MET REVIEW

LET SPECIALIST

MODELS OF COMMUNICATION
The communication process is, indeed, a paradox. We always communicate with
each other, yet defining the process itself seems to be very difficult task. Language
experts of different historical periods, in their dire attempts to bridge the gap, were
able to formulate their own theories to explain the process of communication. From
the linear representation of Aristotle to the complex depiction of modern linguists, we
can say that this endeavor has come a long way.

Renowned linguists have different points of view about the communication process,
and this diversity proves to be the fuel that inspires linguists of today to take steps en
route to the better understanding of this process.

Berlo’s representation, being the most widely cited and extensively used model, will
be discussed to explain the basic components of the communication cycle.

Berlo’s Model
David Berlo’s paradigm of the communication process is considered one of the most
recognizable representations. It has four major components: source, receiver,
message, and the channel. That is why at times this model is also called SMCR.

S M C R
SOURCE MESSAGE CHANNEL RECIEVER

M
COMM SKILLS SEEING COMM SKILLS

ELEMENTS HEARING ATTITUDES

ATTITUDES
STRUCTURE
C KNOWLEDGE
KNOWLEDGE O TOUCHING
N
SOCIAL SYSTEM T C SMELLING SOCIAL SYSTEM
E O
N TREATMENT D
CULTURE TASTING CULTURE
T E
S

SMCR’s linearity is oftentimes criticized, but Berlo’s elucidations regarding the

significance of each component redeem it all. According to him, the interlocutor’s or
conversation participants (source and receiver) communication skills, knowledge,
social-cultural system, and attitudes are important for successful communication to
take place ( Berlo, 1960). For example, if the source has a higher level of language
proficiency compared to the receiver, or vice versa, then problems may arise. Refer to
the sample conversation that follows and then try to figure out what caused the lapse
in communication.

Conversation sample

Setting: JFK International Airport Immigration Counter

Situation: The immigration officer is interviewing a tourist about the latter’s
whereabouts.
Specifications: The immigration officer is a native speaker, while the tourist is a
beginner learner of the English language.

Immigration officer : Good morning, Miss! May I know your travel itinerary?
Tourist: Uhhh… sorry. What is that again?
Immigration officer: Oh, I mean…where do you plan to go?
Tourist: Oh, I see. Actually I plan to go to the Metropolitan Museum and to the
Museum of Modern Art, and maybe stay for another two days in New York City
before flying to Florida.
Immigration officer: Okay, Welcome to America. Enjoy your vacation!

In the sample conversation above, the difference between the proficiencies of the
interlocutors led to lapses in communication. It is also noticeable that the success of
the process relies largely on the one who has higher proficiency. Since the tourist has
limited vocabulary (begin a beginner), the immigration officer paraphrased the
statement to fit the level of the tourist.

Discrepancy between the knowledge of the interlocutors also poses great threat. Read
the sample conversation below and try to cite some reasons for the communication
breakdown.

Conversation sample

Setting: Computer Repair Shop

Situation: One client wants to have her laptop fixed.
Specifications: Both the client and technician have the same language proficiency.

Client: Good morning! May I ask why my laptop shuts down automatically just
right after turning it on?

Technician: Okay, let me see it.

Client: So what do you think?

Technician : I think your laptop has been infected by Trojans and worms…
 Client: Huh? Trojans? Worms?

Technician: Yes, By the way, do you do defragmentation every once in a while?

Doing so greatly helps the performance of your computer.

Client: Huh? What is that again? Defragment…what??

Technician: Defragmentation. Anyway, to fix your laptop, I will just reboot and
reformat everything. Is that ok with you?

Client: I am not really familiar with what you are saying. So just fix it and send
me the bill, ok?

In the conversation above, the technician uses jargon exclusive to those who are adept
with matters pertaining to computers and information technology. For someone
understanding what the technician is saying poses great difficulty that can later on
lead to communication breakdown.

The Socio - cultural system is also a factor that affects the success of the
communication process. A great example is the use of different gestures. In some
cultures, nodding or shaking of the head has diverse meanings. In Filipino culture,
when one nods his heads, it means approval, and shaking one’s head from left to right
signifies agreement. This means that an Indian shaking his head from right to left will
be misinterpreted by a Filipino.

Another consideration is the attitudes of both the sources and the receiver because
if the interlocutors are at odds with each other, communication is expected to be less
successful. If the source and the receiver have negative self-concepts, are averse to the
subject matter, or to each other, then the message may not be sent or received in the
way it is intended.

Aside from the interlocutors (source and the receiver), Berlo also explains the
importance of the message. For him, the message is the physical product of the ideas
of the source (1960). He also poses that the message has three factors: code, content,
and treatment Code pertains to the linguistic features, grammatical syntax, and
morphological and phonological formations that are used by the source to express his
message. Content is considered the main message, the idea to be expressed. Finally,
treatment pertains to the way the code and the content are delivered.

For the message to be perceived by the receiver, the channel or the medium is
very important. According to Berlo, the channel is the carrier of the message (code,
content, and treatment) for it to be properly decoded by the receiver (1960). Since the
primary aim of communication is for the source to achieve his desired response from
the receiver, the former must choose the right channels for the latter to give the
desired feedback/response. The use of graphic organizers in a business meeting is an
example of this -- the speaker explains the data, while the members of the board listen
and at the same time, look at the visual aid.
 On the whole, Berlo’s model’s main focus is to achieve high fidelity in terms of
sending and receiving messages (1960). Fidelity is achieved, according to Berlo,
when the source is able to receive the have similar communication skills, knowledge,
social-cultural upbringing, and right/positive attitude. If the message is well-coded,
the content well thought of, and treatment carefully chosen, and finally, if proper
channels are used.

English Language Learning

Learning the English language revolves around the topics mentioned below.
CUEING SYSTEMS COMMUNICATIVE COMPETENCIES MACRO SKILLS
PHONOLOGY GRAMMATICAL LISTENING
MORPHOLOGY DISCOURSE SPEAKING
SEMANTICS SOCIOLINGUISTIC READING
SYNTAX STRATEGIC WRITING
VIEWING

THE FOUR CUEING SYSTEMS

1. Phonics -pertains to the sounds (phones) of the language

2. Phonology -pertains to the sound of the language and their meaning
3. Morphology -pertains to formation of words
-types of morphemes
-bound morpheme (dependent)
-free morpheme (independent)
4. Semantics -pertains to meaning derivation
5. Syntax -grammar, structure, and form of the language

In teaching the English language, students are required to have at least a threshold
competency for learning, to take place, and According to CANALE & SWAIN
(1983), there are four major communicative competencies needed, namely:
Grammatical, Discourse, Sociolinguistics, and Strategic.

Grammatical competence refers to the ability of the student to use the specific
forms of the language, may it be a language’s sounds (phonology), words
(morphology), or sentence structure (syntax). Discourse competence pertains to the
ability of the student to understand a particular language beyond sentential level--
stories, letters, and conversations are some samples which can also be closely
associated with the Sociolinguistics competence deals with the contexts (including,
culture,mode, tenor, and mood) where the language is used. Meanwhile, strategic
competence deals with the ability of the student to find ways on how is lost for words
utters “Lady Gaga-ish” when what he/she wants to say is outrageous or flamboyant.

The grammatical competencies are the most basic things that a student must
possess for language learning to take place. Most experts would say that listening is
the very first skill that students acquire. It can also be considered as the foundation of
the other MACRO SKILLS in English. May it be reading, speaking, or even writing,
awareness of the sounds of a particular language has always been the beginning; and
that is why studying about the sounds of the language (phonology) is very important.

After being aware of the “sounds” of the language, the student must (it is so
natural that the learners don’t need to really think about it anymore) now relate the
sounds to written symbols (letters). A student must verbalize with automaticity the
sounds of each letter and further blend different symbols to produce a meaningful
utterance, thus bringing us to the study of words and word-formation (morphology).
knowledge about word formation is very much significant but is not the end of the
endeavour, for words in isolation can be meaningless. Hence, they must be grouped
together for them to take form.

For example, the word “she” will not make any sense if not with other words.
However, it is also a fact that one cannot just combine and group words. For example,
the grouped of words “is pretty a she teacher” is just simply an utterance with no clear
and sound meaning, and sound, it must follow certain rules of grammar. Mastery of
the skills above will be great help in developing the next competencies which
generally deal with how language is used in different contexts and discourses.

LISTENING

The Listening Process

Experts say that listening is the first language skill that students learn. Upon hearing
things, then one can speak--just like how we learned our first utterances. Parents kept
on repeating words until the babies imitate and repeat the utterance successfully
(behaviorist). But is listening as easy as it may sound? In the next page is a diagram
about the process of Listening.

The Listening Process

Receiving Decoding Selecting

Retaining Comprehending Interpreting

Reacting Responding

The receiving of the message from the source signals is the start of the listening
process. The listener, then, will decode the message and select important parts of the
message that will help the listener in interpreting it. Based on the interpretation, the
receiver now comprehends the message an retains information needed for him to react
and respond.
Kinds of Listening

Interactional /Emphatic Listening

This type of listening is very common and at times done in informal setting. This
happens when persons listen to each other for the purpose of communicating and
empathizing. At times, the aim of this type of listening is to accomplish tasks or to
come up with something.

In a classroom setting, this is when students listen to each other for them to be
able to accomplish given tasks and activities.

Transactional /Critical Listening

In this type of listening, the listener is concerned with acquiring new knowledge
for the purpose of improving his skills in generalizing and decision-making.

In a classroom setting, this is when students listen to their teacher to gain more
knowledge.

Three Modes of Listening

Joan Morely, in her essay “ Aural Comprehension Instruction: Principles and
Bidirectional, and Autodirectional.

Unidirectional -If the listener cannot respond to the thing he/she heard
Bidirectional - If the listening process is reciprocal--meaning, two way
(indicated by the prefix “bi”)
Autodirectional -If the listening process is reflexive--meaning, the speaker
This is intrapersonal listening.

SPEAKING
Language and language learning developed as fast as civilization. In the olden
times, man used language merely for survival--now, language functions as one
important medium of change and innovation.

