Let Review1

Licensure Examination for Teachers - Reviewer

With genuine intent and unrelenting desire of the authors to enrich the horizon of knowledge and competence o f the teacher education students, this reviewer was made as reference for Licensure Examination for Teachers (LET). This LET reviewer contains 1,544 multiple choice test items generated from general and professional/major subjects o f the Bachelor o f Secondary and Elementary Education Programs. The test items are made based on NCBTS and PRC learning competencies. The key to corrections are also provided with prime purpose to guide reviewees and reviewers o f the different concepts, facts or information and some sets o f procedures presented by the test constructors. In order to be facilitated in the review, the following are very indispensable concerns to take note.

Guidelines in Using this Book 1. This book is your personal treasure in preparing for your licensure exam. As such, you can answer directly on this book and write notes for easy reference. 2. Schedule your review sessions and stick to your schedule. Planning ahead is as important as staying focused. Exercises and drills sharpen one’s skills and enhance recalling facts. 3. Try to answer the questions in this book with the allotted time frame so that you could practice answering quickly and with time pressure. Refer to the key to correction after you have answered everything. 4. ALWAYS read and follow instructions carefully. Don’t be in a hurry to proceed to the test proper without reading well the instructions. Correct answers will not be considered if you did not follow instructions. 5. Having an adequate sleep, eating well and staying calm is a preparation for the review. It will make not only your mind to be ready but also your body.

Preparing fo r the Examination Day 1. FAMILIARIZE yourself with the contents o f the examination. To pass the LET entails one to have deep and wide-ranging knowledge. Remember that to have STOCK knowledge and enhanced SKILL in taking examinations will give great bearing in the results later on. 2. A day before the exam, make sure that you have visited the venue to be acquainted with the place.

Licensure Examination for Teachers - Reviewer 3. Make sure that everyming you need is ready before leaving the house. Check your belongings. 4. Be at the testing center 30 minutes before the exam. This will allow you to compose yourself before the exam. 5. Always wear or bring with you a watch to keep track o f your time. In this way, you could budget your time with the questions. 6. Make yourself comfortable during the exam. Take a deep breath, sit properly and relax. 7. PRAY. Ask the guidance o f the Infinite.

During the Examination 1. Listen carefully as the examiner/proctor reads the instructions. FOLLOW the instructions carefully. 2. Read and analyze the questions very well. Look for distracters and use your intelligent guess to eliminate impossible choices. 3. Don’t stay too long in one item. Leave difficult items but make sure to make a small mark beside the number for you to get back on them if you havfe time. 4. Stay focused and concentrate with the test. Keep track of your time. 5. Make sure that all items are answered. If you are not sure o f the answer, make an educated guess from the options.

Licensure Exam ination fo r T e a ch e rs - R e view er ____________________________

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TABLE OF CONTENTS 6 Page Prelim inaries P refac e .........................................................................................................................................

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A cknow ledgm ent...................................................................................................................... iii Foreword from University Dean o f the College o f Education Cagayan State U n iv ersity ......................................................................................

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Subject Areas English (Grammar) - 100 items ...........................................................................................

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The Teaching o f Listening and Reading - 74 i t e m s ......................................................11 Filipino - 100 items ................... ..............................................................................................25 Mathematics - 60 items

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Chemistry - 100 ite m s ............................................................................................................... 44 Biochemistry - 95items ............................................................................................................ 61 Physical Science - 150 ite m s ...................................................................................................72 General Biology - 100 ite m s ................................................................................................ 94 Child and Adolescent Psychology - 100 items

......................................................... 107

Macro-Microeconomics - 85 ite m s .................................................................................

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Econom ic D evelopm ent Planning and Strategies - 60 i t e m s ............................ 132 The Teaching Profession - 100 ite m s .................................................................................142 Assessment o f Student Learning 1 - 1 0 0 i te m s ....................................... .. .............. 155 Facilitating Learning - 100 ite m s .........................................................................................170 Educational Technology - 100 ite m s ..................................................................................184 Philippine Constitution 70 items .......................................................................................199 World History and Civilization 1 - 8 0 ite m s ............................................................... Social Research Methodology

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50 ite m s ...................................................................... 217

Appendices Appendix A - Key to Corrections

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iBSKSKXV ENGLISH (GRAMMAR) Directions: Select the option that best describes the arrangement o f clauses within each sentence. Sometimes the description will refer to only the underlined part of a sentence. Read all the options carefully before making your choice. Shade the circle that corresponds to your answer in your answer sheet. Only one circle should be blackened. 1. Before Jonathan bought his new car, he remembered that his grandmother might give him her old Toyota. A. The independent clause is "Before Jonathan bought his new car." B. The independent clause in this sentence contains only two words. C. There are two independent clauses here. D. There are three dependent clauses here. 2. Jasmin's wrist began to hurt, and her mother made a doctor's appointment for her. A. The underlined part is the sole independent clause here. B. The real independent clause begins with "and." C. This sentence contains two independent clauses. D. This sentence has one dependent clause. 3. Roaming around the park in her little sports car. Joan began to feel, at last, like a millionaire. A. The underlined part is the independent clause. B. Trick question: there is no independent clause. C. The independent clause begins with "Joan." D. The underlined part is a dependent clause. 4. Although Howell had taken several courses in computer science, he couldn't solve the problems with his hard drive. A. The underlined part is the independent clause. B. The independent clause begins with the word "he." C. The sentence contains two independent clauses. D. The sentence has two dependent clauses. 5. The Ginebra have begun their long journey back to championship basketball, working seriously on fundamentals and beginning to attract new fans to the game. A. The sentence is one long independent clause. B. The sentence contains two independent clauses. C. Only the underlined part is the independent clause. D. Only the non-underlined part is the dependent clause.

