PAMPANGA STATE AGRICULTURAL UNIVERSITY

Magalang, Pampanga

Title: Students’ Reading Comprehension

Vis-à-Vis Teachers’ In-Service-

trainings and Competencies”

Submitted by:
Rachelle E. Maglanque
MaEd- English
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

“At a young age, a person acquires reading and uses it

throughout his/her life. So reading is one of the most important

skills that children must master”. Geary (2006)

The skills in reading are being learned during the primary

years of child development. If reading gets off a good start in

the primary years, the child’s literacy is well assured. Reading

readiness is also a critical period in a child’s life because the

progress depends on the habits and skills formed during the

primary years. However, if these skills were not able to form and

mastered, as the child grows, it becomes more difficult for him

to practice these skills and habits because he is being exposed

to a lot of things that make his mind occupied.

According to Dela Rama (2009), the teacher is said to be the

“key factor in teaching, learning situation”. He/She has various

significant roles in the classroom as a model, a classroom

manager, as facilitator of pupil in learning, and as evaluator of

pupils’ learning.
 However, teaching the English subject is not an easy task.

The teachers must be knowledgeable and skilled to develop the

four macro skills –speaking, listening, reading and writing

skills. It is very important that the teacher is competent and

qualified to improve the teaching- learning process.

The low achievement in English of highschool students today

needs attention to improve their skills. Through careful

assessment and analysis of the different aspects of teaching and

learning process which affect the acquisition of these necessary

skills of every student in the class, the struggle to achieve

quality performance in English will be realized.

It is, indeed, true that the quality of education greatly

depends on the competence and quality of the teachers. They are

the source of knowledge, inspiration and wisdom to the learners

to uplift the present condition of the education.

It is in the premise that the researcher was motivated to

conduct a study which will seek to determine the competence of

the teachers in teaching reading and the reading performance of

the students in the subject.

Conceptual Framework

Harvey (1998), as cited by Baquing (2014) stated that

reading is not a simple process. We need to develop strategies to

improve reading proficiency well into adulthood. This proves how

important reading is in one’s life. Learning how to read makes an

individual capacitate to acquire new learning and knowledge. It

provides continuous improvement and enjoyment in everything. This

essential thing can be achieved through the acquisition of the

basic skills and necessary tools in reading.

An evaluation of teachers will contribute to the betterment

of students’ reading comprehension.

In this study, the Input-Process-Output variables are

reflected in Figure 1. The input variables of the study are the

personal profile of teachers in terms of age, gender, number of

years in the service and the number of in-service trainings

attended; teachers’ competence and the students’ reading

comprehension. The process variables include the questionnaire,

documentary analysis of the teachers’ performance and the

statistical treatment of data. The output of the research is the

identification of the students’ reading comprehension in relation

to teachers’ competence.
 In realization of the above, continuous assessment of the

students’ performance in relation to teachers’ competencies

should be undertaken. So, this assessment is conceptualized to

assess students’ reading comprehension in relation to English

teachers’ competence.
TEACHERS’ TEACHERS’
PROFILE COMPETENCIES

STUDENTS’
READING
COMPREHENSION

Figure 1. Paradigm of the Study

Statement of the Problem

 The objective of the study of the study is to determine

the relationship between teachers’ competencies and the reading

comprehension skills in English in Sapang Bato National High

School, Angeles City, S.Y. 2014-2015.

Specifically, this study will seek to answer the

following:

1. What is the socio-demographic profile of the English teachers

in terms of:

1.1 age;

1.2 number of years in service;

1.3 in-service trainings in English?

2. What is the level of competence of the English teachers?

3. How may the reading comprehension of the pupils be described

in the teacher-made reading test in English?

4. Is there a significant relationship between the teachers’

profile and their competence?

5. Is there a significant relationship between the teachers’

profile and the pupils’ reading comprehension?

6. Is there a significant relationship between the teachers’

competence and the pupils’ reading comprehension?

Hypotheses of the Study

In the light of the aforementioned specific problems, the

following null hypotheses are made:

1. There is no significant relationship between the teachers’

profile and their competence.