But the question still remains what is language? Language was defined by
Webster as the expression and communication of emotions or ideas between human
beings by means of speech and hearing that is systematized and confirmed by usage
among a given people over a period of time. If we are to look at Webster’s definition,
we can infer that there are only two function of language.

The first one is to express how one feels (emotions), and the second on is to
express how one think (ideas). He also mentioned two important factors of language
speaking (speech) and listening (hearing). The word systematized in Webster’s
definition can also be related to grammar--meaning, it follows certain rules and
systems, and lastly, he also mentioned “period of time,” which can be interpret as the
changes languages goes through with time.
 Webster’s definition is in line with the structuralist. For them, language follows a
system--meaning, one cannot just mix letters to form words X, Y K, and D cannot be
combined to form a meaningful word-well, at least in English. In the sentence “She is
pretty,” it will be erroneous if one will change “is” to “are”. These also believe that
language is a mans of communication and with that, no arguments were raised. That
language is primary vocal, is another claim of the structuralists. For them, and for
Webster,speaking and listening are important language skills. They also adhere to the
concept that language is arbitrary. For them, language constantly goes through series
of innovations, developments, and changes. The words “thee” “thou” “growest”, and
“hath” are no longer used today. This is one proof that language, just as other things,
constantly changes.

The cognitivists, however, believe that language is a mental phenomenon. For

them, language learning is innate in the individual. According to them, there is one
part in our brain called LAD (language acquisition device) that is responsible for
language acquisition. If we are to analyze their definition, we can infer that language
(for them) is not learn but acquired. The difference of learning from acquiring is that
learning is voluntary, while acquiring is involuntary. We choose to learn, but we have
no choice what to acquire. We acquire traits from our parents, but we learn how to
solve math problems.

The fucntionalists have a rather functional definition about language. For them,
language perform specific functions, such as to express, to persuade, to give or ask
information, and to make someone to do something. Most people will agree with this
definition, because practically, these functions are what language is really for.

The behaviorists also have their own definition of language. For them, language is
learned through imitation, repetition, and reinforcement. If a teacher teaching grade
one pupils will ask her students to say a word the way she does, then the pupils are
expected to learn (imitation). If the teacher will ask the same pupils to repeat saying
the word over and how the teacher said it, then the pupil will be punished.
Conversely, if the pupil were able to say it correctly, then he/she will receive a prize.

THE SEGMENTALS

According to the structuralists, language is primarily vocal, nut the question

is how should people speak in order to be considered proficient? Is it merely
opening and closing the mouth? Or is there a complex process that guide speech
production? In this section, you will know the speech mechanism works.

The Speech Mechanism Model

Most likely, to produce sounds, one must open his/her mouth. Logically, the speech
mechanism works when certain parts of the upper region touch certain parts of the
lower region- like in pronouncing :P”, where our upper lip touches the lower lip
(bilabial). This is true especially in producing consonant sounds, but in producing
vowel sounds, the mouth is always open (A, E, I, O, U).

The Family of Consonant Sounds

Consonant sounds can be classified according to three dimensions; the place of
articulation (where the sound is made), the manner of articulation (how the sound is
made), and the voicing (voiceless or voiced).

Manner of Articulation

Stops/Plosives

These are sounds produced when the air stream is blocked completely before it is
abruptly released. The sounds P, T, K, B, D, and G are the members of this family.

Fricatives

These are sounds produced when the air stream is compressed and passes through a
small opening creating friction. The sounds F, V, S, Z, H, TH (voiced) and
(voiceless), Sh, Zh, are the members of this group.

Affricates
 These are sounds produced when a plosive is followed by a fricative. Ts (Ch) and Dz
(J) are the members of this group.

Nasals

Nasal sounds are produced when the oral cavity is blocked, and so the air passes
through the nose. N , M, and Ng are nasal sounds.

Liquid/Lateral

Sounds are produced when air stream moves around the tongue in an unobsructed
manner. Sounds like L and R are examples.

Glides

Glides are sounds that are close to vowel sound, like W and Y.

Point off Articulation

Bilabial -two lips touching each other
Labio Dental -lower lip touches the upper teeth
Dental -tip of the tongue and the inner edge of the upper teeth
Alveolar -tip of the tongue and alveolar ridge
Palatal -the tongue and hard palate
Velar -dorsal tongue and soft palate
Glottal -throat passage

Voiced or Voiceless
A sound is voiced if the vocal cords vibrate, whereas a sound is voiceless if the vocal
cords are not vibrating upon the production of sounds.

Consonant Chart
MANNER PLACE OF ARTICULATION
Bilabial Labio Dental Alveolar Palatal Velar Glottal
Dental
Stop PB TD KG
Fricative FV Th SZ H
(voiced
and
voiceles
s
Nasal M N NG
Liquid L A
Glide W Y

Vowels
Vowel sounds are produced with one’s mouth open. It is also a fact that all vowel
sounds are voiced sounds. Vowels sounds can be classified according to the height of
the tongue and jaw, and the way the mouth opens.
A. VOWEL SOUNDS
FRONT CENTRAL BACK
 HIGH /i/ /u/
/I/ /U/
MID /E/ /^/-accented schwa/ /O/
/e/ /Ə/-unaccented /T/
schwa/
/³/-accented or
schwa sound
/Ə/-unaccented or
schwa sound
LOW /ae/ /Q/
/a/

Vowel sounds can also be classified as SPREAD, ROUND, or NEUTRAL.

SPREAD
/i/ long /i/ sound as in “phoenix” and “beat”
/I/ short /I/ sound as in “bit”, “captain”, “pin”, and “marriage”
/e/ soft /e/ sound as in “hate”, “mate”, “grape”, and “grate”
/E/ hard /E/ sound as in “let”, “set’’, “any”, and “jeopardy”
/ae/ combination of /a/ and /e/ as in “family”, “man”, “anger”, and “hamburger”

NEUTRAL
/Y/ unaccented schwa sound as in “towel”, and “America”
/^/ accented schwa as in “judge”, and “cup”

ROUND
/u/ long /u/ sound as in “balloon”, “soon’, and “pool”
/U/ short /U/ sound as in “pull’, “would”, “push”, and “cook”
/o/ complete /o/ sound as in “boat”, “phone”, and “work”
/Ɔ/ incomplete /T/ sound or the inverted “C” as in “hawk”, “pawn”, “jaw” and
‘saw’
/a/ the /a/ sound as in “dark”, “sergeant”, and “psalm”

Source; Functional Oral Communication by Villamarzo, Rells, and Cruz (2003)

THE SUPRA SEGMENTALS

Juncture
Juncture is defined as the pauses and rests in a given speaking discourse. It is
commonly represented by a single slash (/) for short pauses, double slashes (//) for
long pauses, and three slashes (///) for rests at the end of the paragraph.

Pitch -This is the highness or lowness of sound.

Volume -This is the loudness or softness of sound.
Intonation -This is the rising and falling of sound.
Stress -This is the placement of emphasis or force on certain words or
syllables.
READING
Jean Chall proposes skills that are essential for real reading to take place. She said that
there are five skills that a student must have:

1. Phonemic Awareness -being familiar with the sounds of the language

2. Phonics -drawing out the relationship between the symbol and
the sound (graphophonemic relationship)
3. Fluency -the ability to blend and mix the sounds to form a
meaningful utterance.
4. Vocabulary -the ability to attach meanings to words.
5. Comprehension -the ability to create and decode meanings from a group
of words.

Chall also constructed a matrix of stages of reading development. She states that there
are six stages, namely:

Stage 0 Pre - Reading Stage

In this stage, the students are being exposed to the different sounds of the language.
This is the reason why songs, nursery rhymes, and poetry are being read to students of
reading. Automatically in recognizing a particular language is the key in the next
stages. The teacher can determine if the students have phonemic awareness if they can
name from language the words they hear are from.

Stage 1 Initial Reading Stage

In this stage, the students will start to realize the correspondence between the symbol
and the sound. For example, upon seeing the symbol M, the students will know that
the sound is /m/ as in “mother”.

Stage 2 Confirmation Stage

This stage is deemed to be very crucial in reading development and according to
Chall, most will mistake fluency for comprehension. She reiterates that mere
verbalization of written text cannot be considered complete reading.

Stage 3 Reading to Learn Stage (Academic Reading)

The first three stages are considered “learning to red stages”, while Stages 3 up until
Stage 5 are “reading to stages.” In this particular stage, student must already be
beyond fluency. They must be able to comprehend what they read because if not, they
will have difficulty in learning.

Stage 4- Multiple Viewpoint Stage and Stage 5- Construction and judgement

Stage
After reading a text, if students were able to give their opinions then they belong to
the fourth stage. Conversely, if students were able to criticize a particular text, and in
turn were able to write their own, then they belong to fifth stage.

Purpose of Reading

Skimming -reading to get the main ideas

Scanning -reading to specific information

Other Purpose of Reading

1. Information searching
2. General comprehending
3. Learning new information
4. Information evaluating and synthesizing

WRITING
The Paragraph
The paragraph is defined as a group of unified, coherent, well-developed sentences
that are properly and logically organized to support one specific idea or topic.

Based on the given definition, we can infer that it is important for a paragraph to have
Unity, Coherence, logically organized to support or Development, proper Emphasis,
and one governing and limiting topic sentence--”UCODE TS”.

The Paragraph Paradigm

Based on the diagram below, we can say that a paragraph is unified if all the
sentences are about the topic sentence. It has coherence if all the sentences are
connected with each other properly and in logical and correct order.

GRAMMAR

Parts of Speech

NOUNS
A nouns names something- person, place, thing, events, phenomena, emotions, etc.

Kinds of Nouns
1. Proper nouns -names of specific persons, things or places
2. Common nouns -refer to any one of a class of persons, places or things
3. Count nouns -nouns that can be counted and quantified using
numbers
4. Non-count / Mass nouns -nouns that cannot be counted and quantified using
measurement.
-mass nouns, abstract nouns, events, occasions, and
phenomena are under non-count nouns/.
5. Collective nouns -nouns that name a group of persons or things
6. Compound nouns -nouns that are made up of two words acting as a single
unit.
7. Concrete -nouns that can be perceived by the senses
8. Abstract -nouns that cannot be perceived by the sense, such as
concepts and emotions.