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6. Osmund wanted to spend the night studying, but his mother had other ideas. A. The sentence contains two independent clauses. B. Only the underlined part o f the sentence is an independent clause. C. The sentence is one long independent clause (with a compound verb). D. The sentence has one dependent clause. 7. The crowd began to clap and cheer as the team entered through a cloud o f smoke. A. The sentence contains two independent clauses. B. The independent clause begins with the word "as." C. The underlined part is the independent clause. D. The sentence has no dependent clause. 8. Ronald worked his wav up to middle management but kept on wishing for a better job. A. The underlined part o f the sentence is the independent clause. B. The sentence is one independent clause. C. The sentence contains two independent clauses. D. The sentence contains one dependent clause. 9. Gilbert began to leap around the room when his sister fed him the ialapeno peppers. A. The independent clause is the part o f the sentence not underlined. B. The independent clause is the part o f the sentence that is underlined. C. The sentence contains two independent clauses D. The sentence has two dependent clauses. 10. Kristine signed the contract but never agreed to purchase the CDs. A. This sentence contains two independent clauses. B. The underlined part is the complete independent clause. C. The entire sentence is one independent clause. D. This sentence has one dependent clause. 11. The doctor told Charlie to lose weight and exercise vigorously for forty five minutes a day. A. This sentence has two independent clauses. B. This sentence has no independent clauses. C. This sentence has one independent clause. D. This sentence is one long independent clause. 12. The doctor was worried that Charlie was putting on too much weight. A. The section in bold is an independent clause. B. The independent clause is "The doctor was worried." C. This sentence has no independent clause. D. This sentence has two independent clauses.

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Licensure Exam ination fo r T e a ch e rs - R e view er 13. Charlie has a hard time sticking to a diet; he really loves rich, sweet desserts. A. This sentence has two independent clauses. B. This sentence has one independent clause. C. This sentence has no independent clauses. D. This sentence has no dependent clause. 14. In fact, the last time he tried to lose weight, he ended up actually gaining weight. A. "he ended up actually gaining weight" is the only independent clause. B. The section in bold is the independent clause. C. This sentence has two independent clauses. D. This sentence has two dependent clauses. 15. Charlie has decided to hire a personal trainer because he is worried about his heart. A. The section in bold is an independent clause. B. This sentence has two independent clauses. C. "Charlie has decided to hire a personal trainer" is the independent clause. D. The section not in bold is the dependent clause. Directions: Choose the sentence that expresses the thought clearly and that has no error in structure/spelling. 16.

A. The farmer did plow, plant, harvest his corn in record time. B. The farmer plowed, planted, and harvested his corn in record time. C. The farmer plowed, has planted and has harvested his corn in record time. D. The farmer has plowed, planted, and harvested his corn in record time.

17.

A. The weather service B. The weather service C. The weather service D. The weather service

18.

19.

expects temperatures to not increase. expects temperatures not to increase. expects temperatures not to rise. expects temperatures to not rise.

A. Having called the other students and they, the secretary went home. B. Having called the other students and we, the secretary went home. C. Having called the other students and us. the secretary went home. D. Having called the other students and ourselves, the secretary went home. A. The examinees need two sharpened pencils, calculator and ball pen. B. The examinees need double pencils simply a calculator and ball pen. C. The examinees need pencils, a calculator and a ball pen. D. The examinees need two pencils, a simple calculator and a ball pen.

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Licensure Examination for Teachers - Reviewer 20.

A. Neither he looked in the cabinet nor under the table. B. He neither looked in the cabinet nor under the table. C. He looked neither in the cabinet nor under the table. D. He looked in neither the cabinet nor under the table.

21.

A. B. C. D.

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Sonny was told to study harder and that he must curtail his social life. Sonny studied harder and that he curtailed his social life. Sonny was told to study harder and to curtail his social life. Sonny was told to study harder which he curtailed his social life.

22. A. I want to travel to India with my friends, but I couldn't find enough money. B. I wanted to travel to India with my friends, but I will not be able to find enough money. C. I wanted to travel to India with my friends, but I couldn't find enough money. D. I couldn’t find enough money but I want to travel to India. 23.

A. France is a lovely country. It has some beautiful beaches. B. France is a lovely country. It had some beautiful beaches. C. France was a lovely country. It has some beautiful beaches. D. France was a lovely country and it has some beautiful beaches.

24.

A. B. C. D.

She hated playing the piano, but can sing beautifully. She hates playing the piano, but could sing beautifully. She hates playing the piano, but can sing beautifully. She hated playing the piano but would sing beautifully.

25. A. We left home first thing in the morning and arrive late at night. B. We left home first thing in the morning and arrived late at night. C. We leave home first thing in the morning and arrived late at night. D. We leave home first thing in the morning and will arrive late at night. 26.

A. The children brush their teeth everyday. B. The children are brushing their teeth everyday. C. The children who are blushing their teeth everyday. D. The children have brushed their teeth everyday.

27.

A. The B. The C. The D. The

28.