2. There is no significant relationship between the teachers’

profile and the students’ reading comprehension.

3. There is no significant relationship between the teachers’

competence and the students’ reading comprehension.

Significance of the Study

The findings of the study will be beneficial to the students,

parents, teachers, school principal, district, division and

regional DepEd officials, local government unit and barangay

council and other researches.

The students will surely benefit from this study as they move

forward successfully along the education pathways and as they

actively participate to get the education they need for they are

truly the “heart of education.”

 To the parents, as one of the schools stakeholders, this study

will serve as an opportunity for them to actively participate in

school plans and activities for the progress of their children.

To the teachers, this study will help them in assessing their

own competence when it comes to teaching the subject. It is also

an opportunity for them to improve their techniques and

strategies to enhance students’

learning.

To the district, division and regional DepEd officials, this

study will be their basis and guide for improving the quality of

education by providing and producing quality trainings.

To the Local Government Unit and Barangay Council, this study

will use by them as their basis for giving necessary assistance

to the school within their locality.

To the other researchers, this study will be used as a

reference along this line to collect quality information in

improving teachers’ competency level as well as students’ reading

comprehension skills in English.

Scope and Delimitation of the Study

The study will be conducted in Sapang Bato National High

School, S.Y. 2014-2015.

 It aims to find out the students; reading comprehension in

relation to their English teachers’ competence.

Specifically, this study will be limited to the grade 8

students of the current school year who are taking up English 8.

The result of the teacher made reading test will determine their

reading comprehension.

Definition of Terms

The following terms are operationally defined for purposes

of clarity and understanding of this study.

Teachers’ Competence refers to the scores obtained by the

teachers respondents in English Competency Test. It is the level

of teaching achievement/ performance of the teacher.

Reading Comprehension refers to the skills essential to

successful performance in comprehension and organization. It is

in which we understand what we read. In this study, it refers to

the scores of the students in the teacher made reading test.

 Teacher-Made Reading Test refers to the test conducted

by the English teacher to assess the students’ reading

comprehension.

English Competency Test refers to the test given to the teacher-

respondents in the study to find out their competence. It is

composed of grammar, vocabulary and comprehension. To be

considered really competent, one should have advanced abilities

in all three areas of communication.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researcher presents the review of

related literature and studies, in an effort to give pertinent

knowledge and insights about the study.

Books, educational magazines, periodicals, internet websites

as well as dissertations and theses that deal with the

competencies of teachers in English and factors that affect

student’s reading abilities serve as background information to

the study.

Local Literature

As cited by Gomez (2012) cites Cabrera (1988) who pointed

out that teachers are aware of the various problems they

encounter in the teaching of reading. Most of the problems they

meet in the school reading programs cannot be solves without the

involvement of the administrators, guidance personnel, librarians

and teachers who should join hands in creating a conducive

atmosphere in the school favourable to reading. They should be

alert to the need of improving the reading abilities of students

in all levels. Since they are tasked with the responsibility of

speeding up the dissemination of the best reading practices they

must be willing to adopt modern trends in teaching reading and

above all they must possess positive attitude and interest

towards reading.

As cited by Gomez (2012) cites Santos and Marina (1992) who

emphasized that the qualities of a good teacher may be

characterized as one who exhibits a mastery of subject matter,

knows classroom management and knows empathy or warmth of

personal relationships with students.

Foreign Literature

“Reading comprehension is a complex cognitive ability

requiring the capacity to integrate text information with the

knowledge of the listener or reader and resulting in the

elaboration of a mental representation” (Meneghetti,Carretti, &

De Beni, 2006, p. 291).

Harvey (1998), as cited by Baquing (2014) stated that

reading is not a simple process. We need to develop strategies to

improve reading proficiency well into adulthood.

“At a young age, a person acquires reading and uses it

throughout his/her life. So reading is one of the most important

skills that children must master”. Geary (2006)

 Thomas (2010) cited that reading is an essential component

to success and enjoyment in life. Thus, it is very important that

children learn reading skills and how to apply those skills. Many

students are able to learn these skills early on with little

difficulty. However, one in four children experience significant

difficulty in learning how to read. For children that have a

specific learning disability in reading, attaining these skills

can be the ultimate challenge.