PRONOUNS
Pronouns are words that stand in the place of nouns.

Kinds of Pronouns

1. Personal pronouns- These are pronouns that refer to the person speaking the
person spoken to, or the person or thing spoken about.
PERSONAL PRONOUNS
SINGULAR PLURAL
FIRST PERSON I (Subjective) WE (Subjective)
ME (Objective) US (Objective)
SECOND PERSON YOU YOU
THIRD PERSON SHE, HE,HER, HIM, IT THEY (Subjective)
THEM (Objective)

2. Possessive pronouns - These are pronouns that show possessions.

POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS
MY MINE
OUR OURS
YOUR YOURS
THEIR THEIRS
HIS HIS
HER HERS
ITS
Examples

Possessive Adjective This is my book. (“my” qualities / tells who owns the book)

Possessive Objective This book is mine (“mine” represents the owner of the book).

3. Reflexive and Intensive Pronouns

SINGULAR PLURAL
FIRST PERSON MYSELF OURSELVES
SECOND PERSON YOURSELF YOURSELVES
THIRD PERSON HIMSELF THEMSELVES
HERSELF
ITSELF
ONESELF

Examples:
REFLEXIVE INTENSIVE
 The pronoun refers to the subject The pronoun shows emphasize
a. I see myself in his actions. a. I, myself is the culprit.
b. Did you teach yourself? b. You, yourself teach.
c. He cut the paper himself. c. He, himself cut the paper.
d. They were shocked about themselves d. They themselves were shocked.

4. Indefinite Pronouns - do not refer to a specific noun.

SINGULAR PLURAL BOTH SINGUALR AND
PLURAL
ANY EVERYONE BOTH SEVERAL NONE
ANYBODY NO ONE FEW ALL
EVERYBODY MANY SOME
ANYONE

5. Interrogative pronouns- used in asking questions.

INTERROGATIVE PRONOUNS
WHO HOW HOW MUCH
WHAT WHOM HOW MANY
WHICH WHOSE
WHY WHEN

6. Demonstrative pronouns- Used in pointing nouns

DEMONSTRATIVE PRONOUNS Near Far
SINGULAR THIS THAT
PLURAL THESE THOSE

ADJECTIVES
An adjectives qualifies and tells something about a NOUN or PRONOUN through
descriptions.

It answers the questions:

What kind?
Which one?
How many?
How much?

Degrees of Comparison of Adjective

POSITIVE COMPARATIVE SUPERLATIVE
BIG BIGGER BIGGEST
USEFUL MORE USEFUL MOST USEFUL
ACTIVE LESS ACTIVE LEAST ACTIVE
BAD WORSE WORST

Order of Adjective
determiner observation Descriptive Adjectives origin material qualifi noun
 size shape age color er
An Expensive Red European Sports Car
An Extra- Silver Necklace
ordinary
Six Long- white American Daisies
stemm
ed
Her Shiny Short Black Hair
My Big Old German Dog
Those Long Ceramic Jewelry Boxes
That Smooth Big roun Gold Locket
Few Tiny African Insects
Some Erotic Indian Films

VERBS
Oftentimes, verbs are defined as action words. But in reality, verbs are far more than
that. Verbs also link ideas in a sentence, help other verbs, and state conditions. We
can classify verbs into (1) verbs of actions. (2) linking verbs, (3) helping verbs, (4)
emphatic verbs, and of course, (5) modals.

Action verbs
These are verbs that express action or movement. A majority of verbs are of this
nature. Words like, run, walk, talk, sing, dance, etc, are common examples of action
verbs. We can further classify actions verbs into two or more sub-classification--
regular and Irregular verbs.

Regular Verbs
An action verb is considered regular if its past form is derived by adding - d or ed.
Let us take the word walk for an example the past form of “walk” is “walked”

BASE FORM PAST FORM

Watch Watched
Bake Baked
Pick Picked
Save Saved

Irregular Verbs
An action verb is considered irregular if its past form is derived not by adding d or ed,
but through a change or through retention in spelling.

BASE FORM PAST FORM

Pay Paid
Put Put
Say Said
Write Wrote

Linking Verbs
Linking Verbs as Copula
The copula is defined by Celce-Murcia as the link between the subject and non-verbal
predicates (nouns, adjectives, and some adverbials). the copula also carries the tense
and will determine subject-verb agreement.

Examples:
She is beautiful--She is a pronoun, and beautiful is an adjective
She is beautiful--She is singular, that is why we used “is”,

Linking Verbs as Perception Copulas

These are verbs that express no action, but at the same time, are not the conventional
(is, are, was, were) linking verbs. They are called Perception copulas because they are
perceived through the senses (mental or sensory).

Examples:
Appear Seem Feel Look
Smell Sound Taste

Linking Verbs as State Copulas

State copulas are verbs that are not locomotive. They are more of a condition than an
action.
Examples:
Become come Fall
Get Go Grow
Turn

Auxiliary Verbs
These are also called helping verbs because they always appear with an
action verb in a sentence (main verb). Linking verb such as is, are, and were are
considered auxiliary verbs if they appear together with a verb in progressive
form. Other helping verbs are has, have, and had.

The verb “has” is used for singular subjects in the present tense. The verb
“have” is used for plural subjects in the present tense, and “had” is used for both
singular and plural subjects in the past tense. Has, have, and had, are also
considered. Auxiliary verbs they appear in a sentence with another verb (main
verb) in the past participial form.

Example:
She has taken a bath already. ..the verb “has” functions as an auxiliary

Emphatic Verbs
Emphatic verbs are used to give certain emphasis. These verbs are “do”,
“does”, and “did”. Do is used for plural subjects in the present tense. DOES is
used for singular subjects in the present tense, and DID for both plural anad
singular in the past tense.
The verbs DO, DOES, and DID can also be used as main verbs. They are
only considered emphatic verbs if they appear in a sentence with another verb in
its base form.
 Example:
She did not drink her milk. ..DID is used as an emphatic verb

Modals
According to Celce-Murcia, modals are helping verbs that are used to give a
proposition, a degree of probability, to express one’s attitude, and to perform various
social functions, such as expressing politeness or indirectness when making requests,
giving advice, or granting permission. It is always coupled with a verb on its base
form.

a. Stating Ability
I can do anything
b. Expressing Regret
I should have love you
c. Giving Warning
You may be in danger
d. Expressing Admission with Reservation
I might be wrong, but I know what I did
e. Expressing Obligation
You must do this.

ADVERBS
Adverbs modify verbs, adjectives, or another adverb.

Adverb of Manner
This answers the question how a thing is done.

Example:
He did the job poorly.
Questions: How did he do the job?
Answer:Poorly

Adverb of Time
This answers the question when the action happened.
Example;

He will go there tomorrow.

Question; When will he go there?
Answer: Tomorrow

Adverb of Frequency
This answers the question how often.

Example:

She is there every week.

Question: How frequent is she there?
 Answer: every week

Preposition
A preposition links words with in a sentence. It also states how to separate things are
related. A preposition may indicate a location, direction, possession, or cause.

Common Prepositions
In front of About At In Beneath
In regard to Above After Near During
Inside Across Around Down By
In spite of Against Before Despite By means of
Into Among Behind From Amid

CONJUNCTION
If prepositions link words within a sentence, conjunctions relate or join words within
or across sentences.

Coordinating Conjunctions- connect words or group of words

Examples: but, and, for, nor, or, so, yet
TIP: Coordinating conjunctions connect words of the same grammatical structures.

Correlative Conjunctions- connect words under the same grammatical structure, but
they always appear in pairs.
Example: either..or, neither…nor, not only … but also

Subordinating Conjunctions- connect two complete ideas to make one dependent to

the other.
Examples; inasmuch as, whenever, unless

INTERJECTION
These are words that express strong feelings or emotions. They may function as an
independent sentence with the speaker as the subject.
Examples: ouch, aha, alas, oh, hurray

Subject and Verb Agreement

Collective Nouns
These nouns can either take a singular or plural verb depending how they are used in a
sentence. On the one hand, if a collective noun is perceived as one entity, then it will
take a singular verb. On the other hand, if a collective noun is perceived as individuals
in the group, it will take a plural verb.

Examples: Our debate team has won the competition.

Our debate team have won all their battles.

Nouns ending in-s and -ics

Nouns ending in s and ics are always paired with verbs in the singular form.

Example: Mathematics is my favorite subject.

 Measles is a dangerous disease.

Nouns in sets of two

Nouns of this nature take a singular verb if the word “pair” is present. If not, they take
a plural verb.

Example: A pair of scissors is on the table

The scissors are on the table

“A number” and ‘The number”

Sentences beginning with the phrase “a number “ always take a plural verb, while
sentences that begin with “the number” take a singular verb.

Examples: A number of students have been expelled

The number of students being expelled is rising

Fraction and Percent

Nouns in percent and in fraction take a singular verb if paired with a non-count noun,
and vice- versa.
Example: 50% of the Earth’s water is still safe for drinking
One-third of the students were expelled.

Compound Nouns
Compound subjects joined by a conjunction take plural verbs.
Example; Paul and Robin are brothers.

Neither…nor and Either … or

The verb must agree with the closest noun.
Example: Neither john nor his brothers are going to A merica.

As well and together with

The verb must agree with the first noun (subject).
Example; The president, together with his advisers, is leaving tomorrow.

TENSE

Simple Present Tense

Verbs in the present tense express habitual or factual actions.
Examples: She sings
The sun shines.

Simple Past Tense

Verbs in the past tense express actions that happened iin the past.
Example: She sang yesterday

Simple Future Tense

Verbs in the future tense express actions that will happen in the future.
Example: She will sing.

Present Progressive tense

Verbs the the present progressive tense express actions that are happening at the
moment.
Example; She is singing.

