Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Morong, Rizal
Major in English
APPROVAL SHEET
Arts in Teaching major in English by the Oral Examination Panel with a rating of
______.
__________
Date
4
ACKNOWLEDGMENT
and Dean of Graduate School, for her invaluable comments and suggestions
Laboratory High School Morong campus, for her patience and assistance to the
High School Tanay Campus, for providing the researcher some of the necessary
and assistance;
DR. AMELIA R. NOVIO, for her inspiration, moral support and for giving
PROF. IRMA BAGARINO, for her priceless support and assistance during
extra hard work in hastening the processing of data used in this study;
URS LABORATORY HIGH SCHOOL, for their patience, time, and effort in
validating the research instrument and for giving way to the administering of the
QUINTANA for his technical support and encouragement, for his consolation in
times of difficulty and for patiently putting up with her often exasperating behavior
C.B.Q
6
DEDICATION
--Chaos
7
ABSTRACT
comprehension skills of the URS Laboratory High School Students enrolled this
in the English Diagnostic Test, their level of performance and mastery level in
vocabulary and reading comprehension skills, and how their vocabulary skills
competencies.
Ten percent of the total population per year level or a total of sixty-four
students in the Laboratory High School were selected using stratified random
using the descriptive- evaluative method of research and utilizing frequency and
Pearson-r correlation.
The findings revealed that the level of performance in the diagnostic test
of the URS Laboratory High School students enrolled this School Year 2010-
2011 is average.
average while the second year, third year, and fourth year students showed a
first year students is average. On the other hand, the second year, third year,
and fourth year students obtained a high level of performance. In general, the
was revealed that the two variables showed high significance. It further showed
that the students have mastered the specific skills measured in this study.
forms. On the other hand, their level of performance in word analogy have
From the above findings, it was concluded that the students of the URS
Laboratory High School have mastered the specific vocabulary and reading
specifically the first year students who were also found to be in need of further
9
main idea.
vocabulary and reading based on the necessary skills that need further
improvement. Reading materials that contain high frequency words must be used
as instructional materials for reading activities to familiarize the students with the
meaning and use of such vocabulary words. The proposed instructional materials
for vocabulary and reading should be utilized by the English teachers in the
comprehension skills of the students. Future researchers who will conduct similar
studies may adapt and modify the competency-based test and instructional
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
DEDICATION v
ABSTRACT vi
TABLE OF CONTENTS ix
LIST OF TABLES xi
Chapter
1 INTRODUCTION
3 RESEARCH METHODOLOGY
Research Design 21
Setting of the Study 22
Subjects of the Study 26
Sources of Data 28
Procedure of the Study 29
Statistical Treatment 30
11
Statistical Findings 32
Analysis and Interpretation of Findings 32
Summary of Findings 54
Conclusions 56
Recommendations 57
6 THE OUTPUT
BIBLIOGRAPHY 102
APPENDIX
LIST OF TABLES
LIST OF FIGURES
CHAPTER 1
INTRODUCTION
language is English mainly because at least a few people in each locality around
the world know and use it to communicate. Either for the sake of business or
even as tourist, English is the language that helps people deal with most
especially in this computer age, when English is a language that most people can
understand. This is true even in the Philippines wherein most of the academic
subjects are taught using English as the medium of instruction. Because of this,
teaching English has become a factor that plays a vital role in honing students to
become globally competent. In fact, the Article XIV, Section 7 of the 1987
Article XIV suggests that aside from having a good command of the first
teachers of English are beset with the task of doing their best to be able to
15
produce individuals who must be English language users, not just learners so
that by the time they finish school, these individuals are aptly geared with skills
whose central role is harnessing the total personality and training the will of an
students to get to learn the English language, gain fluency, and acquire a high
level of competency on both micro and macro skills.(CMO, No 11, Article II, s.
2000).
Like all languages, it is a complex interaction between the text and the reader
socially situated (Pearson, 2004). It simply implies that reading is not simply a
Reading entails more than this; it is basically getting meaning through vocabulary
of the messages and the intention of the writer brings about getting meaning.
In the current Philippine public school curricula for elementary and high
Moreover, the two subjects have to fit in all four learning components into
one class session. With the progressive reduction of class minutes, along with
the fact that Reading and Pagbasa are combined with other subjects in one
session, students will certainly have less time to devote to improving reading
(hence, time) is needed to achieve mastery. Any expert or specialist will surely
have logged in extensive hours to reach their coveted level. The same should be
have synthesized existing research findings in the area of early literacy and
very little discussion in these reports has addressed how to use effective
reading comprehension skills the during her in-campus practice teaching, found it
comprehension skills of the URS Laboratory High School students from Morong
or vocabulary and reading that could further enhance their skills in terms of the
Most teachers today complain that their students either do not read or do
Given that reading is the primary means of getting information in and out
of the school, these problems are too serious to ignore. Two reading problems
stand out in Philippine education: the first one is "seeing the trees but missing the
18
forest" and the second, "imagining the trees and inventing the forest." They are
different but inter-related, the bottom line of which is the inability to distinguish
the literal from the figurative and "over focusing" on some details, to the
exclusion of the rest of the text, thereby arriving at a wrong picture of the
generally good at reading for details (this is seeing the trees) but, unless the
article explicitly labels it, they often miss the main idea (this is missing the forest).
The researcher personally observed during her student teaching that the
students can confidently recall and recite details at will when asked to repeat
them in an exam or in class discussion, but when given the task to make a
general statement based on the pool of details, they begin to fall apart and
gradually lose their voices in a series of "ah..., uhm…, I mean..., basically…, you
see….", and so on. It follows therefore, that in writing, they do not fare any better.
In a process that can largely be described as hit or miss, they begin to explore
around the topic and the tendency is to end where they begin--in the fringe or
2004 where she found out that majority of the first year high school students in
the Laboratory High School performed high in the literal level of reading
The second reading problem is more serious than the first. Here the
and of course get the wrong overall picture (inventing the forest).
their reading skills though not altogether satisfactory. The National Achievement
Tests (NAT) administered to public schools shed some light on the issue of how
reports that there has been a 21.36 percent increase in NAT results from 2006 to
2009. The 2009 NAT revealed a rise in Mean Percentage Score (MPS) of only
11.67 percent. The percentage gains were in all subject areas and pointed to a
system.
This progress says about the reading skills of the country’s students. It
Score (from 54.66 in 2006) is still a rather low score, which, in fact, is only at the
14.4 percent among grade 6 students and 31.1 percent with 4th year high school
students, which means below mastery scores are a staggering 85.6 percent
among the former and 68.1 percent among the latter. The reason for such “below
mastery levels”, according to a 2007 interview with Dr. Yolanda Quijano, head of
20
as the main culprit for the poor performance of some students in the NAT.”
With the statements, situations, and problems cited above, the researcher
students. With this, the teachers would know exactly where their students stand
learners go out of their classes prepared for an even higher form of reading.
Following that standpoint, and given that students and teachers often cite
URS Laboratory High School, the researcher can safely say that this study is in
line with the aim of the University to produce competent and value-laden
graduates because the results of this research will give specific insights on
the Laboratory High School students in URS Morong and URS Tanay who are
The focal point of this inquiry is the vocabulary skills and reading
comprehension skills of the freshmen, sophomore, junior, and senior high school
students from both campuses. The researcher employed both the descriptive-
conducted at the beginning of the school year. The respondents were chosen
validation of five experts and item analysis. The questionnaire consisted of three
major components. The first component includes the respondents’ profile and
their performance in the diagnostic test given to them at the beginning of the
school year. The second component refers to the first part of the test that
measured the vocabulary skills of the respondents. On the other hand, the third
comprised of forty (40) items: ten (10) items each for measuring the respondents’
reading comprehension test consists of sixty (60) questions: five (5) items for
22
recognizing details, five (5) items for identifying the main idea, five (5) items for
paragraph organization, five (5) items for interpreting figurative language, five (5)
items for inferring sequence, five (5) items for interpreting through pictorial
representation, five (5) items for judgment of reality and fantasy, five (5) items for
judgment of fact or opinion, five (5) items for judgment of validity and adequacy,
and fifteen (15) items for reading and interpreting non-prose forms. The
The result of the vocabulary and reading comprehension test will serve
reading.
comprehension skills of the URS Laboratory High School students of Morong and
skills?
Null Hypotheses
formulated:
comprehension skills.
different competencies.
24
Chapter 2
framework, conceptual framework, the variables and its related literature and
studies.
reading comprehension skills of the URS Laboratory High School students is one
of the outputs of this study. It is an important output of this study because it will
point out the strength of the students in the English language as well their
and adequacy, and reading and interpreting non-prose forms. These skills, when
25
attained by the students at a certain level of mastery, will help them fare better
comprehension skills of the students for every year level. Measuring the
students’ skills from time to time through tests is an integral part of evaluating
whether the students are able to internalize the lessons taught and apply it in
their everyday life. Moreover, the competency-based test will also guide the
English teachers in adapting varied teaching methods and approaches to suit the
comprehension skills.
materials in vocabulary and reading for the secondary teachers of English with
which they can utilize for practicing and refining the vocabulary and reading
strengthen and further develop the maximum potential of both the teachers and
the students not only to become effective English language users but also to be
Theoretical Framework
the learning task and what knowledge and skills it requires, combined with the
agility to make correct inferences about how to apply one’s strategic knowledge
range of metacognitive skills perform better on exams and complete work more
efficiently. They are self-regulated learners who utilize the “right tool for the job”
are aware of their own strengths and weaknesses, the nature of the reading task
that students who are aware of their cognitive processes and able to self-regulate
such skill were able to succeed in the reading process through thinking,
Conceptual Framework
2005) that includes three phases, namely: Input, Process, and Output.
The first frame, Input, shows the vocabulary and reading comprehension
synonyms, word analogy, and antonyms while the reading comprehension skills
judgment of fact or opinion, judgment of validity and adequacy, and reading and
The second frame, Process, includes the methods and means of how the
The third frame, Output, includes the determined level of mastery of the
and reading.
The arrows connecting the Input, Process, and Output signify the
continuity of the process and the relationship between and among the three
phases.
28
The Input, Process, and Output interacted in such a way that the
and item analysis before it was administered to the respondents. The result of
test in turn became the basis of the outputs of the study which were the
Conceptual Paradigm
Vocabulary skills
Sentence Completion
Synonyms Results of
Word Analogy Diagnostic Test Determined Level
Antonyms of Mastery in
Construction of Vocabulary and
Reading Comprehension Questionnaire Reading
Skills Comprehension
Recognizing Details Diagnostic Test Skills
Identifying the Main Result
Idea Competency-
Paragraph Face-Validation of Based
Organization Questionnaire Test
Interpreting Figurative
Language Enhancement
Item Analysis Instructional
Inferring Sequence
Interpreting Through Materials in
Administration of Vocabulary and
Visual Representation
Questionnaire Reading
Judgment of Reality
and Fantasy
Data Gathering
Judgment of Fact or
Opinion
Interpretation of
Judgment of Validity
Data
and Adequacy
Reading and
Interpreting Non-Prose
Forms
FEEDBACK
Figure 1
The following are the variables used in this research. Discussions include,
but not limited to, the ideas and facts from related literature and other studies
Vocabulary Skills
with in a language. A vocabulary usually grows and evolves with age, and serves
Vocabulary skills refer to the person’s skills on the use of words which generally
In the study of Davis, ( 2002) he found out that words have to be met 5-7
times before they are admitted to long-term memory. This is how, through
reading, students learn the words of the language. He also found out that words
are also easily learned if a child is active - drawing a picture of the word, writing
sentence to use it in. according to him, this is better than simply writing the word
In the study of Durell (2001), he found out that the students were deficient
students must be thought to recognize the different clues that would help him
reduce meanings of the vocabulary items like giving exercises that would
clues.
homonyms are useful ways of having students define and understand word
comprehend the meaning of new words. However, words with multiple meanings
tend to confuse students especially when they read and encounter uncommon
that for learning to occur, new information must be integrated with what the
learner already knows. They feel that teaching vocabulary as a pre-reading step
them answer the following questions: (1) what is it?; (2) what is it like?; (3) what
are some examples? Schwartz and Raphael (2005) believe that this list of 3
questions helps students see relationships between familiar and less familiar
32
terms and also brings the meaning of an unknown term into focus by requiring
outline and organize concepts. It also involves a full grasp of the author’s style
and purpose of writing. It includes the literal, interpretative and critical skills of the
students. Literal skill refers to the ability in finding the factual data given in the
text. Interpretative skill refers to the ability of the reader to relate insights into
ideas no directly sated in the text and these are implied. Critical Skill is the ability
to relate personally to what has been read and then uses this idea, expand it and
In the same manner, Yuson (2001) and Guinto (2003) employed a similar
the high school students in Sangay, Mandaue and the University of Baguio,
respectively.
comprehension skills of the students, Gicaraya (1989) in her study, states that,
33
freshmen are based on the following reading skills; getting the main idea, noting
(2003) puts it, they must not forget either that new vocabulary is always added to
new breakthroughs, in science and technology. These words are always part of
the current reading materials and informative programs from the mass media.
Diagnostic tests help teachers target students who need additional assistance
are usually timed and may last from one to five minutes. For example, a test that
measures letter-naming fluency consists of one page of upper and lower case
34
letters printed in random order. Reading fluency tests contain short passages.
complete a sentence.
A National Diagnostic Test (NDT) was given in June 2002 and the National
Achievement Test (NAT) administered in March 2003. Both tests were given to
determine the extent of improvement among grade four pupils and first year high
school students in math, science and reading comprehension in English. The bad
news is that results of the NDT and the NAT are abysmally low compared to the
desired 75 percent cut-off score. In other words, grade four pupils did not reach
Worse, most of the NDT and NAT questions were those that would require the
incoming first year students in the NDT and NAT given in 2002 and 2003, as well
as the High School Readiness Test (HSRT) administered in May and June 2004.