A. I didn’t saw Ely in the meeting this morning. B. She was sick but I did not knew that. C. Do you think she will be able to came tomorrow? D. We just hope she’ll get well very soon.

students has not complied with the course requirements last semester. students have not complied with the course requirements last semester. students did not complied with the course requirements last semester. students will not comply with the course requirements last semester.

Licensure Examination fo r Teachers - Reviewer

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29. A. We wore our graduation gowns before the year ends. B. He shall have worn his new suit to the party. C. Alice worn her scapulars when the boss arrived. D. The scouts had wear their new uniforms to the rally. 30.

A. The pipe burst. B. Her anger bursted during the examination. C. The bicycle tires has burst. D. The little boy had bursted the balloon.

31.

A. The teachers attends seriously to the preparation o f accreditation matters. B. The teachers attend seriously to the preparation of accreditation matters. C. The teachers has attended seriously to the preparation o f accreditation matters. D. The teachers have attended seriously to the preparation o f accreditation matters.

32. A. Last night, we saw a man. He was near our house. He was hurrying down the street. B. Last night, we, saw a man near our house and he was hurrying down the street. C. Last night, we saw a man near our house hurrying down the street. D. Last night, we saw a man near our house. We saw him hurrying down the street. 33.

A. Rea handed in an assignment this morning but it w asn’t satisfactory. B. Professor Martin told her to do the assignment again. C. Rea discovered that she left a part o f her assignment unanswered. D. She blamed herself for her carelessness.

34.

A. I wanted to go for vacation but I can’t. B. I want to go for vacation but I would not. C. I want to go for a vacation but I can’t. D. I wanted to go for a vacation but I could not.

35. A. The soldiers marched through the Sahara, the largest desert on earth. B. The Sahara, the largest desert on earth was marched through the soldiers. C. The largest desert on earth, the Sahara, was marched through by the soldiers. D. Through the Sahara, the largest desert on earth, the soldiers marched. 36. A. A prayer they recited fervently for the victims. B. For the victims, they recited a fervent prayer., C. They reverently recited a prayer for the victims. D. They recited a prayer fervently for the victims. 37.

A. The success he reaped, Father watched with great admiration. B. Father, with great admiration watched the success he reaped. C. Father watched the success he reaped with great admiration. D. Father watched he reaped with great admiration the success. 5

Licensure Examination for Teachers - Reviewer 38. A. We sneaked into the kitchen and raid the fridge. B. We sneak into the kitchen and raided the fridge. C. We sneaked into the kitchen and raided the fridge. D. We sneak into the kitchen and had raided the fridge. 39. A. I would not want to be themselves. B. I would not want to be theirselves. C. I would not want to be himself/herself. D. I would not want to be he/she. Directions: In the following group o f four sentences, one sentence in each group contains an error in grammar usage, punctuation, or capitalization, or lacks clarity o f expression. Choose the letter o f the sentence that contains the error. 40. A. I am rather concerned about Philip neglecting us. B. The evangelist will visit the East to conduct his bible meetings. C. The report card showed two A ’s, two B’s and one lowly D. D. The two o f us, Henry and I, will visit our respective fathers-in-law on Father’s Day. 41. A. They expected the murderer in the movie to be him. B. Who wins and which issues are settled are o f vital concern to all o f us voters. C. Who did you take him to be? D. I have been standing here waiting for more than an hour. 42. A. They bade him go. B. The entire stock o f canned peaches were sold in one day. C. The murderer, together with his accomplice, was hanged in the prison yard. D. Should that happen, I shall know what to do. 43. A. Tom is taller than I, but he is not so tall as she. B. O f the three brothers, Joe is the brightest. C. The President will never agree to that provision. D. The life o f a professional ballplayer is not so strenuous as a college athlete. 44. A.Too many points o f view are represented here;this is what is causing the B. When you walk into that room, watch out! C. A clump o f willows grows beside the stream. D. The jury rendered its unanimous verdict.

delay.

45. A. Never to admit to anyone that you are wrong is foolish. B. Walking in the park is pleasant only in the morning. C. London is larger than any city in the world. D. The man with the green hat, to whom you spoke earlier today, is here to see you.

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Directions: Below are sentences with underlined word/phrase which may notbecorrect. These are lettered A, B, C, and D. Choose the one underlined word or phrase which is not acceptable in formal English and write its corresponding letter on your answer sheet. If the sentence has no error, write E. 41. Female employees who works efficiently will be given clothing allowance. A B C D 42. Neither Leonora nor Filipina are to be held responsible for the casualty. A B C D 43. A group o f young people have been working for the local barangay. A B C D . 44. Zone 5 was adjudged the most cleanest community in the city. A B C D 45. As the dawn approached, the farmers starting for the rice fields. A B C D 46. Her father gave him money for her tuition fee. A B C D 47. The student argued he would not cheat in his final examination even if he would failed. A B C D 48. Have anyone o f you experienced working in a company? A B C D 49. One o f the members o f the Red Brigade who killed Aldo Maure refuse to plead guilty. A B C D 50. Neither you nor I needs the typewriter now . A B C D 51. When a person is in an accident you are often given blood transfusion. A B C D 5 2 .1 wish the regulation was rigidly enforced. A B C D 53. The plan which him and me had agreed upon is excellent. A B C D 54. Each o f them were interviewed by the personnel officer. A B C D 55. Each chapter contains a few appendix, which give additional details as supplements to the text. A B C D 56. Too many polished rice in one’s diet could cause beriberi, a painful nerve disease. A B C D 57. The cabin is certainly not luxuriously, but it is very practical and comfortable. A B C D 58. The gerund in English is normally formed by adding “ing” to the basically form o f the verb. A B C D 59. The camera must be focused good, otherwise the picture will be blurred. A B C D 7

