
83. According to (experts—expert‘s), education
is viewed as an eternal process of superior
adjustment of the physically and mentally
developed, free conscious, human being to
God, as manifested in the intellectual,
emotional, volitional environment of man.
12. To John Amos Comenius, a (realists‘—
realist), education is formation and the
school is true forging (place—places) of
men. 13. John Dewey, a (pragmatist‘s—
pragmatist), views that education is life
itself, and a continuous (reconstructions—
reconstruction) of experience for social
efficiency. 14. Confucianism (Kung Fu-Tze)
teaches moral life through (devotion‘s--
devotion to the family, loyalty to elders, filial
piety, love of learning, civil service, and
universal love and (justices—justice).*See
more exercises on next page! 15. Taoism
(Lau Tzu)from the word, Tao, which literally
mean, the way or the (path‘s—path) ; its
main (tenet—tenets) is harmony with
nature; regards nature as sacred and even
84. as an extension of human selves. 16.
Hinduism suggests a (commitment—
commitments) to or respect for an ideal way
of life known as ‗dharma‘. 17. Buddhism
advocates that there is a (paths—path)
whereby man can be emancipated from this
(miseries of lives--misery of life). 18. Islam
means a total commitment in faith,
obedience and trust to the one and only
God. It encompasses every (aspect—
aspects‘) of life—from personal faith and
piety to an (understandings—
understanding) of the functions of the state.
19. Naturalism believed that nature or the
(aggregate—aggregation) of things in the
physical world is the (be-alls and ends-all--
be-all and end-all) of reality. It is the
(antitheses—antithesis) of
(supernaturalism—supernaturalists). 20. In
idealism, (ideas—idea) are believed to be
innate in the individual, as these have been
endowed by a perfect (beings— being), an
absolute (ideals—ideal). 113
85. 40. THE GRAMMAR EXERCISESC.
Directions: B. Directions: On your answer
sheet, copy thecorrect word/s, which you
think best fits-in on each sentence. 1.
Idealism is (ideals-centered--ideal-centered)
in education with the teacher as the
(personification—personifications) of reality.
Thus the teacher is a model to be imitated.
2. (Realist--Realism‘s) philosophy holds that
objects or things exist independent of the
mind along Aristotle‘s doctrine of
particulars. 3. Realism believes in
(determiners‘—determinism) and the
curriculum has the function of forming the
body and this interrelationship gives rise to
the dictum, ―Sound mind in a sound body.‖
4. Scholasticism, also known as (neo-
Thomism—neo—Thomasites) (after St.
Thomas Aquinas, ―the doctor of the
Church‖). This is an integration of Christian
thought with the idealism and realism of the
early Greeks.*See more exercises on next
page! 5. Pragmatism is often regarded as
86. an exclusive American philosophy though it
has its (root—roots) in ancient (Greek‘s—
Greece). It has assumed various forms—
practicalism, experimentalism,
instrumentalism, functionalism, and even
critical naturalism. 6. Pragmatism believes
that the meaning of an idea can be
determined by the (consequence—
consequences) of its test. 7. Existentialism
was particularized by Soren Kierkegaard
(Danish), who believes that the central
problem (humanities—humanity) is facing is
the ability to cope with its (existence—
existenials) 8. (Existentialism—
Existentialists) clamor for freedom and
individuality in schools. They oppose the
authoritarian (conformists‘—conformist)
practices of educational (agencies—
agency) as these lead only to
dehumanization. 9. In language analysis,
(philosophies—philosophy) is regarded as
an (activity—activities) of clarifying thoughts
through careful use of language and logical
87. methods. 10. Its major (concerns—concern)
in education is the constant examination
and reexamination of educational ideas and
(pracitice 114
41. THE GRAMMAR EXERCISES —
practices) through empirical researches and
use of accurate language. 11. Educational
(theories—theory) in the normative sense
lead to programs of reform. They take on a
special nature because they are conditioned
by experience unique to education. 12. To a
(perennilist‘s—perennialist) point of view,
the body of knowledge, which has endured
through time and space, should form the
basis for one‘s education. 13. Robert
Hutchins, the principal (proponents—
proponent) of perennialism believes that the
basic (principles—principle) of education
are both timeless and recurring. 14.