The not-so-good news is that in general, the national mean for the NDT
Again, the bad news is that grade six examinees did not master the
competencies in English, Science and Math, necessary for their transition into, or
This means, out of about 1.2 million grade six pupils who took the test in
2004, only 8,043 pupils nationwide got a score of 75-100 percent correct score.
35
This also means, only about 8,000 pupils mastered the competencies in English,
Science, and Math and are therefore ready for high school education.
Competency-Based Test
Foyster (2002) argues that using the traditional “school” model for training
skills education programs in business and industry, Paul Delker found that
which achievement will be assessed are explicitly stated and made public in
advance; the instructional program provides for the individual development and
36
takes the participant’s knowledge and attitudes into account but requires actual
progress through the instructional program at their own rate by demonstrating the
work place. Richards (2005) in writing about performance testing indicates that
assessment of skills requires tests using simulations (e.g., models and role
plays) or work samples (i.e., performing actual tasks under controlled conditions
business and industry found that the best approach for training involved learner-
Definition of Terms
reader”.
37
meaning.
proficiency, talent, etc., that enables an individual to perform a particular act, job,
Vocabulary. This is the sum of words used by, understood by, or at the
Vocabulary skills. This is the person’s skills on the use of words which
Chapter 3
Research Methodology
This chapter deals with the research design, setting of the study,
treatment.
Research Designs
mean to gather, analyze, classify, and tabulate data about prevailing conditions
and make adequate and accurate interpretation of data with the aid of statistical
this study presupposed essential knowledge about the nature of the respondents
that plays a large role in the development of instruments for measure of many
things, instruments that are employed in all types of quantitative research as data
related two or more variables are. It is founded on the assumption that reality is
39
obtained, interpreted, and then correlated with their corresponding scores in the
reading comprehension test. That way, the relationship between the two
This study is conducted at the URS Laboratory High School found in both
The two campuses of URS Laboratory High School are both supervised
who handle English classes in the four secondary year levels. In Tanay campus,
there are a total of 343 students while in Morong campus there are 356 which
totaled to six hundred ninety-nine (699) students. Table 1 shows the population
Table 1
Frequency and Percentage Distribution of the Respondents from
Morong and Tanay Campuses
As shown in Table 1, there are 187 students enrolled in first year, 171 in
second year, 168 in third year, and 173 in fourth year. This implies that the
Figures 2 and 3 on the next pages show the maps of the two URS
Figure 2
The subjects of this study are the URS Laboratory High School students
in Morong and Tanay campuses that are enrolled this School Year 2010-2011.
The study involves thirty-two (32) respondents from the URS LHS Morong
Campus in Morong, Rizal and thirty-two (32) respondents from the URS Tanay
Laboratory High School. Since the respondents belonged to either of the four
categories or year level, the researcher utilized the stratified random sampling to
determine the distribution of the respondents needed per year level. To come up
with the 64 respondents, the researcher asked for the class records of each
section per year level and picked every tenth student until there was a valid 10
Table 2
Frequency and Percentage Distribution of the Respondents
Morong 8 8 8 8 32 50
Tanay 9 8 7 8 32 50
TOTAL 17 19 15 16 64 100
respondents of this study. Since this study seeks to determine the vocabulary
and reading comprehension skills of the URS Laboratory High School students,
all students belonging to each year level from both campuses of URS LHS in
As revealed in the table above, from first year high school there are
seventeen respondents, eight of whom came from the Morong campus while
nine come from the Tanay Campus. Nineteen respondents were from the second
year level where eight students came from Morong campus while eight were from
Tanay campus. From third year, there were fifteen participants, eight of whom
were from Morong campus and seven from Tanay Campus. From fourth year
there were sixteen respondents, eight were from Morong campus while eight
were from Tanay campus. All in all, there were thirty-two students or 10 percent
of the population who were from URS LHS Morong, Rizal, while a total of 32 or
44
10 percent of the population were from URS LHS Tanay, Rizal. The students
accessibility for the school is within the university where the researcher is
studying and because it is a laboratory school where the future teachers studying
at the University of Rizal System first become exposed to the nature of the
teaching profession.
45
Sources of Data
The primary source of data in this study are the responses of the students
ensure that the difficulty of the wordings and test items suits the level of the
respondents.
component contains the respondents’ name, sex, year level and scores in the
diagnostic test. The second component consists of the vocabulary test which
contains a range of vocabulary items belonging to the list of words found in the
curriculum according to each year level. The said vocabulary words are also
reading materials, review materials, and standardized tests. On the other hand,
the reading materials are utilized on the basis of it being included in their
respective curriculum and having a universal topic, meaning the respondents can
46
relate to it because the situations and content of the reading texts occurs in real
life situations. In addition, the selections are long enough for the researcher to
Appendix B, p74) a guide in constructing each test item. To determine the validity
of the test, the researcher followed the steps in test construction which include
face validation of at least five experts and item analysis. To interpret the difficulty
index of each item in the test, the following table of equivalent is used.
For the index of discrimination, the following range of equivalent was used
for interpretation.
were considered. Item with difficulty indices 0.20-0.80 and the discrimination
High School Students. After the experts approved the title, the researcher
chapters were then submitted to and checked by a panel of experts, and were
Since the researcher had chosen the participants for the study, the
objectives of the test was done using the Table of Specification (TOS) as guide,
likewise, the construction of the reading text for each year level, followed by
constructing and editing of test questions. Two trying out of the test are
permission to conduct the study was obtained from the office of the Graduate
School and from the offices of the Academic Coordinators from the two
48
campuses of the URS Laboratory High School. Administering of the test is then
addressed the respondents and asked for their honesty and sincerity in
answering the test so as to ensure the reliability and validity of its results.
Afterwards, the participants were asked to accomplish the 100-item test. Their
answers were written on the answer sheet provided, collected and corrected by
the researcher and were then submitted to the Statistics Center for data
processing.
using appropriate statistical treatments in the Statistics Center. The result and
Statistical Treatment
profile sex and year level and grade in the diagnostic test; the respondents’
Chapter 4
This chapter deals with the discussion of statistical findings, analysis and
Table 3
the diagnostic test is 29.25 with a standard deviation of 4.29. This means that the
worth noting that the level of performance of the students from first year is low,
the second year and third year students’ level of performance is average while
the fourth year students’ level of performance is high. This implies that at the
beginning of the school year when diagnostic test were given, the first year
students have not yet mastered their English skills. This relates to the result of
the study of Felix (2008) which states that among grade 6 students of Sampaloc
51
Elementary School, only 27.7.% have mastery in English. Therefore, when they
English during elementary reflects in their diagnostic test which is indeed low.
This result may be attributed to the reduction of class minutes in English and
other subjects due to the continuous increase in enrollees; hence, less time is
devoted to achieve mastery. On the other hand, the result that the second year
and third year students obtain an average level of performance and the fourth
tests means that they have achieved certain degrees of mastery although there
is still a need for further improvements. This parallels with the principle of
knowledge should grow and evolve as they mature. Moreover, it also affirms the
research conducted by Castillo (2001) and later by Yuson (2004) regarding the
pointing out the various academics strengths and weaknesses of the students.
Both studies reveal that diagnostic tests have direct relationship on the
tests helped the teachers in formulating activities that suit and address the
specific skills of the students which needed enhancements. Thus, the result is a
series of improvements among the students whose weak skills have been
the English diagnostic tests as neither dismal nor impressive but nevertheless
52
Table 4
Level of Performance of the Respondents in Vocabulary Skills
The findings shown in Table 4 indicate that the first year students obtained
a mean score of 31.29 with a standard deviation of 1.16 which implies that their
53
they have already obtained mastery in the skills being tested in the test, however
not altogether on a high level. It also is observable from the table above that the
strength of the freshmen lies in sentence completion by using context clues and
synonyms. This result affirms the conclusions of Taza (2000) and Frias (2007) in
their respective studies about the vocabulary skills of the students which state
through context clues because they gradually develop these skills through
unlocking difficulties when reading and other pre-reading activities. Also, it also
parallels the study of Berdan (2004) who pointed out that among the vocabulary
skills, synonyms and getting meanings through contextual clues are the ones the
teachers often give attention in their lessons. As he puts it, knowledge of word
meanings comes handy for all the learning areas in every subject of the students,
their mean score of 6.71 with a standard deviation of .47. the low performance
mean they have not yet mastered the skill in determining various word
antonyms is average with a mean score of 7.76 and a standard deviation of .55.
This result points out that the freshmen students have yet to improve their skill in
determining the opposite meanings of words especially those that they are
unfamiliar with.
54
It is worth noting that the second year, third year, and fourth year students
obtain similar levels of performances in each vocabulary skills where their mean
scores range from 8.63-8.75 and with standard deviations that range from .70-
.81. All three levels have high level of performance except in word analogy where
they perform averagely with mean scores that range from 6.81-7.07 and standard
deviations that range from .54-.89. This implies that the students attained a
improvement in word analogy just like the first year students. The result on the
matter of analogy is attributed to the facts drawn by Dubin and Bycina (2002)
through their findings that most studies and classroom activities about word
part to whole, function, manner, action and its significance, worker and article
created, worker and tool, worker and action, worker and workplace, tool and its
action, sex, age, time sequence, spatial sequence, and symbol and quality it
represents.
Table 5
32.09 with a standard deviation of 1.76. This means that the students of URS
synonyms, and antonyms except in word analogy where their mean score is 7.02
with a standard deviation of .81 which reveals that their level of performance is
average. These results can also be attributed to the students’ constant exposure
to different class activities involving vocabulary and reading and also to the fact
that there are a limited number of students per section which gives way to
This further supports the studies of Peterson (2001) and De Vera (2000) that the
classroom setting and number of students per class have significant effect on
judgment of fact or opinion, judgment of validity and adequacy, and reading and
Table 5
Std.
Reading Comprehension Mean VI
Deviation
First Year
Recognizing Details 4.94 .24 High
Identifying The Main Idea 3.52 .51 Average
Paragraph Reorganization 4.94 .24 High
Interpreting Figurative Language 4.65 .70 Average
Inferring Sequence 4.29 .59 High
Interpreting Through Pictorial Representation 4.02 .67 High
Judgment Of Fantasy Or Reality 3.94 .24 Average
Judgment Of Fact or Opinion 3.94 .66 Average
Judgment Of Validity and Adequacy 3.76 .56 Average
Reading And Interpreting Non-Prose Forms 2.76 .07 Low
Overall Performance 43.76 2.17 Average
Second Year
Recognizing Details 4.60 .43 High
Identifying The Main Idea 3.25 .58 Average
Paragraph Reorganization 4.75 .77 High
Interpreting Figurative Language 3.38 .72 Average
Inferring Sequence 4.88 .34 High
Interpreting Through Pictorial Representation 4.94 .25 High
Judgment Of Fantasy Or Reality 4.50 .52 High
Judgment Of Fact or Opinion 4.31 .48 High
Judgment Of Validity and Adequacy 3.50 .52 Average
Reading And Interpreting Non-Prose Forms 6.94 .49 Average
Overall Performance 46.44 2.46 High
Third Year
Recognizing Details 4.53 .52 High
Identifying The Main Idea 3.93 .26 Average
Paragraph Reorganization 4.80 .56 High
Interpreting Figurative Language 3.13 .64 Average
Inferring Sequence 4.87 .35 High
Interpreting Through Pictorial Representation 4.31 .26 High
Judgment Of Fantasy Or Reality 4.40 1.06 High
Judgment Of Fact or Opinion 3.20 .77 Average
Judgment Of Validity and Adequacy 3.33 .72 Average
Reading And Interpreting Non-Prose Forms 8.13 1.19 High
Overall Performance 46.72 2.74 High
Fourth Year
Recognizing Details 4.81 .40 High
Identifying The Main Idea 4.03 .49S Average
Paragraph Reorganization 4.09 .66 High
Interpreting Figurative Language 3.50 .52 Average
Inferring Sequence 4.44 .51 High
Interpreting Through Pictorial Representation 4.20 .77 High
Judgment Of Fantasy Or Reality 4.63 .50 High
Judgment Of Fact or Opinion 4.44 .51 High
Judgment Of Validity and Adequacy 3.50 .52 Average
Reading And Interpreting Non-Prose Forms 11.13 1.45 High
Overall Performance 49.63 2.56 High
57
Of the four year levels, it is important to take note that it is the freshmen
who need more practice in reading. As the table above reflects, they perform
rather low in reading and interpreting non-prose forms with only a mean score of
43.76 and standard deviation of 2.17. This implies that they may not have
materials. As Flandes (2001) stated in his study, reading and interpreting non-
prose forms often require basic mathematics and logical abilities and familiarity
with the basic technical terms used in economics and the business language--
skills that often should have been mastered in between the ages of 14 to 17
It is also interesting to note that second year, third year, and fourth year
students have obtained mean scores that range from 46.44-49.63 with standard
deviations that range from 2.46-2.74. These findings imply that the level of
would various studies of the same respondents would have revealed. Most
importantly, this reveals that the students improved as they move up to higher
level. The result coincide with the statement of Wilson (2000) that students
should have developed higher competency in language and reading as they grow
older and mature and as they associate new learning to old knowledge because
Table 7
Reading
Comprehension Mean Std. deviation VI
Skills
Paragraph
4.88 .49 High
Reorganization
Interpreting
3.33 .42 Average
Figurative Language
Interpreting Through
Pictorial 4.95 .21 High
Representation
Judgment Of
4.55 .71 High
Fantasy Or Reality
Judgment Of Fact or
3.42 .63 Average
Opinion
Judgment Of Validity
3.27 .55 Average
and Adequacy
Reading And
Interpreting Non- 7.98 1.89 Average
Prose Forms
Table 6 reveals that the respondents obtain a mean score of 46.63 with a
standard deviation of 2.55. This means that the students have high level of
generally good in recognizing details where they have a mean score of 4.83 with
a standard deviation of .38. This result is quite expected and agrees with the
study of Mc Mullen (2003) which states that students are basically good in simple
59
recalling of details that are explicitly stated in reading texts. Likewise, the
representation and judgment of fantasy or reality where their mean scores range
from 4.34-4.95 with standard deviations that range from .21-.71. This implies that
the teachers’ habit of activating the students’ schema and unlocking difficulties
comprehension skills that were tested in this study. This parallels with the
research of Lockhart (2006) which asserts that good reading habits develop the
maximum reading skills of children at a pace far greater than those who lacks
and adequacy, and reading and interpreting non-prose forms is average with
mean scores that range from 3.27-7.98 and standard deviations that range from
.42-1.89. The result is similar to the findings of Secretario (2008) and Mallari
(2009) that the students have difficulty interpreting figurative language due to the
fact that figurative language is not a usual part of daily conversation and are
found only mostly in literature. On the other hand, judgment of fact or opinion and
judgment of validity and adequacy are skills under critical reading where most
studies in reading and comprehension always reveal that students perform either
ideas gained from the reading materials and their schema or prior knowledge that
is why it is important that the latter contributory factor should be activated first
Table 8
r-
Aspects value HO VI
& p-
value
Vocabulary Pearson
Skills Correlation .640
Reject Significant
Reading Sig. (2- .000
Comprehension tailed)
Skills N 64
the 64 respondents in the test reveals that the null hypothesis is rejected. This
skills. This is parallel with the studies conducted by Minero et. al (2002) of the
two groups of respondents where it is revealed that the respondents who were
whose vocabulary size is below average. The reason behind this significant
relationship also lies to the fact that reading materials are composed of printed
texts that require recognition and mastery to get the meanings and ideas behind
it.