Mak(2010) mentioned that some children may be able to

recognize words but most of the time, the problem is with

understanding what they have read or to understand the meaning of

combination of words that they have read. Another form of reading

disorder could be reading fluency. They read slowly and

understand the meaning much slower than normal. Reading becomes

great effort to them and tries to avoid them.

Hirsch (2011) stated that most of today's reading programs

rest on faulty ideas about reading comprehension. Comprehension

is not a general skill; it relies on having relevant vocabulary

and knowledge.

In his module, Dr. Hope Elkins (2005) stated that reading is

a complex process encompassing not only the physical act of

identifying the words in text, but also involving one’s cultural

and psychological orientation to print. There were theoretical

and social components to reading.

Elkins added that reading is the act of constructing meaning

from print. The cueing systems in language allow the reader to

efficiently gather meaning from piece of text. He mentioned three

cueing system that would aid the reader in understanding unknown

words: the semantic cueing system, the graphophonic cueing system

and the syntactic cueing system. The use of context clues to

arrive at the meaning of unknown words describes the semantic

cueing system. Trying to sound out letters refers to the

graphophonic cueing system. Rereading the text exemplified the

syntactic cueing system.

Manset-Williamson & Nelson (2005) stated that the more

explicit the comprehension strategy and self-regulatory

instruction, the higher the likelihood that the learner will make

significant gains in comprehension.

Local Studies

Pangilinan (2007) found out the common reading difficulties

in comprehension of the students as perceived by the teacher

were: inability to interpret what has been read by words,

insufficient sense of sentence construction, limited knowledge on

meaning of vocabularies and inability to isolate and retain

factual information.

Correlational studies on professional preparation and other

variables were conducted by Paloma as cited by Pangilinan (2007).

The study focused on the relationship of the teachers’

professional preparation and English achievements in the four

skills. The study found out that there was a positive correlation

between the teachers’ professional preparation and students’

achievement. It also revealed that there was a significant

correlation between professional preparation and students’

achievement in reading. He conclude that the better the teachers’

professional preparations the higher the achievement of the

students.

Martinez (2008) also made a study to propose a reading

program for the intermediate pupils of Brightwoods School. She

selected on seven sections in her study. The time needed to

administer the test was 5 days during class lecture hours in the

I.T. rooms. The findings showed that remedial teaching should be

organized among those students who were not proficient in

comprehension. Specific reading comprehension skills should be

treated individually to ensure success.

Foreign Studies
 As cited by Pangilinan (2007) cites John and Annelsy (2000)

who conducted a study on the academic achievement correlates of

conduct problem and withdrawn learners in the city schools of

Philadelphia. The subjects of the study were 130 randomly

selected students. The faculty members of the participating

schools completed the behaviour checklist for every student.

Among the subjects, 43 were classified as behaviour problems and

had I.Q.’s of 70 as determined by Thorndike’s Intelligent Test

Analysis. Data by academic areas showed that 81.5 percent of the

behaviour problem students were under achieving in reading and

72.3 percent in arithmetic; the single most populous category was

extreme under achievement.

Shanahan, et.al. (2010) mentioned that practice guide

focuses on three areas that current research on reading indicates

are critical to building a young student's capacity to comprehend

what he or she reads: knowledge and abilities required

specifically to comprehend text, thinking and reasoning skills,

and motivation to understand and work toward academic goals. Five

recommendations: (1) Teach students how to use reading

comprehension strategies; (2) Teach students to identify and use

the text's organizational structure to comprehend, learn, and

remember content; (3) Guide students through focused, high-

quality discussion on the meaning of text; (4) Select texts

purposefully to support comprehension development; and (5)

Establish an engaging and motivating context in which to teach

reading comprehension.

As cited by Baquing (2014), Durkin (1978) suggested that

effective comprehension instruction includes helping, assisting,

defining, demonstrating, modelling and describing, explaining,

providing and guiding students through learning activities.

Simply asking students to respond to a worksheet or to answer a

list of comprehension questions does nothing to develop new

comprehension skills.