Past Progressive Tense

This expresses a continuing action that started and ended I n the past.
Example: She was singing all afternoon yesterday.

Future Progressive Tense

This expresses a continuing action that will happen in the future.
Example: She will be singing in the competition.

Present Perfect Tense

This expresses an action that started in the past, but is still happening at present.
Example: I have sung a song.

Past Perfect Tense

This expresses two future actions, in which one happened before the other
Example: She had sung before she danced.

Future Perfect Tense

This expresses two future actions, in which one will happen before the other
Example: She will have sung before she dances.

Present Perfect-progressive Tense

This expresses an action that started in the past, is still happening at present, and will
most likely continue to happen in the future.
Example: She has been singing since this morning.

Past Perfect-progressive Tense

This expresses two past actions, where the first one was still happening when the
second one transpired.
Example: She had been singing before the bomb exploded.

Future Perfect-progressive Tense

This expresses two future actions, where the first future action is still happening as the
second one transpires.
Example: She will have been singing before the bomb explodes.

SUMMARY:
Present: I dance.
Past: I danced
Future: I will dance.
Present Progressive: I am dancing.
Past Progressive: I was dancing all afternoon yesterday.
Future Progressive: I will be dancing.
Present Perfect: I have danced.
Past Perfect: I had danced before I sang.
Future Perfect: I will have danced before I sing.
Present Perfect Progressive: I have been dancing since then.
Past Perfect Progressive: I had been dancing when the bomb exploded.
Future Perfect Progressive: I will have been dancing when the party ends.

Faulty Modifiers
Dangling Modifier- absence of the word being modified
Example: Inside the store, shoes must be worn.
Who must wear shoes?
Costumers must wear shoes inside the store.

Misplaced Modifier- the modifier modifies the wrong word

Example; Tuning green, I watched the lights
I watched the lights turning green.

Fragment- group of words masquerading is a sentence

Example: The justice system in the olden times

Sentence
Four Kinds of Sentences according to function

Declarative- states an idea and expresses facts and opinions

Example:
She is a pretty girl.
We must learn how to swim.
The earth is round.

Interrogative- used in asking questions

- ends with a question mark
Example:
Who are you?
What is the capital city of Hungary?

Imperative - used in asking someone to do something

-”you” is the implied subject
Example:
Go away.
Turn around.
Write your name.

Exclamatory- used to express strong feeling or emotion

- ends with an exclamation point
Example:
Fire!
Bomb!
You won!

Sentence Patterns with Transitive Verbs

S-AV-DO (subject-Action Verb-Direction Object)
Beth read the book quickly.
I gave him a book.

S-AV-IO-DO (Subject- Action Verb-indirect Object-direct Complement)

I gave the place a new coat of paint.
Mr. Padilla gave me the test results.

S-AV-DO-OC (Subjec- Action Verb-Direct Object-Object Complement)

The judges considered him a champion.
The movie’s ending made her happy.

Sentence Patterns with Linking Verbs

S-LV-PN (Subject-Linking Verb-Predicate Nominative
That boy is the culprit.
One of the contestants is she.

S-LV-PA(Subject-Linking Verb-Predicate Adjective)

That show is cool
The singer sounds bad.

Four Kinds of sentence According to Structure

Simple Sentence -composed of one independent clause
Compound Sentence -composed of two or more independent clauses
Complex Sentence -composed of one independent clause and two or more
dependent clauses
Compound-Complex -composed of two or more independent clauses and one or
more subordinate clauses

Example:

Simple Sentence I tried to stop her.

Compound Sentence I tried to stop her, but she still went away.
Complex Sentence I tried to stop her when she left
Compound complex I tried to stop her went she left, but she still went away.

LITERATURE

Introduction to Fiction
Fiction
Fiction is a prose imaginative composition, which may or may not be based on history
or fact.

The different types of fiction are the following:

 Short Story- a relatively brief prose fictional composition based on a single main
incident which is designed to produced a single dominant impression.
 Novel - a prose fictional work of considerable length that deals with a series of
complications involving characters in a particular setting.
 Drama- a composition in prose or verse designed for stage performance through
mime and dialogue
 Allegory- a symbolic fictional account conveying meanings beyond the literal

Elements of Fiction

Plot
The plot is a series of events knit together following the principle of cause and affect.
It is also deemed to be an arrangement of incidents, the narrative structure, the
organization of a narrative, and the logical sequence of actions. A plot can be
arranged and organized in two ways. The first one is through Chronology- which
means that the events are organized according to order of suspense.

There are also two types of plot. The first one is called organic, which means the story
sprouted from just one conflict; and the second one is episodic, which means there are
two or more sources of conflicts.

Conflict
Conflict is considered as the soul of the plot, and it is the tension between opposing
forces in the story. It can be external, which means the conflict is from the outside
forces; or internal, which means the conflict resides with the main character.

Here are the types of conflicts;

 Physical- man vs. Nature
 Social- man vs. Man
 Psychological- man vs. Self
 Cosmic- man vs. God

Character
Characters in the story are the moral moral agents of actions. They are the personages
in fiction.

There are two type of characters, namely major and minor. Under major characters,
we have the protagonist, who is the central character around whom the story revolves,
and the antagonist, who prevents the protagonist from solving the conflict. Under
minor characters, we have foil, who has opposite traits of the main protagonist, the
confidant, who serves as the friend of the protagonist; and the background characters;
who means there was no change in the outlook and action of the character.
We also have two kinds of character. The first one is round, which means the
character was able to undergo change, while the second is one is called flat, which
means there was no change in the outlook and action of the character.

Setting
The setting serves as the background of the story, may it be physical, mental, or
spiritual. It serves as the backdrop and sets the mood of the characters. There are three
elements of setting. The first one is time, which sets the duration of the events, next is
place, which talks about the locality; and the third one is atmosphere, which is the
emotion or the mood.

Theme
Theme is considered as the central message of the story. It is the universal truth
expressed in the text.

Point of View
This pertains to the vantage point where the story is narrated. Below are the different
types;

 FIRST person- a principal character in the story is the one narrating it.
 SECOND Person- an indirect disclosure of the narrating self for
characterization and analysis.
 THIRD person (unlimited) - also known as comniscient point of view, where
the narrator is an all-knowing maker.
 THIRD person (limited)- also known as the central intelligence point of view,
the author chooses a character from whose consciousness the entire story is told.
 CAMERA EYE- presents the dialogues and the incidents of a narrative like a
mechanical recording device.
 REVOLVIN G- characterized by a narrative shift from one point of view to
another
 COMPOSITE point of view- gives a comprehensive view of the events and
incidents in the story through the different angles adapted by several narrating
characters.

Figurative Language

1. Synecdoche- an association of some important part with the whole it represents

Example: The face who launched a thousand ships
2. Simile- an indirect association using “like or “as”
Example: She is like a flower
3. Personification- giving human attributes to an inanimate object (animal, idea, etc.)
Example: The sun is looking down on me.
4. Oxymoron- a self-contrasting statement
Example: Loud silence
5. Metonymy- an association in which the name of something is substituted by
something that represents it
Example: Toothpaste is sometimes called Colgate.
6. Metaphor- a direct comparison that disregards the use of “like or “as”
Example: You are the sunshine of my life
7. Irony- The contrast between what was expected and what actually happened
Example: No smoking sign during a cigarette break
8. Hyperbole- An exaggeration
Example: Cry me a river
9. Euphemism- Creating a positive connotation out of something negative
Example: Loved child (illegitimate child)
10. Ellipsis- omission of words in a sentence
Example: She walked away and so the world turns…
11. Asyndeton- Not putting any connections (conjunctions or preposition)
Example: No retreat, no surrender
12. Apostrophe- A direct address to an abstract things or a person who passed away
already.
Example: Love, please come and take me!

WORLD OF LITERATURES
AUTHORS WORKS
LEQI-UNNINNI, Scribe (700 BCE) The Epic of Gilgamesh
HOMER (800 BCE) Iliad
Odyssey
CONFUCIUS (551-479 BCE) The Analects
AESCHYLUS (525-456 BCE) The Oresteia
Agamemnon
SOPHOCLES (496-406 BCE) Theban Plays
Oedipus Rex
Oedipus at Colonus
Antigone
EURIPIDES (484-456 BCE) Alcestis
Medea
Hippolytus
The Trojan Women
Electra
HERODOTUS (484-425 BCE) The Republic
THUCYDIDES ( 470-400 BCE) The History of the Peloponnesian War
SUN-TZU (450-380 BCE ) The Art of War
ARISTOPHANES (448-388 BCE) Lysistrata
The Clouds
The Birds
PLATO (428-348 BCE) The Republic
ARISTOTLE (384-322 BCE) Ethics
Politics
Poetics
MENCIUS (400-320 BCE) The Book of Mencius
VALMIKI (300 BCE) The Ramayana
VYASA (200 BCE) The Mahabharata
Anonymous (200 BCE) The Bhagavad Gita
SSU-MA CH’IEN (145-86 BCE) Records of the Grand Historian
LUCRETIUS 1 (00-50 BCE) Of the Nature of Things
VIRGIL (70-19 BCE) The Aeneid
AURELIUS, MARCUS (121-180) Meditations
SAINT AGUSTINE (354-430 BCE) The Confessions
KALIDASA (400) The Cloud Messenger
Sakuntala/Shakuntala
MUHAMMAD (650) The Koran
HUI-NENG (638-713) The Platform Sutra of the Sixth Patriarch
FIRDAUSI (940-1020) Shah Nameh
SEI SHONAGON (965-1035) The Pillow Book
MURASAKI, Lady Shikibu (976-10150 The Tale of Genji (First Novel in the
World)
KHAYYAM, Omar (1048-?) The Rubaiyat
ALIGHIERI, Dante (1265-1321) The Divine Comedy
KUAN-CHUNG, Lou (1330-1400) The Romance of the Three Kingdoms
CHAUCER, Geoffrey (142-1400) The Canterbury Tales
Anonymous (1500) 1001 Nights/Arabian nights
MACHIAVELLI, Niccolo (1469-1527) The Prince
RABELAIS, Francois (1483- 1553) Gargantua and Pantagruel
WU CH’ENG-EN (1500-1582) Journey to the West
MONTAIGNE, Michel (1533-1592) Essays--Apology for Raymond Sebond
SAAVEDRA, Miguel de Cervantes Don Quixote
(1547-1616)
SHAKESPARE, William (1564-1616) Romeo and Juliet
Much Ado About Nothing
Twelfth Knight
Hamlet
Merchant of Venice
DONNE, John (1573-1631) Devotions
Sermons
First and Second Anniversaries
GALILEI, Galileo (1573-1642) Dialogue Concerning The Two Chief
World Systems
HOBBIES, Thomas (1588-1679) Leviathan
DESCARTES, Rene (1596-1650) Discourse on Method
MILTON, John (1608-1674) Paradise Lost
Lycidas
Areopagitica
MOLIERE (1622-1673) The School for Wives
Tartuffe
The Would-Be Gentleman
PASCAL, Blaise ( 1623-1662) Thoughts
BUNYAN, John (1628-1688) Pilgrim’s Progress