Freebody (2006) which asserts that of the many compelling reasons for providing
students with instruction to build vocabulary, none is more important than the
them, one of the most enduring is the extent to which students’ vocabulary
Table 9
Vocabulary Skills of the Respondents as it Relate to their Reading
Comprehension Skills in Terms of Sentence Completion
representation and judgment of fantasy and reality. This means that the students’
within each sentence affect their reading comprehension skills that basically
This result is related to the study of Barnett (2003) where he asserted that
the students who focus on the relationship of the words in a sentence tend to
arrive at the particular meaning even if it does not include general knowledge.
This implies that the students who perform well in sentence completion and other
similar types of test perform better in reading that involves closer examination of
the text.
judgment of fantasy and reality means that the said reading skills require more of
perception and reaction rather than knowledge and recognition. Furthermore, the
results suggest that for the students to excel in reading comprehension, they
words and be able to recognize semantic cues. This observation affirms the
comprehension that singles out the ability to recognize the existing relationship
between words and ideas as the primary skill to carry on successful reading.
Table 10
comprehending the meaning of a reading text although the results also stressed
given that they already possessed important scaffolding that will help them obtain
in his study of the reading skills of the indigenous people in Mindoro, recognizing
the meaning of words and understanding its significance in a reading text is half
Table 11
r-value & p-
HO VI
Word Analogy value
Recognizing Details Pearson
-.198
Correlation
Sig. (2-tailed) .117 Reject Significant
N 64
Identifying the Main Idea Pearson
.334(**)
Correlation
Sig. (2-tailed) .007 Reject Significant
N 64
Paragraph Organization Pearson
-.076
Correlation
Sig. (2-tailed) .553 Reject Significant
N 64
Interpreting Figurative Language Pearson
.212
Correlation
Sig. (2-tailed) .092 Reject Significant
N 64
Inferring Sequence Pearson
-.156
Correlation
Sig. (2-tailed) .217 Reject Significant
N 64
Interpreting through Pictorial Pearson
.189
Representation Correlation
Sig. (2-tailed) .135 Reject Significant
N 64
Judgment of Fantasy or Reality Pearson
-.043
Correlation
Sig. (2-tailed) Accept Not
.737
Significant
N 64
Judgment of Fact or Opinion Pearson
.369(**)
Correlation
Sig. (2-tailed) .003 Reject Significant
N 64
Pearson
Judgment of Validity and Adequacy Correlation .265(*)
Sig. (2-tailed) .034 Reject Significant
N 64
Reading and Interpreting Non-Prose Pearson
.219
Forms Correlation
Sig. (2-tailed) .082 Reject Significant
N 64
67
skills except in judgment of fantasy and reality. This implies that the students’
ability to recognize the association and relationships among words and ideas in a
given reading text affect their ability to understand the meanings behind what
understandable that the students’ ability in word analogy has very little or no
material is realistic or not depends more on the readers’ experience rather that
Although the research findings of Barron (2001) state that word analogy is
the most difficult question in the test because it compels the students to think
critically the relationship among words or ideas, it does not mean that it is
impossible for the students to achieve mastery in that aspect. In fact, in his study
he found out that those students who fairly excel in this type of test were found to
fare better in other similar types of test that require analytical thinking.
vocabulary skill could only excel in the literal level of comprehension and have
Table 12
Vocabulary Skills of the Respondents as it Relate to their Reading
Comprehension Skills in Terms of Antonyms
r-value & p-
HO VI
Antonyms value
Recognizing Details Pearson
.059
Correlation
Sig. (2-tailed) Accept Not
.643
Significant
N 64
Identifying the Main Idea Pearson
.036
Correlation
Sig. (2-tailed) .778 Reject Significant
N 64
Paragraph Organization Pearson
.123
Correlation
Sig. (2-tailed) .334 Reject Significant
N 64
Interpreting Figurative Language Pearson
.248(*)
Correlation
Sig. (2-tailed) Accept Not
.049
Significant
N 64
Inferring Sequence Pearson
.212
Correlation
Sig. (2-tailed) Accept Not
.092
Significant
N 64
Interpreting through Pictorial Pearson
-.074
Representation Correlation
Sig. (2-tailed) .564 Reject Significant
N 64
Judgment of Fantasy or Reality Pearson
.175
Correlation
Sig. (2-tailed) .166 Reject Significant
N 64
Judgment of Fact or Opinion Pearson
.543(**)
Correlation
Sig. (2-tailed) .000 Reject Significant
N 64
Judgment of Validity and Adequacy Pearson
.417(**)
Correlation
Sig. (2-tailed) .001 Reject Significant
N 64
Reading and Interpreting Non-Prose Pearson
.266(*)
Forms Correlation
Sig. (2-tailed) .033 Reject Significant
N 64
69
except in recognizing details and inferring sequence. This result implies that the
choose the one that best describes as the opposite in meaning affect their
comprehension except those where details are either explicitly stated and they
interpret figurative language and it is attributed to the fact that figurative language
requires more of analyzing the association of words and ideas rather than
This result coincides with the study of Lebauer (2006) who conducted a
forms of reading materials. She found out that the respondents whose
skills in terms of synonyms. Her study also revealed that obtaining a high
vocabulary size that includes the ability to contrast and compare ideas through
antonyms and synonyms enables the respondents to achieve high mastery level
suggest that for the students to perform better in reading comprehension, they
must not only recognize and understand the meaning of words or know its
70
definitions by heart but also be familiar with its gradation or shaded of opposite
meanings.
71
Chapter 5
Summary of Findings
observed:
1. The level of performance in the diagnostic test of the first year students of
URS Laboratory High School who are enrolled this School Year 2010-
2011 is low with a mean score of 19.53. However, the second year and
26.00, and 33.47 respectively. On the other hand, the level of performance
in the diagnostic test of the fourth year students is high with a mean score
score of 29.25.
average with a mean score of 31.29. On the other hand, the second year,
third year, and fourth year students obtained means scores of 32.25,
32.09.
first year students is average with a mean score of 43.76. On the other
hand, the second year, third year, and fourth year students obtained
means scores of 46.44, 46.72, and 49.63 respectively which are verbally
and p-value of .640 of the two variables. Specifically, their level of mastery
in vocabulary skills is 76.56 percent which means that they have mastered
that they have mastered the specific reading comprehension skills tested
in this study.
and judgment of fact and opinion. On the other hand, the students’
in the judgment of fantasy and reality, while their skills in antonyms also
Conclusions
Based on the findings of the study, the following conclusions are made:
competencies.
Recommendations
and interpreting figurative language because these are the skills that need
of the students.
4. Future researchers who will conduct similar studies may adapt and modify
students.
75
Chapter 6
The Output
Output A
present, our students have mastered the specific vocabulary and reading
comprehension skills that were tested in this study. However, the teachers must
not stop from the good vocabulary and reading habits that they instilled in their
students because it will pave the way for further development. Enhancement
instructional materials for vocabulary and reading would definitely help the
students achieve a higher level of mastery not only in reading but also in their
Based on the results of the study that the respondents’ mastery level in
analogy and antonyms, particularly the first year high school students who also
main idea and similar activities that require analysis of the passage, the
specific skills that still need enhancement. This may be viewed in relation also to
76
the statement of (Pearson, 2004) that the reading process requires continuous
Output B
The second output of this study is the competency-based test made by the
researcher for the purpose of measuring and evaluating the vocabulary and
underwent face-validation by five experts in the field and the result reveals that
the constructed tests have fully met the criteria of validity. The constructed test,
originally one hundred thirty items, also went item analysis until there were only
one hundred and eight items left that were considered reliable. To even out the
distribution of the number of items, the researcher chose to include one hundred
items only.
source of evidence. With regard to this, the researcher constructed the tests
according to the level of the students’ knowledge and with reference to their
academic curriculum. The tests may be given to each respective year level as a
means of diagnosing their weaknesses in the subject and to point out their
Output C
four vocabularies; hearing, speaking, reading, and writing and the fifth which
that would particularly improve the students’ performance in word analogy and
antonyms. The exercises contain high frequency words that can be encountered
relationship and association of words and ideas and determining the opposite
that the teachers may subdivide, adopt, and modify it according to the year level
of the students that they are teaching. However, it is important to note that
teachers must not contain or limit their teachings to a specific level only. The
students must be exposed to these high frequency words regardless of their year
level because these words can be found in the different reading materials that
of the respondents in terms of word analogy and antonyms. The exercises are
subdivided into four levels which proceed from easy to more difficult word
relationships. However, this does not mean that the teachers should limit their
78
that the students should be exposed to all four levels of word analogy and
antonyms regardless of their age or year level because the words contained in
these exercises are high frequency words that they are likely to encounter during
reading activities not only in their English classes but in their other subjects as
well.
When giving the word analogy exercise, the teacher should clearly discuss
part to whole, function, manner, action and its significance, worker and article
created, worker and tool, worker and action, worker and workplace, tool and its
action, sex, age, time sequence, spatial sequence, and symbol and quality it
represents.
On the other hand, it is fortunate that majority of the URS Laboratory High
School students who served as respondents of this study already mastered the
basic reading comprehension skills except for the first year high school that seem
skills in getting the main idea and other similar comprehension questions that call
for critical thinking. The reading selections are taken from several review
materials for standardized tests and admission tests in college which can also be
79
utilized by the teachers in any year level because of its universality. The
teachers can give it starting from less to more complex paragraphs. The
researcher included some guide questions which may be modified by the English
teachers according to the specific skills indicated in this study that calls for further
BIBLIOGRAPHY
A. Books
Allyn and Bacon. Whole Language (Columbia, Smiou, and Schuster Co.
2006), p. 194
Fernado, Habana and Cinco. New Perspective in English One (Sta. Cruz,
Manila, 2009), p. 63
B. Periodicals
APPENDICES
84
Appendix A
Letters of Request to Administer a Vocabulary and Reading
Comprehension Test
December 4, 2010
Madam:
I have the honor to request permission from your good office to administer
a vocabulary and reading comprehension test to high school students enrolled
this School Year 2010-2011. This is in connection with my approved Master’s
Degree thesis proposal entitled, “VOCABULARY AND READING
COMPREHENSION SKILLS OF THE URS LABORATORY HIGH SCHOOL
STUDENTS”.
Approved:
December 4, 2010
Madam:
I have the honor to request permission from your good office to administer
a vocabulary and reading comprehension test to high school students enrolled
this School Year 2010-2011. This is in connection with my approved Master’s
Degree thesis proposal entitled, “VOCABULARY AND READING
COMPREHENSION SKILLS OF THE URS LABORATORY HIGH SCHOOL
STUDENTS”.
Approved:
Appendix B
Table of Specification (TOS) for Vocabulary and Reading Comprehension
Skills in High School
Vocabulary
Skills
Sentence 1,2,3,4,5 10 10
Completion , 10 1-10
6,7,8,9,1
0
Synonyms 11,12,13,14 10 10 10 11-20
,
15,16,17,18
19,20
Word Analogy 21,22, 10 10 10 21-30
23,24,
25,26,
27,28,
28,30
Antonyms 31,32,33, 10 10 10 31-40
34,35,36
37,38,39 40
Reading
Comprehension
Skills
Recognizing 41,42,43 5 5 5 41-45
Details 44,45
Identifying the 46,47,48 5 5 5 46-50
Main Idea 49,50
Paragraph 51,52, 5 5 5 51-55
Organization 53,54,
55
Interpreting 56,57, 5 5 5 56-60
Figurative 58,59,
Language 60
Inferring 61,62,63 5 5 5 60-65
Sequence ,64,65
Interpreting 66,67,68 5 5 5 66-70
Through Pictorial ,69,,70
Representation
Judgment of 71,72, 5 5 5 71-75
Reality or Fantasy 73,74,
75
Judgment of Fact 76,77, 5 5 5 76-80
or Opinion 78,79,
80
Judgment of 71,72, 5 5 5 81-85
Validity and 73,74,
Adequacy 75
Reading and 76,77, 15 15 15 86-100
Interpreting Non- 78,79,
Prose Forms 80,81,
82,83,
84,85,
86,87,
88,89,
90
87
Appendix B
Result of Pre-Survey Assessment
CRITERIA 5 4 3 2 1
1. The instructional objectives reflected in the test are well-defined, specific, and 4 1
clear.
5. Words used in the test fit to the age and ability levels of the students. 4 1
6. The test measures the vocabulary and reading comprehension skills of the 4 1
students.
10. The test is useful tool in predicting the vocabulary and reading comprehension 5
skills of the students.