(Perennilist—Perennialists) advocate that
the (teacher—teachers) is regarded as an
(authority figures--authority figure), a master
88. teacher whose expertise is not to be
questioned. 15. They also adhere that the
school‘s primary (function—functions) as an
institution is to develop an (intellectual‘
elites--intellectual elite) and to prepare the
young for life.*See more exercises on next
page! 16. Progressivism, as popularized by
Francis W. Parker led the (protesters—
protest) against the excessive formalism of
traditional education, with its (emphasis—
emphases) on strict discipline, passive
learning, and pointless drill. 17. It directly
grew out of pragmatic philosophy, which
stresses democratic experiences and
(skill—skills) on how to think. 18.
(Essentialists—Essentialist), like William C.
Bagley emphasized (effort—efforts) in
reexamining curricular matters,
distinguishing the essential and non-
essential in school programs, and re-
establishing the authority of the teacher in
the classroom. 19. Reconstructionism
declares that the chief (purposes—purpose)
89. of all educational efforts is to ―reconstruct‖
society in order to meet the cultural crisis of
the (times—time). 20. The main objective in
education of naturalism is (completer
livings--complete living). The school is seen
as the (extension— extensions) of the home
and teachers are deemed ‗surrogate
parents‖, hence the loco parentis idea. 115
42. THE GRAMMAR EXERCISES KEY TO
CORRECTION NOUNSA.1. score;
experiments 11. Rational; rationalism2.
hypothesis 12. intuition3. behaviorist 13.
authority4. Reinforcement 14. Logic5.
beings 15. specifics; sciences;formulae6.
real 16. particulars; induction7. validity
knowing 17. truth; ideas8. belief;
impossibility 18. induction; deduction 116
43. THE GRAMMAR EXERCISES9.
Skepticism 19. morality10.senses;
empiricism 20. artsB.1. values 11. expert;
eternal process2. worship; service 12.
realist; priest3. scholarship 13.
91. 44. THE GRAMMAR EXERCISESUnit VII.
WORD FORM AND FUNCTION(Identifying
the Parts of Speech)A. Directions: On your
answer sheet, copy the most
appropriateword in series found inside the
parenthesis. 1. Republic Act No. 7731 in
1994 abolished the National College
Entrance Examination required of all high
school graduates seeking (admittance—
admission) into a minimum (four years--
four- year) college program as mandated by
P.D. 146. 2. Republic Act No.7836 revised
P.D. (1976) and created the Professional
Board for teachers and (provided—provider)
for a Licensure Examination for Teachers
(LET) to be (administration— administered)
by the Professional Regulations
Commission (PRC). 118
45. THE GRAMMAR EXERCISES 3.
Republic Act No.7796 created the Technical
Education and Skills Development (TESDA)
(head—headed) by a Director General
92. under the Department of Labor and
Employment (DOLE). 4. Republic Act
No.772, the Higher Education Act of 1994,
created the Commission on Higher
Education (CHED) to be headed by a
Chairman under the (Official—Office) of the
President. 5. Republic Act No. 7784
established Teacher Education (Center—
Central) of Excellence in each of the
existing (regional—regions) of the country.
6. Republic Act No. 7168 approved on
December 26,1991, (converter —converted)
the Philippine Normal College into the
Philippine Normal University under a Board
of Regents. 7. Section 1, Article 1 of the
Code of Ethics for Professional Teachers
provides that the Code shall apply with
(equate—equal) force to all schools in the
Philippines whether public or private. 8. The
(Penalty—Penal) Provision states that
(violate—violation) of any provision of the
Code, after due hearing, cause the
(suspend— suspension) or cancellation of
93. the teacher‘s license. 9. Department Order
No. 24 s.1974 also known as the Bilingual
Education Program mandates the (usage—
use) English and Filipino separately as
(media—medium) of instruction.