Licensure Examination for Teachers - Reviewer 60. People tend to become irritate and short-tempered whenever they get overtired. A B C D 61. People living in the cities are often sophisticated than people in rural areas. A B C D 62. Soaring medicinally costs have a direct influence on the cost o f other merchandise. A B C D 63. Education trains a student to see things as it is, to disentangle a skein o f thought. A B C D 24. Golf requires hand-eye coordination, flexibility, and to be able to concentrate. A B C D 25. The student participants are having a workshop, don’t they? A B C D 26. One o f my favorite novel has not been returned. A B C D 27. Hope o f rescue for three students diminish hourly. A B C D 28. With no one in them, the house seemed huge and empty. A B C D 29. The road was block by branches, vines and weeds. A B C D 30. Either my father shall build a new house or buy a car. A B C D 31. The storm damage houses, blew down trees, and washed away bridges. A B C D 32. Softly, Marilyn closed the door and tiptoe down the stairs. A B C D 33. When one sees a ghost deep in the night, you shudder in fear. A B C D 34. Shakespeare not only is remembered for his sonnets but also for his dramas. A B C D 35. Organized labor has fight for and won protection and benefits for its worker-members. A B C D 36. Alice swam up behind me and dunks me in the frigid water. A B C D 37. Patriots had ring the bell to proclaim our victory. A B C D 38. She did not asked me about the assignment given. A B C D 39. Shakespeare created heroes with flaws and he also shapes villains with consciences. A B C , D 40. Many employers will not hire people without work experience or who are not capable. A B C D 41. The aerialist climbed up the ladder and leaps unto the platform. A B C D

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42. Tokens were receive by the administrators, faculty members and personnel during the A B C D program. 43. One should always wear your seatbelt. A B C D 44. My model teacher is one o f the professor o f Cagayan State University. A B C D 46. If I was the president o f the Philippines, I would address problems o f the nation right A B C D away. 46. Paul did not finished his speech for the oral examination. A B C D 47. People should be patient, understanding, and courage. A B C D 48. Your goals in life can never be achieve without striving hard. A B C D 49. The mother, together with her daughters, work at home, A B C D We need a leader which is firm in his principles. A B C D Directions: In the following questions, parts are omitted, the omissions being indicated by a line. Five choices are indicated for each omitted part. Select the best choice in each case in terms o f appropriateness o f style, tone, and meaning. Write the letter o f your choice. 1.

2.

All noble work is not national m erely,_____________________________ A. but universal C. but supernatural E. but it is in reality B. but widespread D. but epidemic truly international Words, if they are not watched, will d o _____________________ There are masked words droning and skulking about us in A. Significant C. terrific B. Awful D. surprising

work sometimes. Europe just now ... E. deadly

S. Time is the stream I go a-fishing in.I drink at it; butwhile I drink I see the sandy bottom and detect how shallow it is. It s thin current slides away, but A. B. C. D. E.

there’s a plenty o f water spilling over the dam the fishing is good eternity remains time stands still nature heals all wounds 9

Licensure Examination fo r Teachers - Reviewer 4. The civilized man has built a coach, but has lost the use o f his feet. He is supported on crutches, but lacks so much support of muscle. He has got a fine Geneva watch, but has lost the sk ill___________________ . A. to keep it running B. to fix it C. to enjoy his leisure time D. to tell the hour by the sun E. to get a kick out of the time he spends in this world o f ours 5. Is it bad, then, to be misunderstood? Pythagoras was misunderstood, and Socrates, and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and every pure and wise spirit that ever took flesh. To be great____________________________ A. to be misunderstood B. you’ve got to expect to be misunderstood once in a while C. one must expect that on occasion he will be misinterpreted D. means you have to make sacrifices E. is really not a pleasure, believe me

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THE TEACHING OF LISTENING A N D READING Directions: The test contains 74 items. Read and understand thoroughly the questions. Choose the letter o f the best answer. Shade the circle that corresponds to your answer in your answer sheet. Only one circle should be blackened. 1. This reading strategy forecasts or declares the progress o f possible events based on observation or experience. A. Evaluating C. Connecting B. Visualizing D. Predicting 2. This reading strategy tries to recapitulate the essence or main point o f a text eliminating minor issues or events. A. Predicting C. Visualizing B. Summarizing D. Questioning 3. This reading strategy attempts to form an opinion or judgment about what one has read. A. Evaluating C. Connecting B. Visualizing D. Predicting 4. These strategies are considered as “before reading strategies” because they spark the learner’s interest in reading. A. Summarizing and Evaluating C. Predicting and Visualizing B. Evaluating and Predicting D. Visualizing and Summarizing 5. This particular strategy emphasizes vocabulary skills. A collection of key terms or concepts from the reading selection are given in the class where students are motivated to write complete sentences that predict how the terms are related to the topic. A. Word Map C. Word Vision B. Word Splash D. Word Analysis 6. This particular strategy emphasizes word categorization skills. This helps the students deepen their understanding o f concepts and vocabulary words by expanding on definitions. The components o f this strategy may include definition, characteristics, synonyms and antonyms, examples, and sentences to show understanding, parts o f speech and drawings. A. Word Map C. Word Vision B. Word Splash D. Word Analysis