Cekiso (2012) conducted a study to examine the reading

strategies used by Grade 11 English Second Language (ESL)

learners and the possible effects of reading instruction on their

reading comprehension and strategy awareness. A quasi-

experimental pre-test and post-test control group design was

used. The participants included a total of 60 Grade 11 learners

from a high school. The results of this study indicate that (1)

learners who received reading strategy instruction scored both

statistically and practically significantly higher marks on the

reading comprehension test than those in the control group and

(2) explicit instruction in the use of reading strategies was

essential to bring about the increased use of reading strategies

of learners in the experimental group. The study has implications

for learners, teachers, university students and lecturers.

 REFERENCES

A. BOOKS

Elkins, H.Ph.D. (2005). Module 1: Professionalism, the

reading process, principles of intervention/remediation.

Department of Education, Indiana University.

Santos, A.E., & Marina, S.J. (1992). Clerical training for

Filipino secretarial students. Manila: JMC Press Inc.

Manset-Williamson, G. & Nelson, J.M. (2005)’Balanced,

strategic reading instruction for upper elementary and middle

school students with reading disabilities: A comparative study of

two approaches’. Learning disability quarterly, 28, pp.21-32.

B. PUBLISHED/UNPUBLISHED MATERIALS

Baquing M.E.V. (2014). Interpretative Reading Comprehension

Using Comic Strips. S.Y. 2013-2014. Unpublished Undergraduate

Thesis, Pampanga Agricultural College, Magalang, Pampanga.

Cabrera, N.D.L(1988). The oral reading difficulties of the

primary pupils in the District of Agoncillo, San Nicolas,

Division of Batangas, S.Y. 1987-1988. Unpublished Master’s

Thesis, Angeles University Foundation, Angeles City.

 Pangilinan, J.P. (2007). The reading comprehension skills of

the college Freshmen at Systems Plus College Foundation School

Year 2006-2007. (Unpublished master’s thesis, Republic Central

Colleges).

Matinez, C.B. (2008). The receptive skills in reading of the

Intermediate Pupils of Bright Woods School S.Y. 2007-2008: A

Baseline Study for a Proposed Reading Clinic. Unpublished

Master’s Thesis, Holy Angel University, Angeles City.

C. Journals

Cain, K.,& Oakhill, J. (2006). Assessment matters: Issues in

the measurementof reading comprehension. British Journal of

EducationalPsychology,76 (4), 697-708.

D. Internet Sources

Cekiso, M., 2012, ‘Effects of strategy instruction on the

reading comprehension and strategy awareness of Grade 11 English

Second Language learners in the Eastern Cape’, Reading & Writing

3(1), Art. #23, 8 pages. Retrieved May 03, 2015 from

http://dx.doi.org/10.4102/rw.v3i1.23
 Geary, R. (2006). Views in reading. Retrieved May 02, 2015,

http://www.patentsonline.com/article/Readingviews.

Harvey, A. (1998). Reading process. Reading May 01, 2015,

http://www.edu.article/reading/process/development.

Shanahan, T., Callison, K., Carriere, C., Duke, N. K.,

Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010).

Improving reading comprehension in kindergarten through 3rd

grade: A practice guide (NCEE 2010-4038). Washington, DC:

National Center for Education Evaluation and Regional Assistance,

Institute of Education Sciences, U.S. Department of Education.

Retrieved May 02,2015 from

whatworks.ed.gov/publications/practiceguides.

Hirsch, E.D., Jr. (2011). Beyond Comprehension: We Have Yet

to Adopt a Common Core Curriculum That Builds Knowledge Grade by

Grade — But We Need To. American Educator, Winter 2010-2011,

American Federation of Teachers.Retrieved May 02, 2015 from

http://www.readingrockets.org/research/topic/comprehension.

Mak (2010). How to help a Child with Reading Disabilities.