Legend:
5- The constructed test has fully met the criteria of validity
4- The constructed test has highly met the criteria
3- The constructed test has averagely met the criteria
2- The constructed test has poorly met the criteria
1-The constructed test has not met the criteria
Appendix C
C E R T I F I C A T I ON
This is to certify that the undersigned helped the researcher Ms. Caroline
B. Quintana in the validation of the researcher-made instrument for the study,
“VOCABULARY AND READING COMPREHENSION SKILLS OF THE URS
LABORATORY HIGH SCHOOL STUDENTS”.
Appendix D
Questionnaires
QUESTIONNAIRE
First Year
Part I
TEST OF VOCABULARY
A. CONTEXT CLUES
A.1 Sentence Completion
Directions: Each sentence below has a blank, indicating that something has been omitted.
Choose the word that best fits the meaning of the sentence as a whole. Write your answer on the
answer sheet provided.
2. The unruly class became even more _________when he tried to quiet them.
a. boisterous c. inconsistent
b. appreciative d. oblige
4. Your chances of passing the subject will be _______if you take some more time studying.
a. abandoned c. enhanced
b. approved d. impractical
6. We hope you shall ______our advice and get a goodnight’s sleep before the test.
a. memorize c. mystify
b. disregard d. heed
7. The loss of their ancestral farm left the family ___________and without hope.
a. starving c. influential
b. impoverished d. immune
8. Death is__________.
a. intimidating c. inevitable
b. insignificant d. fascinating
90
10. Even after I read the poem four times, its meaning was still_______.
a. equivalent c. forged
b. vague d. elaborate
A.2 Synonyms
Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics and write the letter of your choice on the answer sheet provided.
1. ominous
a. grave c. threatening
b. pitiful d. visible
2. pacify
a. calm c. capture
b. supply d. prevent
3. redundant
a. misleading c. inconsistent
b. unnecessary d. extraordinary
4. wary
a. anxious c. cruel
b. weary d. cautious
5. wither
a. cultivate c. blossom
b. wilt d. solidify
6. impeccable
a. faultless c. flawed
b. crude d. natural
7. discernible
a. heard c. docked
b. visible d. stirring
8. collaborated
a. quarreled c. rejoiced
b. got tired d. cooperated
9. alleviate
a. worsen c. inflict
b. lessen d. prevent
10. ruse
a. trick c. certainty
b. mock d. confirmation
91
Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write the letter of your answer on the answer sheet provided.
1. YAWN: BOREDOM
a. dream: sleep c. smile: amusement
b. anger: madness d. face: expression
2. GIBE: SCORN
a. confess: punishment c. twitch: fury
b. chortle: exultation d. smile: awe
3. ISLAND: ARCHIPELAGO
a. star: galaxy c. river: delta
b. earth: hemisphere d. bay: peninsula
4. PERFUNCTORY: ENTHUSIASM
a. hostile: animosity c. honorary: admiration
b. submissive: defiance d. flagrant: criticism
5. CONSTELLATION: STARS
a. prison: bars c. troupe: actors
b. assembly: speaker d. flock: shepherds
6. ELEVATOR: SHAFT
a. soda: bottle c. water: conduit
b. bridge: tunnel d. magnet: electricity
7. SUCCCESS: ASSIDUITY
a. irritation: perseverance c. stupidity: failure
b. incompetence: diligence d. proficiency: practice
8. PUCKER: LIPS
a. lift: chin c. squint: eye
b. pierce: ear d. flair: nostril
9. CUB: LION
a. kit: fox c. pack: wolf
b. dam: beaver d. tigress: tiger
A.4 Antonyms
Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write the letter of your answer on the answer sheet
provided.
92
1. GOOD
a. sour c. bad
b. ugly d. hot
2. CANDOR
a. hypocrisy c. pleasure
b. inability d. velocity
3. CHASTISE
a. reward c. abuse
b. pursue d. stop
4. REBUKE
a. assign c. falsify
b. mature d. commend
5. DEARTH
a. brightness c. abundance
b. birth d. brevity
6. MAUDLIN
a. outrageous c. unemotional
b. unimaginative d. exaggerated
7. WANE
a. enlarge c. enforce
b. endorse d. darken
8. HOMOGENOUS
a. female c. stirred
b. motley d. triangular
9. INFINITE
a. wise c. limited
b. enduring d. gracious
10. DEMISE
a. birth c. residence
b. repetition d. arrival
Part II
TEST OF READING COMPREHENSION
A. LITERAL LEVEL
Direction: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write the letter of
your answer on the answer sheet provided.
93
At a rickety antique table in the dimly lighted dining room sat a frail old lady pouring tea
into fragile cups. Her hand under its flimsy covering of lace was shaky and she seemed even
older than the tottering servant who hovered nearby. Only when the ritual had been completed
did she raise her head to indicate that she had heard my timid knock.
Directions: Read carefully each selection below. Choose the letter which corresponds to the
main idea on the basis of what is stated or implied in that passage. Write the letter of your answer
on the answer sheet provided.
Last summer Marie and I earned money in a novel way. We opened a business called
“The Running Errand Company”. For short errands we charged ten pesos, but when the distance
is great we increased the price to twenty pesos. At first the people of our neighborhood thought
our rates were too high. When we gave them quick service and made no mistakes, however, they
were satisfied. By the end of the summer, we had laid aside enough money for our school
expense.
1.
a. It’s exciting to put up a business during summer.
b. Running errands for people is a novel way of earning money.
c. Charging people with high fees is a just thing.
d. Spending summer running errands is cool.
e. None of the above
94
Spot, our little Dalmatian puppy, is languidly running down the path. Suddenly his ears
become all perked up and the hair on his back all stood up. What did he see? He saw Queenie,
our Maltese cat stretched under a tree. I could tell she was pretending to sleep. When Queenie
saw the dog coming up, she hissed hatefully at it and ran up a tree as fast as she could. She was
a wise old cat. In the tree she could laugh as Spot barked at her.
2.
a. Dogs and cats never seem to reconcile.
b. A playful dog can hurt a wise cat.
c. Once a wise cat always a wise cat.
d. Cats can fool dogs.
e. None of the above
One evening I stood at a busy street corner waiting to cross. The people around me
stared impatiently at the red traffic light. The green light came on and I started to walk. Then I saw
an old man. He was a little dazed by the crowd and the glaring lights of the cars. I ambled
towards him and took his arm. I led him over the dangerous street into the safety of the foot
bridge. The man was so thankful that I helped him. He said he hoped God would reward me for
my kindness. I breathed the night air, feeling light at having helped the old man.
3.
a. Crossing a dangerous street is easy.
b. Traffic lights confuse old people.
c. It always feels good to do a kind act.
d. We must expect a reward for each kindness that we do.
e. None of the above
My dog Max and I are pals. Once, Max and I were playing in the woods when he began
to sniff around and whimper. When I turned to look at what he is whimpering about, I saw a
rattlesnake. It was to slithering towards me. I jumped away just in time. Max had loyally warned
me of the danger. I immediately turned and with the dog at my heels ran home. Max and I will
never play in that part of the woods again, and I would never forget that once, my best pal though
a dog, had saved me from harm.
4.
a. Playing in the woods with only a dog is dangerous.
b. Jumping away just in time always saves you.
c. Rattlesnakes slither stealthily towards its prey.
d. Dogs are loyal pals who can save their masters from harm.
e. None of the above
As I walked along the beach one evening at sunset, I found a small white seashell. Light
colors of blue, green, yellow, and pink colored the inside. Putting the shell to my ear, I listened to
the distant noise of the waves. Carefully I wrapped the pretty shell in my handkerchief. What a
prize this was for my collection!
5.
a. Walking leisurely along the beach gives you shell.
b. A beautiful seashell can be a prized collection.
c. One can listen to the waves through a seashell.
d. Handkerchiefs are the best thing to wrap a shell.
e. None of the above
95
Direction: Read carefully the selection below. Write the letters of the sentences on the box at the
end of the item according to the order of events as it happened in the selection. Write your
answer on the answer sheet provided.
Jersey, my three year-old niece, always manages, without a word, to acquaint the family with
the fact that she is wearing new shoes! Skipping blithely into the living room she performs several
nimble antics, all calculated to draw our attention to her shining footwear. This ruse failing, she
seats herself in a prominent position and swings her feet rapidly, stopping now and then to gaze
fixedly at her toe or to brush an imaginary speck from the glossy surface. If this trick brings no
response, she goes to a far end of the room where there is no carpet. Back and forth she walks,
her slippers tapping on the hard wood floor. At last someone relents and asks casually, “New
shoes, Jersey?” she flashes us a grateful smile and sallies forth to exercise her wiles on the
unsuspecting neighbors.
B. INTERPRETIVE LEVEL
Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write the letter of
your answer on the answer sheet provided.
I never felt so humiliated in my whole life. Why had I never heeded those endless
advertisements with their guarantees of ten, only ten, easy lessons? I seemed to have as many
legs as an octopus; my number concepts about one, two, three failed me, and the music blared at
me from every direction. Why I didn’t trip Rose will be added to my long list of unsolved
mysteries. Finally, the torture was over, the orchestra stopped, and I found myself escorting my
brave young sister to her place. Was she only being her usual good-natured self when she
assured me that I had the making of a real dancer?
1. What does the author mean when he said, “I seemed to have as many legs as an octopus...”?
a. His legs are too long and thin.
b. He sprouted exactly eight tentacles.
c. It’s difficult for him to learn how to dance.
d. He’s got talent to do complicated dance moves.
e. None of the above
2. What made the author say, “Finally, the torture was over…”?
a. The dance number is finished.
96
3. What does the author mean when he said that the music blared at him from every direction?
a. He’s gone deaf.
b. He can’t follow the music beat.
c. He got lost in the dance floor.
d. He hears different kinds of music.
e. All of the above
4. What would be the nearest meaning of the author’s statement that why he didn’t trip Rose
would be added to his long list of unsolved mysteries?
a. It’s a proof that he danced like a dead tree stump.
b. It means he’s not that terrible dancer at all as he claims to be.
c. It means Rose is a graceful dancer because he failed to step on her foot.
d. It means he should start a detective career instead of dancing.
e. None of the above
5. What could Rose mean when she said that his bother has the makings of a real dancer?
a. He has superior talent in dancing.
b. He can dance better with practice.
c. His talent lies nowhere but dancing.
d. He performed well even without taking formal dancing lessons.
e. All of the above.
Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. Write your answer on the answer sheet
provided.
A friend asks you to teach him how to purchase a movie ticket from a ticket booth in the
mall.
Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct. DRAW your
answer on the answer sheet provided.
97
1. Mrs. Curly is sitting on a chair opposite Mr. Curly. PUT HER IN.
2. The door is behind Mr. Curly’s back. PUT IT IN.
3. Mr. Curly can see Mrs. Curly but he can’t see Junior because Junior is standing behind him.
PUT HIM IN.
4. Their small pet cat was asleep under the table halfway between them—a little nearer Mr.
Curly than Mrs. Curly. PUT IT IN.
5. At the center of the table is a gift box with a ribbon on top of it. PUT IT IN.
C. CRITICAL LEVEL
Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write the letter of your answer on the answer sheet provided.
The happiest moments of my camping trip were almost forgotten in the warmth of the family
welcome when I arrived home. As the train stopped and I jumped to the platform, I was
immediately surrounded by the excited members of our household. Questions, exclamations,
comments were hurled at me from all sides. Father proudly slapped me on the back,
congratulating me upon winning the swimming contest. My older sister Mary deluged me with
queries concerning the weather, the scenery, and the unimportant things only girls bother to
discuss. The four year-old twins pulled at my sweater, asking, “What presents did you bring?” All
this time Mother was anxiously examining me for broken bones. Standing there, the center of
attraction, I decided that the best part of any vacation is coming home.
1. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed at airports, terminals and piers.
b. Yes, it happens in the markets and shopping malls, even at the church.
c. No, the situations are just too good to be true.
d. No, it’s not possible to have such ruckus just because someone has arrived.
e. None of the above
2. Is it probable that one could decide that the best part of any vacation is really coming home?
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a. Yes, people might conclude that especially if they have nowhere to go.
b. Yes, people may say the same thing especially if they love their family and missed them so
much.
c. No, because where ever one may go, he/she is expected to return.
d. No, because it is normal for someone to go and then return, it’s not a big deal.
e. None of the above
3. Is the persona of the sister “who asks questions concerning the weather, the scenery, and
the unimportant things only girls bother to discuss” exist for real?
a. Yes, girls really ask question about things no one else bother to discuss.
b. Yes, girls discuss about unimportant things rather than care about the newly arrived
person.
c. No, the author is merely exaggerating in describing the reaction of his sister.
d. No, no such character of cold, unfeeling sister exists.
e. None of the above
4. Is the character of the mother “who was anxiously examining him for broken bones” appear in
the character of mothers nowadays?
a. Yes, it’s like mothers who worry so much about the safety and soundness of their children.
b. Yes, it’s like mothers who are over acting when their children got separated from them.
c. No, there’s no mother like that who expect his son to have broken bones.
d. No, there’s no mother like that who always suspects someone might have hurt his son.
e. None of the above
5. Are there siblings, younger or older, who care more about presents than welcoming a newly
arrived member of the family?
a. Yes, in a materialistic family, there are siblings like that.
b. Yes, in fact I am one of them.
c. No, no sibling could be that cold hearted who would prefer presents than his/her sibling.
d. No, there are times they would ask for presents but that doesn’t mean they don’t miss or
welcome a newly arrived member of the family.
e. None of the above
11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories of happy family reunions that tell of the same situations.
b. Yes, there are reading materials that tells of the happiest moments being forgotten.
c. No, because the ideas presented in the selection are not common.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above
2. What part of the story best describes the character of the author?
a. The part where he almost forgot the happiest moment of his trips because of the warmth of
his family’s welcome; it shows he was well-loved, and that means he’s a good son.
b. The part where his father proudly slapped him on the back for winning the contest; it shows
he was a good leader.
c. The part where his sister deluged him with questions; it shows he is good at noting details.
d. The part where his mother examines him for broken bones; it shows he is a quarrelsome
character.
e. None of the above
13. Does the author adequately provide clear details to describe the kind of family he has?
a. Yes, the details clearly described the closeness of the family.
b. Yes, the details clearly described how weird the family reception was.
c. No, the author failed to provide details of the camping trips.
d. No, the author inadequately described how each family members look like.
e. None of the above
14. Does the characters of the family members complete the ideal situation that the author wants
to portray about coming home?
a. Yes
b. No
c. I’m not sure
d. It’s not important
e. None of the above
15. Do you find all the characters of the family members in the selection agreeable?
a. Yes
b. No
c. I’m not sure
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D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
Figure 1
Total Number of Freshmen Enrolees
(in hundreds)
8
7
6
5
4 male
3 female
2
1
0
2008 2009 2010
Figure 1 shows the (1) ______ of freshmen enrollees from (2) ______up to (3) ______. In
2008, the total number of enrollees is (4) ______, where female enrollees dominate male
enrollees by (5) _______. In 2009, there is a fall in the number of enrollees which register only (6)
________. This made a difference of (7) ________compared to 2008. However, in 2010 there is
a surge of freshmen enrollees which totaled to (8) _______. The male enrollees here are (9)
________lesser than female enrollees. All in all, the total number of freshmen enrollees from
2008 up to 2010 is (10) ________.