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Licensure Examination for Teachers - Reviewer 7. This particular strategy breaks down the comprehension strategies into columns placed on a table or chart. This chart is commonly used consistently throughout the reading lesson, beginning with students predicting and connecting new information. A. Sticky Notes C. KWLWH B. Graphic Organizer D. Word Map 8. In this strategy, students use post-it notes during the reading process and write down questions or comments, or placing the note in a particular area with an arrow. A. Sticky Notes C. Selective Highlighting B. Graphic Organizer D. Drawing Pictures 9. This strategy helps students select what is important in the text. Specific steps are taught to distinguish critical information from information that is not critical. A. Sticky Notes C. Selective Highlighting B. Graphic Organizer D. Drawing Pictures 10. This is designed to organize ideas, represent abstract ideas in more concrete ways, and to help students store and recall information. A. Sticky Notes C. Selective Highlighting B. Graphic Organizer D. Drawing Pictures 11. Some reading strategies can help students read more quickly and effectively. In this particular strategy, students review titles, section heading, and photo captions to get a sense o f the structure and content o f a reading selection. A. Guessing from context C. Paraphrasing B. Previewing D. Predicting 12. In this particular strategy, students make a quick survey of the text to get the main idea or identify text texture. A. Scanning C. Paraphrasing B. Previewing D. Skimming 13. In this particular strategy, students stop at the end o f a section to check comprehension by restating the information and ideas in the text. A. Scanning C. Paraphrasing B. Guessing from context D. Skimming 14. This particular reading strategy guides students in making predictions about a text and then reading to confirm or refute their predictions. A. Directed Reading-Thinking Activity C. Question- Answer Relationships B. Making Inferences D. Reading Aloud 15. This strategy encourages guessing, evaluating or judging about what one does not know by reading between and beyond the lines. A. Directed Reading-Thinking Activity C. Question- Answer Relationships B. Making Inferences D. Reading Aloud 12

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16. There are barriers to effective communication. This barrier is experienced when the listener is not fully attentive because o f some peculiar concerns at the moment. A. Hearing emotional noise C. Experiencing information overload B. Focusing on personal agenda D. Criticizing the speaker 17. This barrier involves sound that is considered extremely distracting.The sound can be some unpleasant words,concepts or ideas, and to a myriad o f other cues(non-verbal) from the speaker. A. Hearing emotional noise C. Experiencing information overload B. Focusing on personal agenda D. Hearing external noise 18. This barrier is experienced when the speaker shares an assortment o f ideas o f equal importance without emphasizing the core of the message. A. Experiencing physical difficulty C. Experiencing information overload B. Focusing on personal agenda D. Criticizing the speaker 19. Recognizing the goal o f listening activity in each listening situation will help students select appropriate listening strategies. This listening goal is focused on discriminating specific aspects o f the message, such as sounds, categories o f words, or morphological distinctions. A. Replication C. Identification B. Orientation D. Detail Comprehension 20. This listening goal is focused on determining the major facts about a message, such as topic, text type, or setting. A. Main Idea Comprehension C. Identification B. Orientation D. Detail Comprehension 21. There are many strategies that can help activate prior knowledge. This strategy involves examining the title o f the selection, listing all possible information that comes to mind, and using this information to recall and understand the material. A. Group Discussion C. Concept or Mind Mapping B. Brainstorming D. Advance Organizer 22. This pre-reading strategy involves discovering what idea each learner can share or what experience other students can contribute to elucidate some points about the reading material. A. Group Discussion C. Visual Aid B. Pre-question D. Advance Organizer 23. This pre-reading strategy involves discussing information about the selection or assignment prior to reading. It may take the form o f class discussions, printed previews, photographs, outlines, or films. A. Vocabulary Preview C. Structural Organizer B. Overview D. Advance Organizer 13

Licensure Examination for Teachers - Reviewer 24. This reading strategy involves pointing out cause-effect or problem-solution relationships. This strategy includes identifying signal words, main idea sentences, highlighted phrases, headings and subtitles. A. Brainstorming C. Structural Organizer B. Overview D. Advance Organizer 25. Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal messages. This kind o f listening focuses on the core or content o f the message. A. Aesthetic Listening C. Empathetic Listening B. Evaluative Listening D. Comprehensive Listening 26. This kind o f listening is not to critic or evaluate the message, manner, or verbal cues o f the speaker but to support or show encouragement. A. Aesthetic (Appreciative)Listening C. Empathetic (Therapeutic) Listening B. Evaluative (Critical) Listening D. Informational (Comprehensive) Listening 27. There are several strategies that teachers can use to prepare for a listening experience. What strategy is employed when students are encouraged to ask the question: What do I exactly know about this topic? A. Building Prior Knowledge C. Reviewing Standards for Listening B. Activating Existing Knowledge D. Establishing Purpose 28. In this pre-listening strategy, the teacher provides appropriate background information about the speaker, topic o f the presentation, purpose o f the presentation, and the concepts and vocabulary that are likely to be embedded in the presentation. A. Building Prior Knowledge C. Reviewing Standards for Listening B. Activating Existing Knowledge D. Establishing Purpose 29. What pre-listening strategy is employed when students are encouraged to ask the question: Why am I listening? A. Building Prior Knowledge C. Reviewing Standards for Listening B. Activating Existing Knowledge D. Establishing Purpose 30. Another listening strategy that can be employed is the “TQLR”. This acronym refers to the steps required for effective listening. TQLR stands fo r... A. T- tune in,Q- question, L- listen, R- review B. T- time in, Q-query, L- listen, R- recall C. T- tune in,Q- question, L- lend, R- rewind D. T- time in, Q-query, L- language, R- review

