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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.
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Page Prelim inaries P refac e ......................................................................................................................................... i A cknow ledgm ent...................................................................................................................... iii Foreword from University Dean o f the College o f Education Cagayan State U n iv ersity ...................................................................................... Subject Areas English (Grammar) - 100 items ........................................................................................... 1 iv
The Teaching o f Listening and Reading - 74 i t e m s ......................................................11 Filipino - 100 items ................... ..............................................................................................25 Mathematics - 60 items ................................................................................................... 38
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 ......................................................... 107 120
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 Appendices Appendix A - Key to Corrections 207
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(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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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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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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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 couldnt 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. 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.
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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. A. The B. The C. The D. The 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.
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A. I didnt 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 shell get well very soon.
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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 asnt 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. A. I wanted to go for vacation but I cant. B. I want to go for vacation but I would not. C. I want to go for a vacation but I cant. D. I wanted to go for a vacation but I could not.
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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.
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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 ones 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
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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. 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
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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. theres a plenty o f water spilling over the dam the fishing is good eternity remains time stands still nature heals all wounds
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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
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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 senders brain evaluates the language symbols or words. stimulus b. The sender sends his message through speech sounds coupled with gestures. c. The sender organizes his thoughts through his chosen language. A. a, e, d, c, f, b B. e, d, a, c, b, f e. A stimulus activates the sensory processes o f the sender. f. The sender observes the reaction of the listener. 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 receivers 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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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 listeners 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 speakers 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
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
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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
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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; 1Nor shall death brag thou wander'st in his shade, 12When in eternal lines to time thou grow'st: 1 So long as men can breathe, or eyes can see, 3 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
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
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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
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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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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? Behold, we know not anything; I can but trust that good shall fall At last far offat last, to all, And every winter change to spring. - Alfred, Lord Tennyson C. faith D. anger
A. seasons B. facts
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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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 societys 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 childs capacity and stage o f developm ent. The prim ary im portance o f childrens 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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