LOCKE, John (1632-1704) Second Treatise of Government

BASHO, Matsuo (1644-1694) The Narrow Road to the Deep North
DEFOE, Daniel (1660- 1731) Robinson Crusoe
SWIFT, Jonathan (1667-1745) Guilliver’s Travel
VOLTAIRE (1694-1778) Candide
HUME, David (1711- 1776) An Enquiry Concerning Human
Understanding
FIELDING, Henry (1707- 1754) Tom Jones
ROUSSEAU , Jean Jacques (1712- 1778) Confessions
The Social Contact
STERNE, Laurence (1713-1768) Tristram Shandy
BOSWELL, James (1740- 1795) The Life of Samuel Jhonson
JEFFERSON, Thomas Basic Documents in America History
WOLFGANG, VON GOETHE, Johann Faust
BLAKE, William (1757- 1827) A Poison Tree
WORDSWORTH, William (1770-1850) The Prelude
COLERIDGE, Samuel Taylor (1772- The Ancient Mariner
1834) Christabel
Kublai Khan
AUSTEN, Jane (1775-1817) Pride and Prejudice
Emma
STENDHAL, (1783-1842) The Red and The Black
DE BALZAC, Honore (1799-1850) Pere Goriot
Eugenie
Cousin Bette
EMERSON, Ralph Waldo (1803-1882) Self Reliance
HAWTHORNE, Nathaniel (1804- 1864) The Scarlet Letter
DE TOCQUEVILLE, Alexis (1805- Democracy in America
1859)
MILL, John Stuart (1806- 1873) On Liberty
The Subjection of Women
DARWIN, Charles (1809-1882) The Voyage of the Beagle
The Origin of Species
GOGOL, Nikolai (1809-1849) Dead Souls
POE, Edgar Allan (1809-1849) The Cask of Amontillado
Annabel Lee
THACKERAY, William Makepeace Vanity Fair
(1811-1863)
DICKENS, Charles (1812- 1870) Pickwick Papers
The Table of Two Cities
A Christmas Carol
David Copperfield
Great Expectations
TROLLOPE, Anthony (1815-1882) The Warden
BRONTE, Charlotte (1816-1855) Jane Eyre
BRONTE, Emily (1818- 1848) Wuthering Heights
THOREAU, Henry David (1817-1862) Walden
Civil Disobedience
TURGENEV, Ivan 1(1818-1883) Fathers and Sons
MARX Karl (1818-1883) The Communist Manifesto
MELVILLE, Herman (1819-1891) Moby Dick
ELIOT, George (1819- 1892) The Mill on the Floss
Middlemarch
 Silas Manner
WHITMAN, Wait (1819-1892) Leaves of Grass
FLAUBERT, Gustave (1821-11880) Madame Bovary
DOSTOYEVSKY, Fyodor 1(821-1881) Crime and Punishment
Brothers Karamazov
TOLSTOY, Leo (1828-1910) War and Peace
Annakarenina
DICKENSON, Emily (1830-1886) The Soul Selects Her Society
A Dimple in the Tomb
TWAIN, Mark (1835-1910) Huckleberry Finn
Tom Sawyer
HARDY, Thomas (1840-1928) The Mayor of Casterbridge
FREUD, Sigmund (1856-1939) The Interpretation of Dreams
CHEKOV, Anton (1860-1904) Uncle Vanya
Three Sisters
The Cherry Orchard
WHARTON, Edith (1862-1837) The Age of Innocence
The House of Mirth
FROST, Robert (1874-1963) The Road Not Taken
Stopping by the Woods on a Snowy
Evening
FORSTER, E.M. (1879-1970) A Passage to India
JOYCE, James (1882-1941) Ulysses
WOOLF, Virginia (1882-1941) Mrs. Dalloway
To the Lighthouse
Orlando
LAWRENCE, David Herbert (1885- Sons and Lovers
1930) Lady Chaatterley’s Lover
The Fox
O’NEIL, Eugene (1888-1953) A Long Day’s Journey into the Night
Mourning Becomes Electra
ELIOT, T.S. (1888-1953) Waste Land
HUXLEY, Aldous (1894-1963) Brave New World
FAULKNER, William (1897-1962) The Sound and the Fury
A Rose for Emily
HEMINGWAY, Ernest (1899-1961) Old Man and the Sea
ORWELL, George (1903-1950) 1984
Animal Farm
NARAYAN, R.K The English Teacher
BECKETT, Samuel (1906-1989) Waiting for Godot
MARQUEZ, Gabriel Garcia 1(928- One Hundred Year of Solitude
present Love in the Time of Cholera
ACHEBE, Chinua (1930- present Thing Fall Apart
No Longer at Ease
MORRISSON (1931-present Sula
The Beloved
Jazz
Song of Solomon
FILIPINO AUTHORS and their WORKS

AUTHORS WORKS
ALFON, Estrella Magnificence and other Stories
ANGELES, Manuel The knifed Horizon
A Stun of Jewels
ARGUILA, Manuel How my Brother Leon Brought Home a
Wife and Other Stories
AYALA, Tita Lacambra Sunflower Poems
BAUTISTA, Cirilo The Archipelago
Telex Moon
Sunlight on Broken Stories
BENITEZ, Francisco What is an Educated Filipino?
BENITEZ, Paz Maquez Dead Stars
Stepping Stones
Half a Life
BRILLANTES, Gregorio The Living and The Dead
A Wind Over the Earth
Distance to Andromeda
BULOSAN, Carlos America is in the Heart
(Autobiographical)
The Laughter of my Father
The Voice of Bataan
The Power of the People
CORDERO-FERNANDO, Gilda People in the War
The Visitation of the Gods
The Butcher, The Baker, and the
Candlestick Maker
DAGUIO, A mador The Wedding Dance
DEMETILLO, Ricardo No Certain Weather
Barter bin Panay
Daedalus and other Poems
Daedalus and other Poems
Masks and Signatures
ENRIQUEZ, Egmidio Alvarez The Devil Flower
House of Images
FERNANDEZ, Doreen Palabas; Essays on Philippine Theater
FLORENTINO, Leona Poems in Spanish and Ilocano
FORD, Aida Rivera Now and at the Hour
GAMALINDA, Eric Fire Poem/ Rain Poem
Popular Delusions
Planet Waves
GLORIA, Angela Manalang Poems
GONZALES, N.V.M The Winds of April
A Season of Grace
Seven Hills Away
Children of the Ash-Covered Loam
 The Bamboo Dancers
GUERRERO, Amadis Ma. Children of the City
HAGEDORN, Jessica Dogeaters
Gangster of Love
IGLORIA, Maria Luisa Encanto
Blood Sacrifice
JALANDONI, Magdalena Juanita Crus
Ang Dalaga sa Tindahan
JOSE, Francisco Sionil Ermita
Poon
My Brother, My Executioner
JOAQUIN, Nick The Women Who Had Two Navels
Summer solstice
May Day Eve
LATORINA, Paz Small Key
Desire
Sunset
LOPEZ, Salvador Literature and Society
LUMBERA, Bienvenido Revaluation
Abot-Tanaw
NAKPIL, Carmen Guerrero My Humble Opinion
Women Enough
POLOTAN-TUVERA, Kerima The Virgin
The Hand of the Enemy
RAMOS, Maximo The Creatures of the Philippine Lower
Mythology
ROTOR, Arturo Zita
The Wound and The Scar
SANTOS, Bienvenido The Volcano
The Mn Who (Thoughrt He) Looked Like
Robert Taylor
The Day the Dancer Came
Scent of Apples
SOTTO, Juan Crisostomo Lidia
TIEMPO, Edith His Native Coast
The Tracks of Babylon
Blade of Fern
TINIO, Rolando Valedictorian sa Hillcrest
Claudia and Her Mother
VILLA, Jose Garcia Man Songs
Footnote to Youth
ZULUETA DA COSTA, Rafael Like the molave
ZAFRA, Jessica Twisted

IDIOMATIC EXPRESSIONS

EXPRESSION MEANING
Come hell or High Water I am by your side come hell or high
 water. This means the speaker would not
leave the one he/she is speaking with no
matter what happens.
Put your finger in the pie To finish the task at a much earlier time,
everyone must put his/her finger in the
pie.
It means they must do their share in a
particular task.
Be in the limelight The soprano did her best to be in the
limelight.
It means to be at the center of
everybody’s attention.
Flogging a dead horse Rallies and mass demonstrations against
the RH law are like flogging a dead
horse.
It means that the work being done is
futile.
Bring home the bacon The speech coach cheered his contestants.
He said “Bring home the bacon!”
It means that he wants a team to win.
Between the devil and the deep blue sea This situation is hopeless! It is like that
devil and the deep blue sea .
The situation is at its worst, and the
resolution is seen to be unpleasant.
In your face The debater was criticized straight in her
face.
To state something in an aggressive
manner.
Under the weather She did not attend her class. She said that
she feels under the weather.
The person is sick
Back to square one Her efforts are wasted since she is back to
square one.
The person has to start again from the
beginning.
Tickled pink The news tickled her pink
Hold your horses The commandant reminds his team to
hold their horses until the right time
comes.
Be patient
When pigs fly There is no chance of us being husband
and wife, unless pigs fly.
Impossible to happen
At the pink of health She looks beautiful and well-rested. I
assume she is at the pink of health. Good
health

Phrasal Verbs Meaning

Add up Add
Bring about Cause to happen
Bring up Raise
Call off Cancel
Carry on Continue
Back up Support
Bring off Accomplish
Carry out Complete
Count in Include
Cut down Reduce
Fill out Complete (printed form)
Fill up Complete (container)
Hang up Suspend
Hold up Rob
Pay off To complete payment
Touch up Repair
Turn down Refuse
Throw over Reject
Save up Accumulate
Put off Postpone
Downplay Diminish
Figure out Understand
Break down To analyze

VOCABULARY
(Words that appeared in the licensure examination for Teachers in the last
10years)

1.First-rate-this pertains to someone or something that is of high quality.

a. The report she was able to submit received good reviews.The board member
said that it was a first-rate work.
b. The bag is expensive because it is made up to of first rate materials.