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31. Based on the process of oral communication, give the proper sequence o f events in an organized initiation o f a communication process. PROCESS OF ORAL COMMUNICATION (SENDER) a. The sender encodes his thoughts into d. The sender’s brain evaluates the language symbols or words. stimulus b. The sender sends his message through speech sounds coupled with gestures.

e. A stimulus activates the sensory processes o f the sender.

c. The sender organizes his thoughts through his chosen language.

f. The sender observes the reaction of the listener.

A. a, e, d, c, f, b B. e, d, a, c, b, f

C. d, a, c, b, f, e D. f, c, a, d, e, b

32. Which o f the given arrangements is considered correct as first stage and last stage in the process o f oral communication? A. a and b C. e and f B. d and e D. f and b 33. Based on the process o f oral communication, speaking and listening are inseparable. Give the proper sequence o f events in an organized reaction in a communication process. PROCESS OF ORAL COMMUNICATION (RECEIVER) a. The receiver decodes the message and d. The receiver hears the speech sounds encodes the response to words and gestures sent. b. The receiver’s response is now delivered e. The receiver observes the reaction of through speech sounds. the listener- the previous speaker. c. The sender and receiver have mutual f. The receiver organizes his thoughts interaction. through the language used or chosen. A. a, d, f, b, c, e B. b. d, e, a, f, b, c

C. a, c, d, b, f, e D. d, a, f, b, e, c

34. Which o f the given arrangements is considered correct as first, second and last stages in the process o f oral communication? A. a, d, e C. a, c, e B. d, e, c D. d, a, c

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Licensure Examination for Teachers - Reviewer

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35. Which o f the statements above is NOT true about the conditions for successful communication? A. The sender clearly perceives the nature o f the message at hand. B. The speaker applies his knowledge to simplify his message. C. *The receiver expresses his responses in the most effective language. D. The listener doubts the significance of the message received. 36. The condition where the participant in the communication has clear understanding on the stimuli. A. The sender clearly perceives the nature o f the message at hand. B. The speaker applies his knowledge to simplify his message. C. The receiver expresses his responses in the most effective language. D. The listener doubts the significance o f the message received. 37. The condition where the participant in the communication has devised the best way to deliver his feedback. A. The sender clearly perceives the nature o f the message at hand. B. The speaker applies his knowledge to simplify his message. C. The receiver expresses his responses in the most effective language. D. The listener doubts the significance o f the message received. 38. What are the three stages o f listening? A. Attention factor, Auditory discrimination, Listening comprehension B. Listening comprehension, Attention factor, Auditory discrimination, C. Auditory discrimination, Attention factor, Listening comprehension D. Attention factor. Listening comprehension, Auditory discrimination 39. This type o f listening is employed when the listener’s primary concern is to understand the message. A. Relationship Listening C. Appreciative Listening B. Informative Listening D. Discriminative Listening 40. This is considered as the most important type o f listening, for it involves the observation of the speaker’s speech rate, volume, force, pitch and emphasis. A. Critical Listening C. Appreciative Listening B. Discriminative Listening D. Informative Listening 41. This stage of listening refers to the ability of the listener to hear sounds perfectly. A. Attention factor C. Listening comprehension B. Auditory discrimination D. Interpretative listening 42. This stage o f listening refers to the ability of the listener to distinguish sounds heard. A. Attention factor C. Listening comprehension B. Auditory discrimination D. Interpretative listening

Licensure Examination for Teachers - Reviewer 43. This stage o f listening refers to the ability o f the listener to translate sounds into thought symbols. A. Attention factor C. Listening comprehension B. Auditory discrimination D. Interpretative listening 44. Discriminative listening involves three essential elements. Which o f the following is NOT an element o f discriminative listening? A. Awareness o f sound structure C. Empathizing and supporting B. Hearing ability D. Integration o f verbal cues 45. There are three important factors to be considered in achieving successful appreciative listening. Which o f the following is NOT considered as a factor? A. Presentation C. Perception B. Vocabulary D. Schema BIOFUELS and the ENVIRONMENT ('http://www.usingenglish.com/coinprehension/8.htinl')

Leading investors have joined the growing chorus o f concern about governments and companies rushing into producing biofuels as a solution for global warming, saying that many involved in the sector could be jeopardizing future profits if they do not consider the long-term impact of what they are doing carefully. It is essential to build sustainability criteria into the supply chain o f any green fuel project in order to ensure that there is no adverse effect on the surrounding environment and social structures. The report produced by the investors expresses concern that many companies may not be fully aware o f the potential or possible pitfalls in the biofuel sector. Production o f corn and soya beans has increased dramatically in the last years as an eco-friendly alternative tofossil fuels but environmental and human rights campaigners are worried that this will lead to destruction o f rain forests. Food prices could also go up as there is increased competition for crops as both foodstuffs and sources of fuel. Last week, the UN warned that biofuels could have dangerous side effects and said that steps need to be taken to make sure that land converted to grow biofuels does not damage the environment or cause civil unrest. There is already great concern about palm oil, which is used in many foods in addition to being an important biofuel, as rain forests are being cleared in some countries and people driven from their homes to create palm oil plantations. An analyst and author o f the investors' report says that biofuels are not a cure for climate change but they can play their part as long as governments and companies manage the social and environmental impacts thoroughly. There should also be greater'measure taken to increase efficiency and to reduce demand. 46. Who are worried about the boom in biofuels. A. Few people C. Some companies B. Many people D. Only the leading investors 17