Retrieved April 26, 2015 from http://www.helium.com

Thomas, R. (2010). How to help a Child with Reading

Disabilities. Retrieved April 26, 2015 from http://www.helium.com

 For the QUESTIONNAIRE:

https://daydreamerthegirlwhocantbemoved.wordpress.com/2011/0

7/27/the-story-of-the-aged-mother-a-japanese-folktale-by-matsuo-

basho/
 Chapter 3

METHODOLOGY

This chapter presents the methods and procedures used

in the study. It includes the research design, locale of the

study, description of the respondents, research instrument,

collection of data and statistical treatment.

Research Design

The researcher will use the descriptive-correlation survey

method to gather the following data: profile of the English

teachers, English competency of teachers and the students’

reading comprehension. This method also will also help to

determine to what extent the variables are related to each other

in the population of interest.

Locale of the Study

This study will be conducted in Sapang Bato National High

School, Division of Angeles City covering the Grade 8 students

and teachers during the S.Y. 2015-2016.

Sapangbato is the largest barangay (district) in Angeles

City in Pampanga province, Philippines, with a total land area of

187,694 sq. meters and a population of 9,920.[1] Located northwest

of Angeles near Clark International Airport and the Clark

Freeport Zone (a former U.S. Air Force base), it is identified as

the barangay in Angeles with the highest elevation of 750 feet

above sea level. It is home to Fort Stotsenburg, also known as

the "Parade Ground" of Clark Air Base. Before Fort Stotsenburg

and Clark Air Base were established, the barangay was part of

Mabalacat.

Respondents of the Study

 Total Enumeration of the Grade eight teachers who are

teaching English during the S.Y. 2015-2016 and the students who

are now in grade 8 will serve as the respondents of this study.

Research Instrument

The researcher will employ two sets of questionnaires-

English competency test for the teachers and teacher-made reading

test will be constructed by the researcher after a citing some

researches of related literature and other studies. The

questionnaire for the teacher –respondents have two parts. Part I

will determine the profile of the English teachers which include

their age, gender, number of years in the service, and the number

of in-service trainings in English they have attended. Part II of

the questionnaires is a 50-item English Competency test

subdidvided into three parts. Sub parts A and C focused on

English grammar, each consisting of 10 items; sub B is a 10-item

test on vocabulary; and the last subpart is a 10-item test on

reading comprehension. The teacher-made reading test will

comprise of 10 items. Based on a short story of Grade eight

students taken from

Collection of Data
 The researcher will seek the permission from the Schools’

District Supervisor and principals of the three schools through a

formal letter, then will meet the members of the faculty of the

said schools to personally ask their approval and cooperation.

Upon approval of the request, the researcher will distribute the

questionnaires to the grade eight teachers and will administer

the teacher made English test to the students. Questionnaires

will be retrieved immediately after having been accomplished by

the respondents.

Statistical Treatment of the Data

The mean, frequency distribution and percentage will be used

to describe the profile of the English teachers .

The level of competence of the English teachers as revealed

in their scores in the English Proficiency Test will be

interpreted using the Likert Scale.

The reading comprehension of the students revealed by their

scores in the teacher-made reading test in English will be

described through the Likert Scale.

The Pearson chi-square will be used to find out the

relationship between the teachers’ profile and their competence,

teachers’ profile and the students’ score in the reading

comprehension, and the teachers’ competence and the students’

reading comprehension.
Title: Students’ Reading Comprehension Vis-à-Vis Teachers’ In-

Service-trainings and Competencies”

QUESTIONNAIRE

PART I: Profile of the Grade-VIII English Teachers

Direction: Please answer the following appropriately. Write the

answers on the space provided.

1. Name: _______________________________ (Optional)

2. School: _____________________________

3. Age: _______________

4. Gender: ____________

5. Number of Years in Service: __________

6. Number of in-service trainings in English attended

District Division Regional

seminar/s seminar/s seminar/s

0-1

2-3

4-5

6-7

8-9

10 above
Part II: English Proficiency Test

http://www.examenglish.com/IELTS/ielts_grammar_test.htm

A. English Grammar
Encircle the letter of the best answer.

A. ENGLISH GRAMMAR

1. I must get _________ - I can't use the internet at all.

a. fixed my computer
b. my computer fixed
c. my computer fix

2 . _________ was at the party last night.