2. Pulchritude-beauty
a. The goodness Venus is a perfect example of female pulchritude.
b. Helen’s pulchritude attracted the young ptince of toy.

3. Herald-noun:a messenger verb:to announce.

a. The yellowing leaves serve as the herald of auntumn.
b. The oration heralded a change in the society.

4. Red-letter day-a special day

a. June 30th is a red-letter day in the philippines.
b. Because of its historical significance,July 4th was declared as a red-letter day.

5. Loquacious-talkative
a. The president of the class connot help himself from being loquacious.
b. The taciturn girl got annoyed by the loquacious boy.
6. Haitus-gap,interval
a. After a long haitus ,she finally released her second album.
b. The very long haitus in teaching caused her to be nervous in her demostratio
teachimg yesterday.

7. Sophisticated-with a high degree of compexity,possessing knowledge about

fashion and culture.
a. The grown she is wearing has a very sophistiicated design
b. It is expected that a fashion designer must have a sophisticated taste in cloth.

8. Eurika-discovery,discovered something new.

a. The sceintest exclaimed “eurika!”after his sceintific breakthrough.

9. Congregate-gather,gather in one place,communal

a. All of hte delegates were ask to congregate in the front of the building.
b. A school of fish congregated around the reef.

10.Excruciating-agonizing,very painful
a. An open fracture can be describe as a condition with unbearableand excruciating
pain.
b. The sight of torture is mentally excruciating

11.Compliment-an expression of admiration

a. The complments given by the host to the steemed guest are too many to note
b. Giving compliments to persn who are not worthy is a practice that everyone must
aviod

12.Complement-to complete
a. The taste of vinegar complements the saltiness of the fish
b. Brad and Angela complement each other.

13.Culpable-guilty,accountable,worthy of blame
a. Being silent in the face of vioence and abuse makes you as culpable as the agressor
b. The prosecutor decided that suspect as culpable of all the changes pressed

14.Emanate-originate,emerge
a. The smoke emanates from the burning garbage
b. The cold breeze is emanating from the western wind

15.Emulate-imitate,follow
a. Her best classroom practices must be emulated
b. We must emulate the bravery of our national heroes.

16.Erratic-unpredictable,irregular
a. Her erratic behaviour is the possible reason behind her termination.
b. The weather in manila is very erratic.

17.Ersatz-not genuine,artificial
a. She is not fond of using ersatz leather.
18.Hubbub-noisy and busy environment
a. She lost her son in the hubbubof the market.
b. The birds was disoriented because of the hubbub in the concrete foorest.

19.Conspicuous-attracting attention
a. Traffic enforcers often times wear neon coloured vest for them to conspicious
b. She believes that steering away from flamboyant jewelry will make her less

20.Covert-secret,hidden,concealed
a. The millitary has covert plans a rebellion.
b. Singing is one of his many covert talent.

21.High-minded-honourable,with strong moral principles

a. We must elect high-minded individuals in congress.
b. The sage is the only high-minded character in the novel.

22.Shilly-shallying-indecisive,irresolute
a. We lost an important oppurtunity because we shilly-shalliedon the matter.
b. Shilly-shallying during a time that an emmediate decision must be done is an
unacceptable deed.

23.Wary-cautious,careful
a.Persons who have been cheated on are those who are always wary of strangers.
b.We must always wary in dealing with people on the streets.

24.Credulous-naive,gullible
a. Children are often times credulous about everything.
b. There is a big difference between being innocent and being credulous.

25.Cynical-distrustful,doubtful
a. The vice president was cynical about about the project of the president .
b. Cynicism at times is very helpful in examining the truth behind the lies.

26.Frivolous-not serious,silly
a. The senator’s ideas lack depth.All of his points are frivolous.
b. The royal family lived a frivolous life,and his caused their inevitable demise.

27.Lanky-awkwardly thin and tall

a. He has good height,but bad posture gave him a lanky appearance.
b. Oversized clothes makes a person appear lanky.

28.Haggard-looking exhuasted and tired

a. The doctor looks haggardand sick.He needs to get some rest.
b. Having enough sleep effectively fixes one’s haggard appearance.

29.Apathetic-lacking symphaty
a. Her exposure to pain suffering inside the hospital made her appathetic to the
suffering to others.
b. The prime minester is apathetic about the needs of the poor.
30.Lethargic-lacking interest,energy,and enthusiasm.
a. The very cold weather made me lethargic the whole day.
b. The idea of the coming vacation set a lethargic mood on students.

31.Prophetic-predecting the future

a. The accounts of Nostradamus are prophetic
b. No one can see the future,but the fortune teller’s prophetic accuracy is mind
bogging.

32.Gullible-easily convinced to believed in something

a. Romance novels make some girls gullible over some unreal fantasies.
b. Believing that Harry potteris for real is the height of being gullible.

33.Magnanimous-generous to a rival or someone who has less power.

a. Winners must always be magnanimous towards those who lost.
b. A leader must always be magnanimous in dealing, with his subbordinates .

34.Gloat-to be happy on your success and delight on the misfortunes of others

a. It has always been a bad practice to gloat over the loss of an enemy.
b. The newly promoted supervisor never failed to gloat over her competitor’s

35.Colossal-huge,big,massive
a. The mall of Asia is a colossal edifice.
b. The monument eref

36.Billegerent-antagonistic,hostile
a. Heads of state must learn how to balance being peace-loving and being billegerent.
b. Wars are often caused by having billegerent leaders.
37.Benevolent-good-natured,kind
a. Beacuse of his efforts in uplifting his country from poverty and crimes,he was
called the ‘benevolent king’.
b. In choosing our leaders ,one must first know of the candidate has benevolent
nature.
38.Blatant-obvious,undisguised
a. The prisedent was very blatant about his plans on drug trafficking crackdown.
b. Kimmy is againts the new policy and she expressed her dismay blatantly.
39.For two pins-an adiomatic expression which means readily
a. For two pins Danny will give his life of his mother.
40.To get blood out of stone-an idiomatic expression which means to get something
from someone with much difficulty.
a. Patrick is so stingy,and asking to pay for our food is to get blood out of stone.
41.Sixes and Sevens-a state of confusion or disarray.
a. Because of the political upheavals,the country is in sixes and sevens.
b. The fight between the two leaders caused their relationsip to be in sixes and
sevens.
42.Soft option-an easier choice.
a. The pricipal decided to just give her a three day suspension which is the soft
option compared to being expelled.
43.On edge-nervous
a. Because anita failed to rehearse,she admitted that she was on the edge during her
performance.
b. All the takers of the examwere on the edge while waiting for the results.
44.Work like a Trojan-to work extremly hard.
a. Josephine needs to pay her debts soon,and that is the reason why she is working
like a trojan.
b. Most filipinos abroad work like a trojan.This made overseas Filipino workers
bankable employees.
45.Automate-to be operated by machines
a. The major cause of the huge drop in employmentis the automation of some
factoryjobs.
46.Sophomoric-juvenile
a. His attitude towards his problems seems sophomoric for his age.he needs to
mature more.
b. The works in the exhibit were all sophomoric.it is no wonder that the mostof the
works were not sold.
47.Last ditch-a final and disperate attemt.
a. The politician took to the debate to a very personal level.The audience felt that this
action was his last ditch in trying to outwit his opponent.
b. Submitting himselt to a rehablitation service is his last ditch in solving his drug
addiction.
48.Ostracized-to exclude a person from a group.
a. Samantha left the party because she felt she was being ostracized by the other elite
guests.
b. Because of his skin colour ,some students in the school ostracized him.
49.Cacophonous-noisy
a. The patient finds it difficult to sleep because of the cacophonous sound of the
passing traffic.
50.Conglomerate-gather togethere
a. The music festival brougth about the conglomeration of different cultures in one
place.
b. The people called for all the leaders of different relifions to conglomerate in the
‘faith Summit”to talk about the role of religion in keeping peace.
51.Salient-important
a.She defended her thesis very well by just focusing on the salient point of her study.
b. Whenever she reviews for an exam,she always highlights salient points of her
notes.
52.Gift of gab-an idiomatic expression which pertains to the skill of speaking
persuasively.
a. A sales of agent must have the gift of gab to ensure his/her success in the business.
b. The politician won because of his gift of gab.
53.White lies-harmless lies
a. One must be not rudely judge for telling white lies.
b. We must be more forgiving to those persons who told us white lies.
54.Abase-to degrade the value of someone or something
a. We must never abase the importance of having a complete and functional family.
b. He always abases his achievments whenever someone ask aboout his awards and
accolades.
55.Indefatigable-tireless
a. My favorite teachers indefatigable spirits makes as always interested in whatever
lessons she is tackling.
56.Congenial-friendly
a. Miss Philippines won the Miss Congeniality award.Everyone in the competition
loves her.
b. We must always be congenia to everyone we meet.
57.Versatile-flexible
a. Bailey deserves the best actress award because she showcased versatile acting
skills in all her movies.
b. Making friends was never Paul’s problem.He is very versatile in dealing with
different types of people.
58.Frail-weak
a. His grandmother can barely walk.Her body was already frail because of all age.
b. Because of exhuastion and hunger,her body is frail.
59.Persiflage-light banter
a. Their constant persiflage makes other people think that they are at odds with each
other.
60.Euphoria-extreme pleasure and happiness.
a. He was in a state of euphoria when his fiance said yes to his marriage proposal.
b. Mechele was flooded with euphoria when she discovered that she is pregnant.
61.Amorphous-shapeless
a. The marble was just an amorphous piece of stone before Michelangelo turend it
into a masterpiece.
62.Ubiquitous-can be found everywere
a. The influence of the spaniards is still ubiquitous in the infrastructures in manila.
b. Some spieces of rodents are still ubiquitous in the amazon rain forest.
63.Affluence-wealthy
a. The Reyes family is known for their undeniable affluence.
b. Affluent families often build homes in expensive gated villages.
64.Omnipotent-with unlimited power
a. Zeus in greelk mythology is considered as one omnipotent god.
65.Perilous-dangerous
a. Walking alone on a dark abandoned street is undeniably perilous.
b. Our hereos wholeheartedly participated in the perilous fight for freedom.
66.Emancipation-to be set free
a. Bob’s decision to live by himself emancipated him from the control of his
condescendding mother.
b. Our country’s emancipation from foreign rule has both advantages and
disadvantages.
67.Modesty-moderate view of one’s abilities
a. Pia’s modesty in a competition full of high browed individuals set her apart from
the rest.
b. He is very unassuming and modest even though he is very famous and successful.
68.Irrepressible-unstoppable
a. The governor’s irrepressible political will led to the rise of our province.
b. Because of his irrepressible anger,he commited deeds that resulted to a lifetime.
69.Dexterity-skill specially using the hand
a.This sewing job requires a tremendous amount of dexterity.
b.He got promoted because of his dexterity in creat5ing fine pieces of jewelry.
70.Aplomb-poise and self confidence
a.The supper model never failed to strut with aplomb on the runway.
b.Beauty pageant contestants must always be aplomb when answering questions.
71.Apocalyptic-calastrophic
a.Nostradamus wrote some apocalyptic details on how the world will end.
b.His apocalyptic visions bothered his family and friends.
72.Transmute-to change in form
a.The teacher transmuted the grades of the student.
b.The transmutation of cells in the cause of some genetic anomalies.
73.Rancor-bitterness
a.The wife holds no rancor in the decision of the court about the annulment.
b.There is no space for rancor in a forgiving heart.
74.Dutch Courage-confidince gained from drinking alcohol
a.Before singing on stage,Tracy drunk a bottle of beer to give herself some dutch
courage.
b.He is a very shy boy and it took him two glases of wine for him to have dutch
courage in finding someone to dance with.