Licensure Examination for Teachers - Reviewer

UCV

47. What do Biofuel producers know about the possible problems or effects o f producing biofuels. A. They do not know anything. C. They may not have the idea. B. They would not like to know. D. They must not want to have the idea. 48. What do Environmentalists think about the increased production of corn and soya? A. This has destroyed rain forests. B. This may lead to the destruction o f rain forests. C. This will lead to the destruction o f rain forests. D. This has led to the destruction o f rain forest. 49. Why should the use o f biofuels be closely monitored? A. The use drives food prices up. B. The drives food prices down. C. The use has little or no impact on food prices. D. The use has helped poor people to survive. 50. What does the report reveal? Biofuels... A. can be effective in fighting global warming on their own. B. should be part o f a group o f measures to fight global warming. C. have no role to play in fighting global warming. D. can be the best weapon for global warming. 51. Which A. B. C. D.

o f the following is considered as an advantage o f biofuel? Biofuel... ensures food stability. lessens the effect o f global poverty. reduces problems on shortage of energy sources. solves problems on global warming. REALITY TELEVISION (http://www.usingenglish.eom/comprehension/8.htinQ

Reality television is a genre o f television programming which, it is claimed, presents unscripted dramatic or humorous situations, documents actual events, and features ordinary people rather than professional actors. It could be described as a form of artificial or "heightened" documentary. Although the genre has existed in some form or another since the early years o f television, the current explosion o f popularity dates from around 2000. Reality television covers a wide range o f television programming formats, from game or quiz shows which resemble the frantic, often demeaning programmes produced in Japan in the 1980s and 1990s, to surveillance- or voyeurism- focused productions such as Big Brother. Critics say that the term "reality television" is somewhat o f a misnomer and that such shows frequently portray a modified and highly influenced form o f reality, with 18

Licensure Examination for Teachers - Reviewer participants put in exotic locations or abnormal situations, sometimes coached to act in certain ways by off-screen handlers, and with events on screen manipulated through editing and other post-production techniques. Part o f reality television's appeal is due to its ability to place ordinary people in extraordinary situations. For example, on the ABC show, The Bachelor, an eligible male dates a dozen women simultaneously, travelling on extraordinary dates to scenic locales. Reality television also has the potential to turn its participants into national celebrities, outwardly in talent and performance programs such as Pop Idol, though frequently Survivor and Big Brother participants also reach some degree o f celebrity. Some commentators have said that the name "reality television" is an inaccurate description for several styles of program included in the genre. In competition-based programs such as Big Brother and Survivor, and other special-living-environment shows like The Real World, the producers design the format o f the show and control the day-today activities and the environment, creating a completely fabricated world in which the competition plays out. Producers specifically select the participants, and use carefully designed scenarios, challenges, events, and settings to encourage particular behaviours and conflicts. Mark Burnett, creator o f Survivor and other reality shows, has agreed with this assessment, and avoids the word "reality" to describe his shows; he has said, "I tell good stories. It really is not reality TV. It really is unscripted drama." 52. Based on the article, reality television ... A. will always be popular. B. has been popular before 2000. C. has only been popular since 2000. D. will not be popular 53. Which o f the following is true about Reality TV and Japan? Japan A. produced Big Brother. , B. has produced demeaning TV shows. C. invented surveillance focused productions. D. will produce reality television program. 54. People have criticised reality television because... A. it uses exotic locations. C. the stories are funny. B. it shows reality. D. the name is vague. 55. Producers choose carefully the participants... A. to create conflict among other things. B. on the ground o f talent. C. to make a fabricated world. D. based on physical appearance and potentials.

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Licensure Examination for Teachers - Reviewer SONNET 18 W IL L IA M S H A K E S P E A R E

1Shall I compare thee to a summer's day? 2Thou art more lovely and more temperate: 3Rough winds do shake the darling buds o f May, 4And summer's lease hath all too short a date: '’Sometime too hot the eye o f heaven shines 6And often is his gold complexion dimmed; 7And every fair from fair sometimes declines, sBy chance or nature's changing course untrimmed; 9But thy eternal summer shall not fade, l0Nor lose possession o f that fair thou ow'st; 1’Nor shall death brag thou wander'st in his shade, 12When in eternal lines to time thou grow'st: 13So long as men can breathe, or eyes can see, 14So long lives this, and this gives life to thee. 56. Who / what are being compared in the sonnet? A. woman and summer C. poem and summer B. poem and woman D. summer and months 57. What do lines four, five and six describe? A. season, sun, dusk B. season, weather, temperature

C. weather, sun, dawn D. weather, months, temperature

58. What do lines nine to fourteen mean? A. The beauty of a woman stays forever. B. The season shall pass, but it shall return. C. The poem shall stay forever until men stop reading it. D. Summer shall stay forever for every man. 59. What are being compared in this poem? DIVINATION BY A DAFFODIL When a daffodil I see Hanging down his head t ’wards me, Guess I may, what I might be: First, I shall decline my head; Secondly, I shall be dead; Lastly, safely buried. A. B. C. D.