a.
Anybody
b.Everybody
c. Somebody

3  He's been working there _______ ten years.

 since
 for
 already

4  

Nothing happened at the meeting, ________ it?

 does
 didn't
 did

5.You need to work really ________ if you want to be a success.

  hardly

 hardfully

 har

6 It's about time we _________ - it's nearly midnight

 left

 to leave

 leave

7 The boys hurt ________ playing football in the park.

 themself

 theirselves

 themselves

8 Having ________ about your suggestion for a few days, I've

decided to support the project.

 thinking

 thought

 think

9 I'd rather you ________ to me like that in front of the

customers

 not speak

 weren't speaking

 didn't speak

10. You won't forget to email those files, _______?

  can you

 won't you

 will you

B. VOCABULARY

http://www.examenglish.com/KET/KET_vocab.htm

1 This maths problem is too __________ for me.

 hard
 noisy
 heavy
 empty

2 My grandfather __________ me to swim.

 taught
 made
 showed
 learnt

3  All the children at that school have to __________ a uniform.

 use
 wear
 carry
 put

4  When I went through customs, nobody __________ my passport.

 controlled
 checked
 looked
 watched
5 There are 24 hours in a __________ .

 day
 week
 year
 night

6 I'm going to go to bed now. __________ ! See you in the

morning.

 Good evening
 Good night
 Goodbye
 Good morning

7 Come to my desk and __________ me your book, please.

 take
 get
 bring
 carry

8. Joe __________ his bicycle to work every day.

 drives
 goes
 gets
 rides

9. The shortest month of the year is __________ .

 January
 February
 July
 December
10. Ahmet comes from Egypt so his first language is __________

 Arabian
 Arabia
 Arab
 Arabic

C. ENGLISH GRAMMAR

http://www.examenglish.com/TOEIC/TOEIC_reading2.htm

There are four underlined sections in the text. Select the one
which is wrong.

1  Should we really speak of the “breakdown” of families when we

are perhaps witnessing new family forms and a new social
structure arising late capitalism?

 when we are
 Should we
 arising
 speak of

2 The technology, developed in coal-rich Germany in the 1920s,

involves partly burning coal to turn it into a gas, then using a
catalyst, usually a metal, make it a liquid.

 involves partly

 turn it into

 coal-rich

 make it

3 The economy is heavy dependent on industry, and economic growth

has always been of greater concern than environmental
preservation.
  on industry

 has always been

 heavy

 than

4 Advocacy for child war victims, children in hazardous work,

abused children and those variously exploited or handicapped has
attracted the attention and commitment of legislators and policy-
makers through the world.

 those

 in

 has attracted

 through

5 Education should emphasize our interdependence with peoples,

with other species and with the planet as a whole.

 our

 should

 with

 as a whole

6 In 2004, a team led by the government environment ministry say

that chemicals from the factory had contaminated sediment in the
bay and entered the food chain.

 say that chemicals

 contaminated sediment

 entered

 led by
7 The increase population, and rapid economic growth in recent
years, have put a large and increasing stress on the water
resources and environment in Ho Chi Minh City, Vietnam.

 in recent years

 on the water resources

 increase

 in

8 Most of the large industries in the country are well organised

and structured and are sometimes backed up internationally
reputable mother companies.

 Most of

 in the

 are

 backed up

9 Public opinion polls have consistently demonstrated the

public’s willingness for 'tradeoff' economic growth for
environmental protection.

 consistently

 for

 opinion polls

 environmental

10 The minimum wage bill provides for a gradual reduction of the

minimum wage from $5.15 an hour to $7.25 an hour over two years.

reduction

minimum

over two years

bill
D. ENGLISH READING COMPREHENSION

Encircle the letter of the correct answer.

You are going to read some reading passages, each with 2-5
questions. For each question, choose the answer which you think
fits best according to the text.

http://www.examenglish.com/TOEIC/toeic_reading7.htm

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1  Where is the text from?