10.Presidential Decree No.1006
(promulgator—promulgated) on September
22, 1976 and made effective on January
1,1977 considered teachers as
(professionals—professionalize) and
teaching as a profession.*See more
exercises on next page! 11.Educational
progressivism is the (believe—belief) that
education must be based on the fact that
humans are (socialized—social) animals
who learn best in real-life activities with
other people. 12.Progressivists claimed to
rely on the best available scientific
(theories—theorists) of learning. Most that
children learned as if they were (scientific—
scientists), following a process similar to
Dewey‘s model of learning. 13.Given this
view of human (natural—nature), a
94. progressivist teacher desires to provide not
just reading and drill, but also a real-world
experiences and activities that center on the
real-life of the students, hence, ―learning by
doing‖. 119
46. THE GRAMMAR EXERCISES 14.The
early I (children‘s—childhood) education
professional incorporates core knowledge
content in classroom experiences and
activities. 15.Perennialists believed that one
should teach the things that they believe are
everlasting (importance—important) to all
people everywhere. 16.Perennialists view
that since people are important, one should
teach first about (humans—humanity), not
machines or techniques. 17.The best exam
items are those that test how well people
(understanding—understand) the course
material. Accordingly, your items should go
beyond rote learning, definitions, and
terminology. 18.Dont submit items that you
yourself would regard as picky. Instead, get
95. test takers to apply the material to new
situations. Test them on the social and
(social—societal) implications of the
material. 19.Education thus is a means to
fostering the individuals, societys, and even
humanitys future development and
(prosperous— prosperity). Emphasis is
often put on (economy—economic) success
in this regard. 20.Items should be
(difficulty—difficult) for people who dont
know the material, but they should be
(straightforward—straightforwardly) for
those who do. If an item is difficult because
of (complication— complicated) wording
(e.g., double negatives) or vocabulary, you
will be testing verbal ability rather than a
command of social psychology.*See more
exercises on next page!B. Directions: On
your answer sheet, copy the most
appropriateword in series found inside the
parenthesis. 1. Philosophy for Children is a
(move—movers—movement) that aims to
teach young children reasoning and
96. (argumentative—argument —argued) skills.
The hope is that this will be a key influence
in the (event—eventual—events) move
towards a more democratic democracy. 2.
There is (empiricism—empirical—
empirically) evidence that teaching children
reasoning skills early in life greatly improves
other (cognition—cognitively--cognitive) and
academic skills and greatly assists learning
in general. 120
47. THE GRAMMAR EXERCISES 3. The
Philosophy of education is the study of the
purpose, nature and (ideal—ideal—ideally)
content of education. Other questions
include the nature of the knowing mind and
the human subject, problems of
(authoritative—authoritatitvely—authority),
the relationship between education and
society, etc. 4. The enterprise of civil society
depends on educating young people to
become (responsively—responsible—
responsibly), thoughtful and enterprising
97. citizens. 5. Jazzing up items to make them
(interestingly—interesting— interest) is fine,
but dont get so carried away that the
(contextual —context—contextually)
becomes distracting or the item turns into a
mini-essay. 6. Ones individual (develop—
development—developmentally) and the
capacity to fulfill ones own purposes can
(dependable— dependently—depend) upon
an adequate preparation in childhood.
Education can thus attempt to give a firm
foundation for the achievement of personal
fulfillment. 7. Plato is the (early—earlier—
earliest) important educational (think —
thinker—thinkfully). Education is, of course,
a relatively minor part of his overall
(philosophy—phisophically—philosophical)
vision, but it is an important one. He saw
education as the key to (create—creating—
creator) and sustaining his Republic. 8. He
advocated extreme methods: (removing—
removal—remove) children from their
mothers care and raising them as wards of
98. the state, with great care being taken to
differentiate children suitable to the various
castes, the highest receiving the most
education, so that they could act as
(guards—guard—guardians) of the city and
care for the less able.*See more exercises
on next page! 9. For Plato the individual
was best served by being subordinated to a
just society. Platos (believe—belief—
believer) that talent was (disctirbutor—
distributive--distributed non-genetically and
thus must be found in children born to all
classes moves us away from (aristocracy—
aristocrats—aristocratic).. 10.Plato builds on
this by insisting that those (suitable—
suitably— suitabler) gifted are to be trained
by the state so that they may be qualified to
assume the role of a (rule—ruler—ruling)
class. 11.What this establishes is
essentially a system of (select—selection—
selective) public education premised on the
assumption that (educator—educative—
99. educated) minorities of the population are,
121
48. THE GRAMMAR EXERCISES by virtue
of their education (and inborn educability),
sufficient for (healthful—healthy—
healthfully) governance. 12.Plato should be
considered (foundational—foundation—
foundationalize) for democratic philosophies
of education both because later key
(thinkers—thnkfully—thinkful) treat him as
such. 13.Aristotle considered nature, habit
and (reasoning—reason— reasonable) to
be three equally important forces to be
cultivated in education. 14.For example, he
considered (repetitve—repeat—repetition)
to be a key tool to develop good habits. The
teacher was to lead the student
(systematically—system—systematic); this
differs, for example, from Socrates
emphasis on questioning his listeners to
bring out their own ideas (though the
(compare—comparison— comparably) is
100. perhaps unfair since Socrates was dealing
with adults). 15.Aristotle placed great
(emaphasize—emphasis—emphasizingly)
on balancing the theoretical and practical
aspects of subjects taught. Subjects he
explicitly mentions as being important
included reading, writing and mathematics;
music; physical education; literature and
history; and a wide range of sciences. He
also mentioned the (importance—
important—importantly) of play. 16.One of
educations primary missions for Aristotle,
perhaps its most (importance—
importantly—important), was to produce
good and (virutiously—virtuous—
virtuosness) citizens for the polis. All who
have meditated on the art of (government—
governing— governance) mankind have
been convinced that the fate of empires
depends on the education of youth.*See
more exercises on next page! 17.Rousseau
held that there was one (developmental—
developmentally—develop) process
101. common to all humans. This was an
intrinsic, natural process, of which the
primary (behavioral —behavior—
behaviorism) manifestation was curiosity.