the the the the

condition o f a withered flower and the destiny o f men state o f a dying animal and the fate o f the world end o f the world and the possible life after death creation o f the world and its destruction 20

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60. What theme is depicted in the poem Divination by a Daffodil? C. Beauty fades. A. Love conquers all. D. Life is what you make it. B. Life has its phases. 61. What does Einstein mean when he said. . . “Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.” -Albert Einstein A. Students learn best when they believe that what they're learning is very important to them. B. Teachers should present incentives to students for doing their homework. C. Students should realize that learning takes time and effort. D. Teachers should give their gifts in appealing packages. 62. Which statement contradicts the quotation below? “The liberty o f speaking and writing guards our other liberties.” -Thomas Jefferson A. Freedom o f the press shall not be curtailed in any way. B. Opinions o f the public, in speech and written words, shall always be considered. C. Freedom o f religion should not be limited. D. To protect liberty, governments should stop people from saying unpopular things. 63. Which quote indicates that cats are thinkers? A. “If you would know a man, observe how he treats a cat.” Robert Heinlein B. “As every cat owner knows, nobody owns a cat.” Ellen Perry Berkeley C. “What greater gift than the love o f a cat?” Charles Dickens D. “Cats are mysterious kind o f folk - there is more passing in their minds than we are aware of.” Sir Walter Scott 64. According to this q u o te ,... “You know it's love when all you want is that person to be happy, even if you're not part o f their happiness.” -Julia Roberts A. B. C. D.

Love Love Love Love

must be hurting because sometimes lovers do separate. is considered unselfish when one thinks o f the joy o f his loved one. is not at all true when somebody leaves you. is not lasting since nothing stays forever.

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m 65. Which statement comes closest to the meaning o f the quotation below? “This is a court o f law, young man, not a court o f justice.” -Oliver Wendell Holmes, Jr. A. B. C. D.

You entered the wrong building. Law and order is always a bad thing. Some lawyers never play fair. Laws aren't always fair.

66. What topic is explained in these lines?

A. seasons B. facts

Behold, we know not anything; I can but trust that good shall fall At last— far off—at last, to all, And every winter change to spring. - Alfred, Lord Tennyson C. faith D. anger

67. What does the speaker want to specifically emphasize in these lines? There is a pleasure in the pathless woods, There is a rapture on the lonely shore, There is society, where none intrudes, By the deep sea, and music in its roar: I love not man the less, but Nature m ore... -Lord Byron A. the pleasure is lovelier than the woods. B. the shore can give more pleasure than society. C. the sea and music can give disturbance with their noise. D. nature is further treasured than man. 68. Which o f given subjects is clearly discussed in these lines? The mountain held the town as in a shadow I saw so much before I slept there once: I noticed that I missed stars in the west, Where its black body cut into the sky. Near me it seemed: I felt it like a wall Behind which I was sheltered from a wind. -Robert Frost A. Mountain C. Town B. Sky D. Wind

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69. Which o f the given words is implied in these lines? But the poor dog, in life the firmest friend, The first to welcome, foremost to defend, Whose honest heart is still his master's own, Who labours, fights, lives, breathes for him alone, Unhonour'd falls, unnoticed all his worth— Denied in heaven the soul he held on earth: -Lord Byron A. candor C. conviction B. faith D. fidelity Teaching and Learning (Peter Newsam) The relationship between teaching and learning, what and how teachers teach, and how and what learners learn has long been a subject o f controversy. The tw o, som etim es extreme, positions adopted by those who engage in it can be loosely described as, on the one hand, “traditional” and, on the other, “progressive.” The traditional position starts from the assum ption, taken to be so obvious as not to be open to question, that the purpose o f teaching is to ensure that those taught acquire a prescribed body o f know ledge and set o f values. Both know ledge and values are taken to reflect a society’s selection o f w hat it m ost w ants to transm it to its future citizens and requires its future workforce to be ab-le to do. An im portant characteristic o f this traditional view is that it seeks to convey w hat is already known and, at some level, approved. The relationship between teacher and learner is determ ined thereby. The learner is seen as the person w ho does not yet have the required knowledge or values and the teacher as the person who has both and w hose function it is to convey them to the learner. From the nature o f this relationship, a num ber o f things follow: the system atic transm ission o f know ledge and values from teacher to learner needs to proceed sm oothly. That requires w ell-behaved learners and a disciplined environm ent, if necessary externally imposed with sanctions for failures in com pliance. Teaching and learning also benefit from carefully designed syllabuses and prescribed curriculum content. Finally, so far as human m otivation is concerned, com petition is seen to be the predom inant way to encourage learners or institutions to strive to im prove their perform ance in relation to that o f others. The opposed view, broadly described as “ progressive” or “child-centered,” starts from the learner rather than from any predeterm ined body o f know ledge. On this view, the function o f the teacher, from parent in the earliest years right through the years o f school attendance, is to be aware o f each child’s capacity and stage o f developm ent. The prim ary im portance o f children’s learning, which in turn is taken to depend on that stage o f developm ent, requires each o f those stages to be seen as im portant in its own right rather than as a preparation for some later stage. The curriculum itself tends to be seen as open-ended and inquiry-based: “the curriculum is to be thought o f in term s o f activity and experience rather than o f know ledge to be acquired and facts to be stored” .

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