 A message from a business to a current client
 An advertisement for a new business service
 An email from one business worker to another
 A newspaper article about a new business’s success

2  What does the service provide?

 Off-site staff to perform general office duties
 A site where several businesses can locate their offices
 Advice on how to make your business more professional
 Temporary staff for local businesses
3  Which of the following is not included in the Basic Office
deal?
 A polite receptionist
 A mail-forwarding service
 A professional address
 A telephone-answering service

Dear Helen,
I would like to congratulate you on organising such an excellent
and informative workshop. I know a lot of people learnt a great
deal from it.  Can you pass on my thanks to Doctor Friedman for
his fascinating talk on Staff Motivation?  I realise how lucky we
were that he was able to find the time for us.  The feedback from
the staff was very positive.  Let’s hope we actually see an
improvement in staff motivation as a result!
By the way, I’m missing my list of addresses of the delegates who
attended.  Did I happen to leave it in your office?  It’s just
that I haven’t seen it since our meeting on Friday.
Thanks again for a great day,
Anne

4  What is the main objective of the message?

 to inform
 to accuse
 to make a request
 to praise

5  What can be implied about the workshop?

 All the delegates were staff from the same office.
 It included several talks.
 It lasted one day.
 Motivation was the only topic discussed.

6  What can be implied about Dr Friedman?

  He works in the same office as Anne.
 He has a very busy schedule.
 He is a leading expert on staff motivation.
 Anne knows him better than Helen does.

7  What has happened to the address list?

 Anne has lost it.
 Anne has found it.
 Anne has sent it to Helen.
 Anne has completed it.

Here’s a mouth-watering cookie recipe for you to try at home. You

will need two cups each of margarine, white sugar and brown
sugar; four eggs, four cups of flour, 1 teaspoon of baking
powder, a pinch of salt and a cup of milk chocolate chips. First
of all, pre-heat the oven to 350 degrees Fahrenheit. Take a large
bowl and cream together the margarine and sugar until they are
smooth.  Then add the eggs, one by one.  Sift the flour and
baking powder into the mixture and add the salt. Finally add the
chocolate chips.  Drop spoonfuls of the mixture onto ungreased
cookie sheets and bake for eight to ten minutes until the edges
are golden brown.  Cool for one hour before eating.

8  Which of the following is NOT an ingredient in the recipe?

 cream
 flour
 eggs
 margarine

9  What must the cook do first?

 Put the margarine and sugar in a bowl
 Turn on the oven
 Sift the flour
 Break the eggs

10  Which of the following items is needed to make this recipe?

 a microwave
 a sieve
 a saucepan
 a knife
Name: ________________________________________

Direction: Read the story silently and answer the questions that
follow. Encircle the letter of the best answer.