1. All of the participants in the global warming conference are __________in the
lobby.
A. Altogethere
B. Alltogethere
C. All togethere
D. Togethere all

2. The ideas being presented by the speaker are_______cofusing.

A. All togethere
B. Altogethere
C. Togethere all
D. Al togethere

AREA:Grammar TOPIC: All Togethere vs. Altogethere

ALL TOGETHERE ALTOGETHERE
 Refers to all members of a particular  It can mean the following:all things
group considered,all in all, on the whole.
 It can mean the  It is a single-word adverb.
following:everyone,everything
togethere,or in a group.
 It is a phrase.
EXAMPLES
1. Christmas is my favorite season 1. We strongly believed that the result
because it brings us all togethere. of the election is altogethere fair.
2. The other members of the group were 2. Although the film has a lot of
disheartened by our loss, and that is why logical glitches, it is still altogethere
I reminded them that we are all in this good.
togethere. 3. Altogethere,the event is a success.
3. The family members are all togethere
in just room.

3.She_______on her bed the whole afternoon yesterday.

A.Lay
B. Lie
C.Laid
D.Lied

4. He________all the cards down a minute ago.

AREA:Grammar TOPIC: Lay vs. Lie

LIE LAY
 Intransive Verb:does not require a  Transive Verb:requires a direct
direct object object.
 To be an horizontal position  To put down
PRESENT: lie
PRESENT; lay
PAST; lay
PAST; laid
PAST PARTICIPIAL; lain
PAST PARTICIPIAL; laid
EXAMPLES
1.She ask the patient to lie down. 1. The pastor laid the Bible on the table.
2.Because of her back pains, she is not 2.”I lay my heart on you..
allowed to lie on the floor. 3. I have laid my fears down.
3. His neck hurts because he has lain on
the wrong slide of the bed..
Read the passage bellow and answer the question that follow.

The quality of mercy is not strained;

It droppeth as the gentle rain from heaven
Upon the place beneath. It is twice biest;
It blesseth him that gives and him that takes.
5.The passage given above was taken from which shakespearean play?

A. Romeo and Juliet

B. Hamlet
C. The merchant of venice
D. Julius Ceasar

6.Which figure of speech was used in the second line of the quatrain?
A. Metaphor C.Oxymoron
B. Smile D. Onomatopoeia

7.Among the shakespearean characters below, who ultered the given lines given
above?
A. Shylock C. Bassanio
B. Portia D. Antonio

8.What is the meaning of the passage given above?

A. Mercy is a precious thing,and so it must only be given to those who truly deserve
it.
B. Mercy must be given to anyone who seeks for it.
C. Giving mercy is only exclusive to God.
D. For mercy to be given,the seeker must give conciving reason for him/her to
deserve it.

AREA: Literature TOPIC: Shakespearean Play

The Merchant of Venice
The given lines were from the play “Merchant of Venice”by william shakespeare.
Theye were ultered by”Portia”while she was convincing shylock to forgive Antonio
in
Act IV.This shakespearean play is famous for its wonnderful linrs and unexpected
plot
twist.Portia ,using those compelling lines, argue that mercy must be bestowed to
anyone who seeks for it. She compered mercy to the gentle rain that doesn’t choose
which soil to drop upon.

Figure of Speech
METAPHOR Direct comparison
EXAMPLES:
 She is an angelof delight.

You are my world.

She is the cleopatra of the present time.

SIMILE Indirect comparison

EXAMPLES:

She is like a phantom in the night.

He skin is a white as snow.

Your love is like the sun that lights up my

whole world.
OXYMORON Self-contradicting coined words

EXAMPLES:

Sweet death

Blinding light

Deafening silence
ONOMATOPHEIA Using sounds to replace the world itself

EXAMPLES:

The rustling of the curtains bothered him.

Last nigth,I heard a loud “Boom”!’knock

knock!”

9.Politician who are corrupt must be ashamed of ___________.

A. Himself C. Thierselves
B. Themeselves D.Ourselves

10.He saw___________on the mirror.

A. Himself C.Hisself
B. Ourselves D.Themeselves

11.She_________is the culprit.

A. Themselves C.Ourselves
B. Herself D.Himself

AREA:Grammar TOPIC: Intensiveand ReflexivePronouns

INTENSIVE REFLEXIVE
 These pronouns add emphasis.  These pronouns refer back to the
 They are not essential to what the subjects of sentence.
 sentence.  They are essetial to what the sentence
really means.


EXAMPLES
1. She herself painted her own room. 1. In making wise decisions, we must
2. The jury themselves read the verdict. always examine ourselves.
2. In all of our failures, we have no one
else to blame but ourselves.

12.The fire that destroyed over one hundred homes was believed to have been caused
by_______electrical connetions.
A. Loose C.Lost
B. Lose D.Loosen

13.In the short story “Visitation of the Gods”by GildaCordero-Fernando,Teacher

Noelle_______
interest in teaching because of all the flaws of the educational system in their town.

A. Loose C.Lost
B. Lossen D.Lose

AREA:Vocabulary TOPIC:Loose VS. Lose

LOSE LOOSE
 Verb  Adjective
 This word means the  This word is the opposite of tight.
following:failure to win,unable to
find,cease to have.
PRESENT:LOSE
PAST:LOST
PAST PARTICIPIAL:LOST
EXAMPLES
1.Because of the smouldering heat,I lost 1.The dress that she is wearing s a bit
consciousness. loose.
2.Our team lost the game. 2.I got scared on the zip line when I saw
3.I don’t want to lose her. that the ropes are loose.
3.The pages of the book are a bit loose.

14.If she________here,I would have voted for her.

A. was C.will be
B. were D. is

15.The doctor suggest that he ________inside his room the whole afternoon.
A. remain C. remains
B. Remained D. remaining
16.The principal recomended that each teacher________his/her lesson plans every
day.
A. accomplish C.acomplishes
B. accomplised D.accomplishing

17.I wish he_______able to speack faster.

A.was C. were
B. Is D.are
AREA:Grammar TOPIC:Subjunctive Mood
SUBJUNCTIVE
 Verbs are in the subjunctive mood when they express conditions that are not
functual.
 The subjunctive mood is also used in expressing (1)wishes,
(2)hyphotheticalsituations,(3)pieces of advice,and (4)commands of demands.
 In the third persons.the inflections/s/or/es/ must be dropped (the verb must be in
its base form).On the other hand ,the verb”to be”must be “were”regardlessof the
number of subjects.
EXAMPLES
1. If I were you ,I would consider running for public office.
2. Mr. Padilla wishes he were taller.
3. It is necessary that he sign the waiver.
4. It is recommended that we prepare emergency kits in our houses.

Read the poem below and answer the question that follow.

Annabel Lee
It was many and many a year ago , The angels,not half so happy in heaven.
In a kingdom by the sea ,
That a maiden there lived whom you Went envying her and me---
know Yes!--that was the reason (as all men
By the nameof Annbel Lee; know,
And this maiden she lived with no other In this kingdom by the sea)
thought
That the wind came out to the cloud by
Than to love and be loved by me. night,
I was a child and she was a child , Chilling and killing my Annabel Lee.
In this kingdom by the sea,
But we loved with a love that was no But our love it was stronger by far than
more the love Of those who were older than
than love-- we---
Of many far wiser than we---
I and my Annabel Lee-- And neither the angels in Heaven above
With a love that the winged serphs of Nor the demons down under the sea
Heaven Can ever dissever my soul from the soul
Of the beautiful Annabel Lee;
Coveted her and me.