D.2
Directions: Study carefully the table below. Answer the questions following it on the basis of
what is stated in the table. Write your answers on the answer sheet provided to you.
Table 1
Total Number of Scholars
Type Number
TOTAL 1042
101
4. According to the table, how many students benefited from the scholarships?
5. Do academic scholars equal the number of entrance scholars and special grantees
combined?
102
Second Year
Section: _____________
URSLHS:____________
Part I
TEST OF VOCABULARY
B. CONTEXT CLUES
3. The police will _________the culprit and convict him before long.
c. vanish c. slay
d. apprehend d. annoy
5. Ten years after World War II, some of the _______left by enemy bombings could still be seen.
a. rubble c. insults
b. traces d. monuments
8. We may not enjoy being ______, but we cannot forget that we still belong to the same family.
a. siblings c. surrogates
b. foster parents d. landlords
A.2 Synonyms
Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics. Write your answer on the answer sheet provided.
1. obstinate
a. unbelievable c. stubborn
b. offensive d. forgetful
2. remorse
a. repentance c. remedy
b. use d. pain
3. wreak
a. harvest c. point
b. inflict d. sharpen
4. impediment
a. problem c. class
b. hindrance d. instructor
5. cite
a. read c. quote
b. translate d. write
6. disgruntled.
a. discontented c. dislocated
b. unexcited d. dismembered
7. extricate
a. free c. lock
b. tie d. run
8. garnish
a. break c. decorate
b. taste d. spice
9. obsolete
a. outnumbered c. outstanding
b. outmoded d. outspoken
10. nurture
a. take care of c. remodel
b. set free d. observe
Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write your answer on the answer sheet provided.
1. SIGNATURE: ILLUSTRATION
a. byline: column c. credit: purchase
b. alias: charge d. note: scale
2. CHAINS: CLANK
a. glasses: shatter c. birds: flutter
b. bells: chime d. flowers: sway
3. ENROLL: STUDENT
a. interview: applicant c. evaluate: counselor
b. dismiss: employee d. enlist: soldier
4. MASTHEAD: NEWSPAPER
a. footnote: essay c. credits: film
b. spine: book d. advertisement: magazine
5. RELAX: WEARY
a. clothing: meek c. nourishment: hungry
b. refreshment: spirited d. shelter: thirsty
6. PARCHED: MOISTURE
a. listless: energy c. frail: delicacy
b. feverish: warmth d. unruffled: poise
7. FRAYED: FABRIC
a. thawed: ice c. frazzled: nerves
b. cultivated: manner d. watered: lawn
8. INDOLENT: WORK
a. taciturn: speak c. naive: cheat
b. perceptive: observe d. decisive: act
9. SURPRISE: EXCLAMATION
a. happiness: grimace c. insolence: bow
b. dismay: groan d. contentment: mutter
A.4 Antonyms
Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write your answer on the answer sheet provided.
1. FRUGALITY
a. extravagance c. timeliness
105
b. ripening d. anxiety
2. GARRULOUS
a. laconic c. quiet
b. frozen d. tiny
3. ILLICIT
a. literate c. private
b. lawful d. angry
4. DESTITUTION
a. nativity c. wealth
b. tolerance d. gossip
5. PERIPHERAL
a. central c. lasting
b. glorious d. picturesque
6. LOQUACIOUS
a. gregarious c. tactical
b. silent d. situated
7. DETACHED
a. wise c. unkempt
b. foolish d. continuous
8. PERFUNCTORY
a. thorough c. anxious
b. individual d. sinister
9. COHERENT
a. docile c. major
b. illogical d. illiterate
10. PRETENTIOUS
a. real c. unpardonable
b. modest d. typical
Part II
TEST OF READING COMPREHENSION
E. LITERAL LEVEL
Each member of our household has a different method of saying “No” to me.
“Positively no!” growls my father in a fiercely determined voice. In other words this
means, “I’ll think it over.”
“No, dear,” says Mother quietly, and she means it.
“Not now”, decides Grandmother after serious consideration. This is ambiguous,
signifying either “Later” or “Never.”
“Oh, no,” protests my sister weakly, but she is really saying, “You’ll have your own way
anyhow.”
“No!” explodes the junior member of our household. His eyes add, “And don’t try to coax
me either.”
To be denied a request is often discouraging, but my disappointment is usually lightened
by the novelty of being refused in so many different ways.
Directions: Read carefully each selection below. Encircle the letter which corresponds to the
main idea on the basis of what is stated in that passage. Write your answer on the answer sheet
provided.
Jean can be recognized immediately by her healthy, beaming countenance. Two bright
eyes sparkle merrily from under her well-shaped brows. Her nose, though long and thin, is usually
wrinkled with laughter. Clean, shining teeth, which can be seen between her half-parted lips,
indicate careful and regular brushing. Sincere, earnest and cheerful, Jean’s entire expression
radiates happiness.
1.
a. Our eyes reflect our health.
b. Radiation is not good for the body.
c. Regular brushing whitens the teeth.
d. A positive countenance radiates happiness.
e. None of the above
107
General cleaning in our home certainly upsets everything and everybody. The sofas and
chairs look like ghosts in their big white sheets. Floors and walls are robbed of their decorations,
and windows are opened wide. Stored-up treasures find their way to the wastebaskets, and
closets reveal their secrets. Lunch is served buffet style in the kitchen annd dinner is usually late.
However, the clean fresh ambiance of the house afterwards relieve everybody of the exhaustion
especially when our growling stomachs find a welcome refuge in the kitchen.
2.
a. Closets are the best place to store treasures.
b. General cleaning of the house can be upsetting.
c. General cleaning is exhausting but rewarding.
d. Sofas and chairs should be covered while cleaning the house.
e. None of the above
Our school, which is located in the heart of a busy town, presents an attractive
appearance to the students who daily approach its entrance. This comfortable two-story building
is constructed of red bricks with white stone trimmings. The wide, square-paned windows assure
an abundance of sunshine and fresh air for the classrooms within. The brass knocker on the
paneled oak door seems to give promise of a kindly reception. A large arch stands symbolically at
the entrance of this dignified edifice. What a beautiful picture the exterior of our school presents!
3.
a. The school is a thing of beauty.
b. Wide square-paned windows offer a good view.
c. A brass knocker is perfect for oak-paneled doors.
d. An imposing arch is symbolic of beautiful school.
e. None of the above
The old, decrepit building stood back from the path overgrown with weeds. Wild brambles
and thick underbrush surrounded it. Four glassless windows stared like vacant eyes out of the
front wall. From a sagging porch, thick with ivy, a shabby door led to the interior. The roof had
caved in and the weather beaten roofs had fallen. What a perfect backdrop this would be for a
Halloween party!
4.
a. An abandoned building is a place for ghosts to haunt.
b. A dilapidated building adds excitement to Halloween party.
c. Glassless windows are the eyes of an old building.
d. A decaying building signifies negligence on the part of the owner.
e. None of the above
From the diving board, ten feet above the water, I gazed at the cool green pool below.
Could I dive from it? My heart was in my mouth as I walked out to the edge of the springboard.
The voices of my chums urged me on as they impatiently waited their turn in line. Saying a quick
prayer, I took my first dive. I often look back to that eventful day and think of what a coward I was.
5.
a. Diving is a fearful act.
b. Being afraid of the water is cowardice.
c. It takes courage to dive.
d. Praying will save you..
e. None of the above
108
Directions: Read carefully the selection below. Write the letters of the sentences on the box at
the end of the item according to the order of events as it happened in the selection. Two boxes
are done for you. Write your answer on the answer sheet provided.
As Jane prepared to pack her suitcase for a long-waited vacation trip, she discovered
that her key was not in its usual place. “I’ve looked everywhere but cannot find the keys to my
suitcase,” she said to her mother. “Have you seen it, Mother?” “No, dear, I haven’t,” answered
mother. “I remember that Edward used your bag not long ago. Have you asked him?” “Oh, thank
you, Mother,” said Jane. “I recall now that Edward did say that he would leave the key in my desk
drawer. Now I will not hesitate to use my suitcase.” Thus relieved, Jane rushed to her room to
begin packing for the journey.
a c
F. INTERPRETIVE LEVEL
Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write your answer
on the answer sheet provided.
Deep in the gloom of the forest, I and my fellow campers gather around the blazing fire,
presenting a scene of haunting beauty. Sweet-smelling pine twigs, snapping like giant
firecrackers, perfume the air with a spicy fragrance. Dancing flames dart high into space, hover
overhead, and fade quickly into the gloomy blackness. Showers of sparks leap skyward like
fireflies, leaving behind the sputter of cackling logs. Under the spell of the flickering lights our
shadows sway rhythmically as we chant away the night. Our guide--a gypsy who is also a good
fiddler--steps into our glowing circle. Flitting shadows play upon his face as the sobbing melodies
of his violin pierce the silence of the night.
1. What does the author mean when he said, “I and my fellow campers gather around the blazing
fire, presenting a scene of haunting beauty”?
a. The forest is haunted.
b. He and his fellow campers presented a beautiful act.
c. The gathering of the campers around the fire is a beautiful sight.
d. The blazing fire burns the campers surrounding it.
e. None of the above
Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. One boxes has been completed for you.
Write your answer on the answer sheet provided.
You are at the mall. After two hours of shopping, you realized you cannot anymore carry
any farther the shopping bags containing your loot. If you were to take the bus you need to walk
at least 300meters to the bus stop, which in your situation, is not advisable. Naturally, you opted
to take the taxi.
Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct.
110
111
One day Mr. and Mrs. Bean were sitting down to have a meal. DRAW a table between them.
1. Mr. Bean had his back to the DOOR. PUT IT IN.
2. Mr. and Mrs. Bean were about to eat when a stray DOG appeared on the doorway. PUT IT
IN.
3. Their small pet CAT which was asleep under the table halfway between them got up and
arched her back at seeing the dog. PUT IT IN
4. A LADY peeked on the door, looking for her dog. PUT HER IN.
C. CRITICAL LEVEL
Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write your answer on the answer sheet provided.
Mingled emotions of fear and regret clashed within me as I settled myself in the Space
Shuttle of the Enchanted Kingdom that November afternoon. The strident shouts of the gruff
operator cut across the air as the screeching of released brakes noisily announced the initial
ascent. With palpitating heart I stiffened myself against the back of the brightly gleaming car. For
one thrilled-packed second I was conscious of being unwillingly poised on a gigantic hill, then
down, down we plunged at breath-taking speed. Before I had even a grim chance of retrieving my
composure, this mad rush was repeated with terrifying rapidity. Desperately I clung to the steel
bar of the chariot as it careened and whizzed around each terrifying ascent and descent.
Suddenly, as I shuddered and cringed in my place, the rocket car gave a wild, uncontrolled lurch,
then with an asthmatic cough wheezed to a full stop. Head reeling, I staggered out of the coach,
relieved and grateful for the feeling of solid ground. I am sure that even a trip around the world
would not be as thrilling as that five-minute ride on the roller-coaster.
6. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed at amusement parks.
b. Yes, it happens in the markets and shopping malls, even at the church.
c. No, the situations are just too good to be true.
d. No, it’s not possible to have such exaggerated reactions just because or a ride.
e. None of the above
7. Is it probable that one could conclude that even a trip around the world would not be as
thrilling as the five-minute ride on the roller coaster?
a. Yes, people might conclude that especially if they have never been around the world.
b. Yes, people may say the same thing especially if it’s their first time to ride the roller
coaster.
c. No, because it’s obviously exaggerated.
d. No, because the thrill you feel when riding the roller coaster is not the same as when you
travel around the world.
e. None of the above
8. Is the character of the author who is afraid and regretful in riding the roller coaster exist for
real?
a. Yes, there are people who are really afraid of riding the roller coaster or regret riding it.
b. Yes, in fact all people avoid riding it.
c. No, the author is merely exaggerating his feelings and emotions about riding it.
d. No, no such cowardly character exists.
e. None of the above
112
9. Is the character of the gruff operator appear in the characters of amusement park operators
nowadays?
a. Yes, it’s like those men who threaten children from riding the roller coaster.
b. Yes, it’s like those men who operate the horror trains.
c. No, all amusement park operators are patient and courteous to attract more people to ride.
d. No, there’s no character like that who is grumpy and ill-tempered.
e. None of the above
10. Are there people nowadays, young or old, who doesn’t feel any fear or regret in riding a roller
coaster?
a. Yes, there are.
b. Yes, in fact I am one of them.
c. No, no one in this world is afraid of riding the roller coaster.
d. No, nobody in his right mind would regret riding the roller coaster.
e. None of the above
12. Do you think the author‘s statements about riding the roller coaster are all facts?
a. Yes
b. No
c. I’m not sure.
d. It’s not important
113
11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories that tell of people who are afraid of riding the roller coaster and other
rides similar to that.
b. Yes, there are reading materials that tells of horror trains and merry-go-rounds.
c. No, because the ideas presented in the selection are not common.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above
12. What part of the story best describes the character of the author?
a. The part where he was afraid and regretful in riding the roller coaster; it shows he is a
coward.
b. The part where his heart palpitates; it describes him as someone who has a nervous
breakdown.
c. The part where he shuddered and cringed; it means he has a weak heart.
d. The first and last part; it describe him as adventurous even if sometimes it scares him.
e. All of the above
16. Does the author adequately provide clear details to describe his experience in riding the roller
coaster?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above
17. Does the character of the gruff operator complete the ideal situation that the author wants to
portray about riding the roller coaster?
a. Yes, it completes the ideal situation.
b. No, it doesn’t even affect the whole situation.
c. I’m not sure.
d. It’s not important.
e. None of the above
D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
114
Figure 1
Total Number of Students by Campus
(in hundreds)
4.5
4
3.5
3
2.5
2 URSLHS MORONG
1
0.5
0
First
Second Third
year Fourth
year year
year
Figure 1 shows the total number of students from (1) _________and (2) ______. The
total number of first year high school students from Morong campus is (3) ______. On the other
hand, the total number of first year in Tanay campus is (4) ______.It shows that Morong campus
has the most number of freshmen students. In contrast, the number of second year students from
URSLHS Tanay is (5) _______than the number of second year students from Morong with a
difference of almost half the total number. In both campuses, third year students has the (6)
________number of students while the second year has the greatest number. On the other hand,
the fourth year students from Morong campus is (7) ________while those from Tanay campus is
(8) _______. This made a difference of (9) ________students. All in all, the number of students
from Morong campus is always greater than those from Tanay campus except the (10) ________
students.
D.2
Directions: Study carefully the table below. Answer the questions following it on the basis of
what is stated in the table. Write your answers on the answer sheet provided to you.
115
Table 1
Survey of TV Programs for Kids
Ben Ten 94
Mr. Bean 94
SpongeBob Squarepants 62
TOTAL 500
3. What percentage of the total number of viewers is Dexter’s Laboratory and Jimmy
Neutron combined?
4. According to the table, how many kids are taken as respondents to the survey?
QUESTIONNAIRE
Third Year
Part I
TEST OF VOCABULARY
E. CONTEXT CLUES
6. Because his delivery was _____, the effect of his speech on the voters was nonexistent.
e. halting c. plausible
f. moving d. respectable
7. The play was not praised by the critics but it did not ____, thanks to favorable word-of-mouth
comments.
a. succeed c. continue
b. close d. function
3. We lost confidence in him because he never _____ the grandiose promises he had made.
a. forgot about c. retreated from
b. delivered on d. reneged on
4. Because the hawk is _____ bird, farmers try to keep it away from their chickens.
a. a migratory c. an ugly
b. a huge d. a predatory
5. Some students are_____ and want to take only the courses for which they see immediate
value.
a. opinionated c. illusive
b. impartial d. practical
6. Fitness experts say that jogging is ____; once you begin to jog regularly, you may be unable to
stop, because you are sure to love it more and more all the time.
a. exhausting c. confuse
b. addictive d. pay attention to
7. No real life hero of ancient or modern days can surpass James Bond with his nonchalant ___
of death.
a. contempt c. terror
b. disregard d. impatience
8. He is much too____ in his writings: he writes a page when a sentence should suffice.
a. devious c. efficient
b. verbose d. pleasant
117
9. It is remarkable that a man so in the public eye, so highly praised and imitated, can retain
his_____.
a. humility c. inadequacy
b. shallowness d. ambiguity
10. She is an interesting _____, an infinitely shy person who, in apparent contradiction,
possesses an enormously intuitive ____for understanding people.
a. aberration…disdain c. caricature…talent
b. paradox…gift d. specimen…loathing
A.2 Synonyms
Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics. Write your answer on the answer sheet provided.
1. disdain
a. respect c. concern
b. fondness d. contempt
2. urbane
a. tasteless c. sophisticated
b. perfect d. extensive
3. translucence
a. beauty c. fragility
b. fineness d. majesty
4. rigid
a. systematic c. firm
b. dutiful d. point
5. resurgence
a. revival c. transfusion
b. remission d. diagnosis
6. discern
a. relish c. ignore
b. dislike d. distinguish
7. classify
a. distinguish c. relate
b. organize d. accept
8. derivative
a. independent c. unconscious
b. imitative d. contradictory
9. scantiness
a. philosophy c. inadequacy
b. adaptability d. conservatism
10. amendment
a. ambiguity c. revision
b. assertion d. validation
118
Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write your answer on the answer sheet provided.
1. MAP: CARTOGRAPHER
a. blueprint: draftsman c. photograph: topographer
b. building: inspector d. chart: optician
2. EXCESSIVE: MODERATION
a. extensive: duration c. impulsive: reflection
b. accidental: courage d. expensive: cost
3. IRREFUTABLE: DISPROVED
a. insoluble: eradicated c. intolerable: biased
b. incomparable: celebrated d. irreparable: mended
4. DEADBEAT: PAY
a. killjoy: mourn c. daredevil: risk
b. diehard: quit d. spy: betray
5. LACHRYMOSE: TEARS
a. verbose: words c. intense: sighs
b. ironic: jests d. miserable: speeches
6. DRUDGERY: IRKSOME
a. obedience: forced c. journey: wearisome
b. ambivalence: suspicious d. load: burdensome
7. CANONIZE: SAINT
a. train: athlete c. idolize: celebrity
b. venerate: sinner d. guard: dignitary
8. TIRADE: ABUSIVE
a. monologue: lengthy c. prologue: conclusive
b. aphorism: boring d. encomium: laudatory
9. SNOW: DRIFT
a. pane: glass c. sand: dune
b. mountain: boulder d. desert: oasis
A.4 Antonyms
Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write your answer on the answer sheet provided.
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1. EFFUSIVE
a. vapid c. desirous
b. eroded d. reserved
2. TEMPERATE
a. choosy c. disappointed
b. excessive d. scrupulous
3. GERMANE
a. irrelevant c. puny
b. feminine d. massive
4. EGREGIOUS
a. abortive c. maturing
b. birdlike d. splendid
5. AUTONOMOUS
a. ambiguous c. magnanimous
b. dependent d. callous
6. HOSTILE
a. hungry c. conciliatory
b. masterful d. satisfied
7. ASSUAGE
a. meet c. delay
b. separate d. irritate
8. INDIGENOUS
a. alien c. pleased
b. digestible d. irate
9. RESPITE
a. reason c. exertion
b. anger d. friendship
10. DISCORD
a. noise c. scrap
b. harmony d. irritation
Part II
TEST OF READING COMPREHENSION
A. LITERAL LEVEL
Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write your answer
on the answer sheet provided.
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It seems to me that the mental agony accompanying a visit to the dentist does not begin
when I am confronted with his terrifying equipment, but in the waiting room. Fellow sufferers
occupy the chairs, bearing their aches and pains in grim silence. Hanging triumphantly on the
walls are numerous diplomas certifying the dentist’s proficiency. The magazine pile, one potential
oasis in this desert of anguish, is topped by a pamphlet setting forth the latest scientific methods
of torment. From under the office door slip ominous sounds, and the attendant nurse flits back
and forth casting sympathetic glances at the next victim. Nothing can possibly happen in that
eerie, inner room to equal the excruciating pangs of “just waiting”.
Directions: Read carefully each selection below. Encircle the letter which corresponds to the
main idea on the basis of what is stated in that passage. Write your answer on the answer sheet
provided.
Thousands of multicolored flaglets gaily wave above the waves of the eager spectators.
On either side of the gridiron are lithe cheerleaders, whose hearty shouts reverberate through the
stadium as they leap and toss, confident of victory. Down the vast field grandly march the high-
stepping majorettes, skillfully twirling their gleaming batons. They are followed by a spirited and
colorfully attired school bands. The polished instruments flash beneath the radiant sun. To me,
this brief period of pre-game activity tops even the most popular moments of the interschool
sports fest.
1.
a. The excitement of pre-game activity highlights the start of a sports fest.
b. Thousands of colorful flaglets wave above the audience.
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c. The dance moves and yells of the cheerleaders add to the noise of the crowd.
d. The majorettes and the colorful school bands are the life of pre-game activity.
e. None of the above
Down into the cool depths of tropical waters go fearless men whose dangerous
occupation is pearl diving. These tough explorers, in their search for pearls, are subjected to all
forms of exposure. In the great void of the ocean floor they encounter many horrible inhabitants of
the deep. In addition to these living dangers, there is always the fear of rapidly changing currents
and beds of quicksand. Can we not see how clever must be the men who courageously face
these perils of the sea? We should pay tribute to their spectacular deeds and recognize the risks
they take to give the world new wealth.
2.
a. The ocean is home to the most dangerous predators.
b. Pearl divers encounter loots of peril in the ocean.
c. All forms of dangerous exposure are faced by pearls divers.
d. Pearl divers risk their lives to give the world new wealth.
e. None of the above
How I wish I could be a leader! This is the longing of every boy and girl. Despite the
belief of many people that leaders are born and not made, I believe each of us can become an
influence for good in the lives of others. A study of the qualifications necessary for leadership
discloses that anyone who wishes to lead others must, have an ideal that he himself strives to
imitate. We have this perfect exemplar in Christ. Secondly, a leader must think of himself and not
be swayed by the opinions of others. Here again we will be guided by the principles of our holy
faith, our North Star on the journey through life. Another characteristic of leadership is the ability
to win the confidence of others. The secret of this is self-assurance, obtained through an
unshaken trust in God. Let us cultivate these qualities, then, so that each one of us may become
a magnet attracting others to Christ.
3.
a. Leaders are born, not made.
b. Like Christ, a good leader is also a good follower.
c. There are qualifications necessary for leadership.
d. Cultivating leadership qualities gives us more chance of becoming a leader.
e. None of the above
As I reached the high rocky shelf, I paused and turned for a better view of the beautiful
valley through which I had come. Far below, a little creek pushed insistently passed its banks.
Wild ducks move swiftly through the clear water, their blue-green plumage gleaming with an
almost metallic brightness. Warm sunlight laid a hand in benediction upon the earth. Shining
through the trees it cast lacy patterns of light and shadow on the ground. The trees themselves
stood proud and tall, conscious of their riotous coloring, and paid to every passing breeze a
gracious tribute of drifting leaves. God had surely blessed this lovely valley, and its beauty offered
Him in return a mute prayer of thanksgiving and praise.
4.
a. A beautiful valley is a gift from God.
b. A valley is a perfect place to raise wild ducks.
c. Trees know how to pay tribute to the wind.
d. God’s creations have their ways of thanking God.
e. None of the above
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The quaint appearance and the droll manner of penguins provide much amusing enjoyment
for interested spectators. These black and white birds resemble gentlemen dressed for a formal
dinner party. Though they appear dignified, penguins look very comical as they waddle clumsily
on land. They can neither run nor fly, for their bulky bodies make their wings useless for flying. In
water, however, these sea birds use their wings as paddles to propel themselves agilely. Great
colonies of penguins live in the Antarctic region. On ice and snow they sled as skillfully as an
Olympic champion. Penguins do entertain their observers!
5.
a. Penguins are remarkable.
b. Penguins do make an interesting sight.
c. Life will never be the same without penguins.
d. Penguins are nothing without the Antarctic!
e. None of the above
Directions: Read carefully the selection below. Write the letters of the sentences on the box at
the end of the item according to the order of events as it happened in the selection. Two boxes
are done for you. Write your answer on the answer sheet provided.
On the evening of our school play I made my theatrical debut before a record-breaking crowd
packed into the auditorium. Lacking the budding genius of my classmates, I had assumed the
lowly role of stagehand. As the curtain fell at the end of the first act, a floodlight above the center
of the stage slipped from position and dangled precariously on a single wire. Seizing a ladder, I
lumbered onto the stage, moored the offender, and informed the attendants in the wings that the
play could go on. Hearing my shout, the boy in charge of the curtains gave the ropes a mighty
jerk. The draperies swept apart, revealing to the expectant onlookers a grimy figure in overalls,
perched high in the air. Scrambling down, I bowed awkwardly, shouldered the ladder, and made a
hasty exit while the hall rocked with laughter. I had left the stage never to return.
a. The curtain boy pulled apart the curtain, exposing me to the audience.
b. I left the stage in embarrassment.
c. I was assigned as a stagehand.
d. I climbed the ladder to put the floodlight back to its rightful position.
e. A school play is staged at the auditorium.
f. The audience laughed at seeing my dirty figure perched above the stage.
g. A floodlight fell out of its place.
d f
G. INTERPRETIVE LEVEL
Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write your answer
on the answer sheet provided.
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I was at Camp John Hay in Baguio City last year when one of the worst storms hit the
country. It was late in the afternoon and the air was mottled with pine tassels and bright green
plumes that went flashing past like birds pursued. My eyes roved over the piney hills and dales
and over the giant pine trees--shining foliage that rippled and stirred, undulating as the
corresponding waves of air. The gestures of these various trees made a delightful study for me as
I stared in awe at fierceness of the storm and at the graceful manner the pine trees receive even
its wildest sweeps. The young pines, light and feathery as squirrel-tails, were bowing almost to
the ground; while the grand old patriarchs, whose massive boles had been tried in a hundred
storms, waved solemnly above them, their long arching branches fluently riding the gale--every
needle thrilling and ringing and shedding off keen lances of light like diamond. It really was a
delightful sight! That afternoon, nature was holding a wild festival, and every fiber of even the
most rigid giants thrilled with inexplicable excitement.