18.Rosseau‘s view differed from Lockes
tabula rasa in that it was an active process
deriving from the childs nature, which drove
the child to learn and (adaptive—adapted—
adapt) to its surroundings. 19.As Rousseau
wrote in his book Emile, all children are
(perfectly— perfect—perfectfully) designed
organisms, ready to learn from their 122
49. THE GRAMMAR EXERCISES
surroundings so as to grow into
(virtuously—virtuous—virtuosness) adults.
20.Rousseau advocated an
(educationally—educational—educative)
method, which consisted of removing the
child from society (i.e., to a country home)
and (altenate—alternative—alternately)
conditioning him through changes to
environment and setting traps and puzzles
102. for him to solve or overcome.C. Directions:
Decide whether the italicized word needs
correction.On your answer sheet, write the
appropriate word form of theitalicized word
making the statement more meaningful. 1.
Rousseau advocated that adults always be
truthful with children, and in particular that
they never hide the fact that the basis for
their authority in teaching was purely one of
physical coercion--"Im bigger than you."
Once children reached the age of reason
(about 12), they would be engaged as free
individuals in the ongoing process of their
own. 2. Rudolf Steiner (1861-1925)
emphasizes a balance of developing the
intellect (or head), feeling and artistic life (or
heart), and practical skills (or hands). The
education focuses on producing free
individuals, and Steiner expected it to
enable a new, freer social order to arise,
through the creative, free human beings
that it would develop. 3. Precision Teaching,
developed by Skinners student Ogden
103. Lindsley, uses the basic philosophy that the
"learner knows best". 4. Each learner is
charted on a unique graph known as a
"Standard Celeration Chart". The record of
the rate of learning is tracked by this
charting and decisions can be made from
these data concerning changes in an
educational program.*See more exercises
on next page! 5. Critics argue that the
inherently undemocratic, unequal nature of
development projects forecloses any
possibility of Freirian emancipation, but
many cling to the empowering potential of
development. 6. The aim of inquiry method
in Neil Postman would be to prepare the
students to lead responsible adult lives,
primarily by functioning as an antidote to the
rampant bureaucracy most adults are faced
with after leaving school. 123
50. THE GRAMMAR EXERCISES 7. Critics
have accused the philosophy of education
of being one the weakest subfields of both
104. philosophy and education, disconnected
from philosophy (by being insufficiently
rigorous for the tastes of many "real"
philosophers) and from the broader study
and practice of education (by being too
philosophical, too theoretical). 8. Action
research is known by many other names,
including participatory research,
collaborative inquiry, emancipatory
research, action learning, and contextural
action research, but all are variations on a
theme. 9. Action research...aims to
contribute both to the practical concerns of
people in an immediate problematic
situation and to further the goals of social
science simultaneously. 10.The principle of
reflective critique ensures people reflect on
issues and processes and make explicit the
interpretations, biases, assumptions and
concerns upon which judgments are made.