THE STORY OF AGED MOTHER

A Japanese Folktale by Matsuo Basho

Long, long ago there lived at the foot of the mountain a

poor farmer and his aged, widowed mother. They owned a bit of
land which supplied them with food, and their humble were
peaceful and happy. Shining was governed by a despotic leader who
though a warrior, had a great and cowardly shrinking from
anything suggestive of failing health and strength. This caused
him to send out a cruel proclamation. The entire province was
given strict orders to immediately put to death all aged people.
Those were barbarous days, and the custom of abandoning old
people to die was not common. The poor farmer loved his aged
mother with tender reverence, and the order filled his heart with
sorrow. But no one ever thought a second time about obeying the
mandate of the governor, so with many deep hopeless sighs, the
youth prepared for what at that time was considered the kindest
mode of death. Just at sundown, when his day’s work was ended, he
took a quantity of unwhitened rice which is principal food for
poor, cooked and dried it, and tying it in a square cloth, swung
and bundle around his neck along with a gourd filled with cool,
sweet water. Then he lifted his helpless old mother to his back
and stated on his painful journey up the mountain. The road was
long and steep; then arrowed road was crossed and recrossed by
many paths made by the hunters and woodcutters. In some place,
they mingled in a confused puzzled, but he gave no heed. One path
or another, it mattered not. On he went, climbing blindly upward
– ever upward towards the high bare summit of what is known as
Obatsuyama, the mountain of the “abandoning of aged”. The eyes of
the old mother were not so dim but that they noted the reckless
hastening from  one path to another, and her loving heart grew
anxious. Her son did not know the mountain’s many paths and his
return might be one of danger, so she stretched forth her hand
and snapping the twigs from brushes as they passed, she quietly
dropped a handful every few steps of the way so that they
climbed, the narrow path behind them was dotted at frequently
intervals with tiny piles of twigs. At last the summit was
reached. Weary and heart sick, the youth gently released his
burden and silently prepared a place of comfort as his last duty
to the loved one. Gathering fallen pine needle, he made a soft
cushion and tenderly lifting his old mother therein, he wrapped
her padded coat more closely about the stooping shoulders and
with tearful eyes and an aching heart said farewell. The
trembling mother’s voice was full of unselfish love as she gave
her last injunction. “Let notthine eyes be blinded, my son. A”
She said. “The mountain road is full of dangers. Look carefully
and follow the path which holds the piles of twigs. They will
guide you to the familiar way farther down”. The son’s surprised
eyes looked back over the path, then at the poor old, shrivelled
hands all scratched and soiled by their work of love. His heart
smote him and bowing to the grounds, he cried aloud: “oh,
Honourable mother, thy kindness thrusts my heart! I will not
leave thee. Together we will follow the path of twigs, and
together we will die!” Once more he shouldered his burden (how
light it seemed no) and hastened down the path, through the
shadows and the moonlight, to the little hut in the valley.
Beneath the kitchen floor was a walled closet for food, which was
covered and hidden from view. There the son his mother, supplying
her with everything needful and continually watching and fearing.
Time passed, and he was beginning to feel safe when again the
governor sent forth heralds bearing an unreasonable order,
seemingly as a boast of his power. His demand was that his
subject should present him with a rope of ashes. The entire
province trembled with dread. The order must be obeyed yet who in
all shining could make a rope of ashes.

One night, in great distress, the son whispered the news to

his hidden mother. “Wait!” she said. “I will think. I will think”
On the second day she told him what to do. “Make rope twisted
straw,” she said. “Then stretch it upon a row of flat stones and
burn it there on the windless night.” He called the people
together and did as she said and when the blaze and died, behold
upon the stones with every twist and fiber showing perfectly. Lay
a rope of whithead ashes. The governor was pleased at the wit of
the youth and praised greatly, but he demanded to know where he
had obtained his wisdom. “Alas! Alas!” cried the farmer, “the
truth must be told!” and with deep bows he related his story. The
governor listened and then meditated in silence. Finally he
lifted his head. “Shining needs more than strength of youth,” he
said gravely. “Ah, that I should have forgotten the well-known
saying, “with the crown of snow, there cometh a wisdom!” That
very hour the cruel law was abolished, and custom drifted into as
far a past that only legends remain.

1. What is the cruel proclamation mandated by the government?

a. to obey their mother’s rule strictly

b. to kill their parents

c. to immediately put to death all aged people

2. What did the son prepare for his mother as he planned to

abandon her?

a. clothes and blanket

b. food and water to drink

c. socks and a pair of shoes

3. What is known as the mountain of the “abandoning of aged?”

a. Olympus

b. Obatsuyama

c. Oedipus

4. What did the mother throw along the pathways as they climbed
the mountain?

a. pieces of twigs

b. pieces of stones
c. pieces of bread

5. What did the son prepare when they reached the summit?

a. a shelter made from pine leaves

b. a wooden bed made of twigs

c. a soft cushion made from fallen pine needle

6. Why did the son go back home with his mother?

a. his mother is so loving that he couldn’t leave her

b. her mother needs to see a doctor

c. the mountain is full of dangerous animals

7. Where did the son hide his mother?

a. in the attic

b. in a walled closet

c. in the bathroom

8. As the son and his mother began to feel safe, what did the
governor demand again?

a. to make a rope of ashes

b. to make a ball of ashes

c. to make a fireball

9. What is the idea of his mother for the governor’s demand?

a. to make a rope made of mother’s hair

b. to make a rope made of stones and pebbles

c. to make a rope of twisted straw and burn in on a windless
night

10. According to the governor, what is the well-known saying that

he had forgotten?

a. Love thy parents.

b. With the crown of snow, there cometh a wisdom.

c. Experience is the best teacher.