And this was the reason that long ago,

For the moon never beams,without
In this kingdom by the sea,
bringing me dreams
A wind blew out of a cloud ,chilling
Of the beautiful Annabel Lee;
My beautiful Annabel Lee,
So that her highborn kinsmen came And the stars never rise,but I feel the
To shut her up in a sepulchre bright eyes
In this kingdom by the sea.
Of the beautiful Annabel Lee;
And so,all the night-tide ,I lie down by
the side
Of my darling--my darling--my life and
my bride
In her sepulchre there by the sea,
In her tomb by the sorrounding sea.

18.The given poem above was written by the great american poet named__________.
A.Edgar Allan Poe C.Robert Frost
B.Robert Browning D.Ernest Hemmingway

19.Which figure of speech was used in the underlined words of the forth stanza?
A.Hyperbole C. Personificaton
B. Apostrophe D.Ellipses

20.All of the words below are synonyms of the underlined word of the third stanza?
A. tomb C.crypt
B. grave D.fortress

21.What can be inferred from the lines on the second stanza?

A.The persona and his love interest are so inlove with each other
B.The persona and his love interest are still choose to love each other even though
they are to young to know what love really is.
C. The persona and his love interest have a special love that transceneds,age,and
his so intence that caused the envy of others .
D. The persona and his love interest were able to love ach other in a very intense way
even though they are too young to know if what they were feeling is indeed love.

22.Which figure of speech was used in the first stanza?

A. Alliteration
B. Assonance
C. Irony
D. Consonance

23.What can be inferred from the lines on the fifth stanza?

A. The persona and his love interest arev inseparable even in death.
B. The persona and his love interest are so inlove with each other .
C. The persona felt an insurmountable grief upon the death of his love interst.
D. The persona is challenging death..

24.Which figure of speech was used in the first line of the last stanza?
A. Alliteration C.Consonance
B. Irony D.Assonance
25.What is the most apparent emotion being expressed on the last stanza?
A.Regret C.Anger
B.Nostalgia D.Sadness

AREA:Literature, TOPIC:Annabel Lee(Poem)

Reading Vocabulary
ANNABEL LEE
This poem by Edgar Allan Poe is considered one of his finest work.The poem is
emotionally charged and the way poe manipulated and utilized how the words sound
helped us in visualizing the poem.It is about thelove between a man and a woman
named Annabel Lee.Unfortunately ,Annabel Lee died ,leaving the person with a
broken heart.

FIGURE OF SPEECH
ALLITERATION Repetition of consonant sounds found at the beggining of
the
words.

EXAMPLE:

Peter piper picked a peck of pickled pepper

ASSONANCE When two or more words repeat the same vowel

EXAMPLE:

Go and mow the lawn

CONSONANCE Repetition of consonant sound within words and phrases

EXAMPLE:

Norm the worm,took the garden by storm this morn

IRONY Contradicting events

EXAMPLE:

‘It’s like ten thousand spoons when all you need is a

knife”

VOCABULARY
Sepulchre A place of burial

SYNONYMS:grave,crypt,tomb
Fortress A military stronghold
26.Some concepts about the different philosophical approaches were difficult for
jeremy
And_______.

A. I C. Myself
B. Me D.Mine

27.You and_______are responsible for the growth of this company.

A .Me C. I
C. Myself D. Mine

AREA:Grammar TOPIC:Pronoun: I vs Me
I ME
 Used as the subject  Used as the object
 Doer of the action  Receiver of the action
EXAMPLES
1. I stood there for three long hours 1.Give all your money to me
waiting 2. Although everybody loves the movie,
for you. that kind of theme is not just for me.
2. My family and I enjoyed the event last 3.I don’t think anyone cares for me.
Summer.
3. You and I need to talk about some
important matters.

28.The president ,togethere with his advisers,_______present in the press breifing

yesterday.
A. are C. were
B. is D. was

29.The candidates,as well the host of the pageant ______introduced in the press
Conference this morning.
A. is C. was
B. were D. are

AREA:Grammar TOPIC: Subject-Verb Agreement

Togethere with As well as
 In sentence with “togethere with”and as well as,” the verb must agree with the
first noun (subject).
EXAMPLES
1.The secretary together with his 1.The team leader as well as the other
assstants,is already inside the hall. members of the delegration was asked kto
2.The siblings togethere with their father stay inside the holding area.
are joining the competition. 2.The teachers as well as the school
principal were instructed to march ahead
of the students.
30.”She has written his first essay yesterday.’What made the given sentence wrong.
A. has C. written
B. yesreday D. first

31.”They have spoke about their personal issues.”What made the given sentence
wrong?
A.spoke C. have
B.their D.issues

AREA:Grammar TOPIC:Present Perfect tense

The present perfect is used to connote actions that started sometimes in the past and
continued until the present time with two possible outcomes,(1)still happening or
(2)just recently ended.beacuse of this ,it will be illogical to put thr definite time
markers in sentences in the present perfect tense.It must be also noted that the main
verb must be in the past participial form.
EXAMPLES
1.She has spoken about the issue on climate change.
2.The president has declared war againts drugs.

32.Venus is the perfect embodiment of feminine pulchritude.The underlined word

means.________.

A. beauty
B. power
C. strenght
D. Countenance

33.The speech of portial in the shakespearean play’The merchant of venice” is far

from being
Impertinent. The undrelined word means_______.

A. important
B. irrelevant
C. futile
D. Detrimental

34.After a very long haitus, the band finally decided to get back togethere. What is
the meaning of the underlined word.
A.gap C.conflict
B.decesion D. time

35.Because of her extensive collection of the jewels,the former first lady’s penchant
for
shinning things is very obvious.The underlined word means ________.
A. hatred C.fondness
B. Disgust D.abhorrence

AREA: Vocabulary
 Pulchritude Beauty
Impertiment Irrelevant
Haitus Gap
Penchant Fondness
36. Based on the survey conducted last year ,It was noted that more than 30% of the
Citizens________in favor of the change in the system of government .

A.agree, is
B.agrees,is
C.agree, was
D.agree,were

37. A number of scientists_______that only 10% of the universe______known to us.

A. agree, is
B. agrees,is
C. agree,was
D. agree,were

38. The farmers were devastated upon realizing that almost 30% of the harvested
mangoes_____rotten.

A. have
B. has been
C. has
D. have been

AREA:Grammar TOPIC:Subject-Verb Agreement

PERCENT
The verb being singular or plural defends on the type of noun being used. If the
subject is a count noun,the verb must be plural.conversely,if the subject is a non-
count noun,the verb must be singular.

39. In the philippines,May 1st is concedered as a red-letter-day.What is the meaning

of the underlined group of words?
A. feast day
B. special day
C. holiday
D. day of war

40. We must always take care of ourselves so that we remain in the pink of health.
The underlined phrase means_______.
A. good health
B. rosy complex
C. bad health
D. good skin

41. After a very violent argument with his friend,james continued seeing red the
whole day.What is the meaning of the underlined phrase?
A. angry
B. shy
C. Embarrased
D. Annoyed

42. She was green with envy when her nemesis won th most coveted award in the
competition.
A. angry C.nauseated
B. jelous D.confused

AREA:Literature TOPIC:Idiomms
IDIOMS with Colours
Idioms are group of words that must be interpreted literally.
Examples
RED-LETTER-DAY This idiom was believed to have been based on the
notion that special days in the calendar were printed
using red link.
IN THE PINK OF HEALTH The word pink originally pertains to a flower that is
believed to be perfect.Pink only can became a term
for a colour around 1700.
SEEING RED This means you are angry.It is believed that idiom
originated from the idea that the red colour makrs the
bull angry.
GREEN WITH ENVY One of the possible origins of this idiom is when
shakespeare wrote that envy is a “green”sickness

When this digrace with fortune and men’s eyes

I all alone beweep my outcast state,
And trouble deep heaven with my bootles cries,
And look upon myself,and curse my fate,
Wishing me like to one more rich in hope,
Featured like him,like him with friends possessed,
Desiring this man’s art,and that man’s scope,
With what I most enjoy contented least,
Yet in this thoughts myself almost despiring,
Haply I think on thee,and then my state,
Like to the lark at break of day arising
From sullen earth,sings hymns at heaven’s gate;
For thy seet love remembered such wealth brings
That then I scorn to change my state with kings.

43. The poem above has 14 lines.What do we call this type of poetry?
A. Haiku C.Sonnet
B. Song D.Ballad

44. Who is the poet behind the given literary piece?

A. Robert Forst
B. William Shakespeare
C. Elizabeth Berret Browning
D. Walt Whitman
45. What emotions I evident in the first quatrain of the poem?
A. Self-pity C.Anger
B. Envy D.Jealousy

46. What do we call the lasrt two lines of the poem?

A. Heroic couplet C.Saving couplet
B. Rhyming couplet D.Signal couplet

47. What is the most dominan emotoion in the second quatrain of the poem?
A. Envy C.Self-pity
B. Anger D.Doubt

AREA:Literature TOPIC:Sonnet
Shakesspeare Sonnet
A Shakespearean sonnet has 14 iambic pentameter lines.Iambic means there is a
succsession of two syllables(unaccented followed by accedented).It has the rhyme
scheme of ABABCDCDEFEFGG.The last to lines are called “herioc couplet”.

48. The students placed their answer sheets______the table.

A. in C.on
B. Inside D.into

49. The GPS spotted that she was _____43rd Avenue.

A. in C.on
B. into D.at

50. She was born_____the year 1967.

A.in C.at
A. On D.into

AREA:Grammar TOPIC:Preposition
IN,ON,AT
IN PLACES;Very general,DATE;if the year or the
month is mentioned.
ON PLACES;More specific,Used in
boulevards,streets,and avenues,DATE;if the
complete date was mentioned
AT PLACES;Exact,DATE:Exact