11.Participants in an action research project
are co-researchers. The principle of
collaborative resource presupposes that
105. each person‘s ideas are equally significant
as potential resources for creating
interpretive categories of analysis,
negotiated among the participants. 12.The
nature of the research embodies a
multiplicity of views, commentaries and
critiques, leading to multiple possible
actions and interpretations. 13.For action
researchers, theory informs practice,
practice refines theory, in a continuous
transformation. 14.Action research is used
in real situations, rather than in contrived,
experimental studies, since its primary
focus is on solving real problems.*See more
exercises on next page! 15. Mostly, though,
in accordance with its principles, action
research is chosen when circumstances
require flexibility, the involvement of the
people in the research, or change must take
place quickly or holistically. 16. Positivism,
used in scientific and applied research, has
been considered by many to be the
106. antithesis of the principles of action
research. 124
51. THE GRAMMAR EXERCISES17.
Action researchers also reject the notion of
researcher neutrality, understanding that
the most active researcher is often one who
has most at stake in resolving a problematic
situation.18.Kurt Lewin is generally
considered the ‗father‘ of action research. A
German social and experimental
psychologist, and one of the founders of the
Gestalt school, he was concerned with
social problems, and focused on
participative group processes for
addressing conflict, crises, and change,
generally within organizations.19.
Qualitative variables generate values that
differ in kind, such as sex, date, of birth,
residence, and educational
attainment20.Educators use statistical
methods to determine or not there is a
relationship between the IQ score and the
107. scholastic achievement of students. KEY
TO CORRECTION WORD FORM AND
FUNCTION (Identifying the Parts of
Speech) 125
52. THE GRAMMAR EXERCISESA. Word
Form and Functions 1.admission; four -year
11.belief; social 2.provided; administered
12.theories; scientist 3.heade 13.nature
4.officer 14. childhood 5.center; regions
15.importance 6.converted 16. humans
7.equal 17.understand 8.Penal; violation;
suspension 18. societal 9.use; media of
instruction 19. prosperity 10.promulgated;
professionals 20.difficult; straightforward;
complicated B. 1.argumentative; eventual
11.selective; educated; healthy
2.emphirical; cognitive 12. foundational;
thinkers 3.ideal; authority 13. reason
4.responsible 14. repitition; systematically;
comparison 5.interesting; context
15.emphasis; importance 6.development;
depend 16. importance; virtuous; governing
109. 54. THE GRAMMAR EXERCISESA.
Directions: Read and analyze the following
sentences. Tellwhether the italicized phrase
and/or clause need correction or not.Should
you think, correction is needed, write ―I‖,
otherwise, write―C‖ if it is correct. Write your
answer on your answer sheet. 1.
Researchers will more often exchange
ideas in journal articles than books, so this
may be an even better clue as to the
expertise of an author. 2. Most participatory
action research sets out to explicitly study
something so that to change and improved
it. 3. In participatory action research, while
there is a conceptual difference between
the ‗participation‘ ‗action‘ and ‗research‘
elements, in its most developed state these
differences begin to dissolve in practice. 4.
Participatory action research is a term
which would be bring together a set of
assumptions underlies ‗new paradigm‘
science and in contrast to those of
traditional or ‗old paradigm‘ science. 5.
110. Essentially, participatory action research is
research, which involves all relevant parties
in active examined together current action
(which they experience as problematic) in
order to change and improve it. 6. What
‗drives‘ participatory action research, like
any research, is our ‗need to know‘ in order
to bring about desired change. 7. The field
of action research deriving from education
(particularly school room practice) and third
world development more often have
stressed the necessity of moving relatively
quickly toward new action 8. It is very
important that there be time and space for
curiosity and speculative forays out into
unknown waters and apparently ‗irrelevant‘
matters. 9. The kind of feminist theory used
will reflect and in turn determining who
make the research, and what kind of use.
10.Effective teaching requires that teachers
be able to respond to students‘ instructional
needs and individual differences. *See more
exercises on next page! 128
111. 55. THE GRAMMAR EXERCISES
11.Planning should be based on sound
knowledge in order to be effective. 12.In
comprehend of knowledge, the highest level
of difficulty is extrapolation. 13.Lecture
method of teaching aims at clarifying and
explaining major ideas thoroughly use clear
organized outline. 14.Descriptive statistics
is concerned with the organization and
presentation of data in a usable and
understandable form, while inferential
statistics is concerned with the formulation
of conclusions or generalizations about the
populations on samples. 15.The interviewer
has the opportunity to evaluate the
responses given since he can observe the
reactions and facial expressions of the
interviewee. 16.The interviewee may not
reveal certain vital information, such as age,
amount by income, and source in livelihood.
17.The textual form of presenting data is an
excellent device when the objective is to call
the reader‘s attention to certain items that