1….pine tassels and bright green plumes went flashing past like birds pursued...means
____________.
a. The birds are pursued by hunters.
b. Falling pine tassels and leaves were drifting in the air.
c. The pine trees are running away.
d. The birds dart to and fro between trees.
e. None of the above
2.… the shining foliage that rippled and stirred, undulating as the corresponding waves of
air…refers to_____.
a. the waves of the sea.
b. the strong gusts of wind.
c. the trees that sway in the wind
d. the leaves the fell to the ground
e. None of the above
3. What association does the phrase every needle thrilling and ringing and shedding off keen
lances of light have to that of a diamond?
a. The pine trees are rich source of diamonds.
b. Diamonds were found on the pine needles.
c. The pine needles resemble the shape of a diamond.
d. The light made pine needles shine brightly like diamonds.
e. None of the above
5. In the phrase nature was holding a wild festival, the “wild festival” refers to________.
a. the swaying pine trees c. the hills
b. the storm d. the wind e. None of the
above
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Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. Three boxes have been completed for
you. Write your answer on the answer sheet provided.
One morning, your parents left to visit a sick relative. It was already thirty minutes past
eleven o’clock in the morning and they haven’t come back yet. Your younger sister is already
complaining of hunger. There was a left-over fried chicken on the table but no cooked rice left.
You proceeded to the kitchen and commenced on cooking rice.
dd h c
Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct. DRAW your
answer on the answer sheet provided.
4. Although there’s only one tree at the side of the office building, there are two trees on the
opposite side of the road. DRAW THEM.
5. Some people have complained about the danger of crossing the road between the café
and the cinema. A pedestrian footbridge has now been built at this point. DRAW IT.
C. CRITICAL LEVEL
Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write your answer on the answer sheet provided.
Have you ever watched a street come to life after a storm? Silent and deserted a few
minutes before, it is suddenly reoccupied by all who have been forced to take hurried shelter.
First come a few stray cats. Where have they been during the downpour nobody seems to know,
but they now parade disdainfully into the open, skirting puddles and sniffing the air in a suspicious
manner. An ear-splitting scream announces the arrival of a dozen children, who race out of their
homes like prisoners released from temporary confinement. They tumble into the nearest
puddles, where they splash contentedly until warning threats from various upstairs windows force
them to dry land. By this time a few housewives have ventured out on a postponed shopping tour.
They squint suspiciously at the sky and argue with themselves about taking umbrellas. Finally the
birds swoop cautiously down and drink thirstily from their private rain-water reservoirs, all the
while keeping a wary eye cocked for their feline enemies. Gradually the street assumes its usual
busy appearance, as if no storm had ever interfered with its familiar routine.
11. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed at different places after a storm.
b. Yes, it happens in the markets and shopping malls, even at the church when there is flood.
c. No, the situations are just too good to be true.
d. No, it’s not possible to have such exaggerated happenings after a storm.
e. None of the above
12. Is it probable that one could conclude that there is always such revival after the storm?
a. Yes, because people always take efforts in picking up the pieces after a storm.
b. Yes, people may say the same thing especially if they haven’t been through a storm.
c. No, because it’s obviously exaggerated.
d. No, because a revival after a storm is difficult to describe.
e. None of the above
13. Does the character of the children who race out of their homes like prisoners released from
temporary confinement exist for real after a storm?
a. Yes, there are children who love to play on the floodwater after a storm.
b. Yes, in fact all children are like that.
c. No, the author is merely exaggerating his descriptions of the children.
d. No, no such impertinent character exists for real.
e. None of the above
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14. Is the character of the housewives who squint suspiciously at the sky and argue with
themselves about taking umbrellas appearing in the characters of housewives nowadays
after a storm?
a. Yes, it’s like those women who are cannot decide whether to bring an umbrella or not.
b. Yes, it’s like those women who have nothing to do but watch the sky.
c. No, all women are not thinking twice in bringing an umbrella.
d. No, there’s no character like that who is indecisive.
e. None of the above
15. Are there people nowadays, young or old, who don’t feel any excitement in watching a street
come to life after a storm?
a. Yes, there are.
b. Yes, in fact I am one of them.
c. No, no one in this world would love to watch the going-ons after a storm.
d. No, nobody in his right mind would like to watch a street
e. None of the above
C.2 Judgment of Fact or Opinion
13. Was the perception of the author about revival after a storm accurate or not?
a. It’s accurate though a bit exaggerated.
b. It’s accurate, all of it down to the smallest detail.
c. It’s not; his observations are erroneous.
d. It’s not; there’s not even a revival after a storm
e. None of the above
14. Do you think the author‘s statements about revival after a storm are all facts?
a. Yes
b. No
c. I’m not sure.
d. It’s not important
e. None of the above
127
11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories and news articles describing such situations after a storm.
b. Yes, there are reading materials that tells of children swimming in floodwater.
c. No, because the ideas presented in the selection are unusual.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above
12. What part of the story best describes the revival after a storm?
a. The part where the street was silent and deserted.
b. The part where the cats come out of their hiding place.
c. The part where the street start to appear busy with the usual activities.
d. The last part where as if nothing happened at all.
e. All of the above
19. Does the author adequately provide clear details to describe his observation of the revival
after a storm?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above
20. Does including the birds that swoop cautiously down to drink complete the ideal situation that
the author wants to portray about the revival after a storm?
a. Yes, it completes the ideal situation.
b. No, it doesn’t even affect the whole situation.
c. I’m not sure.
d. It’s not important.
e. None of the above
21. Do you find all the ideas in the selection agreeable?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above
D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
128
Figure 1
Total Number of Entrance Tickets Sold
(in millions)
December
November
Manila Ocean Park
Enchanted Kingdom
October Zoobic Safari
April
0 1 2 3 4 5
Figure 1 shows the total number of (1) _________sold for the month of April, and
October through December. In April, (2) ______ sold the most tickets while Manila Ocean Park
has the least tickets sold. In October, the total number of tickets sold is (3) ______, almost the
same sale as in April. In November, sale of tickets dipped by almost 20%, with (4) ______ having
the least tickets sold. In contrast, there is a surge of ticket sales on the month of (5) _______. In
fact, ticket sale for Enchanted Kingdom increased by (6) ________percent. On the other hand,
the number of tickets sold for Manila Ocean Park is (7) ________, while Zoobic Safari tickets sold
as much as in the month of (8) _______. All in all, (9) ________has the most entrance tickets
sold while (10) ________ has the least.
D.2
Directions: Study carefully the table below and read the interpretations after it. Write TRUE if the
statement corresponds to the data on the table. Write FALSE if the statement does not tally with
the data on the table. Write your answers on the answer sheet provided to you.
Table 1
Yields on Income-generating Projects of the Students Council
(In pesos)
SY 2009 SY 2010
Week 4 9,895 9,532
Week 3 8,830 8,127
Week 2 5,915 4,115
Week 1 10,000 10,000
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2. The decrease for the same period the next School Year is even lower by P1, 800 in both.
3. The yields for the 3rd week for each School Year show a sharp increase from P4, 115 to
P5, 915.
4. The surge continues to the 4th week of both SY2009 and SY2010, but the advance is
rather low.
5. The peak yields are still short by a few thousand pesos compared to the 1 st week.
130
QUESTIONNAIRE
Fourth Year
Part I
TEST OF VOCABULARY
F. CONTEXT CLUES
Directions: Each sentence below has a blank, indicating that something has been omitted.
Choose the word that best fits the meaning of the sentence as a whole. Write your answer on the
answer sheet provided.
8. Because they did not accept his basic premise, they were _______ by his argument.
g. justified c. impressed
h. unconvinced d. confused
9. Pain is the body’s early warning system: loss of sensation leaves a person _______ injuring
himself unwittingly.
a. incapable of c. vulnerable to
b. desirous of d. habituated to
3. She was deprecatory about her accomplishments and properly unwilling to _______ them
before her friends.
a. discuss c. parade
b. conceal d. flaunt
4. The incidence of smoking among women has become the chief _______of cancer-related
deaths among them.
a. cure c. modifier
b. antidote d. cause
5. His listeners enjoyed his scathing wit but his victims often ________ at its satire.
a. winced c. smiled
b. laughed d. smarted
6. Traffic speed limits are set at a level that achieves some balance between the danger of
______ speed and the desire of most people to travel as quickly as possible.
a. marginal c. excessive
b. normal d. prudent
7. Although the economy suffers downturns, it also has strong ________and self-correcting
tendencies.
a. unstable c. unfavorable
b. self-destructive d. recuperative
b. triumphant d. culpable
10. The psychologist set up the experiment to test the rat’s ______; he wish to see how well the
rat adjusted to the changing conditions it had to face.
a. sociability c. communicability
b. adaptability d. stamina
A.2 Synonyms
Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics. Write your answer on the answer sheet provided.
1. hilarity
a. gloom c. weakness
b. heartiness d. casualty
2. repugnance
a. persistence c. loathing
b. renewal d. shame
3. quandary
a. marsh c. enemy
b. dilemma d. conclusion
4. reiterate
a. gainsay c. repeat
b. revive d. return
5. conformity
a. agreement c. confinement
b. ambition d. pride
6. incessant
a. angered c. aggrieved
b. continuous d. halting
7. sonorous
a. repetitive c. reverberating
b. sisterly d. reassuring
8. disheveled
a. recognized c. short
b. unkempt d. witty
9. pristine
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a. untouched c. condemned
b. crude d. flawed
10. austere
a. absence c. compassionate
b. strict d. close
Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write your answer on the answer sheet provided.
1. STANZA: POEM
a. flag: anthem c. mud: rain
b. story: building d. program: recital
2. FOLLOW: STALK
a. regret: rejoice c. beckon: gesture
b. lurk: hide d. look: spy
3. SHRUG: INDIFFERENCE
a. grin: deference c. nod: assent
b. scowl: desire d. blink: scorn
4. FRIVOLOUS: SERIOUSNESS
a. meticulous: organization c. outspoken: reticence
b. lavish: money d. acute: perception
5. AMUSING: UPROARIOUS
a. quiet: noisy c. petty: narrow-minded
b. puzzling: dumbfounding d. exhausted: weary
6. OLFACTORY: NOSE
a. peripheral: eyes c. tactile: ears
b. gustatory: tongue d. perfunctory: skin
7. BACTERIUM: COLONY
a. microbe: disease c. virus: immunization
b. fish: shoal d. sovereign: kingdom
8. PEA: POD
a. orange: section c. nut: shell
b. bean: crock d. pumpkin: stem
9. THERMOMETER: HEAT
a. filament: light c. Geiger counter: radiation
b. chronometer: color d. barometer: electricity
A.4 Antonyms
Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write your answer on the answer sheet provided.
1. ABOMINATE
a. love c. abate
b. despair d. attach
2. CURIOUS
a. impulsive c. ordinary
b. reliable d. permanent
3. COMMENCE
a. graduate c. exaggerate
b. terminate d. send away
4. SERENITY
a. ignorance c. commotion
b. formality d. simplicity
5. COMPLY
a. hint c. supply
b. disobey d. disorganize
6. PROVOKE
a. mollify c. shout
b. regret d. intensify
7. LAVISH
a. sparing c. nervous
b. unwashed d. hostile
8. PROFOUND
a. lost c. lost
b. lacking in depth d. supercilious
9. DISSUADE
a. divide equally c. extract
b. urge strongly d. antagonize
10. AMENABLE
a. inactive c. contentious
b. irreparable d. embarrassed
Part II
TEST OF READING COMPREHENSION
A. LITERAL LEVEL
Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write your answer
on the answer sheet provided.
I am really fond of my seamstress sister Jane, although recently I had reason to wish she
were suddenly transported to some uninhabited island. On the afternoon of the high school dance
I was drafted to act as manikin for her. Of course I offered what seems to my masculine mind
very logical arguments, but all too soon I found myself enveloped in yards of blue silk. For what
innumerable daisies were sewed on me or on the dress. At last a satisfied sigh on the part of my
seamstress sister indicated that each dainty flower has assumed its rightful place. Before my
services were dispensed with, however, one final turn was demanded of me. Adopting an
anything-to-please attitude, I executed an exaggerated pirouette. Suddenly the sound of muffled
laughter reached my ears. Whirling around, I beheld five of my classmates heartily enjoying the
performance. I assure you that I immediately scrambled out of the dress. The damage was done,
however, but not to the new gown. To this day I am forced to give unwilling response to the
nickname “Daisy.”
Directions: Read carefully each selection below. Choose the letter which corresponds to the
main idea on the basis of what is stated or implied in that passage. Write your answer on the
answer sheet provided.
When a kitten reaches the age of four weeks, the time is right to teach it the art of
drinking milk. Little effort will be needed to lure your kitten to the saucer, but forcing her to partake
of the white substance is a real problem. Gently press her mouth into the liquid. She will probably
resent this mistreatment and swiftly turn around, ready to dart in any direction. Firmly grasp the
retreating form and immerse her lips once more into the milk. If her mouth is tightly closed, force it
open and permit a few drops of the liquid to fall from your fingers into her mouth. The sensation
will be pleasing and before long she will be feverishly consuming the contents of the saucer. This
procedure won’t have to be repeated, for you will always be a welcome person in her domain
when you are carrying the familiar dish.
1.
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2.
a. Observing shoppers in a busy mall is a perfect pastime.
b. People have different ways of performing an ordinary action.
c. Some people hurt others just to propel themselves ahead.
d. Department stores should have wider entrance and exit doors.
e. None of the above
Household furnishing often occupy a prominent place in the memories of a child. Many
of the recollections of my early years are built around a comfortable old rocking chair which stood
in the corner of my mother’s room. What opportunities it offered for juvenile amusement!
Disguised by a blanket and turned on end, it becomes a smugglers’ cave inhabited by
buccaneers who were a constant menace to the pantry shelf. The covering removed, a patient
steed groaned under the weight of three sturdy riders. If other pieces of furniture could be
pressed into service, the rocking chair was transformed into a locomotive hauling a train of
startling appearance. The rocking chair in its natural position, however, holds the dearest
memories of all. Then it become a little house of comfort and love in which Mother soothed her
tired children and rocked away the cares of a weary day. Pirate’s cave to Mother’s throne—could
anything but a rocking chair have stood the strain?
3.
a. Rocking chairs can be transformed into different things.
b. A good quality rocking chair should hold all the strain.
c. A rocking chair is an indispensable household furnishing.
d. Household furnishings sometimes hold the dearest memories of a person.
e. None of the above
One time I came home with a downtrodden spirit. Instead of going to my room, I went
straight to the garden. I lie on the ground, closed my eyes and touched all the plants that my
hands could reach. I felt a quiet joy in the feel of green leaves and brown crumbly earth. I
realized: plants are good companions; they respond to care and affection. The unhurried passing
of an afternoon breeze relaxed my mind and did away with the many cares of that day. I found
myself thinking of the big little things that are usually forgotten in the hectic pace of my
competitive student life. The towering tree, the riotously colored flowers, the cool grass made me
feel close to Him who made all those things of wonder. Being close to nature, even in the limited
patch of a simple garden is, for me, an eloquent communion with God.
4.
a. Plants are good companions.
b. Lying in the garden uplifts a person’s spirit.
136
5.
a. We can love for no reason at all.
b. Women love better than men.
c. Love is priceless and doesn’t need any justification.
d. God is the greatest love of all.
e. None of the above
Directions: Read carefully the selection below. Write the letters of the sentences on the box at
the end of the item according to the order of events as it happened in the selection. Two boxes
have been completed for you. Write your answer on the answer sheet provided.
For many years Roald Amundsen was eager to be the first person to reach the South Pole.
On August 9, 1910, he and his crew sailed aboard the Fram. By New Year’s Day they had safely
crossed the equator, and the first iceberg had been sighted. Since it soon became impossible to
continue by ship, Amundsen landed and made camp on the mainland near the South Pole.
There, he and his men built a wooden house in which to pass the long winter night. On October
22, 1911, Amundsen started on foot for the Pole with four men, fifty-two dogs, and a four-month
supply of food. Two months later, after numerous hardships, the party planted the flag of Norway
at the South Pole. Roald Amundsen had achieved his ambition.
a f
B. INTERPRETIVE LEVEL
Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write your answer
on the answer sheet provided.
Visitors to the Ibasco’s suburban home are always attracted to the charming garden
which lies to the rear of the house. This lovely spot is enclosed by an ivy-covered wall which
shields it from the gaze of the passers-by. A flagstone path stretches from the back porch of the
house to a crystal pool in the center of the garden. Here, during the summer shining goldfish dart
to and fro. Surrounding the pool is a soft, green velvet carpet bordered by a frieze of gaily colored
flowers. Jaunty sunflowers nod wisely, full of important secrets the birds have whispered into their
petal telephones. Delicate blooming orchids stand tall upon their driftwoods like lavender
butterflies poised for flight. Pink, white, and yellow roses perfume the whole garden with their
fragrance. In one corner a gnarled old mango tree serves as an apartment house for several
families of birds. It spreads out protecting arms as if to take the entire world into its spacious
embrace. Throughout the enclosure there reigns an air of tranquil peace and quiet content which
makes this garden a welcome refuge from the troublesome cares of a busy world.
3. What association do the phrase blooming orchids have to that of lavender butterflies poised for
flight?
a. The colors and shape of the flowers resemble that of butterflies.
b. The butterflies hover above the lavender flowers.
c. The butterflies are attracted to the flowers.
d. The butterflies are ready to fly as soon as the flowers bloom.
e. None of the above
Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. Three boxes have been completed for
you. Write your answer on the answer sheet provided.
One hot afternoon your classmates decided to come to your house for group study. In
your most hospitable manner, you offered them refreshments of cola and fried potatoes. Colas
are bought in the store, but fried potatoes are another thing.
a g f
Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct. Draw your
answer on the answer sheet provided.
1. Draw a truck travelling in the opposite direction to the car just before the junction,
2. A policeman directing traffic is standing in the middle of the junction. Draw him.
3. Although there’s only one tree at the side of the office building, there are two trees on the
opposite side of the road. Draw them.
4. Some people have complained about the danger of crossing the road between the café
and the cinema. A pedestrian footbridge has now been built at this point. Draw it.
5. A man who has been cleaning the windows of the second floor of the office building
opposite the café has forgotten to take his ladder away. It’s still leaning against the
window on the extreme right of the front of the building. Draw it.
139
C. CRITICAL LEVEL
C.1 Judgment of Reality or Fantasy
Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write your answer on the answer sheet provided.
The worst punishment of my life was administered by my grandmother, a lovable but strict
guardian who believed in suiting the penalty to the crime. Because I had tracked up her shining
front stairs with my muddy shoes in spite of numerous warnings, I received the unique sentence
of spending the rest of the day on those same steps. With an armful of playthings I staggered to
my place of exile and settled down for a long stay. A full hour had not passed before I grew tired
of my toys. The kitten I had brought along deserted me shamefully, so I turned to my books. The
light on the stairs are poor, however, and reading soon become more of a burden than a
pleasure. Even the welcome diversion of a midday lunch was spoiled by Grandmother’s unsmiling
silence as she set it down. I shifted uneasily from one step to another and wisely resisted a strong
impulse to slide down the slippery rail. At last, overcome by weariness and self-pity, I laid my
head down and slept through the rest of those miserable hours. Was it really my worst
punishment? Perhaps it was my best, for since that time I have never trailed through any house
with mud on my shoes.
16. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed on homes when children are scolded for
naughtiness.
b. Yes, it happens in the markets and shopping malls, even at the church.
c. No, the situations are just too bad to be true.
d. No, it’s not possible to have such exaggerated punishment.
e. None of the above
17. Is it probable that one could conclude that a particular punishment of his/her might be the
worst or best punishment?
a. Yes, because punishment can be weighed according to the moral lessons gained from it.
b. Yes, because punishment can be given by either the worst or the best person.
c. No, because it’s obviously indeterminable.
d. No, because punishment is not something one should talk about and consider.
e. None of the above
18. Does the character of the author who is a disobedient child despite numerous warnings exist
for real?
a. Yes, there are children who do not follow older people’s advice.
b. Yes, in fact all children that age is disobedient.
c. No, the author is merely exaggerating his character.
d. No, no such rude and naughty character exists.
e. None of the above
19. Is the character of the grandmother appearing in the characters of guardians nowadays?
a. Yes, she’s like those parents and guardians who are strict but just in disciplining
youngsters.
b. Yes, she’s like those parents and guardians who mistreat children.
c. No, all guardians are non-violent people.
d. No, there’s no character like that who is grumpy and unreasonable.
e. None of the above
20. Are there people nowadays, young or old, who couldn’t seem to forget a certain punishment
administered to them?
140
16. Do you think the author‘s statements about his experience on punishment are all facts?
a. Yes
b. No
c. I’m not sure.
d. It’s not important
e. None of the above
11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories that tell of people who have been punished and learned a lot from it
b. Yes, there are reading materials that tells of mental and physical torture.
c. No, because the ideas presented in the selection are not common.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above
12. What part of the story best describes the character of the author?
141
a. The part where he was left by the kitten; it shows he is a boring companion.
b. The part where he trailed the stairs with muddy shoes; it describes him as a rude and
thoughtless person.
c. The part where he fell asleep on the stairs; it shows he is a sleepy-head.
d. The last part; it describes him as a learned man.
e. All of the above
22. Does the author adequately provide clear details to describe his experience off being
punished?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above
23. Does the character of the grandmother complete the situation that the author wants to portray
about the punishment?
a. Yes, it completes the situation.
b. No, it doesn’t even affect the whole situation.
c. I’m not sure.
d. It’s not important.
e. None of the above
24. Do you find all the ideas in the selection agreeable?
a. Yes.
b. No.
c. I’m not sure.
d. It’s not important.
e. None of the above
Figure 1
Total Number of Hardwood Trees on Selected Preservation Parks
(in thousands)
Acacia
Gimelina
MIndoro PreservationPark
Bohol Preservation Park
Narra Quezon Preservation Park
Mahogany
0 1 2 3 4 5
Figure 1 shows the total number of (1) _________trees on preservation parks. In Mindoro
preservation park, (2) ______ trees have the most number while only a few thousands of (3)
______ trees survived. In Bohol preservation park, (4) ______ trees do not seem to thrive well as
there is only a total number of (5) _______ of it. However, there are (6) ________ of Narra trees
which shows that Bohol is the best place of the three parks for planting Narra. On the other hand,
Quezon Preservation park has the same number of (7) ________ and (8) _______ trees. All in
all, (9) ________has the most number of hardwood trees while (10) ________ has the least.
143
D.2
Directions: Study carefully the table below and read the interpretations after it. Write TRUE if the
statement corresponds to the data on the table. Write FALSE if the statement does not tally with
the data on the table. Write your answers on the answer sheet provided to you.
Table 1
Yields on Income-generating Projects of the Students’ Council
(In pesos)
SY 2009 SY 2010
2. The plunge for the same period the next School Year is even lesser by P2, 800 in both.
3. The yields for the 3rd week for each School Year show a sharp uptick from P5, 915 to P4,
115.
4. The surge continues to the 4th week of both SY2009 and SY2010, so the progress is
high.
5. The peak yields are over by a few hundred pesos of the week offering.
144
KEY TO CORRECTION
First Year
Part I
TEST OF VOCABULARY
1. d 6. d
2. a 7. b
3. d 8. c
4. c 9. a
5. a 10. b
A.2 Synonyms
1. c 6. a
2. a 7. b
3. b 8. d
4. d 9. b
5. b 10. a
A.3 Analogies
1. c 6. c
2. b 7. d
3. a 8. c
4. a 9. a
5. c 10. b
A.4 Antonyms
1. c 6. c
2. a 7. a
3. a 8. b
4. d 9. c
5. c 10. a
Part II
TEST OF READING COMPREHENSION
LITERAL LEVEL
1. a
2. a
3. b
4. a
5. b
145
1. b
2. a
3. c
4. d
5. b
d a e b c
INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language
1. c
2. a
3. b
4. b
5. d
d a e b c
CRITICAL LEVEL
1. a
2. b
3. c
4. a
5. d
6. a
7. c
8. c
9. a
10. a
11. a
12. a
13. a
14. a
15. b
1. Total number
2. 2008
3. 2010
4. 1,050
5. 250
6. 500
7. 550
8. 1,300
9. 200
10. 3,050
D.2
1. Academic
2. No
3. 50%
4. 1,042
5. Yes
147
Key to Correction
Second Year
Part I
TEST OF VOCABULARY
1. b 6. a
2. a 7. c
3. a 8. a
4. c 9. d
5. a 10. b
A.2 Synonyms
1. c 6. a
2. a 7. a
3. b 8. c
4. b 9. b
5. c 10. a
A.3 Analogies
1. a 6. a
2. b 7. c
3. d 8. a
4. c 9. b
5. c 10. b
A.4 Antonyms
1. a 6. b
2. a 7. d
3. b 8. a
4. c 9. b
5. a 10. b
Part II
TEST OF READING COMPREHENSION
LITERAL LEVEL
1. b
2. c
3. d
4. a
148
5. a
A.2 Identifying the Main Idea
1. d
2. c
3. a
4. b
5. c
d a f g c e b
INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language
1.
2.
3.
4.
5.
d b a e c f
CRITICAL LEVEL
1. a
2. d
3. a
4. c
5. a
6. a
7. c
8. c
9. b
10. b
11. a
12. d
13. a
14. a
15. b
D.1
1. Morong
2. Tanay
3. 450
4. 250
5. 450
6. Greater
7. Least
8. 400
9. 250
10. Second year
D.2
1. Jimmy Neutron
2. Yes
3. 50%
4. 500
5. Yes
150
Key to Correction
Third Year
Part I
TEST OF VOCABULARY
1. a 6. b
2. b 7. b
3. b 8. b
4. d 9. a
5. d 10. b
A.2 Synonyms
1. d 6. d
2. c 7. b
3. c 8. b
4. c 9. c
5. a 10. c
A.3 Analogies
1. a 6. d
2. c 7. c
3. d 8. d
4. b 9. c
5. a 10. a
A.4 Antonyms
1. d 6. c
2. b 7. d
3. a 8. a
4. d 9. c
5. b 10. b
Part II
TEST OF READING COMPREHENSION
A. LITERAL LEVEL
1. b
2. c
3. a
4. c
151
5. a
A.2 Identifying the Main Idea
1. a
2. d
3. b
4. d
5. b
e c g d a f b
B. INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language
1. b
2. c
3. d
4. b
5. b
b e d f a h j i c g
CRITICAL LEVEL
1. a
2. a
3. a
4. a
5. b
6. a
7. c
8. a
9. a
10. b
11. a
12. c
13. a
14. a
15. a
D.1
1. Tickets
2. Zoobic Safari
3. 90
4. Enchanted Kingdom
5. December
6. 50%
7. 5 Million
8. April
9. Zoobic Safari
10. Enchanted Kingdom
D.2
1. T
2. F
3. T
4. T
5. F
153
Key to Correction
Fourth Year
Part I
TEST OF VOCABULARY
1. b 6. c
2. c 7. d
3. d 8. a
4. d 9. c
5. a 10. b
A.2 Synonyms
1. b 6. b
2. c 7. c
3. b 8. b
4. c 9. a
5. a 10. b
A.3 Analogies
1. b 6. b
2. d 7. b
3. c 8. c
4. c 9. c
5. b 10. a
A.4 Antonyms
1. a 6. a
2. c 7. a
3. b 8. b
4. c 9. b
5. b 10. c
Part II
TEST OF READING COMPREHENSION
LITERAL LEVEL
1. a
2. a
3. b
4. c
5. a
154
1. a
2. b
3. d
4. d
5. c
b d e c g
INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language
1. d
2. d
3. a
4. d
5. c
b d e c e f g h
CRITICAL LEVEL
1. a
2. a
3. a
4. a
5. a
6. a
7. c
8. a
9. b
10. a
11. a
12. d
13. a
14. a
15. a
D.1
D.2
1. True
2. True
3. False
4. False
5. False
156
Curriculum Vitae
Educational Qualification:
Positions Held:
Teaching Experiences:
Seminars Attended: