BLEPT Level of Preparedness of BSED English GraduatingStudents

BLEPT LEVEL OF PREPAREDNESS OF BSED ENGLISH
GRADUATING STUDENTS: BASIS FOR REVIEW MATERIALS
_____________________________________________________
A Thesis Presented to
The Faculty of Teacher Education
Bulacan State University – Meneses Campus
Matungao, Bulakan,Bulacan
_________________________________________________________
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in English minor in Mandarin
______________________________________________________
Researchers
ABARCAR, MIA BELLE MARIE S.
ROSCO, KRISTIN ANGELA T.
SIONGCO, JOHN PATRICK P.
MAY 2022
Bulacan State University
MENESES CAMPUS
TJS Matungao, Bulakan, Bulacan
MENESES CAMPUS
_______________________________________________________________
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor Secondary
Education Major in English minor in Mandarin, this thesis titled “BLEPT LEVEL
OF PREPAREDNESS OF BSED ENGLISH GRADUATING STUDENTS:
BASIS FOR REVIEW MATERIALS” which was prepared and submitted by MIA
BELLE MARIE S. ABARCAR, KRISTIN ANGELA T. ROSCO and JOHN
PATRICK P. SIONGCO, is hereby recommended for approval and acceptance.
CHRISTOPHER S. VICENCIO, Ed.D.

Adviser
Approved in partial fulfillment of the requirements for the degree of Bachelor
of Secondary Education Major in English minor in Mandarin by the Research
Committee.
LADISLAO D. MARCELO, Ed.D.

Chairperson
RAYMOND S. VILLAFANE, M.A.Ed DARWIN ENRIQUEZ, MBA

Member Member
CHRISTINA D. VICENCIO, Ph.D

Member
Accepted in partial fulfillment of the requirements for the degree of Bachelor
of Secondary Education Major in English minor in Mandarin.
Date: May 25, 2022

ALBERTO J. VALENZUELA, Ed.D.
Campus Dean
ii
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MENESES CAMPUS
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“BLEPT LEVEL OF PREPAREDNESS OF BSED ENGLISH MAJOR
GRADUATING STUDENTS: BASIS FOR REVIEW MATERIALS”
prepared by
MIA BELLE MARIE S. ABARCAR
KRISTIN ANGELA T. ROSCO
JOHN PATRICK P. SIONGCO
as been edited for grammar and composition

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STUDENTS: BASIS FOR REVIEW MATERIALS”
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DECLARATION OF ORIGINALITY
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acknowledged all the sources used in its preparation. We understand what plagiarism
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(as stipulated in the Student Conduct and Discipline section of the Student Handbook).
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iv
ABSTRACT
One of the most in-demand professions in the Philippines is Teacher
Education. However, turning into a professional teacher takes a lot of endeavors to
breeze through the Board Licensure Examination for Professional Teachers. The
Board Licensure Examination for Professional Teachers (BLEPT) is a test of
prospective teachers' general knowledge and skill that provides a dependable structure
against which future teachers' practice may be tested and confirmed and access to
ongoing growth and development. This study determined the preparedness of BSED
English graduating students to take the Board Licensure Examination for Professional
Teachers at Bulsu-Meneses Campus. The study administered a 60-item test used for
data gathering to assess the student's preparedness for taking the Licensure
Examination for Professional Teachers. The results showed the students' scores. The
findings revealed that Remedial Instructions, Language Curriculum, and Theoretical
Foundations are at an average level. Perhaps, English for Specific Purposes,
Literature, and Methodology is at the level of Moving Towards Mastery. The study
revealed the level of preparedness for the BLEPT of the students based on their scores
is Average.
Based on the data collected, a BLEPT reviewer for English Specialization was
developed and proposed focusing on the subjects mentioned above, especially on the
Remedial Instructions, Language Curriculum, and Theoretical Foundations, to help
them improve their knowledge in a specific subject matter and serve as their
references in preparation for the upcoming BLEPT. Further validation of the
assessment used in the BLEPT examination is likewise suggested.
iv
Keywords: Board Licensure Examination for Professional Teachers, English
Major, Review Materials
ACKNOWLEDGEMENT
We acknowledge the generous English major graduating students from
Bulacan State University - Meneses Campus for their outstanding participation in this
study.
We are indebted to our Research Professor, Dr. Christina D. Vicencio, for her
continued guidance and an endless supply of inspirations.
We are extremely thankful to our Research Advisor, Dr. Christopher S.
Vicencio for sharing his knowledge, for his valuable suggestions, and for encouraging
and motivating guidance.
We would like to recognize the invaluable assistance of Ms. Dyan Grace O.
Crespo, Dr. Marcelo and Dr. Alberto J. Valenzuela, our dearest defense Panel.
Most importantly, we must not forget to thank our Lord God for allowing us to
complete this Research.
“For nothing will be impossible with God.” Luke 1:37
MBM .S. ABARCAR

KA.T. ROSCO
JP.P. SIONGCO
iv
This work is dedicated to:
Various individuals without whom this Research probably wouldn't
have been composed. It is with genuine gratitude and warm regard that we
dedicate this work to our families, friends and classmates.
MBM.S.ABARCAR
KA.T.ROSCO
JP.P. SIONGCO
viii
TABLE OF CONTENTS
Approval Sheet ……………………………………………………………… ii

Certificate of Editing ………………………………………………………... iii
Certificate of Statistical Treatment …………………………………………. iv
Declaration of Originality …………………………………………………… v
Abstract …………………………………………………………………...… vi
Acknowledgements ……………………………………………………...…. vii
Dedication ………………………………………………………………..... viii
CHAPTER I- THE PROBLEM AND ITS BACKGROUNDS ………………...... 1

Introduction …………………………………………………………….……. 1
Statement of the Problems …………………………………………………... 3
Significance of the Study ……………………………………………………. 4
Scope and Delimitation ……………………………………………………… 5
CHAPTER II- REVIEW OF RELATED LITEARTURE AND STUDIES ……. 6

Relevant Theories …………………………………………………….……… 6
Related Literature ……………………………………………………………. 7
Related Studies …………………………………………...……………….... 10
Synthesis ………………………………………………………………......... 18
Conceptual Framework …………………………………………...……...… 19
Hypothesis of the Study …………………………………………...…...…... 21
Definition of Terms ……………………………………………………...…. 21
CHAPTER III- METHOD OF RESEARCH …………………...…………......... 22

Methods and Techniques of the Study ………………………..………......... 22
Population and Sampling of the Study ………………………....…...……… 23
Research Instruments …………………………………………………....…. 24
ix
vi
Data Gathering Procedures ……………………………………………......... 25
Ethical Consideration …………………………………………………….… 26
Statistical Treatment of Data ………………………………………….……. 26
CHAPTER IV- PRESENATTION, ANALYSIS, AND INTERPRETATION OF

DATA ………………...…………………………………………….......................... 28
Part I– Results…….……….……….……….……….……….…...….……... 28
Table 3: Question, Frequency, Percentage and Interpretation Distribution of
Student’s Scores in Remedial of Instruction …….……….………………… 28
Student’s Scores in English for Specific Purposes…….………..…….….…. 30
Student’s Scores in Language Curriculum …….……….…….……...……... 31
Student’s Scores in Theoretical Foundation ……….……….……….…...…. 32
Student’s Scores in Literature …….……….….………..…………………... 34
Student’s Scores in Methodology …….……….……..…….………...….…. 35
Graph 1: Level of Preparedness Based on each Subjects …….….…….…… 37
BLEPT Review for English Specialization …….……….……….………1-131
CHAPTER V- SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS …….……….……….……….………...…….….……. 38
Summary of Findings …….……….……….……….……….…….……… 38
Conclusions …….……….……….……….……….……….………..……. 39
Recommendations …….……….……….……….……….……….………. 39
REFERENCES …….……….……….……….……….……….……….……….... 41
APPENDICES …….……….……….……….……….……….……….……...….. 43
Appendix A …….……….……….……….……….……….……..……..… 43
Appendix B …….……….……….……….……….……….……………… 44
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vi
Appendix C …….……….……….……….……….……….…...…....……. 46
Appendix D …….……….……….……….……….……….……….. ….… 47
Appendix E …….……….……….……….……….………….……….…… 48
Appendix F …….……….……….……….……….………….……….…… 59
Appendix G …….……….……….……………….………….……….…… 60
Certificate of Originality/ Plagiarism Certificate …….……….………..……… 61
ABOUT THE RESEARCHER …….……….……….……….……………...… 62
xi
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Board Licensure Examination for Professional Teachers is one of the tests that
will determine an education student's future in the teaching profession. Only
individuals who pass the BLEPT can work as teachers in the Philippines. Even after
four years of undergraduate study, an education major remains the challenge of
passing the 450-item test, both definitive and tough. Those who wish to pursue
teaching as a career must pass the Board Licensure Examination for Professional
Teachers, BLEPT. Yet, few people understand what the BLEPT is, what it is for, and
how important it is in the Philippines' education reform.
On December 16, 1994, Republic Act 7836, also known as the "Philippine
Teachers Professionalization Act of 1994," was passed in the Philippines, putting the
BLEPT into effect. The passage of the ordinance did not imply that Filipino
instructors were not "professional." Instead, it is a technique of bolstering and
improving the teachers, quality of education, and the entire educational system.
Students would naturally follow the betterment of those who guide them if teachers
are improved. Before implementing Republic Act 7836, the National Board for
Teachers governed and controlled education in the Philippines (N.B.T.). Even though
R.A. In 1994, House Bill 7836 were bought into law; the first BLEPT test was given
two years later. The inaugural BLEPT test was held by both the Board for
Professional Teachers (B.P.T.) and the Professional Regulation Commission in
August 1996, with 97,560 examinees (P.R.C.).
1
BULACAN STATE UNIVERSITY- MENESES CAMPUS
The Professional Regulation Commission (P.R.C.) and the Board for
Professional Teachers (B.P.T.) have announced that 4,883 elementary teachers (55.96
percent) and 10,318 secondary teachers (57.76 percent) passed the Licensure
Examination for Teachers (L.E.T.) given in 26 testing centers across the Philippines
on September 26, 2021. Furthermore, 3,908 of the 4,883 elementary teachers who
passed the exam were first-timers, while 975 were repeaters. There are 9,286 first-
timers and 1,032 repeaters among secondary instructors.
According to studies, there are reasons or problems why teachers failed to pass
the Licensure Examination for Teachers, now called Board Licensure Examination for
Teachers. One of these is the small amount of time spent reading. Next is unfamiliar
topics; some test takers have reported encountering an item or items on the test that
they were not familiar with in college. Unfortunately, you won't learn everything you
need to know in college because some professors overlook essential aspects of the
subjects they teach. As a result, before taking the test, it is recommended that you
engage in a review program. In addition to it is their mindset. Perusing has been
displayed to further develop memory and cerebrum work, so it is prescribed that you
become accustomed to perusing a ton of months before taking a significant test. It
also helps you understand things faster. Remember that some test sections require you
to read lengthy texts, so it's preferable to practice now rather than regret failing the
exam later.
The study aims to measure the level of preparedness of English Majors batch
2021-2022 who will take the upcoming Board Licensure Examination for Professional
Teachers (BLEPT). In this study, researchers will create a set of questions to assess
students' strengths and weaknesses to develop a substantial review material that will
serve as their reviewer in preparation for the upcoming BLEPT. Research says that
BULACAN STATE UNIVERSITY- MENESES CAMPUS 2

one of the most effective ways to increase the number of Board Licensure
Examination for Professional Teachers' passers is the student's preparedness.
Therefore, the development of review material is necessary and must be focused on.
In the review material, they will have an excellent metacognitive opportunity
to assess what they know and what they do not know. Review well-designed material
to assist students in structuring the content to be examined. These allows students who
will take the upcoming BLEPT.
Researchers believe that this research will considerably contribute to increasing
the number of students who pass the Licensure Examination for Teachers and become
full-fledged teachers and benefit future students.
This study is a descriptive research design that employs the researcher's self-
created questionnaires to assess the participants' readiness to take the Licensure
Examination for Teachers. The study recommends the development of mechanisms to
improve the conduct of pre-board examination review, and the mentoring and
coaching program be continued for future batches of 4th-year students; however,
some procedures and take the examination after they graduate. Some students are
looking for a modern reviewer; techniques in the program should be modified for
further improvement and to address the individual needs of the takers.
Statement of the problem
This study aims to determine the Level of Preparedness of BSED English
Major Graduating Students for the upcoming Board Licensure Examination for
Professional Teachers (BLEPT) of Bulacan State University- Meneses Campus.
Specifically, the study seeks to answer the following questions:

1. What is the BLEPT level of preparedness of the student-respondents based on
their specialization in terms of:
1.1 Remedial Instruction in English;
1.2 English for Specific Purposes (E.S.P.);
1.3 Language Curriculum for Secondary Schools;
1.4 Theoretical Foundations of Language and Literature;
1.5 Literature; and
1.6 Methodology?
2. What review material for BSEd English graduating students of Bulacan State
University-Meneses Campus can be developed as an offshoot of the study?
Significance of the study
The study focused on the BLEPT level of preparedness of BSED English
Graduating Students. Moreover, the results of the study will be beneficial to the
following:
BSED English Graduating Students. This study benefits BSED English
Graduating Students as an early self-assessment and intervention for their incoming
BLEPT Examination. Moreover, this would help students identify weaknesses that
need improvement, and researchers provide substantial review materials based on
their partial exam results. The results are essential for the currently affected and those
future takers.
Parents. The study will help the parents to motivate their children to study.
This could also let them figure out the strength and weaknesses of their child/ren in
terms of the BLEPT level of preparedness.

School Administrator. This study will help school administrators analyze the
strengths and weaknesses that could create a strategic plan for the betterment of future
educators.
Teachers. This research will help the teachers know the topics they need to
focus on and enrich the issues they discuss.
Future Researchers. This study will offer significant insights for future
researchers, help consolidate specific issues on which the study is based, and serve as
their reference for future research.
Scope and delimitation of the study:
The general intention of this study is to determine the level of preparedness of
57 BSED English Graduating students 2021-2022 of Bulacan State University
Meneses Campus, T.J.S. Matungao Bulakan, Bulacan in the incoming Board
Licensure Examination for Professional Teachers.
The study will mainly focus on acknowledging the needs of students where
researchers examine to categorize the factors which are the items where students are
struggling regarding in the examination. Also, this study yearns to identify how the
researchers can develop substantial, measurable, and effective review materials based
on the competencies. Furthermore, the goal of the current research is to add an
exiguous body of knowledge to the future English foremost about the importance of
being prepared to take the Board Licensure Examination for Professional Teachers
with a high passer percentage.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter contains theories that were found to have some bearing on the
subject under study, related study, and related literature, both foreign and local, the
hypothesis of the study, the conceptual paradigm, and the definition of terms.
Relevant Theories
This chapter contains the synopsis of the theories relevant to the present study.
It serves as a guide for further understanding the Level of Preparedness of BSED
English Graduating Students.
Assessment Theory
Each successive assessment level in Kirkpatrick's four-level model is related to
information supplied by the lower level. Level one of the Assessment is completed
first, followed by levels two, three, and four. The information from each previous
group serves as a foundation for interpreting the data from the following level. As a
result, each subsequent level indicates a more exact metric while necessitating a more
thorough and time-consuming investigation.
Constructivism Theory
It is focused on explaining how the world's knowledge is created. It's also a
topic of study for teachers who want to figure out how their students learn. Learners

work to create, interpret, and reorganize knowledge in a variety of ways; as
Windschitl (1999) points out: "When students reconcile formal instructional
experiences with their existing knowledge, the cultural and social contexts in which
ideas occur, and a variety of other influences mediating understanding," he writes
(Windschitl,1999).
Stasis Theory of Standardized Testing
Although standardized tests are an effective way to assess aptitude and
intellectual quality, the Board of Education must reconsider their testing methods and
formats to better shape curriculums and accurately represent students' and their
performance students' and their performance. The number of standardized
examinations administered by schools in the United States has increased dramatically
in the last decade. Standardized tests are outdated and no longer accurately reflect a
person's ability to think. Not only are standardized tests not always representative, but
students also spend excessive time preparing for them. It is critical to eliminate low-
quality test preparation strategies to ensure educational equity.
Related Literature
This section reviews literature deemed relevant to the research objectives that
includes a brief overview of the BLEPT Level of Preparedness.
Preparation of BSED BLEPT takers
Inductive data analysis was used in this work (Lincoln & Guba, 1985), a
qualitative technique based on the ongoing comparative analysis technique (Glaser &
Strauss, 1967). The qualitative nature of the analyses necessitates discussion. In the
manner in which the results are presented Reflections on the L.E.T. by participants,

The preparations were divided into five categories: goal setting, planning, preparing
for the event, and preparing for the event. A desire to read, a test-taking mindset, early
preparation, and attendance. Review program for the L.E.T. The following are some
contributory characteristics: The following themes emerged: taking metacognitive
tests, having confidence in God, becoming metacognitive test-takers and being a part
of a study, having a solid support system, and having a solid foundation in college
groups.
Pachejo and Allaga (2013) also stated in the study they conducted at Rizal
Technological University that Academic Examinees' success in the areas of
Specialization (Science, English, Filipino, Computer Education, Mathematics, and
Social Studies), General Education (Social Sciences, Mathematics, Filipino, Science,
and English), and Professional Education is a significant determinant of their L.E.T.
results. Studies have revealed that the student's academic grades serve as the predictor
in achieving a 90% passing rate for the 2010 board. On the other hand, the
competency of reviewers also affects students' performance in the Licensure
Examination for Teachers. Academic performance in Specialization (Computer
Education, English, Filipino, Mathematics, Science, and Social Studies), General
Education (Mathematics, Social Sciences, Science, Filipino, and English), and
Professional Education (Social Sciences, Mathematics, Science, Filipino, and English)
is a strong predictor of Board Examination Performance (Pascua and Navalta, 2011).
(Pachejo and Allaga, 2013), (Garcia, 2010), and (Pachejo and Allaga, 2013).
(Figuerres, 2010). It has been suggested that education graduates take comprehensive
or mock examinations regularly before taking the Licensure Examination for Teachers
to boost their chances of passing the board exam (Riney et al., 2006), (Tella, 2008)
and (Riney et al., 2006). (Xu and Ye,)

Effectiveness of the L.E.T. Review Program/Materials
Universities and review centers are the factors that primarily affect their board
examination performance. Navalta et al. (2006) stated in their study on the
"Effectiveness of the L.E.T. Review Program" that there is a significant difference in
the L.E.T. performance between those who enrolled and did not enroll in the review
program and that those who enrolled in the review program performed better than
those who did not.
According to (Professional Regulation Commission CHED, 2004). The success
of a program in board examinations is one of its quality indicators. If the initial try
passes with a high percentage of success, it is a positive indicator of program quality.
Prospective teachers must overcome several challenges today to get and maintain a
teaching credential, one of which is passing the Licensure Examination for Teachers.
2009 (Libman). The Licensure Examination for Teachers (L.E.T.) is a comprehensive
evaluation of prospective teachers' overall knowledge and abilities that provides a
credible framework for evaluating and confirming future teachers' practice, as well as
opportunities for continued growth and development.
(Riney et al., 2006). Thus, graduates of teacher education courses strive to
pass the Licensure Examination for Teachers, according to the author. Licensure tests
are seen as crucial by teachers education students in their professional growth. As a
result, they will be recognized as experienced teachers and allowed to teach in public
or private schools.
Faltado (2014) found out that type of school is not a factor in passing the
examination, while the admission and retention policy, curriculum and instruction,
and faculty competence are significantly correlated with the performance in the test

Pascua and Navalta (2011), moreover, also found out in their study that the degree
course; Grade Point Average, English proficiency, and Admission Test Score
indicated a significant relationship with L.E.T. performance of graduates of the Nueva
Vizcaya State University Marpa (2014), revealed that the Philippine Normal
University admission test and College grade point average significantly predicted
performance of graduates in the Licensure Examination The study of Castillo (2011),
revealed that graduates' academic achievement in general education areas was shown
to be the best predictor of BSEd graduates' success in the L.E.T.
As stated by (Geemiz, 2011). A mock board examination is a practice test for
the actual board exam. The Professional Regulation Commission (P.R.C.) does not
oversee the mock board examination. Any institution or group can hold a mock board
test without notifying the Professional Regulation Commission or consulting with
them.
According to Tarun et al. (2014), the mock board exam result, as well as the
general weighted average of the graduates' academic achievement, are deemed
significant to the response attribute in the L.E.T. performance. It's also a good
learning activity for pupils to familiarize themselves with question styles and overall
board test results. This encourages pupils to study and prepare for the national board
examination. It might be an excellent supplement to board preparation exercises.
Related Studies
This section provides a review of studies deemed relevant to the research
objectives. This includes the following:
The Licensure Examination for Teachers or L.E.T.

One of the criteria for teachers in the Philippines before they may begin
teaching. So it's critical to keep track of the relevant factors to enhance the percentage
of instructors who pass the L.E.T. This study looked at the link between pre-LET, and
L.E.T. performance of 71 Elementary Education (BEEd) and 127 Secondary
Education (BSEd) graduates from One University in the Philippines. Individual and
aggregated data were obtained from the dean's office of the College of Teacher
Education and the Professional Regulations Commission (P.R.C.). This study offered
the null hypothesis that pre-Licensure is not a predictor of L.E.T. outcomes using the
descriptive-correlation technique of research. The findings revealed a strong
correlation link between pre-LET and post-LET exam performance. Graduates' scores
in pre-LET can be used to predict their performance in L.E.T. with more confidence
using linear regression analysis. Last but not least, a thorough Pre-Licensure
curriculum is being considered.
The examination for teacher licensure in the Philippines is facilitated by Board
Licensure and is administered by the Professional Regulation Commission. Based on
Republic Act No. 7836, the Teacher Examination (L.E.T.) is held. The "Philippine
Teachers Professionalization Act" is another name for the "Philippine Teachers
Professionalization Act." "In 1994." This is how the country ensures and promotes
quality. Education through adequate supervision and licensure regulation, the practice
of teaching is being examined and professionalized. Profession. In this area, passing
the licensing exam is crucial. It does not merely define the quality of education
(Educational Testing Service, 2004). It increases the number of teachers and enhances
and improves the quality of instruction Hertz and Chinn (2000).
Performance on licensure exams and academic achievement of teacher
education graduates This study was to see a link between academic achievement and

licensure exam performance among teacher education graduates. Academic
achievement refers to a graduate's grade-weighted average in college and scores on
pre-board examinations. The respondents were 1,017 graduates of a public university
in Cagayan Province, Philippines, with degrees in Bachelor of Secondary Education
and Bachelor of Elementary Education. The researchers discovered a large and robust
link between the graduates' grade weighted average in college and their L.E.T.
performance. The professors' assessment agrees with the graduates' performance in
the L.E.T., indicating that the university's evaluation method is effective. The
graduates' performance on the pre-board test was also found to have a significant link
with L.E.T., albeit with a bit of correlation. The establishment of strategies to improve
pre-board examination review programs in the university is recommended in this
study. It is also recommended that the evaluation instruments utilized in the pre-board
examination be validated further.
The Preparedness of Education Students in the Licensure Examination for
Teachers.
Teacher education is one of the most in-demand professions in the Philippines.
However, becoming a professional teacher necessitates a significant amount of effort
to pass the Licensure Examination for Teachers (L.E.T.). This study assessed
Education students' readiness to take the Licensure Examination for Teachers (L.E.T.)
at EAC-Cavite. This was a pretest-posttest study that used the researcher's self-created
questionnaires to assess the participants' readiness to take the Licensure Examination
for Teachers. At the beginning and finish of the research, the paired t-test was used to
evaluate the participants' willingness to begin L.E.T. The posttest mean (= 53.042)
exceeds the pretest mean (= 51.153), indicating that the review program was
successful after the study. The pretest (= 51.53) and the posttest (= 53.042) tell scores

showed a significant difference (p0.05 with a p-value of 0.027). The participants are
now prepared to take the L.E.T. based on the results. The study suggests that the
mentoring and coaching program be continued for the subsequent batches of fourth-
year students; however, some procedures and strategies in the program should be
modified for further development and to meet the participants' specific needs.
From 2009 to 2016, this study looked at the performance of teacher education
institutes (T.E.I.s) in the licensing examination in Central Luzon. The version on the
teacher licensing examination was examined using a descriptive-correlational research
approach in this quantitative study. Based on data published by the Professional
Regulation Commission, we calculated the (L.E.T.) of the 110 TEIs. The results
indicated that 54% of first-timers and 19% of repeaters passed the L.E.T., for an
overall pass rate of 33%, higher than the national pass rate of 29% percent. The
majority of T.E.I.s performed poorly in the L.E.T. over seven years.
Furthermore, the T.E.I.s' performance trend was highly correlated with the national
passing %. There was also a significant positive association between the number of
first-timers and L.E.T. performance, implying that the more first-timers, the more
likely they will get higher results. Finally, the number of repeaters was strongly but
negatively associated with L.E.T. performance, implying that T.E.I.s with fewer
repeaters performed better. Teacher education policy and practice suggestions are also
examined.
Performance of BSED graduates on the licensure examination for teachers
One of the quality indicators of a program. If the first attempt pass rate is high,
it is a good indicator of program excellence (Professional Regulation Commission
CHED, 2004). Furthermore, as Hermosisima (2003) points out, one of the most

frequently mentioned indicators of the country's higher education program quality is
graduates' performance on licensure examinations. The licensing test is one of the
final obstacles that a candidate must overcome during the licensing process. The
ultimate responsibility of a board is to ensure that the examination meets technical,
professional, and legal standards, as well as to protect the public's health, safety, and
welfare by assessing candidates' competence to practice. After a candidate passes a
licensing examination, the board must be confident in granting the license, assuring
the public that the licensee is at the very least qualified to practice at the time of initial
licensure.
Prospective teachers must now overcome several obstacles to obtain and
maintain a teaching certificate, one of which is passing the Licensure Examination for
Teachers (Libman, 2009). The Licensure Examination for Teachers (L.E.T.) is a test
of prospective teachers' overall knowledge and proficiency designed to provide a
reliable structure for measuring and proving future teachers' practice and access to
ongoing growth and development.
The study included 105 graduate sample respondents. The Professional
Regulation Commission's official results were used as key data sources. Other data
was gathered using the survey questionnaire. The statistical methods employed in the
study were descriptive statistics and Pearson Product Moment Correlation. G.P.A. and
averages, as well as an aptitude for college work acquired in general education and
professional education courses, were the profiles that determined their license
examination success for the BSED. The L.E.T.'s specialization component was also
impacted by the gender of the BSED graduates. None of the instructors' profiles for
professional education and specialization courses predicts BSED graduates'
performance in L.E.T. professional education and specialization. On the other hand,

sex, the ability for college work, and G.P.A. in general education courses were all
factors in the graduates' profile that predicted BSED success on the L.E.T.
Mock Examinations or Comprehensive Examinations
Universities held in the Philippines to detect the examinees' weaknesses and
study their performance to promote the efficacy of Licensure Examinations
(Montemayor et al., 2009). According to them (Geemiz, 2011). A mock board
examination is a practice test for the actual board exam. The Professional Regulation
Commission (P.R.C.) does not oversee the mock board examination. Without prior
notification or consultation with the Professional Regulation Commission, any school
or organization can organize a mock board test. According to Tarun et al. (2014), the
outcome of the mock board exam, as well as the overall weighted average of the
graduates' academic achievement, is regarded as relevant to the response attribute in
the L.E.T. performance.
Furthermore, it is a valuable tool for students to utilize as a learning exercise to
familiarize themselves with question styles and overall board exam performance. This
encourages pupils to study and prepare for the national board examination. It might be
a valuable complement to board preparation tasks.
Mindanao State University General Santos City, founded in 1967, aspires to be
a globally competitive university in the Southern Philippines. As part of its dedication
to delivering high-quality education, the College of Education will hold a mock board
examination for fourth-year students. BSED and BEED students will be used as a
basis for in-house review and to calculate the possible percentage of L.E.T. exam
passers. The study's findings would reflect the institution's efficiency and
effectiveness in applying to a chosen profession or career, as well as the level of

education provided. It would also demonstrate the institution's sense of responsibility
and care for its graduates.
On the other hand, it would give the graduates the opportunity to be better
prepared for the L.E.T. and help them pass it, which would benefit them and the
institution where they were trained. (SDSSU Performance in Licensure, 2012) stated
that L.E.T. performance scores reflect the abilities of teacher examinees. As a result, a
low percentage of L.E.T. passers indicates that pre-service teacher education in the
country is of poor quality. In addition, poor performance in L.E.T. may lead to a
further decline in a country's educational standards.
(Philippine Journal of Education, 2005). A high percentage of L.E.T. passers,
on the other hand, dramatically contributes to the accreditation of a college or
university's college programs. In addition to revitalizing the atmosphere around the
school academe, it is the reason why schools offering education courses strive for a
high percentage of L.E.T. passers.
The latest CHED statistics in 2016, there were 119,091 BEED exam takers.
Only 35,395 people, or 29.72 percent, passed the L.E.T. for elementary school. In
contrast, out of 144,588 examinees in the same year, only 49,966 (or 34.56 percent)
passed the secondary level board exam (CHED, 2017). The Philippine Regulatory
Commission (P.R.C.) issues valid professional licenses to education graduates who
successfully pass the Licensure Examination for Teachers (P.R.C., 2000). As a partner
agency, the Commission on Higher Education (CHED) monitors the performance of
Teacher Education Institutions (T.E.I.) to ensure competency and quality of
instruction in the Philippines. In response to CHED's mandate for quality education,
the academe must assure the effectiveness of their educational programs offered

through analyzing the board performance and the determinants/ predictors for success
in Licensure Examination for Teachers. It's worth noting that the broad majority of
the related studies mentioned above are geared toward this end.
Bulacan State University (BulSU) has again demonstrated its academic
dominance by producing top scorers in the Mechanical Engineering and Librarian
Licensure Examinations. In the August 2018 Mechanical Engineering tests, Mr.
Jethro M. Sayo (91.60 percent rating) and Mr. Billy Joe M. Alcantara (91.50 percent
rating) from the College of Engineering took the 4th and 5th places. BulSu was also
named the top 8 Mechanical Engineering school, with 81.25 percent of its 128
examinees passing the test, outperforming the national passing rate of 60.82 percent.
With a 64 percent total passing percentage, the school exceeded the national pass
average of 24.90 percent for the Master Plumber Licensure Exams in July 2018.
Similarly, in the recently held September 2018 Librarian Licensure Examinations, the
College of Education produced its own more topnotch in the form of Ms. Franchesca
H. Ramirez, who received an 88.05 percent rating and placed fifth overall. BulSU had
a 48.44 percent total grade, with 55.56 percent of first-timers passing and ten percent
of repeaters passing.
Through the Enhanced Basic Education Program, often known as the K-12
Curriculum, the Philippine government is now investing in education reform. The
new basic education program emphasizes academic success and increased teacher
qualifications. The goal of this research is to see if teacher licensure has a role in the
execution of the Philippine Education System's primary education reform. This study,
which was qualitative in nature, used Phenomenology as its research methodology to
capture the lives of college professors who have been thrown off by the
implementation of the new K-12 curriculum. Data was acquired through interviews,

and data analysis was observed empirically utilizing the procedures of transcription,
coding, theming, confirming, and analyzing. The respondents' significant statements
about eligibility that makes the college instructor qualified to teach in Senior High
School of the new K-12 program yielded three essential themes based on the data
analysis in this phenomenological inquiry: full eligibility, provisional eligibility, and
temporary eligibility. The college professors in this research support and accept the
Department of Education's requirement for a teaching license. Before joining the
classroom, they feel that passing the Licensure Examination for Teachers (L.E.T.) is
necessary. The study participants shared experiences serve as a vital resource for
raising awareness about the value and importance of teacher licensure in meeting the
profession's high-quality standards, as well as the hiring standard recognized by the
government and public schools as a guarantee of competence and quality.
Synthesis
Board Licensure Examination for Professional Teachers is an examination of
prospective teachers' general knowledge and proficiency that provides a dependable
structure for future teachers' practice to be measured and confirmed, as well as access
to ongoing growth and development. Universities and review centers are the factors
that primarily affect their board examination performance. The study stated, the
"Effectiveness of the BLEPT Review Program" that there is a significant difference in
the BLEPT performance between those who enrolled and did not enroll in the review
program, and those who enrolled in the review program performed better than those
who did not.
Teacher education is one of the most in-demand professions in the Philippines.
However, passing the Board Licensure Examination for Teachers, which is required

to become a professional teacher, takes a lot of effort (BLET). This study assessed the
preparedness of Education students to take up Board Licensure Examination for
Teachers (BLET). This study utilizes the researcher's self-made questionnaires to
evaluate the readiness of the participants in taking the Licensure Examination for
Teachers. The establishment of strategies to improve the conduct of pre-board
examination review programs in the university is recommended in this study. It is also
recommended that the evaluation instruments utilized in the pre-board examination be
validated further.
The researchers recommend that the mentoring and coaching program be continued
for future batches of 4th-year students; however, some methods and strategies in the
program should be modified for further improvement and to match the specific needs
of the participants.
The study participants shared experiences serve as a vital resource for raising
awareness about the value and importance of teacher licensure in meeting the
profession's high-quality standards and the government and public schools' hiring
standards as a guarantee of competence and quality.
Conceptual Framework
Figure.1 Shows to measure the Level of Preparedness of BSED English Major
Graduating Students to improvise a review material for Board Licensure Examination
for Professional Teachers (BLEPT).

Figure.1 Shows to measure the Level of Preparedness of BSED English Major
Graduating Students to improvise a review material for Board Licensure Examination
for Professional Teachers (BLEPT).
INPUT PROCESS OUTPUT
1. Level of preparedness
of the respondents with
regards to their
specialization: Determined BLEPT
Assessment LEVEL OF
1.1 Remedial Instruction in
English PREPAREDNESS
Validation
1.2 English for Specific of BSEd English as
Purposes (ESP) Survey- specialization
1.3 Language Curriculum
for Secondary Schools Questionnaires Review Material
1.4 Theoretical
Foundations of Language
and Literature
1.5 Literature
1.6 Methodology
The conceptual framework of the study shows that researchers used the IPO
method. The input variables are responses in terms of Level of Preparedness of BSED

English Graduating Students. On the other hand, the process is used through
assessment, validation, survey questionnaire to assess their level of preparedness.
This recommended review material will serve as their basis in preparation for
the upcoming BLEPT.
Hypothesis of the study
In line with the research paradigm and statement of the problem, the following
hypothesis is subjected to a test, the BLEPT Level of preparedness of the student-
respondents is at least Average and Moving Towards Mastery.
Definition of Terms
The following terms are defined conceptually and operationally to enhance clarity.
1. Board Licensure Examination for Professional Teachers (BLEPT). It is a
test of the overall knowledge and proficiency of prospective teachers to
provide a reliable structure in which the practice of future teachers can be
measured and proven, and it gives access to continuing growth and
development.
2. Review Material. It means to carefully evaluate or review the findings of the
study, as well as the data and other material needed for each "Test."
3. Preparedness. It refers to the state of being ready for something to happen.
4. Bachelor of Secondary Education (BSEd). It is a four-year undergraduate
degree offered under the 2018 curriculum that intends to train aspiring

educators for teaching at the secondary, junior, and senior high school basic
education levels.
CHAPTER III
METHODS OF RESEARCH
This chapter outlines the study's research methodology. The research proper
procedures and strategies utilized to identify the Level of Preparedness are described
in the method. To arrive at meaningful and reliable findings, you must conduct the
study and analyze data. The study's validity and reliability are assessed in this chapter.
It consists of the research design, sample selection, research procedure, and statistical
tools and techniques treatments.
Methods and Techniques of the Study
Researchers utilized a descriptive research design in this study. Descriptive
research is a type of research that describes a population, situation, or phenomenon
being studied. The research aims to determine the Level of Preparedness of BSED
English Graduating Students for the upcoming BLEPT. Moreover, this study focuses
on the proposal of a review material based on the assessment conducted. This study
provides methods and techniques and measures the level of preparedness.

The descriptive design, the study focuses on the present condition. The purpose
is to find the new truth. The truth may have different forms, such as an increased
quantity of knowledge, a further generalization or new "law," an improved insight
into factors that are operating, the discovery of a new causal relationship, or a more
accurate formulation of the problem to be solved (Zulueta & Costales, 2003).
Population and Sampling
Bulacan State University – Meneses Campus has a total of fifty-seven (57)
BSED English Graduating Students in the Education Department. This research
studied the whole population of BSED English Graduating Students.
The researchers conducted the study for BSED English Graduating Students
since the Board Licensure Examination for Professional Teachers is one of the main
requirements in the Teaching Profession and application for Public Schools.
The samples are selected using cluster sampling; BSED English Graduating
Students will be chosen as a cluster for the study's respondents. Instead of selecting
the entire population, cluster sampling allows the researcher to gather data.
Respondents of the Study
Table 1
Distribution of Respondents According to Their section

4TH Year English Department MALE FEMALE Total Frequency Percentage
BSED ENGLISH 4-A 6 21 27 47.37%
BSED ENGLISH 4-B 8 22 30 52.63%
TOTAL 14 43 57 100%
Table 1 presents the distribution of respondents as to their sections in Bulacan
State University-Meneses Campus, Graduating Students. The information in this table
indicates that the target respondents belong to the Education Department. They cover
47.37% of BSED English 4-A respondents and 52.63% of BSED English 4-B
respondents where researchers conduct the study.
Research Instruments
The primary instrument utilized in this study consisted of a test questionnaire
tool. The researcher adopted these questions from teacher Ceppee. Researchers have
sent a message through email to formality asking for his consent. In addition, the
English professor also validated the credibility of the test questionnaire.
It will serve as a gauge to ensure the validity and reliability of the test. It has
sixty items (60) questions aligned with the learning competencies stipulated in the
Table of Specifications of English Licensure Examination, which served as the test's
blueprint and was crafted before making the performance test. Researchers conducted
a dry run in one of the universities/colleges in Bulacan to justify the validity of the 60-
items test used for the data gathering. Upon testing, it shows that 92% of the
respondents passed, and that was one of the indications that the exam is valid and
credible as the toll for data gathering. The Assessment focuses on different
specializations: Remedial Instruction in English, English for Specific Purposes

(E.S.P.), Language Curriculum for Secondary Schools, Theoretical Foundations of
Language and Literature, Literature, and Methodology.
In determining the Level of Preparedness based on their results from the test,
researchers will use item analysis which is the most and least learned competency.
The percentage of correct responses will be the basis for identifying the competencies
that are reflected in creating the review materials.
In determining the Level of Preparedness based on their results from the test,
researchers will use item analysis which is the most and least learned competency.
The percentage of correct responses will be the basis for identifying the competencies
that are reflected in crafting the review materials.
The Eight Levels of Preparedness will be based on the researcher's
performance scale. The items who got a 96%-100% were in the mastered level; those
who had 86%-95% will be in the level of Closely Approaching Mastery, 66%-85%
will be Moving Towards Mastery, for 35%-65% will be average level. For 15%-34%
is on Low Mastery, for 5%-14% will be Very Low Mastery, then 0%-4% will be on
Absolutely No Mastery level.
For 75%, it is Very Low Mastery; however, the level of 70% is on Absolutely no
matter Mastery.
Researchers will create review materials and recommend distribution at the end
of the study.
Data Gathering Procedures

Researchers came up with Quantitative research wherein the numerical data of
Graduating students are collected and analyzed. Researchers used it to gain more
reliable and valid evidence from the respondents' scores.
The step-by-step procedures followed in conducting this study are
chronologically enumerated as follows:
1. Having found the research instrument valid and reliable, the researchers then
sought the approval of the Dean of Bulacan State University- Meneses
Campus, where the respondents are, to conduct the study.
2. After the Permit to Conduct Study was signed, researchers distributed the
assessment form, including the subjects based on the T.O.S. Licensure
Examination for English Majors.
3. Researchers made a schedule to finish the conduction of the Assessment with
their respondents through google meet. Afterward, the respondents submit the
questionnaires. Researchers check the score result, then interpret and analyze
the gathered database on the BLEPT level of preparedness of the student-
respondents. Those data scores drive them to create substantial review
materials for the recommendation.
Ethical Considerations
This study will follow the Data Privacy Act of 2012 or RA 10173 to protect
participants' privacy while allowing for open information flow necessary for
innovation and growth; collects, organizes, stores, updates or modifies, retrieves,
consults, uses, consolidates, blocks, erasures or destroys personal data; and the
researcher is responsible for following the Act's obligations. Based on this Act,
participants will give their consent before processing information. The researcher

shall ensure that appropriate protections are in place to protect the confidentiality of
personal data and prevent its misuse.
Additionally, the following ethical guidelines will be put into place for the
research period such as the dignity and well-being of students will always be
protected, the research data will remain the anonymity and confidential throughout the
study, and the researcher will obtain the students' permission to use their real names in
the research report and the research participants have the right to withdraw from the
process at any point. They are not mandatory to participate in the study.
Statistical Treatment of Data
The data obtained were tabulated, analyzed, and interpreted using the
following statistical treatments: Descriptive statistics such as percentages are used to
quantify and find the student's scores concerning their Level of Preparedness. The
parameter limits were used to quantify their Level of Preparedness.
Table 2
Parameter limits
Percentage of Correct Responses Level of Performance
96% - 100% Mastered
86% - 95% Closely Approaching Mastery
66% - 85% Moving Towards Mastery
35% - 65% Average
15% - 34% Low Mastery
5% - 14% Very Low Mastery
0% - 4% Absolutely No Mastery

According to the Policy on Learning Evaluation (MEQ), evaluation is the
process whereby a judgment is made on a student's learning based on information
gathered, interpreted, and analyzed to make pedagogical and administrative decisions.
Evaluation, when used to support education, allows teachers to adjust their
pedagogical actions based on the progress made by students.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter describes the data analysis and interpretation process. The
chapter is organized in the order of the study's specific questions, as indicated in the
problem description. The outcomes of the quantitative methods utilized to analyze the
data are presented.
This chapter analyzes and interprets data collected from 57 BSED English
graduating students from Bulacan State University-Meneses Campus during the S.Y.
2021-2021. The obtained replies through mock examinations and the demographic
profiles of the students. These data scores were used as the basis for the presentation,

organized by the specific issues highlighted in Chapter 1 of this study. Part I
discussed the statistical results of scores.
Part I – Results
Part I discussed the statistical results of scores
Table 3
Questions, Frequency, Percentage, and Interpretation Distribution of Student’s
Scores in Remedial of Instruction
QUESTIONS FREQUENCY PERCENTAG INTERPRETATION
Q1. 24 42.11% Average
Q2. 50 87.72% Closely Approaching Mastery
Q3. 19 33.33% Low Mastery
Q5. 21 36.84% Average
Q6. 23 40.35% Average
Total 218 38.25% Average
Table 3 shows the frequency and percentage distribution of students' scores in
Remedial Instruction. The finding indicates that item numbers 1, 5, and 6 are average,

and item numbers 3, 4, 7, 8, 9, and 10 are at the Low Mastery level. However, item
number 2 is at Closely Approaching Mastery. As a result, most of the students are at
the Average level with 38.25%.
Concerning this is a study showed how English Remedial instruction teaching
efficacy was achieved in this study. An instructor, a teaching assistant, and 28
freshmen English underachievers from a technical college participated in this study.
To determine the disparities in the kids' academic achievements, the researchers
employed a qualitative analytic method and a paired sample t-test. The pupils'
reactions to remedial education and learning were demonstrated using statistical data.
The study results a relationship between the teacher's teaching method and the
student's will to understand the lesson.
Exploring English Remedial Instruction for Freshmen at a Technical College from
the Perspective of Teaching Efficacy (2018)
Table 4
Scores in English for Specific Purposes
QUESTIONS FREQUENCY PERCENTAGE INTERPRETATION
Q11. 48 84.21% Moving Towards Mastery
Q12. 25 43.86% Average
Q13. 28 49.12% Average
Q14. 31 54.38% Average
Q15. 28 49.12% Average

Q16. 37 64.91% Average
Q18. 56 98.25% Mastered
Q20. 55 96.49% Mastered
Total 391 68.60% Moving Towards Mastery
English for Specific Purposes. The finding indicates that item numbers 12, 13, 14, 15,
and 16 are at the Average level, and item numbers 11, 17, and 19 are at Moving
Towards Mastery. However, items 18 and 20 are at Mastered level. As a result, most
of the students are at Moving Towards Mastery with 68.60%.
The study of Needs Analysis for an English for Specific Purposes (E.S.P.)
Course for Thai Undergraduates in a Food Science and Technology Programme,
revealed that the student's English proficiency was low. Their low English levels then
impacted their academic studies and work during the internship program in the
occupational context. Reading and translation were deemed essential skills in their
intellectual context, while speaking and listening were considered crucial skills in
their occupational context. The study also revealed a misalignment in E.S.P. teachers'
and other stakeholders' perceptions of students' needs in academic and occupational
contexts. The changes in students' needs across two E.S.P. courses were influenced by
three major factors: learners, professional information, and environmental situations.
(Paweena Chatsungnoen 2015)

Paweena Chatsungnoen 2015 Needs Analysis for an English for Specific Purposes
(E.S.P.) Course for Thai Undergraduates in a Food Science and Technology
Programme
Table 5
Scores in Language Curriculum
Q21. 34 59.65% Average
Q30. 14 24.56 % Low Mastery
the Language Curriculum. The finding indicates that item numbers 22, 23, 26, 28, 29,
and 30 are at Low Mastery, item number 21 is at Average, and item number 24 is at
Moving Towards Mastery level. However, items 25 and 27 are at the Closely
Approaching Mastery level. As a result, most of the students are Average, with
49.47%.

The Secondary School English Language Reading Curriculum: a Teacher's
Perceptions. The issue of Malaysian graduates being weak and illiterate in English has
widely discussed at the national level. Teachers, lecturers, and employers all complain
that their students are performing far below their expected level of competency (Kaur
& Thiyagarajah, 1999).
Hazlina Abdullah, Nik Suryani Nik Abdul Rahman, April Haimi Mohd Adnan (2012)
The Secondary School English language reading curriculum: a teacher's perceptions
Table 6
Scores in Theoretical Foundation
Q35. 24 42.11% Average
Q36. 24 42.11% Average
Q37. 31 54.39% Average
Q38. 22 38.60% Average

Theoretical Foundation. The finding indicates that item numbers 31, 32, 33, and 34
are at Moving Towards Mastery, and item numbers 35, 36, 37, and 38 are at the
Average level. However, 39 and 40 are at Low Mastery. As a result, most of the
students are at the Average level with 53.33%.
In relevance to the study entitled An Analysis of English Language Theories:
A Case Study, the results indicate that students play a responsive role. Instead of
being proactive, the resources are the primary source of information, and the teachers'
role in supplying effective linguistic content is often disregarded. Furthermore, mental
operations have not been pursued to their logical conclusion to encourage students'
creative and critical thinking abilities. The findings also show that the materials have
sentence-based content. The content provided as input to learners and the content
expected as output comprises individual words, phrases, and sentences, with few
opportunities for extended written and oral discourse. (Alkhaldi, 2017; Cook, 2018)
Alkhaldi, 2017 and Cook, 2018 An Analysis of English Language Theories: A Case
Study.
Table 7
Scores in Literature
Q41. 34 59.65% Average

Q45. 33 57.89% Average
Q46. 30 52.63% Average
Literature. The finding indicates that item numbers 41, 14, and 46 are at the Average
level, and item numbers 42, 43, 44, 47, 49, and 50 are at Moving Towards Mastery.
However, item number 48 is Closely Approaching Mastery. As a result, most of the
students are Moving Towards Mastery with 71.58%.
In line with this, the quality of questions for Literature is substantially similar
to the study entitled.
Assessment of Student Performance for Course Examination Using Rasch
Measurement Model: A Case Study of Information Technology Fundamentals
Course. According to the findings, students' performed admirably on the set of IT280
final exam questions. The results from this study can be utilized to help identify how
to enhance teaching methods and the quality of questions that are prepared. Test items
are essential for reflecting students' achievements and distinguishing excellent
students from amateurs. The lack of guidelines for examining the reliability and
validity of examination items must be addressed. (Fahad Omar Alomary and Hanan
Fouad Alwadi 2018)

Fahad Omar Alomary and Hanan Fouad Alwadi 2018 Assessment of Student
Performance for Course Examination Using Rasch Measurement Model: A Case
Study of Information Technology Fundamentals Course
Table 8
Scores in Methodology
Q55. 34 59.65% Average
Q56. 27 47.37% Average
Q57. 31 54.39% Average
Q58. 33 57.89% Average
Q59. 57 100% Mastered
Methodology. The finding indicates that item numbers 52, 52, 53, 56, and 60 are at
the Moving Towards Mastery level, while item numbers 55, 56, 57, and 58 are at the
Average level. However, item number 59 is Mastered. As a result, most of the
students are Moving Towards Mastery with 72.81%.

Similar to these findings, students' favorite subject is Creative Writing which
implies that they often enjoy answering questions about it and because it has been
studied since elementary. The article investigates what constitutes evidence in each
subject area and how that evidence might be most effectively assessed and addressed
in an artistic document. Connected to the result that students highest scored-question
is in creative writing subject.
Research in Creative Writing: Theory into Practice (2017)
Graph 1
Level of Preparedness Based on each Subjects
80
70
60
50
40
30
20
10
METHODOLOGY LITERATURE ENGLISH FOR SPECIFIC PURPOSES

THEORETICAL
BULACAN FOUNDATIONS LANGUAGE CURRICULUM
STATE UNIVERSITY- REMEDIAL
MENESES INSTRUCTION
CAMPUS 37
Graph 1 shows the level of Preparedness of BSED English Graduating
students. The Overall result of the scores found that Remedial Instruction, Language
Curriculum, and Theoretical Foundations are at an Average Level. Perhaps, English
for Specific Purposes, Literature, and Methodology are at the level of Moving
Towards Mastery. Therefore, the student-respondents met at least the Average level
of preparedness.

DEDICATION
This review material is whole-heartedly dedicated t our family,
teachers, and all the future BLEPT takers.
ACKNOWLEDGEMENT
The writers acknowledge the help of Bulacan State University –
Meneses Campus and its students. To Dr. Christina Vicencio
and Dr. Christopher Vicencio the editors. You have been
instrumental in the completion of this review material.
Table of Contents
INTRODUCTION …………………………………………………………...……... 1
Part I - REMEDIAL INSTRUCTION ……………………………………….…… 2

Remedial Classroom: Organization and Management ……………………….……… 2
Remedial Instruction in READING …………………………………………………. 3
Remedial Instruction in LISTENING …………………………………………….…. 7
Remedial Instruction in SPEAKING …………………………...…………………… 7
Questions …………………………………………………………………………… 9
Key to correction ………………………………………………………...…………
16
Part II - LANGUAGE CURRICULUM ……………….….…………….…...……17

Curriculum…………………………………………………………………………...
17
Syllabus design ……………………………………………………………………... 17
Curriculum development ……………………………….…………………………... 17
The Ideology of the Curriculum …….…………………………….…………………
18
General Curriculum Planning …….…………………………….……………………
19
Decisions in Curriculum Construction …….…………………………….…………. 19
Key Features of a Curriculum …….……………………….…….…………………. 19
Principles Underlying the Language Curriculum …….………………………….…. 20
Stating Curriculum Outcomes …….………………………….………………..….…
22
The Separate on the Purpose of a Curriculum and a Syllabus …….……………..….
25
The Components of a Curriculum …….…………………………….……….………
26
Types of Syllabus (Reilley) …….…………………………….…………….…….….
27
Course Planning and Syllabus Design …….…………………………….….…….….
29
The Basic Education Curriculum …….………………………..…….………………
31
Reviewing The Old Curriculum …….…………………………….…………………
33
Questions …….…………………………….…………………………….………….
34
Key to correction …….…………………………….…………………………….…
42
Part III - THEORETHICAL FOUNDATIONS …….………………..…………. 43
Basic Sentence Patterns …….……..…………………….…………………… ….. 43
Nouns …….…………………………….………………………….…….………… 43
Noun Types …….…………………………….…………………………….………. 44
Articles …….…………………………….…………………………….…………… 44
Pronoun …….…..……………………….…………………………….…………… 45
Kinds of Pronoun …….…………...……………….…………………………….…..
45
Verbs …….…………………………….……………...…………….……………… 46
Verb Tenses: their meanings and common uses …………………………………… 46
Perfect Aspect: foregoing …….…………………..……….……………………..…. 46
Adjectives …….………...………………….……….…………………….……...…. 47
Adverbs …….…………………………….……………………………………...… 47
Kinds of Adverbs …….…………………………….…………………..….……….. 48
Conjunctions …….…..……………………….………….…,……………….……… 48
Prepositions …….……...…………………….…………….……………………….. 49
Structure of English …….…..……………………………………………….……… 50
Linguistics and English Language Teaching …….…………………………………. 50
Views About Language …….…………...……………….…………………………. 51
Acquisition of Language …….…………………………….………………...……... 52
Influences of Theories on Language Teaching …….………………………………. 53
Linguistic Concepts …….…………………………….……………………….……. 54
Introduction to Stylistics …….…………………………….……………………… 57
Definition of Stylistics …….…………………………………….......……………... 57
Speech Act …….…………………………….……………………………………… 59
Pragmatic Stylistics …….…………………………….…………………………….. 61
Literary Criticism …….…………………………….……………………..….…… 62
Literature and Literary Theory …….…………………………….…………….….…
62
Literary Criticism and Literary Theory …….…………………………….…….……
62
Survey of Literary Theories/Approaches …….…………………………….…….….
62
Questions …….…………………………….…………………………….…….……
67
Key to correction …….…………………………….………………………….……
74
Part IV - ENGLISH FOR SPECIFIC PURPOSES …….……………………..... 75

What does ESP mean? …….…………………………….…………………………. 75
History and Development …….…………………………….……………………… 76
Language Issues in ESP …….………………………...………….……………….... 76
Practical concerns in ESP …….…………………………………….……………… 77
Questions …….…………………………….…………………………………….… 81
Key to correction …….…………………………….…………………………….... 86
Part V – LITERATURE …….…………………………………….……………… 87

English and American Literature …….……………………………….…….…… 87
Period of Old English …….…………………………….……………………….….. 87
Middle English Period …….…………………………….…………………….……. 88
The Renaissance (16th century) …….…………………………….………..………... 89
The Age of Reason (17th century) …….……………………………..……………… 89
The Restoration (18th century) …….………..…………………….……….. 90
The Romantic Movement …….…………………………….…………....... 91
The Victorian Age …….………………………….…………..…………… 92
Modern English Literature …….…………………………….………...….. 94
American Literature …….……………...…………….…………………… 96
Mythology and Folklore …….…………………………….…………….. 98
Myth …….…………………………….………………….……………….. 98
Types of myth …….…………………………….…………...…….……… 99
The great themes of myth creation …….………………………………… 100
The Mythologies of the World …….………………………….….…….... 101
Theories related to the study of mythology …….…………………….….. 105
Creation Myths …….…………………………………….…...…..…..….. 107
Afro-Asian Literature …….…………………..……………………..…… 108
India …….…………………….…………………………….……….…… 108
China …….………...………………….……………...…………….….… 111
Japan …….…………………………….……………..…………..….…… 114
Africa …….…………………………….…………………………….…... 116
Questions …….…………………………….…………………………….. 118
Key to correction …….…………………………….……………….…… 122
Part VI - METHODOLOGY …….………………………...…..…….…. 123

Teaching Reading and Writing …….………………………………...…. 123
Teaching Listening and Speaking …….…………………….………..…..124
Language Research …….…………………………….…………….…..… 125
Definition of Language Research …….………………………….….…..… 125
General Types of Research …….…………………………….……………. 125
Parts of a Research Report …….…………………………….…………….. 126
Campus Journalism …….…………………………….……………..…… 126
Creative Writing …….…………………………….………………….….. 127
Questions …….…………………………….……………………………… 128
Key to correction …….…………………………….………………………131
Last Page …….…………………………….……………………………… 132
ABOUT THE WRITERS
Mia Belle Marie S. Abarcar is a college student at Bulacan

State University Menses Campus. She is taking up Bachelor
She lives in Bagumbayan, Bulakan, Bulacan.
Email: miabellemarie.abarcar.s@bulsu.edu.ph
Contact no. 0938-6242-2451
Kristin Angela T. Rosco is a college student at Bulacan

Email: kristinangela.rosco.t@bulsu.edu.ph
Contact no. 0910-620-6181
John Patrick P. Siongco is a college student at Bulacan

State University Menses Campus. He is taking up Bachelor
He lives in Biñang1st Bocaue, Bulacan.
Email: johnpatrick.siongco.p@bulsu.edu.ph
Contact no. 0905-396-6059
ABOUT THE EDITORS
Dr. Christopher S. Vicencio is an Associate Professor

IV at Bulacan state university. He is the Area Chair of
Teacher-Education Department in BulSU Meneses
Campus. He finished his Doctor of Education in
Educational Management at EARIST Manila.
Dr. Christina D. Vicencio is na Asoociate Professor

I at Bulacan State University, she is a publications
adviser at BulSU Meneses Campus. She finished her
Doctor of Philosophy in English Language Studies at
Bulacan State University.
INTRODUCTION
This BLEPT Reviewer Material is a multiple-choice question in English

Specialization for Board Licensure Examination for Professional Teachers (BLEPT).
The component of this examination is Remedial Instruction in English, English for
Specific Purposes, Theoretical Foundations of Language and Literature, Introduction
to Linguistics, Structure of English, Introduction of Stylistics, Literary Criticism,
Literature, Methodology and Folklore, Afro-Asian Literature, English and American
Literature, Methodology, The Teaching of Speaking, Listening and Reading,
Teaching of Literature, Preparation and Evaluation of Instructional Materials,
Language and Literature Assessment, Language Research, Campus Journalism,
Translation and Editing of Text, Speech and Stage Arts and Creative Writing.
This BLEPT Review Material is a well-designed book to help students

increase the chance of passing the Board Licensure Examination for Professional
Teachers (BLEPT).
I assume that you are looking for a reviewer that will help you achieve your
goal of becoming a Licensed Professional teacher very soon. Yes, you are in the right
place to make your dream come true.
Part I - REMEDIAL INSTRUCTION IN ENGLISH
LET Competencies: In any of the four macro skills, develop the students' capacity to
organize, design, implement, and assess a remedial English program.
I. Remedial Classroom: Organization and Management
A remedial program primarily assists students in addressing language skills
inadequacies by assisting them in gaining the confidence to face and overcome their
own weaknesses through the adoption of self-help tools. Before putting together, a
remedial program, a thorough assessment must be completed, and the program must
be monitored on a regular basis.
Here are some broad teaching suggestions to consider: (Strickland, 1998, quoted in
Gunning, 2003, and Vacca, Vacca, & Gove, 1991)
1. When instruction is planned, intentional, and follows a set of steps, it is
considered systematic. This does not imply a rigorous, one-size-fits-all
approach to education.
2. Intensive instruction in a specific skill or approach should be determined by
need. As a result, intensity will differ between people and groups.
3. There is no replacement for ongoing documenting and monitoring of learning
to determine the sequence in which skills should be addressed and the amount
of intensity required to assist a kid or group of children in achieving success in
a particular area.
4. Teachers must be aware of the instructional objectives set forth by their
curriculum at the grade or year level they teach in order to track specific goals
and objectives within an integrated language-arts framework.
A. ORGANIZATION
When planning a remedial program, keep the following elements in mind:
1. Curriculum
a. Language acquisition goals and standards should be based on theory and
research.
b. Relate research to teacher ideas and understanding about instruction.
c. Make the educational structure usable by organizing it.
d. Choose materials that will help you achieve your school's objectives.
2. Instruction
a. Learner-centered instructional strategies and activities must be identified by
the program.
b. Instruction must be based on what we know about how to teach language
skills effectively.
c. Given the dynamic and constructive nature of language learning, anyone
involved in developing or selecting instructional activities must consider the
aspects that contribute to success.
d. In the classroom, practice time must be offered.
e. Composing should be a mandatory part of the curriculum.
1
f. Students should be provided opportunity to become self-sufficient and track
their own progress.
g. A school's climate must be supportive to kids' development.
h. The school must create an organizational structure that caters to the needs of
individual students.
i. The program must ensure that all of the school's language programs are
coordinated.
3. Assessment
a. Use assessment to help you plan your lessons.
b. Create rubrics and scoring manuals.
c. Attempt to align the multiple layers of assessment.
B. MANAGEMENT
School-based remedial sessions usually involve three to ten students and last 30 to 50
minutes, depending on whether the students are in elementary or secondary school. A
strategy for maximizing the use of that time should be a top focus. To ensure that a
remedial program is effective, the six components of an ideal remedial program must
be examined (Manzo & Manzo, 1993). These ideas may also be used in the
remediation of abilities other than reading.
1. The component of orientation. The orienting component gives the remedial
session structure and focus. It could be a thought-provoking question or
statement on local or national events, or even school life. It must concentrate
on defined routines, materials, equipment, venue, participants, and the
program's goal.
2. Component of direct instruction. The remedial session's teaching heart is here.
It should never be given away, even for a short time, unless there is a
compelling cause to do so.
3. Component for Reinforcement and Extension This time should ideally build
on the direct instructional period and be dedicated to empowered reading,
writing, and discussion of what has been read. Writing assignments can range
from simple word lists to summarizing and commenting.
4. Component for schema enhancement. This time unit should be used to
develop a knowledge base in preparation for future reading and independent
thinking. It's a great time to teach study techniques like outlining, taking
notes, and practicing recall. It should ideally follow or come before
Component.
5. Personal-Emotional Growth Development. Without the learner's involvement
and anticipation of personal progress, little learning or consequence may
occur.
6. 6. Component of cognitive development. Inference, abstract verbal reasoning,
constructive-critical/creative reading, convergent and divergent analysis,
analogical reasoning, problem-solving, and metacognition are all basic
cognitive skills that can be improved in this component.
II. Remedial Instruction in READING
A. Decoding Deficits and Correcting Perceptual in Word Recognition
2
There are two approaches to detect a learner who lacks proficiency in visual
processing of words. First, while pronouncing words vocally, the student selects
incorrect aspects to sound out, and he or she frequently tries the same analysis again
and again, even when it fails. The second way is to show the student the word while
covering up parts of it; if the student recognizes it, then at least one of his or her word
recognition problems is related to poor visual processing (Ekwall & Shanker, 1988).
B. Definition of Terms
1. Alphabetic Knowledge- knowing that letters represent sounds allows you to
read words by pronouncing the letters symbolize sounds, and writing the
letters spells words that represent the sounds in the word.
2. Sight-Word Knowledge- all words that any one reader can instantly know
(automatically), but not necessarily with meaning.
3. Basic Sight Words- a pre-determined set of words, usually of great utility
4. Knowledge on Sound- Symbol Correspondence: (a.k.a. graphophonic
knowledge) the readers' abilities to apply their understanding of phonics,
phonemics, and structural analysis
C. Correcting Sight-Word Knowledge Deficit
1. Make a phrase on the chalkboard that includes the new word. The word
should be highlighted.
2. Allow children to read the sentence and use context clues and other word-
attack abilities to try to articulate the new term. If you're starting a new story,
it's especially vital not to teach them each new word ahead of time, as this
prevents them from using word-attack skills on their own. Discuss the word's
definition and how it's used in speech and writing. Make an attempt to
connect to anything they've gone through. If feasible, use an image or a
tangible object to demonstrate the word.
3. While the pupils are watching, write the word. Instruct them to check for
double letters, extenders, and descenders as well as other configuration
indications. Also, advise students to seek for any well-known phonograms or
word families, such as sick, ant, and ake, but don't focus on small words in
longer words.
4. Ask pupils to write the term on their own and, just to be sure, have them
repeat it as they do so.
5. Students should think up and compose phrases that use the word in context.
Have them read these sentences to each other and discuss them.
D. Correcting Sight Vocabulary Deficit
1. Students should trace the word, write it on paper, or use chalk or magic slates
to spell it out.
2. Each time the word is written, have the kids repeat it.
3. Students should write the word without looking at the flash card, and then
compare the two.
4. Make "study partners" by pairing pupils in the classroom with peers who have
learned the language. Give the "tutors" time to learn how to reinforce new
3
words. Once the learner has achieved the goal, give both the tutor and the
learner a large incentive.
5. Students can play reinforcement games on their own or with their study
partners. Games can be designed as open-ended game boards or as levels
based on the sub lists.
6. Students can use charts, graphs, and other gadgets to show their progress.
These are great motivators, especially when students are competing against
themselves rather than against them other.
7. Use your creativity. Encourage kids to dramatize sentences, create a sight-
word "cave," practice words while line up, and read sight-word "plays,"
among other activities.
E. Correcting Knowledge on Sound-Symbol Correspondence
Vowel Rules or Principles and Accent Generalizations
1. In words with a single vowel letter at the end, the vowel letter is frequently
capitalized bears the sound of a long vowel (Note that this rule refers to words
and not just syllables.) A similar rule applies to single word letters at the end
of syllables.
2. The vowel letter in syllables with a single vowel letter at the end of the
syllable can have either the long or short vowel sound. First, try the lengthy
sound. (It's worth noting that this has the same impact as rule 1.)
3. If a single vowel in a syllable is not the last letter or is not followed by r, w, or
l, it usually has the short vowel sound. It's generally good to show children
that a single vowel in a closed syllable is usually short when explaining this. A
closed syllable is one with a consonant on the right side, which should be
taught to students. They'll also need to know the r, w, and l control rules, as
mentioned before.
4. The sound of vowels after the letter r is usually neither long nor short.
5. In y at the start of a word has the "y" consonant sound; a y at the end of a
single-syllable word has the long I sound when preceded by a consonant; and
a y at the end of a multisyllable word has the long e sound when preceded by a
consonant. (Some people pronounce it i.)
6. The e is silent in words ending with vowel-consonant-silent e, and the first
vowel might be long or short. First, try the lengthy sound. When teaching this
rule, emphasize that the student should be flexible; for example, if the long
vowel sound does not create a word in his or her speaking-listening
vocabulary, try the short vowel sound. Students who are taught to be flexible
when assaulting words when applying principles like this become more skilled
at employing word-attack skills than students who are not taught this
flexibility.
7. The first vowel is normally long and the second is usually quiet when aj, ay,
ea, ee, and oa are encountered together.
8. The vowel pair ow can have either the cow or the crow sounds.
9. When the letters au, aw, ou, oi, and oy are found together, they make a
diphthong.
4
10. The oo sound might be lengthy, like moon, or short, like book.
11. When the lone vowel in a syllable is a, and it is followed by l or w, the an is
frequently neither long nor short.
NOTE: For a corrected reader, accent is less important than vowel rules. This is partly
true because a learner who approaches a new word correctly in his or her speaking-
listening vocabulary but not in his or her sight vocabulary is more likely to achieve
the correct accent without any prior understanding of accent generalizations.
Also, educate students how to employ affixes to help them understand
contractions, inflectional, and derivational endings for tense, number form, and
function. These will lead to sufficient structural analysis strategy use by pupils.
Syllabication Principles
a. When two consonants stand between two vowels, such as dag-ger and cir-cus,
the word is frequently divided between the consonants. Materials are separated
after the double consonant in some newer materials, such as dagg-er. It's
important to note that we normally teach syllabication as a kind of word attack
in reading. As a result, even if the dictionary does not show it, we should
regard a division following double consonants as correct.
b. Divide first so that the consonant goes with the second vowel, as in pa-per and
motor. When utilizing this rule, students should be taught that they must be
flexible; if this does not provide a word in the student's speaking-listening
vocabulary, divide it so that the consonant goes with the initial vowel, as in
riv-er and lev-er.
c. The last syllable in a word that ends in a consonant and le is usually the
consonant, as in ta-ble and hum-ble.
d. Compound words, such as hen-house and po-lice-man, are frequently broken
into word components and syllables within these parts.
e. In most cases, prefixes and suffixes generate independent syllables.
F. Remediation through Phonemic Awareness
Students should develop the following Critical Phonemic Awareness skills.
1. Sound Isolation. Example: The first sound in the sun is /ssss/.
Use prominent tactics in sound isolation, for example.
a. Before asking pupils to do the activity, demonstrate how to complete
all of the tasks.
b. Keep your language simple and consistent.
c. Correct errors by informing pupils the correct response and asking
them to repeat it.
2. Blending (Example: /sss/ - / uuu/ - /nnn/ is sun). In blending instruction, use
scaffold task difficulty.
a. Use examples with continuous sounds when teaching kids to mix
because the sounds can be stretched and held.
b. Use simple terms and practical examples while teaching students the
task for the first time. When possible, use photos.
5
c. Use resources that lessen memory burden and reflect sounds when
pupils are first learning the task.
d. Remove scaffolds as students go through the learning process by using
increasingly difficult instances. Use fewer scaffolding, such as
pictures, as students become more effective with more challenging
cases.
3. Segmenting (Example: The sounds in sun are /sss/ - /uuu/ - /nnn/) Integrate
known and new information strategically in phoneme segmentation teaching.
a. Blending instructional and practice examples should be reused.
Segmentation and blending are two sides of the same coin. The only
difference is whether students hear a segmented word or produce one.
Children have a harder time reproducing a segmenting answer than a
blending response.
b. Teach letter-sound correspondences for the sounds kids will segment in
words at the same time.
c. Make links between the sounds of words as well as the sounds of letters.
Example: After pupils have mastered segmenting the first sound, have them
represent the sounds with letter tiles.
d. Teach more advanced reading skills, such as mixing letter-sounds to read
words, using phonologic skills.
III. Remedial Instruction in LISTENING
A. Factors Affecting Students’ Listening Comprehension
1. Internal factors – refers to learner qualities such as language competence,
memory, age, gender, background knowledge, aptitude, motivation, and
psychological and physiological variables, as well as aptitude, motivation,
and psychological and physiological factors.
2. External factors - are primarily determined by the type of linguistic input and
tasks, as well as the situation in which listening takes place.
IV. Remedial Instruction in SPEAKING
A. What makes it harder to talk (Brown, 2001)
1. Clustering
2. Redundancy
3. Reduced forms
4. Performance variables
5. Colloquial language
6. Rate of delivery
7. Stress, rhythm, and intonation
8. Interaction
B. Teaching Pronunciation
The following are pronunciation teaching strategies and resources (as cited in
Murcia, Brinton, and Goodwin, 1996) that have been used in the past and continue
to be used in speaking classes.
1. Listen and imitate. Learners listen to the teacher's example and then repeat
or mimic it.
6
2. Phonetic training. A phonetic alphabet, articulatory descriptions, and
articulatory diagrams are employed.
3. Minimal Pair drills. These provide hearing discrimination and spoken
practice for troublesome sounds in the target language. Drills start at the
word level and progress to the sentence level.
4. Contextualized minimal pairs. The teacher established the scene or context
before introducing crucial words. Students respond to the phrase stem in a
meaningful way.
5. Visual aids. These elements are used to signal the start of the focus sound
production process.
6. Tongue twisters
7. Developmental approximation drills. Second language speakers mimic the
steps English-speaking youngsters take to learn certain sounds.
8. Reading aloud/recitation. Students practice passages and scripts before
reading them aloud, focusing on stress, timing, and intonation.
9. Recording of learners’ production. Feedback and self-evaluation can be
given during playback.
C. The Use of Accuracy-based Activities
Fluency comes after accuracy. Students are prepared for communication tasks
through form-focused exercises. These activities are very controlled and
concentrate on certain linguistic components. Hedge (2000) explains how to find a
balance by making accuracy-based activities valuable.
1. Contextualized practice. The goal is to make a connection between form
and function. The activity should focus on a situation in which the form is
frequently employed.
2. Personalizing language. Learners are encouraged to communicate their
thoughts, feelings, and opinions through personalized practice. These
activities assist students in using language effectively in interpersonal
situations. There should be a range of gambits or useful terms available.
3. Building awareness on the social use of language. This entails being aware
of social norms when interacting. Through contextualized activities,
communication strategies are explicitly taught and practiced.
4. Building confidence. Its goal is to create a positive classroom environment
that encourages kids to take risks and participate on any activity.
D. Beginning level conversation with second language learners
Cary (1997) suggests that teachers need to make speech modifications
as a form of instructional support when teaching with second language
learners.
1. Speak at standard speed. This means providing more and slightly longer
pauses to give students more time to make sense of the utterances.
2. Use more gestures, movement, and facial expressions. These provide
emphasis on words and give learners extra clues as they search for meaning.
7
3. Be careful with fused forms. Language compressions or reduces forms
can be difficult for learners. Use these forms without overusing or eliminating
them altogether.
4. Use shorter, simpler, sentences.
5. Use specific names instead of pronouns.
Questions
1.One of the strategies to help struggling writers in the secondary level is explicit
teaching of the structure and language features of written genres. Which of the
following procedures explicitly teach the genres?
Asking students to read text types and write about them.
B. Conducting a text analysis of the specific text types.
C. Making students write specific text type each day.
D. Asking students to read the different text types.
2. Before beginning reading remediation, a teacher should perform which of the

following?
A. Conduct an interest inventory through questionnaire.
B. Thoroughly assess and evaluate students.
C. Administer an informal reading inventory
D. Design a material reading program

3. Which of the following traits do you think remedial students have in common?
A. They have a number of learning disabilities.
B. They failed in two or more subject areas in their level.
C. Their abilities fall several levels below their current level.
D. They have low intended quotient and low emotional quotient.

4. What is the primary purpose of English remediation instruction?
A. To separate the low performing from the high performing.
B. To identify students who do not achieve school standards.
C. To help students cope with the demands of their actual level.
D. To help schools achieve their mission and in quality education.

5. Which of the following is NOT a remedial instruction instructional adaptation?
A. Scaffolding instructional cues.
B. More challenging texts and tasks.
C. Leveling and chunking of materials.
D. Ongoing assessment and feedback.

6.How might class size be affected in remedial instruction in English?
A. Class size becomes heterogeneous.
B. Class size depends on the teacher.
C. Class size gets smaller.
D. Class size gets bigger.

8
7. Which of the following is a crucial component of the remedial writing program's
curriculum?
A. Place emphasis on difficult to form letters.
B. Develop hand writing fluency through speed trials.
C. Stress neatness and legibility of cursive hand writing.
D. Prioritize word recognition and spelling sight words.

8. The diagnostic component of a remedial reading program is critical. What could be
the issue with children reading pat as bat and got as dot all the time?
A. Phoneme isolation
B. Segmenting syllables
C. Blending of sounds
D. Graphophonic correspondence

9.In designing a remedial program in English, which of the following is the most
important of the student considerations?
A. Learning styles
B. Likes and dislikes
C. Background knowledge
D. Socio economic status

10.Remedial programs face a number of difficulties and challenges both in the local
and national levels. Which of the following ap-pears foremost in many studies and
researches in remedial instruction?
A. Parent's acceptance
B. Program cost and resources
C. Teacher's skills preparation
D. Availability of instructional materials

11.Which is primary consideration in choosing instructional materials for
remedial instruction?
A. Congruence with skills being developed.
Bb. Demands of the mainstream class.
C. Variety of instructional materials.
D. Appeal to the student

12. How should students in the English remedial program be chosen?
A. Through interviews and conferences
B. By administering standardized exams
C. Through teacher election and recommendation
D. All of the above

13. Evaluation of remedial programs comes in many forms. Which of the following
criteria ensures that the program achieves its goal of improving student abilities to
prepare them for the mainstream class?
A. Organizational context
B. Accountability
C. Effectiveness
D. Impact
9
14. Language and non-linguistic variables also contribute to listening comprehension
issues. Which of the following is a linguistic stumbling block?
A. Students fails to concentrate on what is being listened to
B. Student has limited schema or background knowledge
C. Student fails to discern changes into intonation patterns
D. Student has poor listening habits and strategies

15. Which of the following is a crucial remedial listening method for kids who can't
tell the difference between /r/ and /I/?
A. Provide ample exercise on sound discrimination.
B. Give exercises on various intonation patterns.
C. Practice strategies in decoding sight words.
D. Identify liaisons and incomplete plosives.

16. What should remedial teachers do to alleviate listening comprehension issues?
A. Train students in various types of listening.
B. Train students in predicting and inferring strategies.
C. Train students by asking them to listen to native speakers.
D. Train students in distinguishing between British and Ameri-can English.

17.Which of the following linguistic cueing systems allow a reader to figure out an
unknown word base on its place in a sentence?
A. Linguistic
B. Graphophonic
C. Syntactic
D. Semantic

18.Early intervention for struggling learners may be done through which of
the following strategies?
Aa. Clinical teaching strategies
B. Teacher-student interaction
C. On-going family literacy
D. Rigorous assessment

19. Which of the following doesn't do syllabication principles correctly?
A. Grum-ble
B. Swag-girl
C. Irre-pa-ra-ble
D. Un-touch-a-ble

20.Which of the following remediation strategies may help students in phonemic
awareness?
A. Sound isolation
B. Motor imaging
C. Sight words drill
D. Syllabication

21.The following are factors to consider in designing a remedial program except.
A. Assessment
B. Curriculum
10
C. Evaluation
D. Instruction

22.Which of the following components of a remedial program in-volves learners
monitoring of their progress?
A. The enforcement and extension
B. Personal emotional growth development
C. Cognitive development
D. Schema enhancement

23. Which method is the most effective for resolving a basic sight vocabulary deficit?
A. Have students trace the word on paper
B. Discuss the meaning of words through pictures
C. Let students use context clues
D. Have student write sentences

24.Which skill should students learn in remediation through phonemic awareness?
A. Clipping
B. Coining
C. Decoding
D. Blending

25.Which of the following is least useful for the teacher when doing remedial
vocabulary instruction?
A. Words study journal puzzle
B. Cross word puzzle
C. Drawings and graphs
D. Standardized vocabulary test
26.The orienting component gives the remedial session structure and focus. It could
be a thought-provoking question or statement on local or national events, or even
school life. It must concentrate on defined routines, materials, equipment, venue,
participants, and the program's goal.
A. Component of direct instruction
B. Component for Reinforcement and Extension
C. The component of orientation
D. Component for schema enhancement
27. This time unit should be used to develop a knowledge base in preparation for
future reading and independent thinking. It's a great time to teach study techniques
like outlining, taking notes, and practicing recall. It should ideally follow or come
before Component.
28. The remedial session's teaching heart is here. It should never be given away, even
for a short time, unless there is a compelling cause to do so.
11
29. This time should ideally build on the direct instructional period and be dedicated
to empowered reading, writing, and discussion of what has been read.
30. Without the learner's involvement and anticipation of personal progress, little
learning or consequence may occur.
C. Component of cognitive development
D. Personal-Emotional Growth Development
31. Inference, abstract verbal reasoning, constructive-critical/creative reading,

convergent and divergent analysis, analogical reasoning, problem-solving, and
metacognition are all basic cognitive skills that can be improved in this component.
C. Component of cognitive development
D. Personal-Emotional Growth Development
32. It is knowing that letters represent sounds allows you to read words by
pronouncing the letters symbolize sounds, and writing the letters spells words that
represent the sounds in the word.
A. Sight-Word Knowledge
B. Knowledge on Sound
C. Basic Sight Words
D. Alphabetic Knowledge
32. It is all words that any one reader can instantly know (automatically), but not
necessarily with meaning.
34. It is a pre-determined set of words, usually of great utility.

35. It is the readers' abilities to apply their understanding of phonics, phonemics, and
structural analysis.
12
36. It refers to learner qualities such as language competence, memory, age, gender,
background knowledge, aptitude, motivation, and psychological and physiological
variables, as well as aptitude, motivation, and psychological and physiological factors.
A. External factors
B. Internal factors
C. Identified factors
D. Unidentified factors
37. They are primarily determined by the type of linguistic input and tasks, as well as
the situation in which listening takes place.
A. External factors
B. Internal factors
C. Identified factors
D. Unidentified factors
38. Learners listen to the teacher's example and then repeat or mimic it.
A. Contextualized minimal pairs
B. Minimal Pair drills
C. Phonetic training
D. Listen and imitate
39. A phonetic alphabet, articulatory descriptions, and articulatory diagrams are

employed.
40. These provide hearing discrimination and spoken practice for troublesome sounds
in the target language.
41. The teacher established the scene or context before introducing crucial words.
Students respond to the phrase stem in a meaningful way.
42. These elements are used to signal the start of the focus sound production process.
A. Visual aids
B. Reading aloud/recitation
C. Developmental approximation drills
13
D. Recording of learners’ production
43. Second language speakers mimic the steps English-speaking youngsters take to
learn certain sounds.
A. Visual aids
44. Feedback and self-evaluation can be given during playback.

A. Visual aids
45. Students practice passages and scripts before reading them aloud, focusing on
stress, timing, and intonation.
A. Visual aids
46. The goal is to make a connection between form and function. The activity should
focus on a situation in which the form is frequently employed.
A. Building awareness on the social use of language
B. Contextualized practice
C. Building confidence
D. Personalizing language
47. Learners are encouraged to communicate their thoughts, feelings, and opinions
through personalized practice. These activities assist students in using language
effectively in interpersonal situations.
48. This entails being aware of social norms when interacting. Through
contextualized activities, communication strategies are explicitly taught and practiced.
49. Its goal is to create a positive classroom environment that encourages kids to take
risks and participate on any activity.
14
50. He suggests that teachers need to make speech modifications as a form of
instructional support when teaching with second language learners.
A. Carry (1998)
B. Cary (1997)
C. Hedge (2001)
D. Hedge (2000)
Key to Correction
1. B
2. B
3. C
4. C
5. B
6. C
7. A
8. D
9. A
10. B
11. A
12. D
13. D
14. C
15. A
16. B
17. C
18. A
19. C
20. A
21. C
22. B
23. A
24. D
25. D
26. C
27. D
28. A
29. B
30. D
31. C
32. D
33. A
34. C
35. B
36. B
37. A
38. D
39. C
40. B
41. A
42. A
43. C
15
44. D
45. B
46. B
47. D
48. A
49. C
50. B
Part II - LANGUAGE CURRICULUM

LET Competencies:
1. Define Curriculum and Syllabus.
2. Distinguish Curriculum from syllabus
3. Discuss the ideology of a curriculum
4. Identify key features of curriculum
I. CURRICULUM
• A curriculum is much more than a range of concepts to be studied by an
educational program, which is referred to as a syllabus' in most cases. A curriculum
is, first and foremost, a policy declaration concerning a particular aspect of education,
and second, an indication of how that policy will be implemented through a program
of action. It is the sum of all the actions, experiences, and educational experiences for
which an institutional (such as the Societies) or an instructor (such as a faculty
member) is responsible - either consciously or unconsciously (Coles, 2003)
• An educational plan that specifies which objectives and goals should be
accomplished, which topics should be covered, and which learning, teaching, and
evaluation methods should be employed (Wojtczak, 2002)
• Is the methodical reconstruction of information and experiences, under the
supervision of the school, to develop planned and directed educational experiences
and intended learning outcomes for the learners' ongoing and wilful improvement in
personal social intelligence (Tanner, 1980)
• The term curriculum refers to the sum of organized learning expressed as
educational ends, activities, learning areas, and/or themes that have been determined
upon and given within an educational institution for the students' attainment (Garcia,
1976, SEAMEO RELC)
• 'A curriculum is an attempt to express the key concepts and aspects of an
educational program in to such a way that it can be scrutinized critically and
effectively translated into reality.' A curriculum is similar to a cooking recipe
(Stenhouse,1975)
II. SYLLABUS DESIGN
• One facet of curriculum development, but not the same as it. A syllabus is a
list of what will be presented and tested and specifies the substance of an instructional
process. The process of creating a syllabus is known as syllabus design (Richards,
2001)
16
III. CURRICULUM DEVELOPMENT
• Is a more thorough process than syllabus creation. It encompasses the
procedures for determining a group of learners' requirements, developing program
goals or objectives to meet those needs, determining an acceptable syllabus, course
structure, teaching techniques, and resources, and evaluating the language program
that comes from these procedures (Richards, 2001)
Syllabi, which specify the content covered by a particular course, are merely a
minor component of the overall educational program. Curriculum encompasses a
much broader term. It refers to all the activities that kids participate in while in
school. This encompasses not just what students learn, but also how they learn it, how
teachers assist them in learning, what supporting resources they use, evaluation
styles and procedures, and where they learn it (Rodgers, 1989).
The Ideology of the Curriculum
Curriculum planners use their knowledge of the present and long-term needs
of learners and society, as well as their ideas and values about schools, learners, and
instructors, to set goals for educational programs. Curriculum ideologies are a set of
views and values that serve as the philosophical basis for educational programs and
the explanation for the goals they contain.
Each of the five curriculum viewpoints or ideologies listed below highlights a distinct
approach to language's role in the classroom (Richards, 2001).
1. Academic Rationalism
The justification for curriculum goals emphasizes the subject matter's intrinsic
value and its function in the development of the learner's intellect, humanistic
ideals, and rationality. The material of several subjects is used as the foundation
for a curriculum. Mastering content is a goal in and of itself, rather than a means
of fixing social issues or achieving policymakers' objectives.
2. Social and Economic Efficiency
This educational philosophy stresses learners' and society's practical needs, as
well as the importance of education in developing economically viable learners.
This approach of the curriculum was promoted by Bobbit (1918), one of the
founders of curriculum theory Curriculum development was thought to be
founded on scientific principles, and its practitioners were "educational engineers"
tasked with "discovering the entire range of habits, skills, abilities, and forms of
thought etc., that its members require for the effective performance of their
vocational labors." This philosophy leads to a focus on functional and practical
skills in a foreign or second language in language teaching.
3. Learner-centeredness
This educational concept is leading to a focus on learner diversity, learner
methods, and learner self-direction and autonomy in language teaching.
4. Social Reconstructionism
This curriculum stresses the roles that schools and students can and should
play in resolving social inequity and injustice. According to Morris (1995), "the
curriculum created from this paradigm concentrates on building knowledge, skills,
and attitudes that would produce a world where people care about one another, the
17
environment, and wealth distribution." Tolerance, diversity acceptance, and peace
would be promoted. Inequality and social injustice would be major themes in the
curriculum.
5. Cultural Pluralism
This theory contends that schools should equip children to participate in a
variety of cultures, not just the dominant social and economic group's culture.
Cultural pluralism aims to combat racism, boost minority groups' self-esteem, and
teach children to value the perspectives of various religions and cultures (Phillips
and Terry , 1999)
GENERAL CURRICULUM PLANNING

Many other writers' proposals have been based on Taba's outline (1962) of the
processes a course designer must go through to build subject area courses. The
following are among her 'curriculum processes':
 Diagnosis of the needs

 Formulation of the objectives
 Selection of the content
 Organization of the content
 Selection of the learning experiences
 Organization of the learning experiences
 Determination of what to be evaluate, and the means to evaluate
Decisions in Curriculum Construction
 (Garcia, 1976) Curriculum development relies upon three primary curricular
elements:
1. Educational ends generated at three levels of specificity and immediacy to the
learner (educational aims, educational objectives, and instructional
objectives); decisions on what to teach, which are instructional ends generated
at three levels of specificity and immediacy to the learner (educational aims,
educational objectives, and instructional objectives);
2. Decision-making on how to teach, strategies for identifying and structuring
learning opportunities, and
3. Decisions about the level to which educational goals are met using the
strategies or methods available.
Key features of a curriculum:
Learning is planned and guided. What to be accomplished and how it will be

accomplished should be outlined ahead of time.
The definition refers to schooling. It is important to note that current curricular

theory and practice arose in the classroom and in relation to other schooling concepts
like subject and lesson.
There are four approaches to curriculum theory and practice:
18
1. The curriculum as a body of knowledge to be transmitted.
Those who compile a syllabus, as Curzon (1985) points out, tend to follow the
traditional textbook approach of a "order of contents," or a pattern to prescribed by a
"logical" approach to the specific subject, or - consciously or unconsciously - the
shape of a university course in which they may have participated. As a result, a
syllabus-centered approach to curriculum theory and practice is exclusively concerned
with material. Curriculum refers to a collection of topics and/or content. In this
context, education refers to the process of transmitting or 'delivering' things to
students through the most effective techniques available (Blenkin et al 1992).
2. The Curriculum as an attempt to achieve certain ends in students -

product.
The productive form is now the most common way of describing and directing
education. Education is frequently viewed as a technical endeavor. The goals are set, a
plan is created, and the results (products) are measured. Many disputes concerning the
National Curriculum for schools in the late 1980s and 1990s focused on what the
curriculum's objectives and content may be, rather than how it was thought about. The
formulation of behavioral targets is crucial in the curriculum as product model.
3. The curriculum as process.
Process is another method to look at curricular theory and practice. Curriculum, in
this meaning, is the interplay of teachers, students, and knowledge rather than a
physical object. To put it another way, curriculum refers to what happens in the
classroom and what individuals do to prepare and assess it.
4. The curriculum as praxis.
Curriculum as practice is an extension of the process model is guided by broad
principles and emphasizes judgment and meaning creation, it makes no explicit claims
about the goals it serves. It may, for example, be utilized in a way that avoids making
constant references to collective human well-being and spiritual emancipation. The
praxis model of the curriculum theory and practice places them at the center of the
process and commits to emancipation explicitly. As a result, action is not just
informed, but also committed. It is a matter of practice.
The curriculum itself develops in this approach through the dynamic interaction of
action and reflection. 'That is, the curriculum is more than just a set of plans to be
implemented; it is formed through an active process in which planning, acting, and
evaluating are all mutually related and integrated into the process' (Grundy 1987).
Praxis, or informed, committed action, is at its heart.
19
CURRICULUM APPROACH IN LANGUAGE TEACHING
Principles Underlying the language Curriculum
 The language curriculum is predicated on the belief that literacy is essential

for productive and responsible citizenship and that all students have the ability
to become literate. The curriculum is intended to provide students with the
knowledge and skills required to achieve this goal. It seeks to assist students in
becoming successful language learners who possess the following
characteristics. Language learners who are successful:
 recognize language learning as a necessary, life-enhancing, and reflective
process;
 effectively and confidently communicate (read, listen, view, speak, write, and
represent);
 make meaningful relationships between themself, what they read, and their
surroundings;
 exercise critical thinking;
 recognize that all texts advance a specific point of view that must be
acknowledged, questioned, assessed, and evaluated;
 recognize the cultural significance and artistic power of texts;
 use language when communicating and connect with communities and
individuals, for self-improvement, and to participate actively as global
citizens.
Four fundamental questions must be addressed when developing any curriculum

or instructional plan: (Tyler, 1950)
1. What kind of educational purposes should the school seek to attain?
2. What kind of educational experiences can be provided that are likely to attain
these purposes?
3. How can these educational experiences be should be effectively organized?
4. How can we determine whether theses purposes are being attained?
Reduced to a simpler model:

Aims and objectives
Content
Organization
20
Evaluation
Tyler's model, or different versions on it, quickly permeated many areas of
educational thought and practice, and curriculum and training manuals were replete
with models such as the ones listed below (Inglis 1975):
1. Need
Aims Objectives
2. Plan
Strategies Tactics
3. Implementation
Methods Techniques
4. Review
Evaluation Consolidation
Curriculum development, according to Nicholls and Nicholls (1972), is divided into
four stages.
a. The careful examination of teaching objectives, whether in specific subject courses
or across the curriculum as a whole, using all available sources of knowledge and
informed judgment.
b. The growth and trial use in schools of methods and materials deemed most likely to
accomplish the aim agreed upon by teachers.
c. The evaluation of how far the development work has progressed toward its goals.
This stage of the process is likely to spark new ideas about the goals themselves.
d. As a result, the final component is feedback on all of the experience gained, which
serves as the starting point for the further research.
Stages, decision-making roles and products in curriculum development (from Johnson
1989)
Decision-making
Development stages Products
roles
1.curriculum planning policy makers policy document
2. specification:ends needs analyst

syllabus
means methodologists
materials writers teaching materials

3. programme
implementation teacher trainers teacher-training
21
programme
4. classroom teacher teaching acts
implementation learner learning acts
STATING CURRICULUM OUTCOMES

The words goal and aim are used commonly used in reference to an explanation of a
curriculum's general purposes, while objective refers to a more specific and precise
description of those purposes.
AIMS
An aim is a statement of a complete change that a curriculum seeks to instill in its
participants. The following are the goals of goal statements:
 to provide a specific explanation of a program's goals
 to provide rules for teachers, students, and writers of instructional materials
 to assist in providing a focal point for instruction
 to describe significant and attainable changes in learning
Aims states determine the curriculum's ideology and demonstrate how the curriculum
will aim to realize it. Renandya and Richards (2002, p.
The following are some examples of goal statements from various types of language
programs (Renandya and Richards, 2002).
A Business English Course:
 to hone fundamental communication skills for use in business settings.
 to learn how to engage in casual conversation with coworkers in the workplace
 to master the art of writing effective business letters
A Course for Hotel Employees:
 to hone the communication skills required to answer hotel phone calls
 handle guest inquiries and complaints
 to clarify and explain charges on a guest's bill
Generally, goal statements are derived from information gathered during a needs
analysis. For non-English background students studying in English-medium
universities, for example, the following areas of difficulty were identified:
understanding lectures
 currently participating in seminars
 taking notes during classes
 reading at a sufficient rate to complete assigned work
 organizing and presenting ideas and information in a written assignment
It is critical to describe more than just the activities in which students will participate
when creating goal statements. The following, for example, are not goals: Students
will learn about business letter writing in English.
22
 Students will practice their listening skills.
 Students will practice their English composition skills.
For these to become goals, they must concentrate on the changes that will occur in the
learners. As an example:
 Students will learn to write successful marketing letters for use in the
hospitality and tourism industries.
 Students will learn how to effectively listen in conversational interactions and
how to develop better listening strategies.
 Through writing, students will learn to communicate information and ideas in
a creative and effective manner.
OBJECTIVES
Aims are typically accompanied by statements of the more particular reasons in order
to give a more fully aligned to program goals. These are known as objectives, and
they are also known as educational objectives or teaching objectives.
The objective is a statement of specific changes that a program seeks to bring about
those results from a breakdown of the goal into its various components.
Renandya and Richards (2002) define objectives as having the following
characteristics: They explain what the goals are trying to achieve in terms of smaller
units of learning.
 They serve as a foundation for organizing teaching activities.
 They define learning as observable behavior or performance.
The following are the benefits of describing the goals of a course in terms of
objectives:
 They make planning easier: once objectives have been established, course
planning, materials preparation, textbook selection, and other related processes
can begin.
 They provide measurable results and thus accountability: provided a set of
objectives, the success or failure of a program that teaches the objectives can
be measured.
 They are prescriptive: they outline how planning should proceed and eliminate
subjective interpretations and personal preferences.
 For example, in relation to the above-mentioned "understanding lectures,"
aims and objectives such as the following can really be described:
Aim: Students will learn how to understand lectures given in English
Objectives:
 Students will be able to follow an argument, theme or thesis of a lecture.

 Students will learn how to recognize the following aspects of a lecture:
- cause and effect relationship
- comparisons and contrasts
- premises used in persuasive arguments
23
Renandya and Richards (2002) define objective statements as having the following
characteristics:
1. The objectives describe a learning outcome
Expressions like will study, will learn about, and will prepare students for are
avoided when writing objectives because they do not describe the outcome of
learning but rather what students will do during a course. Generally, objectives
can be described with phrases such as will have, will learn how to, and will be
able to.
2. The objectives should be consistent with the curriculum aim
Only goals that clearly serve to achieve a goal should be included. For
example, the objective below has nothing to do with the curriculum goal.
Aim: Students will learn how to write effective business letters for use in the hotel
and tourism industries.
Objective: The student can understand and respond to simple questions over the
telephone.
The objective in the domain of telephone skills is incompatible with this goal
because it relates to writing business letters. Either the goal statement should be
revised to include this objective, or the goal should be removed entirely.
3. Objectives should be precise
Vague and ambiguous objectives are ineffective. This can see in the following
conversation course objective.
Students will be able to use appropriate conversational expressions.
A more specific goal would be:
Conversation expressions will be used by students to greet people, open and
close conversations.
4. Objectives should be feasible
Objectives should define outcomes that are feasible within the time constraints
of a course. The following goal is unlikely to be met in a 60-hour English
course:
Students will be able to understand native speakers' conversations.
A more attainable goal is as follows:
Those students will be able to grasp the gist of short conversations in simple
English about daily life and leisure topics.
The separate on the purpose of a curriculum and a syllabus
24
The full responsibility of the course designers is to set not only broad, general goals,
but also specific objectives that are accessible to all those involved with the program.
1. Formalized paraphrase A curriculum includes a broad description of general
goals by indicating an overall educational-cultural philosophy that applies
across subjects, as well as a theoretical orientation to language and Language
learning in relation to the topic at hand. Curriculum is frequently reflective of
national and political trends.
Diagram 1 The relationship of a curriculum to the syllabuses which draw from it

2. The syllabus is a more detailed and operational statement of teaching and learning
elements that translates the curriculum philosophy into a series of planned steps
leading to more narrowly defined objectives at each level.
(Dubin and Olshtain 1986) One important reason for distinguishing the two is to
emphasize that a single curriculum can serve as the foundation for developing a
variety of specific syllabuses that are concerned with locally defined audiences,
specific needs, and alternate objectives.
The components of a curriculum
The curriculum combines educational-cultural goals with language goals because it is
concerned with a general rationale for formulating policy decisions. For instance, an
overall educational strategy could concentrate on one of the succeeding major
objectives:
1. a behavioristic orientation considers human life forms to be a passive
organism that responds to external environmental stimuli
2. a rational-cognitive orientation believes that the human species is the source
and activator of all acts
3. a humanistic orientation is involved with each person's growth and
development, with a focus on affective factors.
25
 The behavioristic view is an educational approach that is congruent with a
structuralist view of language as well as a stimulus response view of human
language learning.
language view: language

descriptive/ learning
structural view:
linguistics stimulus-
response
theory
An
Audiolingual
Curriculum
educational
view:
behaviorism
Diagram 2 The components of an audiolingual curriculum
 The rational-cognitive orientation In the 1960s, transformational-generative

linguistics proposed views on human language that were strongly reflected in the
cognitive-code approach to language learning.

Contemporary approaches to language use that combine a rational-cognitive
perspective with a communicative orientation:
a. Silent Way approach Gattegno (1972) developed have different
commonalities with a rational-cognitive orientation in that they both
emphasize the learning of language forms.
b. Natural Approach. Krashen and Terrel created it (1983). This approach
shares many similarities with other contemporary perspectives that
emphasize the importance of listening and comprehension at the start of
learning, such as the Silent Way.
c. The humanistic orientation has been linked to the communicative view
of language
Types of Syllabus (Reilley)

Although six distinct types of language teaching syllabi are explained here as if they
occurred "purely," these types rarely occur independently of one another in practice.
Almost all actual language-teaching curricula are a mix of two or more of the types.
26
Individual syllabi have the following characteristics, differences, strengths, and
weaknesses:
1. Structural /formal Syllabus
The content of language teaching is a selection of the grammatical forms and
structures of what the language should being teach.
Examples include nouns, adjectives, verbs, statements, questions, subordinate clauses,
and so on.
2. The notional/ functional syllabus
The language teaching subject matter is a collection of the functions that are
performed when language is used, as well as the notions that language is used to
express.
Functions include informing, agreeing, apologizing, and requesting; notions include
age, size, color, comparison, time, and so on
3. Situational syllabus
The language teaching content is a collection of real or imagined situations in which
language occurs or is used. Typically, a situation involves several participants who are
engaged in some activity in a specific meeting.
The language used in the situation combines a number of functions into a plausible
segment of discourse.
A situational language-teaching syllabus's primary goal is to teach the language that
occurs in the situations.
Going to the dentist, complaining to the landlord, buying a book at the bookstore,
meeting a new student, and so on are all examples.
4. A skill-based syllabus
Language teaching content is an accumulation of specific abilities that may be used
when using language.
Skills are things people must be able to do in order to be competent in a language,
regardless of the situation or setting in which the language use can occur. While
situational syllabi group linguistic competencies (pronunciation, vocabulary,
grammar, and discourse) Skill-based syllabi organize linguistic qualifications
(pronunciation, vocabulary, grammar, and discourse) into vague types of behavior,
such as listening to spoken language for the main idea, learning to write well-formed
paragraphs, giving effective oral presentations, and so on.
The primary goal of skill-based instructions is to learn a specific language skill.
A secondary goal could be to develop more general proficiency in the language,
learning only coincidently any data that may be available while utilizing the language
skills.
5. A task-based syllabus
The teaching content is a series of complex and purposeful tasks that the student
wishes to or is required to perform with the language they are learning.
The tasks are defined as activities that serve a purpose other than language learning;
however, as with the content-based syllabus, the performance of the tasks is
approached in a way that is intended to help students learn a second language
In specific language settings, tasks integrate language (and other) skills.
27
Task-based instruction differs from situation-based instruction in that, whereas
situation-based instruction aims to teach specific language content that happens in the
situation (pre-defined products), task-based instruction aims to teach Students must
use resources to complete a piece of work (a process). In order to complete the tasks,
the students use a variety of language forms, functions, and skills, often in an
individual and unpredictable manner.
Tasks which can be used for language learning are typically ones that students must
complete in any case. Obtaining housing information over the phone, applying for a
job, speaking with a social worker, and so on are all examples.
6. A content-based syllabus
 The primary goal of the instruction is to teach some content or information to
the students while they are also learning the language.
 Students are both language students and students of whatever subject is being
taught.
 The subject matter is primary, and language learning occurs as an afterthought
to the content learning. The language teaching is not organized around the
content, but vice versa.
 Content-based language teaching focuses on information, whereas task-based
language teaching focuses on communicative and cognitive processes.
 A science class taught in the language the students require or desire to learn,
possibly with linguistic modifications to make the science more appealing, is
an example of content-based language teaching. comprehensible.
COURSE PLANNING AND SYLLABUS DESIGN
According to (Richards 2001) Dimensions of course development
a. creating a course rationale
b. describing the levels of entry and exit
c. selecting course content
d. Course Content Sequencing
e. preparing the course material (syllabus and instructional blocks)
A. The course rationale

A description of the course rationale is a good place to start when developing a
course. This is brief written description of the course's purpose and nature (rational).
The course rationale aims to provide answers those following questions:
 Who is this course intended for?

 What is the topic of the course?
 What kind of teaching and learning will occur in the course?
Course rationale responds to these questions by describing the course's underlying
beliefs, values, and goals. It is typically a two- or three-paragraph statement
developed by those planning and teaching a course that serves to justify the type of
teaching and learning that will occur in the course.
28
Creating a rationale also helps to focus and direct some of the course planning
deliberations. As a result, the rationale serves the following purposes: (Posner and
Rudnitsky 1986)
 directing the course's various components' planning

 emphasizing the types of teaching and learning that the course should model
 ensuring that the various course components are consistent in terms of the
course values and goals
B. Describing entry and exit levels

To plan a language course, you must first determine the level at which the curriculum
will begin and the level at which learners will begin can expect to achieve by the end
of the course. Language programs and commercial materials typically differentiate
between elementary, intermediate, and advanced levels, but these distinctions are too
broad for the level of detail required for program and material development. More
detailed descriptions of students' proficiency levels before entering a program and
targeted proficiency levels at the end of it are required for these purposes.
The results of international proficiency tests such as the TOEFL or IELTS may
provide information on students' entry level. Alternatively, specially designed tests
may be required to determine the level of language skills of the students.
C. Choosing course content
The most fundamental issue in course design is probably the issue of course content.
Given that a course must be developed to address a specific set of needs in order to
cover a specific set of objectives, what will the course's content look like? Decisions
The link between goals and objectives
The effect that goals have on the three concerns of a syllabus demonstrates the link
between general curriculum goals and specific syllabus objectives:
1. the scope of language content
2. procedures or methods
3. outcome or product
In general, curriculum objectives tend to emphasize one or more of these aspects.
Key language content questions (based on a specific language theory that has been
adopted as the foundation for developing a curriculum):
1. What language content elements, items, units, or themes should the syllabus
include?
2. What should the syllabus elements be presented in what order or sequence?
3. What criteria are used to determine the order of the syllabus's elements?
Concerns about the Process Dimension:
1. How should language be introduced to aid in the learning process?
29
2. What are the roles of teachers and students in the learning process?
3. What role should the materials play in the process of language learning in the
classroom?
Questions about the product/outcome:
1. What is the learner expected to know by the end of the course? What
understandings will learners gain as a result of the course, based on structure and lexis
analyses?
2 What specific language skills will students require in the near future or in their
professional lives? How will these abilities be presented in the curriculum?
4. What evaluation or examination techniques in the target language will be used
to assess course outcomes?
The BASIC EDUCATION CURRICULUM
The Department of Education usually establishes curriculum policies through
various orders, circulars, memoranda, and bulletins. They are in line with national
priorities and help to achieve development goals. Several laws passed by the national
legislature, on the other hand, are specifically related to the school curriculum. The
Basic Education Curriculum (BEC) seeks to generate more functionally literate
students by teaching them life skills, as well as to promote more ideal teachers who
will engage in collaborative teaching and knowledge transcending in a non-
authoritarian manner. In order to better prepare students for global competition, the
number of subjects has been reduced from an average of eight to five, with a focus on
Filipino, English, Science, and Math. Makabayan, also known as the "laboratory of
life," is a fifth subject that instructs students on complete learning. Makabayan aims to
foster personal and national identity by providing adequate knowledge of Philippine
history and politics, as well as local cultures, crafts, arts, music, and games. It
encompasses a broad range of value systems that emphasize the development of social
awareness, understanding, Commitment to the common good and compassion.
(Guzman and Sevilleno 2003) The subjects in the new curriculum are tailored
to the students' individual needs and are contextualized in their current circumstances.
Reciprocal interaction between student and teacher, among students, students and
instructional materials, students and multimedia sources, and students and teachers
from different disciplines is also reinforced. The subjects are approached in a
"integrated" manner. Thus, in addition to reading, writing, and grammar, Filipino and
English would include literature and current events. The head teacher is authorized to
make makes changes to the subject content, but not to make changes to the subject
matter.
(SEAMEO INNOTECH 2002) Development of the basic education curriculum

 is the responsibility of the Curriculum Development Divisions of the Central
Office Bureau of Elementary and Secondary Education. This office establishes
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the learning competencies for various subject areas, conceptualizes the
curriculum structure, and develops national curricular policies. Those duties
are carried out in collaboration with other organizations and sectors of society.
 Subject offers, credit points, and time allotments for various subject areas are
also determined at the national level. In this sense, the Philippines has a
national curriculum. However, while national guidelines for curriculum
implementation are issued, actual implementation is left to schoolteachers.
They decide on the resources to be used, as well as the teaching and
assessment strategies and other processes. Furthermore, schools have the
option of modifying the national curriculum (for example, content, sequence,
and teaching strategies) to ensure that it responds to local concerns.
The country's approach to curriculum design is based on content topic and
competency. The Department of Education establishes subject-matter
competencies for all grade/year levels. These learning competencies are
developed, published, and disseminated to the field by the Bureau of
Elementary and Secondary Education. Most subjects/learning areas have a list
of learning competencies that children are expected at the conclusion of each
grade/year level, as well as at the end of elementary/secondary schooling.
Some subjects/learning areas combine both (i.e. learning competencies within
each content/topic).
(Marias and Ditapat, 2000) The curriculum is intended to be interpreted
and implemented differently by teachers. Schools are encouraged to innovate,
enrich, or adapt as long as they meet the basic curriculum requirements.
The curriculum plan (learning competencies) does not include any
teaching methods or learning activities that teachers must use in order to
implement the curriculum. The guiding philosophy is that the ability for
teachers to plan and implement appropriate teaching/learning activities
independently stimulates their creativity. Teacher's manuals or guides, on the
other hand, include higher-level content areas as well as suggestions for
teaching and assessing."
The following are the highlights of the 2002 Basic Education Curriculum for
Elementary and Secondary Education: (Department of Education, 2002)
 reorganization of learning areas, reducing them to five (Filipino, English,

science, mathematics, and Makabayan);
 improved integration of competencies and values within and across learning
domains
 a stronger focus on the learning process and integrative teaching modes; and
 more time for tasks to gain mastery of the basic tool subjects' competencies.
 The goals are expressed in terms of competencies, which are the knowledge,
skills, and attitudes that the learner should have at the end of the program.
 The use of ICTs, expressed in terms of information access, processing, and
application skills, as well as using educational software in solving
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mathematical problems and conducting experiments, is a significant feature of
the competencies.
 Content is disseminated via various media and resources.
 Rather than being a passive object of pedagogy, the learner is regarded as an
active participant in the teaching-learning process.
 The learner assumes the role of meaning constructor, while the teacher serves
as facilitator, enabler, and manager of learning.
REVIEWING THE OLD CURRICULUM
The primary goals of the Secondary Education Development Program (SEDP)

are to strengthen the Ministry of Science, Technology, Education, and Culture
(MOSTEC), to improve the quality and coverage of basic, non-formal, and secondary
education, to develop a market-driven Technical Education and Vocational Training
(TEVT) program, and to strengthen the capacity in Science and Technology (S & T)
at the tertiary level. The SEDP will also serve as a guide for the government's
poverty-reduction strategy in the education sector.
The SEDP includes the New Secondary Education Curriculum (NSEC), which
was implemented in 1989 and replaced the 1973 Revised Education Program (RSEP).
The program was implemented in response to the following needs: the continuation of
the Program for Decentralized Education (PRODED), with an emphasis on science
and technology, mathematics, reading, and writing; increasing the value of high
school graduates; and expanding access to high-quality secondary education.
BEC vs SED
SEDP is said to be overcrowded, with too many competencies and topics crammed
into it. This leads to a loss of basic skill mastery, a limited ability to process and
contextualize major concepts, and weak interconnections of competencies.
BEC, on the other hand, had received a number of criticisms.\Tessie Aquino

Oreta, the primary author of Republic Act No. 9155, or the Governance of Basic
Education Act, stated that the "outcome of learning" of students in public schools
across the country will be sacrificed and eventually suffer as a result of a shortage of
teachers in the country who are not prepared to teach the school program.
The IBON Foundation, a research organization, also criticized the BEC's

design, claiming that it caters to multinational corporations' needs for highly skilled
and technically proficient workers at the expense of nationalism.
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Questions
1. This characteristic of a statement of objectives describes how learning
objectives are achievable in a given time frame.
A. Objectives should be feasible.
B. Objectives should be precise.
C. Objectives should describe the learning outcomes.
D. Objectives should be dependable with the curriculum aim.
2. What does curriculum as product model heavily relies on?

A. Setting of behavioral objectives
B. Teaching strategies
C. Learning texts and tasks
D. Reference materials
3. What do you call the sum of all activities, experiences, and learning
opportunities for which an institution or a teacher takes responsibility for?
A. Content
B. Curriculum
C. Learning materials
D. Teaching Methodologies
4. This refers to a more specific and concrete description of purposes.

A. Objective
B. Syllabus
C. Task
D. Activity
5. What should be drawn by curriculum planners in developing goals for

educational programs?
A. Understanding of both the present and long-term needs of learners and
society
B. Beliefs and values about the schools, learners, and teachers
C. Both A and B
D. None of the above
6. The following are the three major curricular elements that help the curriculum
development evolve EXCEPT
A. Decisions of the school heads who are the prime responsible in disseminating
updated content and pedagogies to educators
B. Educational goals and decisions that are made at three levels of specificity and
immediacy to the learner
C. Decisions about how to teach, with an emphasis on strategies for selecting and
structuring learning opportunities
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D. Decisions about the extent to which educational goals are met using the tools
or methods available.
7. Which of the following is a basic consideration in curriculum design?

A. Availability of instructional materials
B. Parental Expectations
C. Teaching Experience
D. Needs of the learners
8. Our Language curriculum is based on the belief that __________.

A. Learners must have mastery of the rules of grammar and syntax
B. Literacy is critical in producing responsible citizens
C. Rules of usage are useless if rules are not being applied
D. Success is dependent on the English proficiency of the learners
9. What do you name an educational philosophy that focuses on learners' and

society's practical demands, as well as the function of education in developing
economically effective learners?
A. Academic Rationalism
B. Social and Economic Efficiency
C. Cultural Pluralism
D. Learner-centeredness
10. This one way of approaching curriculum theory and practice refers to the
interaction of teachers, students, and knowledge and what is happening in the
classroom.
A. It is Curriculum as a body of knowledge to be transmitted.
B. Curriculum as praxis.
C. Curriculum as process.
D. It is Curriculum as an attempt to achieve certain end in students’ product.
11. A type of syllable that focuses on learning the specific language skills.
A. Task-based syllabus
B. Situational syllabus
C. Structural syllabus
D. Skill-based syllabus
12. Which among of the following components of a curriculum is concerned on

the individual’s growth and development with emphasis on affective factors?
A. Behavioristic Orientation
B. Societal Orientation
C. Rational-cognitive Orientation
D. Humanistic Orientation
13. The following are the dimensions of course development EXCEPT

A. Modifying competencies
B. Describing entry and exit levels
C. Sequencing course content
D. Choosing course content
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14. It is a statement of a general change that a program seeks to bring about in
learners.
A. Performance
B. Aim
C. Product
D. Outcome
15. Why is there a need to describe the aims of a course in terms of objectives?
A. The aims of a course provide measurable outcomes.
B. The aims of a course are prescriptive in terms of how planning proceeds.
C. The aims of a course facilitate learning.
D. All of the above.
16. This educational philosophy stresses on the process rather than product – a
focus on learner self-direction, learner strategies, and learner differences.
C. Learner-centeredness
D. Cultural Pluralism
17. Why must a teacher be reminded of the characteristics of the objectives?

A. Objectives describe learning in terms of observable performance.
B. Objectives provided basis on teaching activities.
C. Objectives describe what the aims seek to achieve smaller units of
learnings.
D. All of the above.
18. This type of syllabus features the content of the language teaching having
where the collection of real/imaginary situations in which language occurs or
is used. One example of this is a teacher who provides activities that involve
several participants in engaging an activity highlighting on function and
discourse.
A. Task-based syllabus
B. Situational syllabus
C. Structural syllabus
D. Skill-based syllabus
19. Which of the following not belong to the curriculum processes?

A. Adoption of evaluation tools and materials
B. Organization of needs
C. Selection of learning experiences
D. Formulation of Objectives
20. One way of approaching curriculum theory and practice is the dynamic
interaction of action and reflection driven by general principle and emphasis
on judgment and meaning making.
A. It is Curriculum as a body of knowledge to be transmitted.
B. It is Curriculum as praxis.
C. It is Curriculum as process.
D. It is Curriculum as an attempt to achieve certain end in students’ product.
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21. This educational philosophy argues how schools prepare students to
participate in multicultural situations which raise the self-esteem of the
minority group. This philosophy also helps children appreciate diversity of
viewpoints among other cultures and religions.
C. Cultural Pluralism
D. Learner-centeredness
22. The following are four fundamental questions that must be answered in
developing any curriculum and plan of instruction EXCEPT
A. I. What educational need should the school seek to attain?
B. II. What kind educational experiences can be provided that are likely to
attain this need?
C. III. How can these kinds of educational experiences be effectively
organized?
D. IV. How can we determine the cost of the materials spent?
23. Which of the following statements describes a syllabus?

A. It is a program about the environment used.
B. It is a plan of what the teachers will teach.
C. It is a list of competencies to be achieved.
D. It is a specification of the content of a course.
24. It has the goal of teaching students to draw on resources to complete some
piece of work (a process).
A. Situational teaching
B. Task-based teaching
C. Situational teaching
D. Skill-based teaching
25. In developing a rationale, it is important to understand its different purposes to

provide focus and directions involved in course planning. The following are
purposes of a rationale EXCEPT
A. Guiding the planning of the variety components of the course
B. Emphasizing the learner of teaching and learning the course should
exemplify
C. Developing a checklist of tools to be used in assessing the objectives
D. Providing a check in the consistency of the variety course components in
terms of the course values and goals
26. Which of the following statements is not true of a curriculum?

A. It is the sum of all activities, experiences and learning opportunities for
which an institution takes responsibility
B. It is a part of educational plan that spells out which goals and objectives
should be achieved.
C. It is an educational proposal that is capable of effective translation into
practice.
D. It is a specification of content of a course of instruction listing what is to
be taught and tested.
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27. Among the following which is a basic consideration in curriculum or syllabus
design?
A. Teacher's teaching experience
B. Needs of the learner
C. Expectations of parents
D. Availability of instructional materials?
28. Which of the following provides the teacher the test the least freedom of
choice in relation to the course they teach?
A. Using prescribed syllabus and its accompanying textbook throughout the
implementation of the course
B. Establishing course goals in negotiation with students and making decisions
with them throughout the course about the next steps to take
C. Formulating a plan of work on the basis of student needs and selecting and
designing materials to teach it
D. Using a prescribed textbook but being able to choose and design other course
activities and tasks.
29. Which of the following characterizes the grade 7-10 competencies in the K to
12 curriculums?
A. The competencies focus on grammar knowledge
B. They use literature as primary reading materials.
C. They focus on fourteen domains and five strands.
D. The competencies integrate content and tasks
30. Which of the following curricular programs in the Philippines was anchored
on content-based language instruction?
A. UbD curriculum
B. K-12 curriculum
C. BEC curriculum
D. SEDP curriculum
31. Which of the following statements describes a syllabus aptly?

A. It is a list of competencies and skills to be achieved at the end of instruction
B. It is a specification of the content of a course of instruction listing what is to
be taught and tested.
C. It is a plan of what the students will learn and what teachers will teach.
D. It is a program which takes into account the environment in which it is used.
32. A curriculum which revolves around uses to which language is put is

orientation?
A. Situational
B. Structural
C. Functional
D. Procedural
33. Which of the following units in language syllabus specification is thematic in

orientation?
A. Learning about adjectives
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B. Giving directions in finding a place
C. At a birthday party
D. Saving mother earth
34. One of the following readily is not considered a manifestation of

communicative competence?
A. Creativity and literariness
B. Appropriateness of utterances
C. Coherence and cohesion of texts
D. Accuracy of language
35. Which Theory of language assumes sociolinguistic competence is basic?

A. Functionalist
B. Structuralist
C. Interactionist
D. Innatist
36. Which theory of language learning advocates habit formation?

A. Cognitive
B. Bilingualism
C. Behaviourism
D. Immersion
37. Which of the following best defines the term competency?

A. The goal or end-product of learning
B. What a learner can do using the knowledge he has gained
C. What a given curriculum provides
D. The objectives defined in a particular lesson
38. Which two components of language are considered productive?

A. Reading and listening
B. Listening and speaking
C. Speaking and writing
D. Reading and writing
39. In the English language program for secondary schools, it is recommended

that_____.
A. Philippine literature should be taught both in the first year and second year.
B. Philippine literature should be the focus in the first year, but should be
included in other year levels.
C. Philippine literature should include original vernacular pieces which the
learners understood.
D. Philippine literature should be taught in either English or Filipino.
40. Which of the following cannot be readily implemented in an English lesson?

A. Adjust listening strategies in relation to the main purposes of listening
B. Identify the stand of a speaker based on the explicit statements made.
C. Always listen to determine steps in a process in an informative text
D. Note cause-effect relationships in explanations of specific processes.
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41. Among of the following should be avoided as a statement of a lesson
objective?
A. To develop students' reading ability more comprehensively and effectively
B. To help learners become independent in their approach to getting the
meaning of difficult words.
C. To show appreciation for entertaining texts like anecdotes, jokes, fables, and
tales.
D. All of the above
42. In a functional language teaching syllabus, the content is a collection of_____.

A. Complex and purposeful tasks that students need and want to
perform.
B. It should be specific abilities that may play a part in using
language
C. Grammatical forms and structures of the language being taught
D. Real and imaginary situations in which language occurs.
43. Which of the following types of integration is possible in an English lesson?

A. Skill
B. Topic
C. Practice
D. Skill and topic
44. In a course design, formative evaluation should be done.

A. At every step of the design process
B. When goals and objectives are being established
C. During the planning stage
D. After teaching the course
45. The Basic Education Curriculum for Philippines schools was pilot tested
nationwide during the school year
A. 2001-2002
B. 2003-2004
C. 2002-2003
D. 2004-2005
46. A newly developed or revised curriculum is pilot tested to determine its_____.

A. Strengths and shortcomings
B. Familiarity to teachers and school managers
C. Suitability to intended users
D. Effectiveness as an instructional plan
47. Which of the following does not serve as the legal basis for the Philippine
Basic Education Curriculum?
A. 1987 Constitution of the Philippines
B. 2001 Governance of Basic Education Act
C. 1982 Education Act
D. 1974 Bilingual Education Policy
48. Localization of the curriculum means_______.
39
A. Developing a curriculum for every region and school division
B. Adapting a centrally-designed curriculum to fit local needs and conditions.
C. Using local materials for instructional activities
D. Involving local officials in redesigning a curriculum
49. Which among of the following is not considered a form of practical writing?
A. Filling out an information sheet
B. Writing a letter of application
C. Writing a personal letter
D. Filling out a registration form
50. One of the following does not clearly define the kind of Filipino that the K-12
basic education curriculum seeks to produce as expressed by the Secretary of
the Department of Education and which the language program will help
generate. He or she______
A. Is a lifelong learner
B. Should excel in both national and international examinations
C. Must be holistically developed
D. Must be globally-oriented and loyally-grounded
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Key to Correction
1. A
2. A
3. B
4. A
5. C
6. A
7. D
8. B
9. B
10. C
11. D
12. D
13. A
14. B
15. D
16. C
17. B
18. B
19. A
20. B
21. C
22. D
23. D
24. B
25. C
26. D
27. B
28. A
29. B
30. C
31. B
32. C
33. D
34. A
35. A
36. C
37. B
38. C
39. B
40. A
41. D
42. B
43. D
44. D
41
45. B
46. C
47. D
48. B
49. C
50. B
42
Part III - THEORETHICAL FOUNDATIONS
LET Competencies:
 Demonstrate grammatical principles by describing and analyzing the meaning

and use of various English language structures.
BASIC SENTENCE PATTERNS
The core patterns around which most English phrases are composed are listed below.
 N be Adj
The topic is alluded to by the adjective, which is a SUBJECT COMPLEMENT,
particularly a PREDICATE ADJECTIVE. "May be characterized as” is the
copula verbbe.
Chocolates are sweet. (subject complement = predicate adjective)
 N be UW (= uninflected word)
Now, then, yesterday, and tomorrow, here, there, up, down, in, out, inside,
upstairs, downstairs, on, off, now, then, yesterday, and tomorrow are examples
of uninflected words. The word "be" means "to be found" or "to occur."
The theater play was yesterday. (adverbial)
 N1 be N1
The superscript indicates that the two nouns relate to the same thing. The
second noun after the be verb is a SUBJECT COMPLEMENT as well. in
particular a PREDICATE NOUN or PREDICATE NOMINATIVE.
His workmate is my cousin. (subject complement = predicate nominative)
 N InV (= intransitive verb)
In this scenario, the INTRANSITIVE VERB does not require an object.
Glasses break.
 N1 TrV (= transitive V) N2 where N2 has a different referent than N1.
The DIRECT OBJECT of the verb is N2, which means "the receiver of the
action."
The boy buys yellow flowers.
 N1 TrV N2 N3
Each noun has a separate referent, as shown by the superscripts 1, 2, and 3.
Woman gave a gift to the orphan.
(usually reads as Woman gave the orphan a gift.)
NOUNS
The following characteristics can be used to identify nouns:
1. They are the names of things. They are the names of people, animals, things,
places, ideas and event.
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2. The PLURAL-es and the POSSESSIVE (often termed the GENITIVE)-'s are
the two INFLECTIONSthey have. ALLOMORPHS can be found in both
inflections.
3. To differentiate such, noun-forming DERIVATIONAL SUFFIXES appended
to bases or stems,usually belonging to other parts of speech, might be
utilized.
4. In relation to other parts of speech, they occupy certain locations in phrases
and sentences.
5. Unlike other languages, gender does not play a prominent role in English
grammar. Only a few pairsof nouns, such as waiter/waitress and host/hostess,
imply gender.
SUPERFIXES/STRESS PATTERNS, such as récrd and rècórd, can be utilized to

distinguish nounsfrom other parts of speech. The morphemically identical words
have a distinct stress pattern. / / used as a noun
Nouns can act as HEADS in a noun phrase. As heads, they can be preceded by
one or moresingle-word modifiers and followed by either a phrasal or clausal
modifier, or both.
Noun Types
1. A COMMON NOUN is a term that is used to describe someone, something,

or a concept.
2. COUNT NOUNS is a plural inflection of the word count.
MASS/NONCOUNT NOUNS with no plural inflections
3. PROPER NOUNS are distinctive names for people or locations.
4. COLLECTIVE NOUNS depending on the situation, can accept either
singular or plural verbforms. The noun's interpretation, i.e., whether it is seen
as a unit or a collection of people.
44
ARTICLES
DETERMINERS are noun-marking words, and ARTICLES are a subclass of
it. They are often used before the nouns that they modify.
PRONOUNS
Most pronouns in a text stand for, refer to, or replace a noun or noun phrase,
and so occupy the same space as a noun or noun phrase. A pronoun's
ANTECEDENT or REFERENCE is the word or words that it stands for.
My younger sibling is a dual citizen. He is a Filipino as well as a Canadian citizen.
Kinds of Pronouns
Pronouns come in various of forms, including SUBJECT, OBJECT,

POSSESSIVE, REFLEXIVE, DEMONSTRATIVE, and others. Person
(first/second/third), gender (feminine/masculine//neuter), and, in the case of
demonstratives, number (singular/plural), number and proximity distinguish the
forms withn each category.
Remember the following:
1. He, him, and his can be used to refer to animals who are closely related to
humans, as can she, her,and hers.
The cat loves his/her/its master.
2. Except for ships, which are usually referred to as she, use it and its to refer to
inanimate objects.
3. She or she is occasionally used to refer to countries and schools.
4. For mixed societies or groups where the gender is uncertain, the pronouns he,
him, and his havetraditionally been employed. Many individuals now object
to this usage, thus they employ both masculine and feminine forms, as well as
plural forms, to get around it.
Everybody submitted his or her homeworks. (awkward)
All the students submitted their homeworks. (acceptable)
5. Putting I, me, my, or mine, or their plural counterparts, last if they are part of
a pair or series.
45
The instructor confiscated his toy and mine, too.
Mother helped Tony with his assignments, and he will help my brother and
me with ours tomorrow.
VERBS
The following properties can be used to identify a verb:
Denotes a state of being (e.g., read) or an activity (e.g., read) (e.g. know).
ACTION VERBS are alive and well. The copula or connecting verbs, such as the be-
verbs, remain, appear, and become, are examples of STATE OF BEING VERBS (or
STATIVE VERBS).
Has four inflections
{-s} third person singular present tense verbs
{-ed} simple past tense verbs
{-en} the past participle
{-ing} the present participle
VERB TENSES: Their Meanings and Common Uses
SIMPLE ASPECT: unchangeable; complete wholes
 SIMPLE PRESENT: the current situation in general
To discuss our current thoughts and feelings, as well as our instant responses to
things
I’m extremely busy.
He looks tired
 SIMPLE PAST: naming a certain period of time in the past
To indicate that something happened or was the situation at a specific point in
time in the past.
To indicate that something happened or was the situation at a specific point in
time in the past.
The Faculty member flew into Jakarta last week to sign a memorandum of
agreement with a sister school.
 SIMPLE FUTURE: A declaration of what we believe will occur or what we
plan to occur.
To discuss basic facts and to predict what will happen if a specific event arises
An attack of COVID-19 Virus can keep a man off work for a few days. He will
earn nothing and he will have trouble paying his hospital bills.
PERFECT ASPECT: foregoing

 PRESENT PERFECT: the relationship between the past and the present
We are unable to utilize adjuncts or phrases that situate the action in the past.
However, we can utilize durational adjuncts. e.g., forever, always.
*I have watched it the other day
 PAST PERFECT: Events that occurred before to a specific date in the past
To discuss a prior occurrence or scenario that occurred before a certain point in
time.
46
By noon, pupils had gathered at the school court with their placards.
 FUTURE PERFECT
To refer to anything that has not yet occurred but will occur before a specific
date in the future.
By the time he graduates, his family will already have left for the USA.
ADJECTIVES
An adjective –
1. Is a term that characterizes or identifies something's attributes.
2. It's most common after a determiner and a noun, or after be or other
connecting verbs, or just afterthe intensifier very.
3. Is associated with certain derivational morphemes
{-y} healthy, leafy
{-al} racial, normal
{-able} understandable, visible
{-ed} aged, learned
{-ful/-less} hopeful, hopeless
{-ish} childish, boyish
{-ive} active, native
{-ous} famous, marvellous
4. Has comparative and superlative inflectional morphemes.

smart smarter smartest
5. Modifies or complements nouns
the honest lad (modifier)
The lad is honest. (complement)
6. In terms of characteristic locations, there are two types: ATTRIBUTIVE,
which comes before nouns, and PREDICATIVE, which comes after
connecting verbs.
The diligent pupils pass the tough exam. (attributive)
They are happy with their good grades. (predicative)
ADVERBS
Other words, such as verbs, adjectives, another adverb, or even a full phrase, can be
modified or changed in meaning.
(Verb modifier) Eduardo can run fast.
(Adjective modifier) Sunsets are really beautiful to watch.
(Adverb modifier) Eduardo run very fast.
The following are examples of adverbs or

adverbials:
Adverbial clause: The baby cried because he was hungry.
Adverbial phrase: Apple sang very sweetly.
Prepositional phrase: She sang during our batch reunion.
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Word: We eagerly look forward to your birthday.
Adverbs may be easily identified by particular affixes. For example:
1. Suffix –ly popularly, hopefully

2. Prefix a- adrift, aloud, anew
3. Suffix –wise clockwise, lengthwise
4. Suffix –wards forward- s,backward - s
Kinds of Adverbs
1. Answer the question "How often?" with adverbs of frequency.

2. Adverbs of relative time can be utilized with any tenses as long as the
meaning allows.
3. How do adverbs of manner respond to the question? What about how well?
4. Adverbs of location respond to the inquiry "where?"
5. Adverbs of time provide a solution to the query, "When?"
CONJUNCTIONS
Coordination
The process of merging ideas is known as COORDINATION. When two
identical parts are united, a bigger constituent of the same type is produced. This is
referred to as COMPOUNDING in traditional grammar.
Compound sentence: The ladies and gentlements danced last night.
Compound subject: The Instructor and her students will join the parade.
Compound verb: The students play and eat during
recess.
Compound object: We boiled corn and cassava.
SIMPLE COORDINATION is the process of linking related elements as indicated
above, although there are additional ways to coordinate ideas:
1. ELLIPSIS: The phrases too or either (for UNINVERTED FORMS), and so

or neither are added tothe second verb phrase, while the first verb phrase is
removed or omitted in the second (for
INVERTED FORMS).
Affirmative forms
My classmates like to read books and I, too. (uninverted)

A cat runs fast, and so does a mouse. (inverted)
Negative forms
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Kristin can’t climb a tree, and his little brother can’t,
either. (uninverted) Chicken can’t fly high, and neither
can ducks. (inverted)
2. Use of PRO-FORM, i.e., the substitution of pronoun for a repeated noun.
Angelo plays the guitar and he plays the harp, too.
3. COMPLEX orCORRELATIVE CONJUNCTIONS like both . . . and..
My Mother is both kind and sincere.
Subordinating Conjunctions
Subordinating conjunctions serve as a link between dependent and independent
clauses. The many varieties are depicted below.
Time His Mother died when she was young.

Conditional If she could afford it, she would buy a car.
Purpose They had to extend the meeting in order to discuss all
concerns raised.
Reason I couldn’t ignore her because she was my childhood friend
Result He reviewed very hard so that he would pass the BLEPT.
Concessive While she did well in class, she was a poor performer at
club activities.
Place Wherever you stayed, you found troublesome neighbors.
Manner Is he often rude and cross like he’s been this past week?
PREPOSITIONS
For a variety of reasons, prepositions are notoriously problematic for ESL students.
1. In the learner's first language, several English prepositions are realized as a
single form.
Pumunta kami sa parke. (We went to the park).
Lumangoy kami sa dagat. (We swam in the ocean.)
Sakal Anggulo. (The commotion occurred on the street)
Antayin Mo Ako Sa Kanto. (Meet me at the street corner.)
2. The preposition in English is not always achieved by a single word. There

are more sophisticatedforms, such as because of and notwithstanding, as
well as merged forms, such as into and upon.
3. Certain prepositions create clusters with verbs, adjectives, and nouns.
4. Prepositions in English are polysemous. They have a variety of meanings.
(space) Throw them at the door.
(time) It rains at night.
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(degree) Water freezes at 00C.
(idiomatic) He’s good at dancing.
Structure of English
Competencies:
1. Show knowledge of language and language acquisition theories, as well as

their impact on language instruction.
2. Apply what you've learned about linguistic theories and concepts to the
teaching of communications kills including listening, speaking, reading,
writing, and grammar.
3. demonstrate a comprehension of how language rules are used in real-life

situations
A. Linguistics and English Language Teaching
The knowledge of teachers about the workings of language and language instruction
is inextricably linked. Teachers' understanding of how a language operates will
undoubtedly aid them in explaining how the language works to pupils, as well as
anticipating and responding correctly to any learning issues.
1. Linguistics, especially phonology, knowledge may be valuable in

understanding interference difficulties that English language learners may
have with the English sound system. In the lack of sounds like /f/ and /v/ in
Philippine languages, especially in Ivatan and Ibanag, Filipino English
learners are inclined to employ /p/ and /v/ as alternative sounds, for
example, /paen/ for /fn/ 'fan' and /bn/ for /vn/ 'van.' It's important for language
teachers to understand that each language has its distinctive set of phonemes,
which may differ from one another. As seen in the aforementioned cases, such
variations may lead to the use of sounds that merely approach the desired
sounds.
2. Teachers of languages should be aware that grammatical units such

as morphemes, words, phrases, and clauses act differently in different
languages. Inflections such as -s/ -es and -ed, for example, are used to show
plurality and tense in English. In Tagalog, however, plurality is represented as
separate words, as in mga bata, which means 'children.' Tagalog verbs do not
have tenses, just aspects – perfective "kumain" and imperfective "kumakain,"
which might explain the Filipinos' difficulties understanding English tenses.
3. The teacher's understanding of morphology, or word building laws, is

critical in assisting pupils indeciphering the meaning of words by breaking
them down into smaller chunks. For example, students can parse or segment
the terms humiliation, government, disillusionment, and enhancement, noting
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the morpheme -ment that appears in all of them. Students may be able to
explain the meaning of the stated instances as'state of being embarrassed,"state
of governing,"state of being disillusioned,' and'state of enhancing' if they
understand the definition of -ment as'state or condition.' As a result, the
derivation process may aid learners in interpreting and remembering the
meaning of words that follow particular patterns in converting small words
into longer ones.
4. When teaching exchanges or discussions, teachers' understanding of

bigger units of language usage- discourse structure – may be useful. When
communicating with someone who is older, has a higher position, or is an
authority than the speaker, the use of language for social tasks such as asking
permission necessitates familiarity with modals that convey formality and a
higher degree of politeness. In this case, appropriacy must be considered when
choosing modals. When seeking permission from someone who is older and in
a higher position than the speaker, it is polite to use may rather than can. e.g.
Is it okay if I use the computer in the office?
B. Views about Language
1. Language, according to structuralists, may be characterized in terms of visible and

verifiable data as it is utilized. They also explain language in terms of its structure,
as well as the regularities, patterns, and laws that govern it. Language, to them, is a
set of speech sounds that are arbitrarily allocated to the objects, situations, and
concepts to which they relate in order to facilitate human communication.
Language is primarily vocal. Language is speech, which is largely

made up of vocal sounds generated by the human body's speaking
mechanism. Speech is the fundamental means of communication; writing is
only a secondary representation of the language. Writing is just a visual
depiction of the language's sounds. Despite the fact that most languages have
writing systems, a few of languages continue to survive exclusively in spoken
form today. According to linguists, speech is primary and writing is
secondary. As a result, it is considered that speech takes precedence in
language instruction.
Language is a system of systems It is not a disjointed or disorderly

collection of sounds. To produce meaningful units or words, sounds are
organized in a set or established, systematic manner. In English, there are no
words that start with the letters bz-, lr-, or zl-, however there are some that
begin with the letters spr- and str- (as in spring and string). Similarly, words
are ordered in a certain method to produce acceptable and intelligible
sentences. The statement "Shen purchased a new novel" is okay, but the
phrase "Shen bought a new novel a" is not, since the latter's word order
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breaks the standard English grammatical pattern of Subject-Verb-Object, or
S-V-O.
Language is arbitrary. There is no intrinsic relationship between a

language's words and their meanings or the ideas they communicate. Putting
it another way, there is no 1:1 relationship between a word's structure and the
item it represents. In Filipino, a flying animal is known as an ibon, or pajaro
in Spanish, and bird in English for no'sacred' reason. The choice of these
terms in the languages indicated below is entirely a historical happenstance
that native speakers have agreed on. Reference to such an animal has acquired
an established practice through time that is difficult to modify.
Language is a means of communication. Language is a vital way of

transmitting ideas, opinions, and feelings amongst humans. People's thoughts
are given shape through language, which also leads and regulates their actions.
2. Language, according to transformationalists/ cognitivists, is a system

of knowledge manifested inlinguistic forms yet intrinsic and universal in its
most abstract form.
Language is a natural ability. The existence of the language acquisition

device (LAD) in the human brain predisposes all normal children to learn their
first language within five years of birth.
Language is a creative medium. It allows natural speakers to create and

comprehend phrases that they have never heard or used before.
Language is a psychological phenomenon. It's not a mechanical device.
3. Language, according to functionalists,is a dynamic system in which

members of the speechcommunity exchange information, according to
functionalists. It's a means of communicating functional meaning, such as
expressing emotions, influencing others, requesting and delivering information,
and forcing individuals to perform tasks for others.
4. Language, according to interactionists, is a tool for creating

interpersonal relationships and carryingout social transactions between people.
It's a conversation-based tool for forming and maintaining social bonds.
According to this viewpoint, patterns of exchange and interaction may be used
to specify and organize language education content.
B. Acquisition of Language
1. Behaviorist learning theory. The behaviorist approach, which is

based on a broad theory of learning, holds that an individual's
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linguistic behavior is conditioned by sequences of differential
rewards in his or her environment.
Language acquisition is regarded as a behavior, similar to other types

of human activity, rather than a mental thing taught through habit
development. Because language is considered as both a mechanical and a
human activity, it is thought that learning a language is accomplished through
the formation of habits based on stimulus-response chains. The consequences
of a reaction are emphasized in behaviorism, which claims that the behavior
that follows a response reinforces it and so serves to strengthen the link.
2. Cognitive learning theory.
Chomsky claims that children do not learn language by pure imitation or

conditioning based on reinforcement and reward. He argues that all normal
humans have an inborn biological mechanism that allows them to learn
languages. Cognitivists and innatists believe that a kid is born with a "initial"
state regarding language that predisposes him or her to learn the language's
grammar. They argue that the language acquisition device (LAD) is what the
kid brings to the work of language acquisition, allowing him or her to take an
active role in the process.
Hypothesis testing, a process of establishing rules and evaluating them with

competent speakers of the target language, is an essential aspect of the mentalist
theory of second language learning.
3. Krashen’s Monitor Model (1981).
This is perhaps the most frequently referenced of the theories of second

language acquisition; it is regarded the most thorough, if not the most
ambitious, with five key premises.
C. Influences of Theories on Language Teaching

1. Theories of language acquisition, as well as theories of language,
according to applied linguists, may offer the foundation for a particular
teaching approach/method. To give only a few examples, the audiolingual
method (ALM), oral approach/situational language education, operant
conditioning approach, bottom-up text processing, and controlled-to-free
writing were all created by combining structuralism with behaviorism. These
techniques emphasize the importance of overlearning, a concept that leads to
mindless mimicry and memorization ('mim-mem'). They are also
distinguished by mechanical habit-formation training, which is accomplished
by unrelenting practice: language patterns are repeated and drilled until they
become automatic and habitual, reducing the likelihood of errors.
53
2. The cognitive learning theory has given rise to the cognitive
approach to learning, which prioritizes language analysis over teacher
teaching and student practice forms. It is consistent with the concept that
learning is a cognitive process, which is at the heart of cognitive-based and
schema-enhancing tactics like Directed Reading Thinking Activity, Story
Grammar, and Think-Aloud, to mention a few.
3. Communication-based techniques such as Communicative

Language Teaching/Communicative Approach, Notional-Functional
Approach, Natural Approach, and Task-Based Language Teaching have
appeared as a result of the functional perspective of language. Learners can
work in pairs or groups on information gap tasks and problem-solving
activities using communication tactics including information sharing,
meaning negotiation, and interaction.
4. A holistic approach to language acquisition, or whole-person

learning, has generated humanistic methodologies in language learning and
Community Language Learning, based on this cognitive and emotional
viewpoint. The full person, including emotions and sentiments, as well as
linguistic knowledge and behavioral abilities, is emphasized in these
strategies. The humanistic approach gives students "vocabulary for
expressing one's sentiments, sharing one's beliefs and opinions with others,
and gaining a deeper awareness of one's feelings and needs," according to the
authors.
D. Linguistic Concepts:
1. Phonology. It looks at how sounds are combined to form ordered

speech units, such as syllables and bigger units. It explains a language's sound
system and the distribution of sounds that occur in that language. The
phoneme notion serves as the basis for classification.
The study of language's sound system, or the laws that control pronunciation,
is known as phonology. It includes the components and concepts that
determine a language's sound patterns.
2. Phonetics. It looks at how sounds are articulated by the human

speech mechanism and received by the auditory system, as well as how sounds
may be recognized and classified by how they are created.
3. Morphology. It investigates the patterns of word formation by

combining sounds into morphemes, which are small, discrete units of
meaning. It is concerned with the rules for adding suffixes or prefixes to single
morphemes in order to generate words.
54
4. Syntax. It looks at how words come together to form phrases,
phrases come together to form clauses, and clauses come together to produce
sentences. The study of how phrases, clauses, and sentences are created is
known as syntax. The foundation of sentence creation is a set of rules and
classifications. It also includes the definition of rules and the placement of
sentence parts like as noun phrases, verb phrases, adverbial phrases, and so on.
5. Semantics. It is concerned with the meaning level of language. It

seeks to study the structure of meaning in a language, such as how words are
connected in meaning, and to display these inter-relationships by creating
'categories.' The meaning of words and sentences is accounted for by
semantics.
6. Pragmatics. It is concerned with the context of meaning in certain
contexts. The study of how language is utilized in real-life communication is
known as pragmatics. Pragmatics studies utterances, which are sentences that
are really said or pronounced by speakers of a language, as opposed to
sentences.
7. Discourse. It is the study of larger portions of language than a single

sentence. Inter-sentential linkages that make a linked or coherent text are
examined at this level. In discourse and pragmatics, the unit of language
investigated is an utterance in a conversation or a written document.
Phonology:
1. A phoneme, such as / m /, / ae /, or / n /, is a separate, contrasting sound unit.

These separate sounds combine with other sounds to form words, such as /mn/
for'man.'
The base unit of sound in any language that generates a change in meaning is called
a phoneme. It's a phone section with a distinguishing feature. A minimal pair test is
the most basic test for sound uniqueness. A minimal pair is made up of two forms
with different meanings that differ only by one segment at the same position in
each form. For example, [sp]'sip' and [zp] 'zip' form a minimum pair, proving that
the sounds [s] and [z] contrast in English by causing the meaning of the words'sip'
and'zip' to change; hence, they are separate phonemes - /s/
Morphology:
1. A morpheme is a brief linguistic piece that fits three criteria:
a. It is a meaningful word or portion of a word.

b. It can't be broken down into smaller meaningful components without losing
its significance orleaving meaningless gaps.
c. It appears in a variety of terms and has a fairly consistent meaning.
55
The term unhappiness contains three morphemes: un-, happy, and -ness, but the
word salamander just has one.
2. Allomorphs are morphs that share a common morpheme. Allomorphs of the

plural morphemes (e)s include /s/, /z/, and /z/ in /kaets/ 'cats,' /bgz/ 'bags,' and / bsz/
'buses.' Allomorphs are phonologically or morphologically conditioned versions of
a morpheme
Semantics:
1. Lexical ambiguity is a feature of a term that has many meanings,

such as g. The English term fly is ambiguous since it may refer to a variety of
things, including a zipper on a pair of pants, an insect or a baseball struck into
the air with a bat.
2. Syntactic ambiguity is a property of a phrase that has many

meanings, such as The term "English literature teacher" can refer to either "an
English literature instructor" or "an English literature teacher."
3. Synonymy- -words with the same sense have the same values for all
of their semantic properties. In English, the phrases happy and glad, reply and
answer, and swiftly and hurriedly are interchangeable.
4. Hyponymy is a feature of a word that includes the meaning of

another word; the superordinate is the contained word. For example,
sampaguita is a hyponym of the superordinate flower since it has the
connotation of flower. In other words, a hyponym is a term whose meaning
includes all of the same feature values as another word, plus a few more.
5. Antonymy refers to the distinction between two words that differ in
both form and meaning. An antonym is a word that transmits the opposing
meaning (binary antonyms), for example, rich – poor; good – evil. Wealthy –
poor; rich is marked [+wealth] and poor is marked [- wealth]; dead – alive;
dead is marked [-life] and alive is marked [+life]. Words that describe
opposing extremes of a continuous dimension, such as hot and cold, are
gradable antonyms. Not everything that has the potential to be hot or cold is
really hot or cold. For example, liquid can be hot or cold.
Pragmatics
1. Speech act theory. Every time you say anything, you're doing
something (promising, apologizing, threatening, warning, etc.). Every
speaking act is made up of three parts
2. Categories of Illocutionary Acts. John Searle introduced these

categories to bring together roughly similar goals for speaking.
56
3. Conversational Maxims are norms that must be followed when
conversation takes place in a cooperative environment. When individuals
talk, they expect the other person to collaborate, and they want to cooperate
as well.
4. Implicatures are statements that indicate a proposition that is not

part of the utterance nor follows as a necessary consequence of it.
Introduction to Stylistic
Competencies:
1. apply basic aesthetic concepts to literary text interpretation

2. display abilities in a logical examination of literary materials in order to
develop less subjective and impressionistic interpretations
3. comprehend literary grammar using a variety of linguistic methods
A. Definition of Stylistics
1. The following are some of the most prevalent stylistic definitions.
1.1. Stylistics is the study and analysis of instances of language-based

communication utilizing linguistic and related principles (Olanes, ma.).
1.2. Stylistics is the language study of various styles (Chapman, 1973:11).
1.3. A linguistic approach to literary study is known as stylistics (Brumft

and Carter, 1997:93)
1.4. The study of literary discourse through the lens of linguistics is known
as stylistics. It differs from literary criticism in that... is that it acts as a link
between the two (Widdowson, 1975).
1.5. Practical stylistics is a literary text analysis approach based on the notion
that the earlier interpretative techniques used in reading a literary work are
linguistic procedures. Carter (2001).
2. Carter identifies three essential aspects of a linguistic approach to

literary analysis and criticism:
2.1. That our potential for perceptive understanding of the impacts

generated by literary texts increases as our deep knowledge of the workings
of the language system grows.
57
2.2. That we may use a systematic study of language to make our
comments on the effects generated in a literary work less impressionistic
and subjective by using a principled analysis of language
2.3. That since it will be based on a systematic understanding of language,

pieces of language will not be randomly detected and evidence gathered.
Checking one linguistic pattern against similar patterns across the text is
required. The text's evidence will be presented in an overt or principled
manner. Another analyst working on the same data and using the same
procedure can attest to and retrieve the results. There is also less chance
that we would ignore textual details that are critical to the work's meaning.
3. Practical stylistics are crucial.
3.1. It can give a mechanism for a literature student to connect a piece of

literary work to his own linguistic experience and thereby broaden that
experience.
3.2. It can help with the transfer of interpretive abilities, which is an

important goal of literary education.
3.3. It can give a method for decoding iterative texts.
3.4. The emphasis of a literary genre creates a framework in which the

learning of language characteristics may be enthusiastically appreciated.
4. Grid of Relationships of Stylistics with other Discipline
5.
Some Useful Concepts in Stylistics:
Foregrounding - emphasizes a literary element by unique or bizarre

collocations, meaningful repetitions, contrast, and purposeful departure from
norms/rules/conventions.
Collocation - the appearance of certain words together
58
Reference vs. Representation - The indexical purpose of language is to point
to various parts of reality. Representation is the use of language to represent a
situation or event.
Diegesis and Mimesis - Mimesis is showing, whereas diegesis is telling.
Co-operative Principle - People may participate in meaningful lengthy

conversation, according to Grice, because they follow certain rules, which he
refers to as the four conversational maxims, under typical circumstances. The
Quality maxim defends the importance of truth/sincerity; the Manner maxim
relates to the avoidance of ambiguity and obscurity, as well as being orderly
(Pratt, 1977, pp. 129-130, in Weber, 1996).
Four general guidelines for conducting a conversation (The co-operative

principle and its regulative conventions)
1. Make your input as informative as possible - don't offer too much or too little
information.
2. The quality maxim is to offer a contribution that you believe to be true.
3. Relationship maxim: be relevant
4. The manners maxim. Be tidy and avoid needless prolixity, obscurity of
speech, and ambiguity.
There are four situations when maxims are frequently broken:
a) A speaker may inadvertently break a maxim; this explains lying and

deception.
b) He can choose not to follow the cooperative principle, such as when
government officials refuse to answer queries that need sensitive
information.
c) When confronted with conflict, he may breach one or more maxims.
d) He may blatantly disregard a maxim, causing his interlocutors to notice.
Speech Act - "Many utterances are significant not so much in terms of what they say,
but rather in terms of what they accomplish," according to this idea (Sullivan, et al.,
1994, p. 293).
Three requirements apply to the speaking act:
1. Setting the scene, or the preceding and necessary circumstances
Ex. I promise to return the chair next week.\
1. Systematic Grammar in Literary Analysis (Halliday, 1970 in Carter, 1991).
59
According to Halliday, language has three functions: (1) ideational, (2)
interpersonal, and (3) textual. The ideational function is disturbed with cognitive
meaning, the interpersonal function with describing interpersonal relationships
(hence, questions and answers, both positive and negative forms, are included in this
function), and the textual function with enabling the speaker or writer to construct
texts as a logical sequence of units.
The transitivity function is one conceivable choice with the ideational function,
according to Halliday, who goes on to show how stylistics might benefit from using a
grammatical model to examine a literary work. There are three parts to the
transitivity function:
As in "Rykel handed his brother Shen some cookies," roles include (a) actor,
(b) objective or object of outcome, (c) beneficiary or recipient, and (d) instrument of
force, as in "The tree was struck by lightning."
When it comes to clause kinds, Halliday identifies three categories: action,

mental process, and relation. The verbs of perception, response, cognition, and
verbalization are subdivided into verbs of perception, reaction, cognition, and
verbalization, all of which have a processor and phenomenon, rather than actor and
aim as participant roles.
2. Meaning Beyond the Sentence
Long, meandering phrases, especially in the stream-of-consciousness style,

contain kernels of significance. It is possible to develop a discourse or a
consciousness technique by writing things down. arrive at a conclusion
a. Conjunctions and adjectival conjunctions (e.g., however, but, furthermore,

nevertheless).
b. A preceding noun is linked to the pronominal.
c. . A keyword or proper name is repeated, either exactly or in a modified
grammatical form:
d. Synonyms or similar words or phrases:
e. Deictic words, or 'points,' such as this and that, regulate a noun or relate
back to the entire phrase.f. The opening structure is repeated.
g. Relationships between members of a class, or between pieces of a referent
and the whole
h. Remove semantic ties without having to repeat stuff.
i. The sequence of events is well-defined.
3. Pedagogical Stylistics
60
Carter (in Weber, 1996) advocates for a more comprehensive and integrated
study of language and literature as pre-literary, linguistic activity.
3.1 Predicting how the story will progress without the title or after reading the
opening paragraph A paired group can do this.
• This practice does not help lyric poetry or writings that inspire descriptive
moods.
• Texts with a strong story element might cause pupils to read backwards and
forwards in their reading.
3.2Focus on individual words/sequences of words rather than entire texts while
using the cloze process.
• Do some lexical prediction while reading or after you've finished reading a
narrative.
· Read slowly and carefully. To be alerted to the overall plot of the tale, make
plausible and supportable predictions. Limit the summary to 25-40 words:
(a) reorganize, eliminate, and reshape their words to fit inside the word limit
b) Pay attention to the narrative's structure and form. Alternative summaries
should be compared and criticized.
3.4 Debate contrasting points of view Promote debate and conversation.
• Do an activity in small groups.
• Use counter-examples from other groups to encourage people to pay attention.
Make use of their previous knowledge as well as the content at hand.
3.5 Rewriting with guidance
• Recognize textual discourse patterns and styles that are acceptable for them.
Change the communicative value of sections of conversation by rewriting
them. Turning a lecture transcript into academic discourse or rewriting a set of
instructions as a description
• Clearly state the target audience and objective. To examine links between
styles and meaning, rewrite one style into another, focusing on contrasting
literary and non-literary texts. In diverse texts, pay attention to different
techniques of imparting information to readers.
E. Pragmatic Stylistics
61
Literary Criticism
LET Competencies:
1. Signify knowledge of the concepts and principles behind each literary
theory/approach
2. Through reading, use the concepts and principles of each literary theory
approach, analyzing and interpreting chosen works of prose and poetry
1. Literature and Literary Theory

Traditionally, literature has been thought of as a collection of
comparable works. Characteristics that an undifferentiated audience
interprets in the same manner.
With the effect of literary theory on the study of literature today, the latter is
viewed as an important component a place that is always changing.
Literature may be defined as a corpus of literature containing moral and
aesthetic aspects. Rather than being considered as a zone of conflict where meanings
are challenged something with timeless and universal truths and values
Literary theories may help you read, evaluate, and analyze literature in a variety
of ways. However, they do not provide any simple answers as to what literature is or
how it should be studied. be. These ideas attempt to explain or debunk some of the
assumptions and beliefs. implicit in literary criticism and literature
2. Literary Criticism and Literary Theory

The reading, analysis, and discussion of a given text or work constitute
literary criticism. manuscripts that have been classified as works of literature
Two conventions or assumptions that seem to be inherent in its practice are: a)
that criticism is subordinate to and dependent on literature, and b) that critical
interpretations or judgements appear to presuppose that the literary material that they
are interpreting or judging is of high-quality addressing is without a doubt literature.
If literary criticism is reading, analyzing, explaining, and interpreting works,
then when it comes to topics that are classified as literary, literary theory should do
two things: a) offer readers with a set of standards for determining what constitutes
literature in the first place, and
These criteria should guide critical practice, and they should also make us think
cognizant of the strategies and processes that we use in literary practice so that we not
only question the text, but also the methods in which we read and write interpretation
of the text. The application of a literary theory to particular texts is best understood as
literary criticism. Understanding and appreciating literary writings are also part of
literary criticism. Two major issues in literary criticism are: a) why does a work of
literature have the title it has?
62
What are its specific characteristics? (How does it work?) and b) how valuable is it?
Literature?
3. Survey of Literary Theories/Approaches
a. Classical Literary Theory.

The assumption behind this thesis is that literature is a reflection of life. It is
looking for literature that is based on:
Mimesis Mimesis is a Greek word that means imitation. We try to figure out
whether a piece of literature depicts life or reality as we know it. What is it, if it is?
imitated? How is the impersonation accomplished? Is this a good or poor rip-off?
Usefulness (Horace). Function relates to whether a literary work is intended to
entertain (dulce) or to educate or instruct (utie).
Style (Longinus) The literary work's style relates to whether it is written in a low,
moderate, or high style. Longinus even proposed a fourth type, dubbed the sublime.
Catharsis Purgation, purification, clarity, or structural emotional cleaning are all
terms used by Aristotle to describe catharsis. Catharsis, according to Aristotle, entails
the purging of unpleasant emotions such as pity and tears. Repression (Plato).
Censorship Plato has a problem with literary works that reflect
evil behaviour. Plato believes that literary works that demonstrate
poor mimesis should be banned.
b. Historical-Biographical and Moral-Philosophical
Approaches.
The Historical Biographical method considers a literary work to be primarily, if
not entirely, a mirror of its author's life and times, or the lives and periods of the
characters in the work. When the context of a historical work or the author's
background is known, it is more likely to be significant. Readers acquainted with the
French and Indian Wars will appreciate James Fenimore Cooper's Last of the
Mohicans, Sir Walter Scott's Ivanhoe, Charles Dickens' Tale of Two Cities, and John
Steinbeck's Grapes of Wrath (end the American frontier experience),Anglo-Norman
Britain, the French Revolution, and the Great Depression in the United States. The
Moral-Philosophical approach, on the other hand, stresses that literature's primary
purpose is to educate morals and to investigate philosophical issues. Literature is
understood in the context of a time or group's philosophical ideas. Only by
understanding existentialism can one read Jean Paul Sartre and Albert Camus
successfully. The Scarlet Letter by Nathaniel Hawthorne is regarded as a study of the
impact of sin on the human spirit. "Stopping by Woods on a Snowy Evening," a poem
by Robert Frost, indicates that responsibility takes precedence above beauty and
enjoyment.
c. Romantic Theory.
William Wordsworth's romanticism was expressed in his poem Preface to the
Lyrical Ballads, Second Edition According to him, poetry should:
• be about something mundane and every day.
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• Use basic terminology, even if you want to write in prose.
Make use of your creativity to convey a primal (simple, straightforward) feeling
current similarity in dissimilarity (similarities in differences).
d. American New Criticism New Criticism.
According to this idea, literature is an organic whole. Its author, the period it
was written, and the historical context are irrelevant. It is just concerned with the text
itself, with its language and structure. It is more interested in how a text
communicates to itself than in its content. It encourages close, attentive reading of
tex.3, a sort of democratization of literary study in the classroom in which practically
everyone is treated equally in the face of a "blind text." It examines how the parts
interact, achieve order and harmony, contain and resolve irony, paradox, tension,
ambivalence, and ambiguity.
e. Psychoanalytic Theory
This theory applies Freudian psychological concepts to literature. The id, which
is directly tied to instinctual urges; the ego, which regulates and opposes the desires;
and the superego, which is another aspect of the ego with a critical judgement role,
are Freud's three sets of functions.
It enables readers/critics to be imaginative in their speculations regarding the
character's or author's motivations. motives, wants, fears, or motivations The idea is
that creative writing is similar to dreaming. It conceals what cannot be immediately
challenged; the critic must decipher what is concealed. A direct relationship between
the text and the author is assumed and made the focal point of the presentation inquiry
f. Mythological
Archetypal Methodology Carl Jung's idea of the collective unconscious
underpins this approach to literary analysis. The change of seasons, death,, the cycle
of birth and rebirth, the heroic quest, or immortality are all repeated or prominent
images or patterns throughout the book.
Although each country has its own mythology, myths are universal. Many
mythologies contain similar patterns and themes, and some pictures that reoccur in
myths of people separated in time and location tend to have the same meaning, evoke
similar psychological responses, and have similar cultural purposes. Archetypes are
motifs and pictures like these.
g. Structuralist Literary Theory
This hypothesis is based on Ferdinand de Saussure's linguistic theory. Language
is a framework or system. The structure of the language we use dictates or constructs
our vision of reality, and hence our responses to it.
This idea holds that literature is modelled after the structure of language as a
cultural artifact. Instead of the what of American New Criticism, the emphasis is on
how a text means. Stachurism tries to discover broad principles of literary structure
rather than providing interpretations of specific texts, according to structuralists
(Vladmir Propp and Tzvetan Todorov),
In the particular literary work, the structuralist method takes three aspects.
Examine the text as a self-contained system or structure (naturalization of a text)
• Texts are inextricably impacted by other texts, both in terms of formal and
conceptual frameworks; part of a text's meaning is determined by its intertextual
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relationship with other texts. • the text is connected to the larger culture (binary
oppositions)
h. Deconstruction.
This idea calls into question all kinds of literature as well as our reading habits.
It reveals how a text destroys itself by exposing gaps, inconsistencies, and
contradictions in a discourse. Deconstructionist critics start by identifying a fault in
the discourse and then disclose the concealed articulations.
Deconstructing a text takes diligent reading and a little imagination. The writing
is not saying what it appears to be saying. Language, it is believed, constantly betrays
its speaker, especially when a metaphor is used.
A deconstructive critic examines a text's evident primary elements before
delving into its contradictions, reversals, and ambiguities. Jacques Derrida, a
Frenchman, is the most prominent person in deconstruction.
Deconstruction techniques
• locate the text's contradictions
• Determine which member looks to be favored or privileged, and keep track of
any evidence that contradicts this.
• draw attention to the text's ambiguity
i. Russian Formalism
In contrast to the traditional classical axiom that real art conceals its art, this
idea emphasizes that art is artificial and that a considerable lot of acquired skill goes
into it. Viktor Shkovsky, the leader of the Russian Formalists,
• Naturalization refers to our never-ending quest for new methods to make sense
of even the most random or chaotic utterances or language. We stress on
'naturalizing' a text so that it does not remain foreign and beyond our frames of
reference.
• Carnivalization - Mikhail Bakhtin used this phrase to characterize the
influence of carnival on literary writings. The Carnival's festivities are
communal and popular; hierarchies are flipped on their heads (fools become
smart; monarchs become beggars); opposites are mixed (truth and fiction,
heaven and hell); the holy is profaned; the stiff or serious is subverted, mocked,
or relaxed.
j. Marxist Literary Theory.
This theory seeks to explain how literature relates to society, arguing that
literature can only be understood in the context of a broader social reality.
Marxists think that any theory that approaches literature in isolation (for
example, as pure structure or as a result of the author's inner mental processes) and
separates it from history and society would fail to adequately explain what literature
is.
Marxist literary critics examine the structure of history and society before
determining whether a literary work represents or distorts that structure. Literature
must have a social component since it exists in both time and space, as well as in
history and society. A literary work must address issues that readers may identify as
being relevant to their life.
k. Feminist Criticism.
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This is a particular type of political discourse: a critical and analytical approach
to the fight against patriarchy and sexism. There are two types of feminist criticism:
one is concerned with uncovering, rediscovering, or re-evaluating women's writing,
while the other is concerned with re-reading literature from a female perspective.
Feminism investigates why women have historically been seen as second-class
citizens in society. It is focused on how women's lives have evolved through time and
what aspects of their experience vary from males.
Literary criticism by women is studied for how it confronts and conveys the
uniqueness of women's lives and experiences. It also looks at the male-dominated
canon to see how males have utilized culture to advance their dominance over
women.
Simone de Beauvoir, Mary Ellman, and Kate Millet were among the first to
recognize it.
l. Postcolonial Criticism.
Postcolonialism is a historical period in which Third World nations, such as
those in Asia, Africa, Latin America, and the Caribbean, were removed from
European empires and left to reconstruct themselves once colonialism ended. Many
writers from the Third World concentrate on both colonialism and the changes
brought about by postcolonial culture. Attempts to simultaneously resuscitate their
culture and overcome prejudices about their culture are among the numerous issues
facing postcolonial authors.
Postcolonial literatures arose from the experience of colonialism in their current
form, asserting themselves by highlighting the friction with imperial authority and
emphasizing their differences from the imperial center's preconceptions. Because one
of the fundamental elements of imperial oppression is control over language,
language became a focus of struggle for postcolonial literatures.
m. Postmodern Literary Theory.
The word "postmodern" describes the culture of advanced capitalist
civilizations. This culture's emotional structure has shifted dramatically.' A paradigm
shift in the cultural, social, and economic institutions has occurred as a result of a
fundamentally new way of thinking and being in the world. Following World War II,
a new type of civilization dubbed past-industrial society, multinational capitalism,
consumer society, and media society began to develop.
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Questions
1. The news story was not very fascinating to the editor. It was jam-packed with:
A. Adjectives
B. Verbs
C. Pronouns
D. Adverbs
2. " On the streets of God's earth, I feel like a rat's neighbor, so brother of a worm;
forever chasing rainbows at muddy borders." This passage from Quemnada's poem
expresses:
A. Life is worth living
B. Life is not worth living
C. Life is empty and meaningless
D. Life is full of challenges
3. "The whale has no renowned author, and whaling has no famous chronicler," Moby
Dick is described in the novel as:
A. Whaling isn't actually a structure.
B. Whales are common animals.
C. Whales are a dangerous wild creature that frightens sailors.
D. Whaling is an old pastime.
4. Virra is an exempli cation of feminine pulchritude. Pulchritude means:

A. Plain
B. Beauty
C. Ugliness
D. Homeliness
5. Eduardo's eyes are blurred and his hands ached. He at the computer for 6 long
hours. Finally, he took a break.
A. was seated
B. has seated
C. would have seated
D. had been seated
6. After 7 depressing years, Kristin finally quit the job. She along with her Manager
for a long time before she finally decided to look for a new position.
A. didn’t
B. isn’t getting
C. hasn’t been getting
D. hadn’t getting
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7. Nine years of intensive language study are required for second language students.
Liam__________ English for three years, but she will need more training to be more
proficient.
A. has studied
B. will have been studying
C. has been studying
D. hadn’t been getting
8. Employees are so happy that now reaping the fruit efforts.

A. they’re – their
B. they’re – there
C. there – their
D. their – their
9. This seatwork is difficult for Jerry and .

A. Myself
B. I
C. Me
D. Himself
10. The candy care smells .

A. Sweet
B. Sweetly
C. Sweeter
D. More sweet
11. In learning a second language, what is obstructive?

A. grammar
B. structure of language
C. imagery
D. cross-cultural issues
12. Which among these words has [z] end sound?

A. Maps
B. Jokes
C. Laughs
D. Buys
13. Which among these words has the starting [th] sound?
A. Thank
B. These
C. Think
D. Thing
14. Which hypothesis of Krashen's Monitor Model posits that learners "acquire"
grammatical characteristics that are somewhat beyond their present level (i.e., I + 1)?
Acquisition is the outcome of intelligible input that is made more understandable by
the context.
A. acquisition/learning hypothesis
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B. natural order hypothesis
C. input hypothesis
D. affective filter hypothesis
15. The Monitor Model of Krashen has the following implications EXCEPT
A. Because error correction is beneficial, teachers should correct errors as they are
committed.
B. Teachers should not force students to converse unless they are comfortable doing
so.
C. Teachers should not expect students to master "late structures" like third person
singular at a young age.
D. Teachers believe that grammatical instruction is ineffective.
16. They see language as a system of connected parts or "building blocks" for
encoding meaning, with phonemes (sounds), morphemes (words), and tagmemes
(sentences/clauses) as the components.
A. structuralists
B. transformationalists
C. functionalists
D. interactionalists
17. Which of the following is an interactionalist's point of view?

A. Language is mostly spoken.
B. Language is an artistic medium.
C. The meaning and purposes of language are prioritized over the structures.
D. Language is a tool for forming interpersonal connections.
18. Which language teaching method has spawned learner-centered approaches that
allow students to work in pairs or groups on information gap tasks and problem-
solving activities while employing communication strategies such as information
sharing, meaning negotiation, and interaction?
A. Structuralism
B. Behaviorism
C. Cognitivism
D. Functionalism
19. It's a discipline of linguistics that studies how words come together to create
phrases, phrases come together to form clauses, and clauses come together to produce
sentences.
A. morphology
B. syntax
C. semantics
D. pragmatics
20. What does the systematic variation of /t/ demonstrate, for example, that /t/ in top
is aspirated, /t/ in stop is released, and /t/ in pot is unreleased?
A. phoneme
B. consonant
C. variation
D. allophone
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21. Which of the following noises is generated by putting the articulators close
together but without fully blocking the passage of air? Friction is created by the air
movement through the tiny hole.
A. p,b,t,d,k,g
B. f,v,θ,ð,s,z,s,z,h
C .m,n,n
D. l,m,n,j
22. What does the following example show? This statement, "Marian is a linguist" has
a lower pitch than the query "Marian is a linguist?" which has a higher pitch.
A. stress
B. juncture
C. intonation
D. suprasegmentals
23. An example of a derivational morpheme is ?

A. helpful
B. stays
C. eaten
D. longest
24. The terms "gym, microphone, and television" are made by combining them.
A. clipping
B. back formation
C. root creation
D. compounding
25. What morphophonemic mechanism is at work when units that appear in certain
contexts are "lost" in others, such as "libary" instead of "library"?
A. assimilation
B. dissimilation
C. epenthesis
D. metathesis
26. In the following samples, which syntactic structure is shown? dependable cops, a
reliable buddy
A. prediction
B. complementation
C. modification
D. coordination
27. The temporal phrase, “and suddenly”, suggests .

A. ambiguity
B. Shift in time
C. recurrence of pain
D. temporary respite
28. Structurally, this poem is characteristically .

A. haiku-like
70
B. imagistic
C. philosophical
D. terza rima
29.The most appropriate critical approach or literary theory for the poem i .
A. Deconstruction
B. Formalism
C. Marxism
D. Structuralism
30.Which of these issues is most important in a discussion of Ibsen's "An Enemy of

the People"?
A. Traditional Politicians Stagnate a Country, Province, Village
B. The majority vs. The minority Rule in Governance
C. Man’s Idealism is Difficult to Maintain in this Age of Materialism
D. Alternative, Positive Ways of Solving the Polluted Baths
31.In an open-ended story as O. Henry’s “After Twenty Years,” the predicted event
that is most likely to happen is
A. The cop finally apprehended the most sought man, his friend.
B. In respect of their friendship, he let his close buddy go before the cops arrived.
C. He felt betrayed by his friend by informing the authorities what he done.
D. Despite being divided between his friend's devotion and the law, the cop picked
the latter. Journalism on Campus
32. In the headline BRITISH RAIL TO SHED 5000 JOBS, shed means:
A. control
B. suspends
C. get rid of
D. creates
33. What is the editorial page's primary purpose?
a. provides legitimate place for the expression of opinion and exposure of bias
b. shows leadership, entertainment, variety and interpretation of daily events
c. declares the newspaper’s policies and principles
d. weighs both sides of a controversy with broad perspective and deep understanding
34. The following factors should be considered before placing the story on the front
page of the newspaper:
A. the importance of a newspaper
B. the recency of a news story
C. the length of a news story
D. the proximity of a news story
35. Which among the following is not an infringement on one's privacy?
A. printing information from public records, police reports
B. reporting news event that occur in public without consent
C. using a person’s name, likeness or endorsement without consent
D. publishing information about a person’s health or sexual activity
36. In some Philippine publications, it is regarded as the highest manifestation of

journalistic freedom.
71
A. editorial writing
B. news writing
C. feature writing
D. column writin
37. Mario did not understand when the teacher said that the lady in the picture is
expecting. He asks the teacher, “What is the pregnant lady expecting for?” this
connotative meaning is a to communication.
A. language barrier
B. psychological barrier
C. physical barrier
D. emotional barrier
38. Students are asked to listen to a series of advertisements. Then they list them
under the following heading:
Jingle ‘On Air’ by a DJ Conversational Mini-Drama What specific listening task is
involved?
A. Classifying
B. Sequencing
C. analyzing
D. Predicting
39. Which of the following descriptions of literary themes is correct?

A. A literary work's primary insight, central concept, or universal truth.
B. A picture or concept that appears in multiple works of literature.
C. A work of fiction's element of surprise, such as a twist ending
D. The author's writing style, as seen by the words he or she uses.
40. Which of the following appropriately describes stylistics?

A. It is concerned with costly measures that ensure the desired effect of the speech.
B. It is the linguistic investigation of literary discourse.
C. It explains the message that literary compositions should be interpreted and
evaluated as works of art.
D. It is the study of the structure, sounds, and meaning of a language.
41. Which of the following best exemplifies the phrase "understatement"?

A. "You're mistaken, Poe" (Addressing somebody who does not know the answer)
B. "I believe our opinions differ little." ("I completely disagree with you.")
C. "I could drink a bucket of water right now."
D. "That doesn't seem exciting."
42. What stylistic method is used by Emily Dickinson in "And breaths were
accumulating sure/for that ultimate onset, when the king/Be beheld in his might"?
A. Paradox
B. Irony
C. Antithesis
D. Oxymoron
43. Which term in stylistics refers to a work's suitability for its intended subject,
genre, and audience?
A. Diction
72
B. Tone
C. Point of view
D. Oxymoron
44. Which of the following examples of the figure of speech "paradox" is correct?
a. "The child is the father of the man." (Wordsworth)
b. "At the drunkard's funeral, four of his friends carried the pier."
c. "Don't we all love peace and hate war?"
d. "O hateful love, o loving hate! I burn and freeze like ice!" (Shakespeare)
45. What figure of phrase did Nathaniel Hawthorne not employ in figuratively dming
Rev. Dimmesdale as the narrative progressed, while giving Chillingworth a chilled
heart?
a. Symbol
b. Charactony
c. Allusion
d. Pun
46. Which among the following is an example of the "allusion" device?

A. Shakespeare is a literary titan.
B. Death, be not proud
C. Philippines, o, Pearl of the Orient
D. Not yet, Rizal, not yet
47. What tactics were employed in the excerpt? Sea nymphs ring his nall Ding-cong
hourly. Now I hear them—Dingdong bell" Harki
A. Consonance rhythm
B. Onomatopoeia and thyme
C. Assonance and rhyme
D. Onomatopoeia and assonance
48. In the passage "And Learus, his son, stood by and observed him/Nct knowing he
was dealing with his downfall/ Stood by and watched and lifted his glossy face/ to
boy will, always/ whenever a father attempts to get some job done," what device did
Ovid employ?
A. Flashback
B. Foreshadowing
C. Frame Story
D. Epiphany
49. What device did N. V. M. Gonzales uses in the excerpt "After Lorgos River, the
trail to Mayhaw climbs the hill of the White Cows and for ten kilometers or so wander
about the rolling cougar country before finally entering the woods. Only then may cne
go glimpse of the sea, heart-warming pictures framed by palm-brave and the resin-
fragrant winds that strum the buri leaves a thought these were guitars."
A. Simile
B. Local Coor
C. Allusion
D. Personification
73
50. What device did Alexander Pope use in the excerpt here thou, great Anna, whom
three realms obey/ Dost sometimes counsel takes, and sometimes tea"?
A. Oxymoron
B. Paradox
C. Irony
D. Anticlimax
Key to Correction
1. C
2. D
3. B
4. B
5. B
6. D
7. C
8. A
9. B
10. A
11. D
12. D
13. B
14. C
15. A
16. A
17. D
18. D
19. B
20. D
21. B
22. C
23. A
24. A
25. B
26. C
27. B
28. A
29. A
30. D
31. C
32. C
33. C
34. A
35. A
36. D
37. A
38. A
39. A
40. B
41. B
42. D
43. A
44. A
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45. D
46. A
47. B
48. B
49. D
50. D
Part IV - ENGLISH FOR SPECIFIC PURPOSES

I. What does ESP mean?
More teachers have understood the effectiveness and practicality of teaching
what the pupils NEED rather than what the syllabus or curriculum demands with the
introduction of content-based language education and skills-based curriculum.
Hutchinson and Waters (1987) refer to ESP as a strategy or approach rather than a
product, implying that it is not limited to a specific language, instructional materials,
or methodology. "The core of ESP," they claim, "is the basic question: "Why does
this person need to learn a foreign language?" " The answer to this issue pertains to
the learners, the needed language, and the learning setting, establishing the priority of
NEED in ESP. According to Jennifer Jenkins “ESP is coal face of international
language”.
II. What are the Basic ESP Features?

1. ESP is goal oriented- students study English for a specific reason, such as to
succeed in school or at work, themes and exercises are tailored to the student's
objectives. As a result, the curriculum should not be designed to teach English
as a general language.
2. ESP is based on needs analysis - The subjects and activities integrated inside
an ESP course are based on an examination of students' needs, such as initial
needs, learning needs, and target or end-of-course requirements, which is
relevant to the first criteria.
3. ESP is time-bound- Students do not want to spend too much time engaging in
indirect learning activities and exercises because they are studying English for
a specific goal. Each session should work toward the end goal, which should
be accomplished within a certain amount of time.
4. ESP is for adults- Even though some adolescent may enroll in ESP classes,
the majority of students are adults who want to learn English as just a
preparation for further education or the workplace.
5. ESP is discipline specific- ESP courses are frequently developed to cater to a
certain set of students who have a same subject of study. You wouldn't enroll
in an English for Engineers course if you were a nurse, would you?
III. What are the types of ESP?
75
The EOP (English for Occupational Purposes) and EAP (English for
Academic Purposes) are the two main forms of ESP (English for Academic
Purposes). Learners enrolling in EOP and EAP have specific aims, which are to
increase language skills in order to succeed and function better in a higher academic
context (EOP) and to enhance English in preparation for job or work (EAP) . The
table below highlights the many types of ESP.
IV. History and Development

According to Hutchinson and Waters (1987), the evolution of ESP can be
divided into five stages:
1. The notion of special language (register analysis)- Prior to ESP, language
training relied on samples and inputs that were unfamiliar to the learner.
During the early stages of ESP's development, language professors began to
notice that certain areas have a "special language." Teachers began to
incorporate more discipline-specific terminology such as "This is an
Erlenmeyer flask" in place of the standard "This is a book" sample sentence.
2. Beyond the sentence- ESP teachers began to investigate the "special
language" by engaging in rhetorically or speech analysis based on words or
phrases.
3. Target situation analysis-Later on, ESP teachers began to consider a
language class's "ultimate aim," or "what should the learners be able to
perform after taking the ESP course?"
4. Skills and strategies- The focus of education has shifted to the abilities that
students should gain and the strategies for doing so.
5. Learning-centered approach- ESP has recently focused on how studying
will be accomplished and how students will learn.
IV. Language Issues in ESP
ESP is aimed at developing specialized language abilities necessary for
carrying out student goals rather than English for general purposes, meaning promotes
learning all language skills, a prominent area of criticism in ESP is how language is
treated in lessons. Some of the linguistic domains that were questioned are listed
below.
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A. Grammar in ESP- Many people have misconceptions about grammar's
significance in ESP instruction. Grammar instruction should not be considered
outside the scope of ESP, according to ESP practitioners. The amount of
attention given to grammatical flaws is determined by the students' English
proficiency and whether grammatical precision or fluency in the language
should take precedence.
Key Grammatical Forms
 Verbs and tense

 Voice
 Modals
 Articles
 Nominalisation
 Logical connectors
B. Vocabulary in ESP- Although ESP is based on the idea that there is a

"specialized language," it follows that there is a "specialised vocabulary" that
is usually limited to a single subject or field. Swales (1983) highlights the
importance of language instruction in ESP. Three (3) levels of vocabulary
have been identified by ESP researchers:
i. Technical/Specialist vocabulary- The term "technical
vocabulary" refers to words or terms that are unique to a
specific discipline or field. These should be taken into
account in ESP lectures because students will have difficulty
understanding texts if they are unfamiliar with specific
phrases.
ii. Semi- Some terminologies that are used in one discipline may
have a distinct meaning in another. Semi-technical is the
classification for these.
iii. General and non-academic- ESP should spend time
explaining generic or "layman's terminology" even though
they are discipline-specific, because they are vital in their
learning and understanding.
C. Discourse and Genre Analysis- Dudley- Evans and colleagues According to

Robinson (1991), ESP requires a language analysis system that reveals
variations between texts and text kinds. They stress that domain analysis may
be utilized as a classification system, exposing key differences between the
investigated genre and other genres, as well as between sub-genres. They go
on to say that within ESP, genre analysis is prescribed, whereas register
analysis is descriptive.
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The goal of discourse analysis, and specifically the method of analysis
of sentence connections in written text, is to describe relationships that exist in
all texts. It is focused with textual similarities.
V. Practical concerns in ESP

A. Needs Analysis- As previously stated, one of the most important
characteristics of ESP is that it is "based on needs analysis," which implies
that ESP classes are the result of extensive research into what pupils require.
But what exactly are "needs"? Needs can include:
 Study or job requirements
 Necessary
 What the learner needs to do
 Personal aims
 “Lacks” (or what they don’t have)
ESP course developers often perform three different types of analysis:
 Target situation analysis- emphasizes on the learners' needs

towards the conclusion of the language course
 Present situation analysis- emphasizes on the level of pupils'
linguistic abilities at the beginning of the language program
 Pedagogic needs analysis- focuses on the pupils' learning needs,
such as "What they don't have," "How they learn," and "What
differences in culture do they have."
B. Syllabus- In ESP, the design of the syllabus is crucial. Course designers
should prepare information thoroughly to ensure that it contains what learners
need and excludes what they don't. There are several distinct syllabus designs
for English for general purposes, such as the ones below.
1. Content-based syllabuses- In syllabus design, the term "content" has
a different connotation. It could refer to a language form, a language
concept, a language function, a circumstance, or even a subject. The
invention of the notional-functional curriculum, in which the basic
units are conceptions or concepts (time, space) or functions, was one of
the most well-known breakthroughs of the 1970s (greeting, asking,
clarifying, etc.)
2. Skill-based syllabuses- In these types of syllabuses, "language skills"
would normally focus on a specific macro and micro-skill. A course in
drafting business letters or presenting company reports are two
examples.
3. Method-based syllabuses- The term "method" has two sub-categories:
(a) a learning process that depends on the students' interests for
language learning (i.e., what occurs in the classrooms is a
discussion between the students and the teachers) and
78
(b) a task or method that focuses on what students should perform
in class; in this case, pupils comprehend the task and do not
perform mechanically. This indicates that every work is relevant to
the subject. Tasks are also appropriate and relevant (For example,
if students are asked to write a letter of application in class, they
understand that writing is an important part of the application
method, not only a language practice activity.)
C. Materials- Materials are extremely important in ESP, as they are in any
language program. They must be carefully chosen and designed to meet the
learners' needs. The "authenticity" of ESP materials is a significant feature.
The term "authentic" in EGP refers to materials that were created for a motive
other than language instruction. In ESP, "genuine" materials are ones that
would be found in a student's profession or classroom.
There are two types of ESP materials in terms of "types": content-
based materials and competency-based resources. Content-based ESP
materials, in relation to prior debates on syllabus design, are those that focus
on language form, language notion, language function, circumstance, or even
topic. As a result, content-based EAP is more suited. Competency-based
materials, on the other hand, are better ideal for EOP because they emphasize
on language abilities (cf. skills-based syllabus).
D. Evaluation- Evaluation processes are vital to ESP in the same way that
materials are. The information provided by evaluation is crucial in
determining the amount to which the learner has progressed. ESP testing is
primarily performance-based, rather than the traditional paper-and-pencil test.
Because ESP testing is centered on the question of "has the student reached
the level that he or she is meant to reach?" There will be no better way to find
out than through "simulated" assessments that force kids to perform. In this
regard, ESP tests are criterion-referenced because a student must achieve a
certain level to graduate the course. (This differs from EGP tests, which are
frequently norm-referenced.)
E. Classroom Practice- "Is there a particular methodology used by English
language teachers in the ESP classroom?" is a common question addressed
against ESP in terms of classroom practices or methodologies. Sinha &
Sadorra (1991) posed a question, and their answer is "no." This is a question
that has vexed language teachers, especially those who specialize in ESP.ESP
courses are not confined to communicative language instruction (CLT), which
is the most common methodology.
As stated by Robinson (1991), Philipps proposes four essential methodological

principles:
(a) reality control, which is concerned with how tasks are made available to students;
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(b) non-triviality, i.e., the activities must be generated in a meaningful way by the
students' unique purpose;
(c) authenticity, in which the language must emerge spontaneously from the pupils'
specific intent; and
(d) Error tolerance, i.e., errors that do not obstruct effective communication must be
allowed.
Here's a overview of some of the most typical ESP activities:
1. Role play and Simulation- Students take on a new position or one that
will be present in their future workplace. A student pilot, for example,
could play captain and issue instructions to his crew or input details to the
air traffic control tower.
2. Case studies- In the fields of business, medicine, and law, this is a
common occurrence. It entails looking at the facts of a real-life situation,
debating the concerns, and making a decision or strategy.
3. Project work- Students work on a specific "project" that may involve
extracurricular activities. The students are then expected to provide
manuals that describe how their project works and/or discuss how it was
created. This may be relevant to engineering students, particularly those
interested in robotics and other cutting-edge technology.
4. Oral presentations- Students may explain or even promote a product or
topic in relation to the activities listed above. Students are introduced to
the kind of academic and work environments they may encounter in the
future.
5.
ESP technique also includes the following principles and issues:
1. Knowledge for content- One issue in ESP is the language teacher's
content mastery. It would be tough for the teacher to master the topic
because he or she is a language major. Team teaching with a subject-
matter expert is a common solution to this problem.
2. Teacher talk- Teachers are intended to be facilitators rather than
classroom administrators in ESP classes because they are communicative
in nature. Instead of the teacher, students should have greater time to
speak.
3. Learners’ cognitive and emotional involvement- At the end of the
program, the tasks and activities should make the pupils feel "successful."
It should be mentioned that these students enrolled in the course to
improve their language skills. As a result, kids should adopt a positive
attitude toward the program, as this will influence their cognitive growth.
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Questions
1. Sheltered instruction's major purpose is to assist English language learners in the
following ways:
A. learn grade-level content while developing English language proficiency.
B. acquire English language proficiency through content-related materials.
C. Maintain proficiency in the first language while acquiring English language skills.
D. develop communicative competence in English through meaningful interaction.
2. Unlike traditional paper-and-pencil tests, ESP testing is mostly performance-based.

Because ESP testing is centered on the question of "has the student reached the level
that he or she is meant to reach?" "There will be no better way to find out than by
administering "simulated" assessments to kids who are compelled to perform.
A. Evaluation
B. Syllabus
C. Materials
D. Classroom Practice
3. Answer the question by using the interaction below between an ESP teacher and an
English language learner.
Teacher: Your group was by far the most efficient in solving the problem!
Student: However, my hands were not down; they were up!
Which of the following sentences describes the student's reaction?
A. The student has not yet developed cognitive academic language proficiency in
English.
B. The student is interpreting the meaning of an English idiom literally.
C. The student has an incomplete understanding of English sentence structure.
D. The student is transferring word meanings from the primary language to English.
4. A fourth-grader studying English in the Philippines has been placed in a general

education class. The student learned English in his own country and is fluent in the
language. He shows good understanding in reading tasks and does well on written
work, but he never speaks up in class or in peer dialogues. He looks to be
participating in class conversations, but he has trouble answering when asked to add.
Based on theories about the stages of second-language acquisition, which of the
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following measures would the teacher take to best address this student's learning
needs?
A. Encourage other students in the class to involve him in discussions and call on him
frequently to help him become accustomed to speaking in class.
B. Refer the student to a special education program for a speech evaluation, and
schedule a meeting with his parents to address the matter.
C. Allow the student to answer to questions in his primary language, and have an
interpreter on hand in the classroom to assist him if needed.
D. Provide the student with low-risk opportunities to interact verbally and nonverbally
in small- and large-group situations.
5. A diagnostic language test would be the best option for English language learners
to use in order to:
A. assessing their mastery of material covered in a language lesson
B. measuring their general capacity for learning a second language
C. identifying their level of proficiency in a particular aspect of English
D. determining their overall level of English language proficiency.
6. An ESP teacher presents footage from television series in which people are
involved in various conflicts involving everyday circumstances to English language
learners. Students analyze the incidents in small groups and how the issues shown
could have been avoided or resolved. This activity would be most useful for
enhancing pupils' abilities to:
A. use conversational repair as a communication strategy
B. check for comprehension of these conflict resolutions
C. analyze the effectiveness of these conflict resolutions
D. communicate clearly to a range of audiences
7. Syllabi for different types of courses would usually focus on a specific macro and
micro-skill. A course in drafting business letters or presenting company reports are
two examples.
A. Content-based syllabuses
B. Skill-based syllabuses
C. Method-based syllabuses
D. Performance-based syllabuses
8. Students take on a new role or one that is similar to one they will have in their
future workplace. For example, a novice pilot could pretend to be a captain and issue
or submit coordinates to the control tower.
A. Case studies
B. Oral presentations
C. Role play and Simulation
D. Project work
9. The basic sorts of analysis developed by an ESP course focus on the students'
educational needs, such as "How they learn," "What they lack," and "What cultural
differences do they have."
A. Present situation analysis
B. Pedagogic needs analysis
C. Target situation analysis
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D. Case Study analysis
10. A group of freshly arrived English language learners who are at the advanced
starting level of English language proficiency attend an EAP lesson. The teacher is
aware that the kids come from a society where teacher-centered classroom techniques
are common, and they have little experience working constructively in groups with
peers. The teacher is arranging a cooperative group activity to help these English
language learners improve their abilities to work together as a group. Which of the
following teacher tactics is most likely to be successful in this situation?
A. allowing English language learners to observe while the rest of the class
participates in the activity, and discussing their observations with the students
B. placing the English language learners together in a group for the activity and
serving as the group's leader during the activity
C. allowing English language learners to observe while the rest of the class
participates in the activity, and discussing their observations with the students
D. stablishing class guidelines for group activities and modeling for students specific
examples of the guidelines prior to the activity
11. Because students study English for a specific reason, such as to succeed in school
or at work, themes and exercises are tailored to the student's objectives. As a result,
the curriculum should not be designed to teach English as a general language.
A. ESP is time-bound
B. ESP is for adults
C. ESP is discipline specific
D. ESP is goal oriented
12. Course designers should prepare content carefully to ensure that it includes what
learners need and excludes what they don't.
A. Materials
B. Evaluation
C. Syllabus
13. With intermediate and advanced-level English language learners, an ESP teacher
is focusing on public speaking skills. The teacher wishes to encourage the pupils to
evaluate their own formal communication strengths and limitations. Which of the
following speaking exercises would be most useful in this situation?
A. attending a public lecture and participating in a question and answer session
following the lecture
B. giving a presentation in class and using a scoring rubric as a guide for revising the
presentation
C. viewing a videotape of a famous speech and discussing with a peer the speaker's
use of tone and style
D. preparing a presentation and delivering the presentation at a school open house
14. One issue in ESP is the language teacher's content mastery. Because the teacher is
a language major, mastery of the material would be tough for him or her. A known
solution to this problem is to pair up with a subject-matter expert and teach together.
A. Knowledge for content
B. Learners’ cognitive
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C. Teacher talk
D. Student Cantered
15. EOP stands for.

A. English for Occasional Purposes
B. English for Other Purposes
C. English for Occupational Purposes
16. Students can use this book to develop critical and creative thinking, problem
solving, and decision making.
A. Teacher-Centered approach
B. Learner-Centered approach
C. School- approach
D. Children-Centered approach
17. Absolute Characteristics of ESP consists of language teaching, which is:

A. designed to cater to the identified needs of the learner.
B. related to content (to particular disciplines, occupations, or activities.
C. centered on the syntax, lexis, discourse, semantics, and discourse analysis language
relevant to these tasks
D. All of the above
18. A language syllabus that has a point of departure where selecting and sequencing
the lists of grammatical items and then integrating these with lists of vocabulary items
comes first.
A. Task Based syllabus
B. Grammatical Syllabus
C. Skill-based syllabuses
D. Method-based syllabuses
19. A movement that advocates for any type of language instruction to be

personalized or based on the individual learning and language use needs of certain
groups of students, as well as sensitive to the sociocultural contexts in which the
students will be using English.
A. ESP
B. AOP
C. EAP
D. ECP
20. A type of syllabus where instead of starting the design process with lists of
grammatical, functional-notional, and other items, the designer arranges a needs
analysis, which yields a list of the learners' communicative tasks for whom the
syllabus is meant to carry out.
A. Grammatical Syllabus
C. Task-Based syllabus
D. Method-based syllabuses
21. “ESP is coal face of international language”.
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A. St john
B. Lev Vygotsky
C. Jennifer Jenkins
D. Dudley Evans
22. An ESP instructor instructs advanced-level English language learners on how to

utilize language forms correctly, such as the norms of sophisticated English sentence
construction. This activity is likely to help these pupils improve their English
language skills by improving their ability to:
A. express ideas clearly in academic writing
B. use learning strategies to develop academic knowledge
C. communicate fluently in social situations
D. comprehend the general meaning of authentic texts
23. According to Hutchinson and Waters (1987), there are three common reasons to
the emergence of all ESP: Except.
A. the demands of New World
B. a revolution in linguistic
C. it should focus on the learner
D. for misconception of courses
24. Students who study English for a specific goal do not expect to devote a
significant amount of time to indirect learning activities and exercises. Each session
should work toward the end goal, which should be accomplished within a certain time
frame or duration.
A. ESP is for adults
B. ESP is discipline specific
C. ESP is based on needs analysis
D. ESP is time-bound
25. This is a common practice in business, medicine, and the legal profession. It
entails researching the facts of a real-life situation, debating the issues, and coming up
with a decision or plan.
A. Role play and Simulation
B. Case studies
C. Project work
D. Oral presentations
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Key to Correction
1. A
2. A
3. B
4. D
5. C
6. C
7. B
8. C
9. B
10. D
11. D
12. C
13. B
14. A
15. C
16. B
17. D
18. B
19. A
20. C
21. C
22. A
23. D
24. D
25. B
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Part V - LITERATURE
LET Competencies:
1. Follow the development of key literary works in English and
American literature.
2. Explain the principles that underpin particular literary trends in
both English and American literature.
3. Define literary terminology and concepts as they appear in
various literary works.
A. PERIOD OF OLD ENGLISH

1. English People's Ecclesiastical History is written by The Venerable
Bede, who is recognized as the greatest Anglo-Saxon scholar and
Father of English History.
2. Anglo-Saxon Chronicle is a collection of documents written in the
Anglo-Saxon language. After the Roman conquest, many monks trace
the chronicles that document Anglo-Saxon history, life, and culture.
Alfred the Great (848?-899), King of Wessex in southern England from
871 to 899, promoted Anglo-Saxon culture by writing in his own tongue and
supporting academic translations from Latin into Old English (Anglo-
Saxon). During his reign, the Anglo-Saxon Chronicle is said to have been
started.
1. Hymn of Caedmon (about 700). This nine-line alliterative
vernacular praise poem in favor of God was written by an untrained
cowherd who was motivated by a vision and miraculously received
the talent of lyrical singing.
2. The Apostles' Fate, Juliana, Elene, and Christ II or The Ascension
are all mentioned in the book. Cynewulf popularized this Old English
Christian poetry in the eighth century.
3. Beowulf. The English national epic, which may be found in the
Nowell Codex manuscript from the eighth to eleventh centuries. It is
the most famous example of early English poetry that incorporates
both Christianity and paganism.
Epic is a lengthy poem that tells the story of a superhuman hero's adventures.
1. The Rood is a dream. One of the first Christian poems recorded in
the Vercelli book of the 10th century. The poem uses dream vision to
tell the story of Christ's death and resurrection from the perspective of
the Cross or Rood.
2. Brunanburh. This is a heroic ancient English poetry that
commemorates the English win against the united armies of the
Vikings, Scots, and Britons in AD 937 in a patriotic tone.
3. The Battle of Maldon is a battle that took place in the year 1290.
Another epic ballad that describes the Viking invasion of England in
AD 991, and the collapse of the English army headed by Birhtnoth.
4. The Wanderer is a character in the novel The Wanderer by John
Green. The lyric poem is made up of 115 lines of alliterative rhyme
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that recalls a wanderer's (eardstapa) previous splendor in the
company of his lord and friends, as well as his lonesome exile
following the war deaths of his clan.
5. The Seafarer is a fictional character. An Old English poem found in
the Exeter Book that begins with anelegiac account of the dangers of
seafaring and finishes with thanksgiving to God.
B. MIDDLE ENGLISH PERIOD

1. Everyman is recognized as the most morality-based of the plays. It is
about how everyone is approaching death. He enlists the aid of all of
his pals, but only Good Deeds is capable of assisting him. Cousins,
Kindred, Goods, Good Deeds, Everyman, Death, Fellowships, and so
on are personifications of abstractions in this morality drama, which
makes it metaphorical in nature.
2. Allegory, a type of extended metaphor in which the meanings of
objects, people, and activities in a story stretch beyond the story
itself. Characters are frequently personifications of abstract notions
such as generosity, greed, or jealousy, and the underlying meaning
has moral, social, religious, or political importance.
3. English and Scottish ballads maintained local events, beliefs, and
people in a unique way. A well-known ballad is Sir Patrick Spence
about the drowning of Sir Patrick’s ballad. Singing story poetry. It is
characterized by repetition and is often characterized by repeated
refrains (repeated phrases or series of phrases). Early ballads were
anonymous works that were verbally passed from person to person
across generations.
4. Sir Gawain and the Green Knight. The best example of medieval
romanticism from the pearl poet (14thcentury).
Medieval romance is a long narrative poem that idealizes the wandering of

knights. Thus, it depicts a brave knight embarking on a series of adventures
to protect their king, pay homage to their loved ones, and prove their honor.
1. The Canterbury stories. Geoffrey Chaucer's framework story
(the story in the story) tells the story of 29 pilgrims on their way
to shrine of St. Thomas Becket, a Martyr of Canterbury, the
center of religious activity during the Middle English era. The
collection of fairy tales represents the epitome of a Middle
English society composed of aristocrats, religions, merchants and
the general public.
2. Le Morte d'Arthur.
Originally written in eight books, Sir Thomas Malory's collection of
stories focuses on the life and adventures of King Arthur and
Knights of Round Table.
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C. THE RENAISSANCE (16th Century)
1. Doctor Faustus. Through his play Dr. Faustus, Christopher
Marlowe (Father of English Tragedy) strongly depicts the
Renaissance's intellectual ideals. Dr. Faustus sells his soul to the
demon in return for power and knowledge in the play.
2. The Faerie Queene. This intricate allegory was written by
Edmund Spenser in honor of the Queen of Fairyland (Queen
Elizabeth I).
The Spenserian stanza has nine lines, with eight lines of iambic
pentameter (five feet) and a single line of iambic hexameter (six
feet), called a "alexandrine." These lines are ababbcbc-cdcdee in
rhyme scheme.
· Spenserian sonnet abab-bcbd-cdcd-ee is a rhyming pattern that
consists of three quatrains and a final couplet in iambic
pentameter.
3. Song to Celia. Ben Jonson was a poet, playwright, and actor who
is most known for his satirical plays and poems.
4. The King James Bible. One of the English Renaissance's
crowning achievements. This translation was commissioned by
James I and completed by a group of 47 experts who
collaborated. The Authorized Version was released in 1611 and
is recognized as the oldest version. It is rightfully recognized as
the most significant work in English civilization's history.
5. Shakespearean Sonnets. Shakespearean sonnets, also known as
Elizabethan or English sonnets, are made up of three quatrains
and one heroic couplet with the rhyme pattern abab-cdcd-efef-gg.
6. Elizabethan Tragedies, Comedies and Historical Plays
· William Shakespeare is one of the great intellectual of the
Elizabethan Age. He wrote more than 35 plays, 154 sonnets and
2 narrative poems which are Venus and Adonis and The Rape of
Lucrece.
D. THE AGE OF REASON (17TH Century)

1. The Essays (Francis Bacon).The essay is the most important
literary contribution of the seventeenth century. The Father of the
English Essay and the Father of Inductive Reasoning, Francis
Bacon, is revered as the Father of both
2. The Pilgrim's Progress (John Bunyan). A Christian is plagued
by spiritual sorrow in this parable. A spiritual guide, Evangelist,
comes to him and begs him to flee the City of Destruction.
According to the evangelist, redemption can only be found in
Mount Zion, the Celestial City. Before reaching the Celestial
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City, Christian embarks on a trip and encounters a variety of
different people.
·
Allegory, a tale in which things and people take on symbolic meanings
outside of the narrative to illustrate a concept or moral principle.
3. Paradise Lost and Paradise Regained (John Milton)
· Paradise Lost is a blank verse epic poem about the fall of the
angels, the creation of Adam and
Eve, and Satan's tempting of them in the Garden of Eden
Paradise Regained The story revolves around Christ's temptation and
his hunger for God's truth.
4. Holy Sonnets (John Donne)
· Metaphysical Poetry uses conceits, far-fetched similes, and metaphors
to surprise the reader into seeing connections between things that
aren't normally related.
5. Easter Wings and the Altar (George Herbert). Poems on man's
yearning for God and God's abundant love in concrete form.
6. Cavalier Poems. Cavalier poetry are recognized for their
beautiful, polished, and courtly culture, and were made famous
by Richard Lovelace, Sir John Suckling, Thomas Carew and
Robert Herrick. The poems are frequently sexual and encourage
readers to "seize the day."
E. THE RESTORATION (18th Century)
1. Jonathan Swift (1667-1745)
A Modest Proposalis a furious booklet that humorously
proposes that Irish newborns be carefully fattened for profitable
sale as meat, because the English were already devouring the
Irish people - by imposing enormous taxes.
· Gulliver's Travels is a parody on human foolishness and folly.
Swift said that he composed it to vex rather than distract the
world's attention. Most people, on the other hand, are so
enthralled with the small Lilliputians and the enormous
Brobdingnagians that they are unconcerned by
Swift's biting satire on human pettiness and crudity.
2. Alexander Pope (1688-1744) An Essay on Criticism, a poem,
was written as an explication of the norms of the classical school.
The Rape of the Lock A young guy snips a lock of the
lovely Belinda's hair, which leads to a fierce confrontation
between two families. Pope was the master of heroic couplets, a
technique he perfected. He pushed the boundaries of reason and
order in the eighteenth century, both in thinking and in form.
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3. Thomas Gray (1716-71) by Elegy Written in a Country
Churchyard, this is an 18th-century collection of commonplaces
expressing care for the poor.
4. Henry Fielding (1707-54) is most known for his song Tom Jones,
which relates the narrative of a little foundling who is kicked out
of his house, wanders to London, and finally gets his lady despite
his hardship.
5. Laurence Sterne (1713-68) wrote Tristram Shandy, a nine-
volume novel presenting a sequence
of loosely structured hilarious occurrences in Shandy's life
6. Oliver Goldsmith (1728-74)
· She Stoops to Conquer is a farcical play that mocks the overly
class obsessed nobility of the
18th century.
F. THE ROMANTIC MOVEMENT
1. William Wordsworth and Samuel Taylor Coleridge asserted in
the Preface to Lyrical Ballads that "Poetry should represent
reality as filtered by human emotion and imagination in genuine
language; the truest experience was discovered in nature."
2. The following are the most significant Romantic tenets:
Individualism, inventiveness, and intuition are all values that I
hold dear.
Shift from confidence in reason to faith in the senses, feelings,
and imagination; from urban culture and sophistication to rural
and natural settings; from public, impersonal poetry to personal
poetry; and from preoccupation with the scientific and mundane
to fascination with the mystical and limitless. 3. Authors began to
be interested in old stories, folk songs, antiques, ruins, "noble
savages," and rustic characters as a result of their care for nature
and the common people.
Many writers began to use their senses and imagination more in
their writing. They were fond of describing rural scenery,
cemeteries, gorgeous mountains, and gushing waterfalls. They
have a lot of experience in this field.
Romantic Writers
1. Robert Burns (1759-96) He is also considered as Scotland's
national poet since he composed in both Standard English and the
light Scots dialect.
2. Horace Walpole, Ann Radcliffe and Matthew Gregory Lewis
(The Monk) are Gothic authors that created terrifying and
imaginative novels.
· Gothic Literature is a literary style prevalent during the close of
the 18th and beginning of the 19th centuries. This style was most
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commonly used to depict strange tales that dealt with terror,
despair, the bizarre, and other "dark" themes.
3. Mary Wollstonecraft Shelley (1797-1851) comes after Gothic

tradition in her Frankenstein.
4. William Blake (1757-1827) was a poet and a painter. He drew
and printed books in addition to writing them. He dedicated his
life to the causes of liberty and universal love. He was drawn to
the most innocent of God's creatures, youngsters and animals.
5. Samuel Taylor Coleridge, during the time of The Rime of the
Ancient Mariner, he produced a lengthy narrative poem on sin
and redemption.
6. William Wordsworth (1770-1850), Lyrical Ballads, a collection
of poems co-authored with Coleridge, marked the
commencement of English Romanticism.
7. Charles Lamb (1775-1834) Dissertation on Roast Pig was a
lighthearted article written by him. In Tales from Shakespeare, he
reworked several of Shakespeare's plays into stories for children.
8. Sir Walter Scott (1771-1832) Poems and books were written.
The Lay of the Last Minstrel were Scott's poem and The Lady of
the Lake are examples. Scott wrote 32 novels between 1814 and
1832, including Guy Mannering and Ivanhoe.
9. Jane Austen (1775-1817) a novelist who focuses on English
middle-class characters. The most famous work is Pride and
Prejudice. Sensibility, Persuasion, Mansfield Park, Emma, and
Sense and Northanger Abbeyare among her other works.
10. George Gordon Byron (1788-1824) was a vocal opponent of the
sins of his time. He wished for human perfection, but his
understanding of man's flaws drove him to despair and
disillusionment on several occasions.
11. Percy Bysshe Shelley (1792-1822), Founded the romantic poem
tradition as a poetic tradition with John Keats.
12. John Keats (1795-1821) Art and natural beauty, he felt, were the
source of genuine happiness.
G. THE VICTORIAN AGE
Major Victorian Poets - shifted from Romantic poets' highly personal
expression (or subjectivism) to an objective examination of
human life's concerns.
1. Alfred Tennyson (1809-92) written with serious intent and a
lofty moral aim
2. Elizabeth Barrett Browning (1806-1861) Sonnets from the
Portuguese contains some of the most beautiful love poetry of her
92
time. While Robert Browning was dating her, these lyrics were
penned in secret.
3. Robert Browning (1812-89) His theatrical speeches are what he

is most known for Fra Lippo Lippi, My Last Duchess and
Andrea del Sarto are great examples.
· Dramatic monologue is considered as a long speech delivered by an
imaginary persona that reveals a character's inner essence and
exposes pretense.
4. Pre-Raphaelite Brotherhood were a group of artists and writers
who opposed sentimentality and the everyday. They wanted to
bring back the artistic standards of the time before Raphael, an
Italian painter. In this tradition, Dante Gabriel Rossetti (1828-
1882) and Christina Georgina Rossetti (1830-1894) wrote.
Victorian Novelists
1. Charles Dickens (1812-1870) is a collection of artists and
writers that opposed sentimentality and the everyday. They
aspired to restore the artistic standards of the period before to the
arrival of Raphael, an Italian painter. In this tradition, Dante
Gabriel Rossetti (1828-1882) and Christina Georgina Rossetti
(1830-1894) wrote.
2. Sham, hypocrisy, idiocy, false optimism, and self-seeking were
all things William Makepeace Thackeray (1811-1863) despised.
The outcome was a parody on etiquette akin to Vanity Fair, with
Becky Sharp as the heroine.
3. Charlotte (1816-1855), Emily (1818-1848), and Anne (1820-
1849) were three sisters who published love romances.
Jane Eyre by Charlotte and Wuthering Heights by Emily are
particularly compelling and profoundly intimate works about the
private lives of persons cut off from the rest of the world.
4. George Eliot (1819-1880) was a notable female author in
England. Silas Marner and Middlemarch are two of her most
recognized works.
5. Thomas Hardy (1840-1928) was a naturalist novelist who
brought a philosophical approach derived from modern science to
fiction. From The Return of the Native to Tess of d'Urbervilles,
Mayor of Casterbridge to Jude the Obscure, Hardy's Wessex
books intended to demonstrate the futility and senselessness of
human effort against natural forces, social conventions, and
biological legacy.
6. Evolution, according to Samuel Butler (1835-1902), is the
consequence of creative intent rather than random selection. His
work The Way of All Flesh examines the interactions between
93
parents and children, revealing how the family limits the child's
freedom of growth.
H. MODERN ENGLISH LITERATURE

Early 20th Century Prose
1. In The Forsyte Saga, a series of books chronicling the changing
ideals of an upper-class English family, John Galsworthy
(1867-1933) described the social life of an upper-class English
family.
2. H.G. Wells (1866-1946) was a science fiction author who
penned The War of the Worlds, The Time Machine andThe
Island of Dr. Moreau among other works. He also authored social
and political satires that skewered England's middle-class
lifestyle. Tono-Bungay, which targets commercial advertising, is
an excellent example.
3. Joseph Conrad (1857-1924) authored books like The Nigger of
the Narcissus and Lord Jim, in which he portrays individuals who
are plagued by obsessions of cowardice, egoism, or vanity.
4. E.M. Forster (1879-1970) is a conventional plot master. His
characters are everyday people from the
middle class. They are influenced by
Early 20th-Century Poetry
1. A.E. Housman (1859-1936) is an anti-Victorian who mirrored
Thomas Hardy's pessimism. Nature is cruel in his Shropshire
Lad; people suffer without hope or purpose; boys and girls laugh,
love, and lie.
2. Lord Dunsany (1878-1957), William Butler Yeats (1865-1939),
and John Millington Synge (1871-1909) all fought tirelessly for
the Irish cause. All were playwrights who contributed to the
founding of the legendary Abbey Theatre.
Writers after the World Wars
Discontent and disillusionment accompanied World War I. Men
were depressed after learning that "progress" had failed to save the
globe from war. In fiction, there was a movement from human comic
books to character novels. Fiction lost interest in plots and narratives
that moved ahead. Instead, it focused on the twisted and deformed
growth of a single character or a set of connected characters.
1. William Somerset Maugham (1874-1965) wrote of drifters'
loneliness and misery. Philip Carey, in his film Of Human
Bondage, is shown as a self-conscious and embarrassed cub-
footed guy.
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2. D.H. Lawrence (1885-1930) wrote outstanding novels that
examined deeply psychological subjects like human desire,
sexuality, and instinct, as well as the dehumanizing impacts of
modernity and industrialization.
3. James Joyce (1882-1941) was an Irish expatriate who is most
known for his pioneering use of the internal monologue and
stream of consciousness style in books.
Dorothy Richardson, Virginia Woolf, and James Joyce were
among the first to use the stream of consciousness approach. It
depicts a character's thoughts and feelings as they occur.
4. Virginia Woolf (1882-1941) believed in the stream of
consciousness as well. Life is immersion in the flow of that
stream for both the reader and the characters. Among her
outstanding works are Mrs. Dalloway and To the Lighthouse.
5. Aldous Huxley (1894-1963) exhibited his pessimism about the
present society in his works Point Counter Point, After Many a
Summer Dies the Swan and Brave New World
6. In 1983, William Golding (born 1911) received the Nobel Prize
for Literature. Lord of the Flies, his debut work, is about a group
of schoolboys who become savages after they are secluded on an
island. Golding tackles scientific and theological ideas of original
sin in the work.
7. George Orwell (1903–50) is best known for Animal Farm, a
striking anti-Communist satire. The novel
Nineteen Eighty-Four, an anti-totalitarian fiction, was published
in 1949.
8. Graham Greene (1904-91) is best known for his books Brighton
Rock, The Heart of the Matter, The Power and the Glory and The
End of the Affair, all of which have strong Catholic themes. Our
Man in Havana, The Quiet American, A Burnt-Out Case,
Monsignor Quixote and The Human Factor are among his better-
known later works.
9. Many people believe Kingsley Amis to be the finest writer to
come from the 1950s. Lucky Jim became famous in England
because of his societal unrest. The film Lucky Jim tells the
narrative of Jim Dixon, who emerges from a lower-class
background only to find that all of the top jobs are taken.
10. Anthony Burgess (born 1917) was a British author whose
literary explorations of contemporary challenges blend humour,
moral seriousness, and oddities. A Clockwork Orange is his most
greatest and finest work. Earthly Powers, Enderby Outside, The
End of the World News, and The Kingdom of the
Wicked are among his other works.
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11. Doris Lessing (born 1919) is a Zimbabwean-born British
novelist best known for her works The Grass is Singing and The
Golden Notebook. In 2007, she's awarded the Nobel Prize for
Literature.
12. Salman Rushdie is a British-Indian novelist and essayist best
known for his works Midnight's Children and The Satanic
Verses, which caused Iran's Ayatollah Khomeini to issue a fatwa
against him, citing the book as disrespectful to Muslims.
Midnight's Children was declared the Finest of the Booker in July
2008, after a public poll, making it the best novel to win the
Booker Prize in the award's 40-year history.
AMERICAN LITERATURE
A. THE LITERATURE OF EXPLORATION
1. The famed Italian explorer Christopher Columbus published
the "Epistola," a book on his adventures, which was produced in
1493 and supported by the Spanish kings Ferdinand and Isabella.
2. Captain John Smith was the leader of the Jamestown colony
and the author of the famous Pocahontas narrative.
B. COLONIAL PERIOD IN NEW ENGLAND
1. Of Plymouth Plantation as was the Mayflower Compact, the
first instrument of colonial self-government in the English New
World.
2. Anne Bradstreet (c. 1612-1672) composed the first collection of
poems published in the United States, as well as the first book
published by a woman in the United States.
3. Edward Taylor (c. 1644-1729) was a passionate, intelligent
poet, teacher, and priest who, rather than conducting an oath
taking allegiance to the Church of England, went to New
England in 1668.
4. Puritan priest Jonathan Edwards (1703-1758) is most known
for his terrifying, dramatic sermon, Sinners in the Hands of an
Angry God.
C. THE AMERICAN ENLIGHTENMENT
The values of justice, liberty, and equality as natural rights of man
were cherished by Enlightenment intellectuals and authors.
1. Benjamin Franklin (1706-1790) is an America's "first great man
of letters," a humanitarian rationalist who personified the
Enlightenment ideal.
Poor Richard's Almanack, a yearly almanac he published from
1732 to 1758, was published under the alias Poor Richard or
Richard Saunders. Franklin's proverbs and aphorisms were
collected in the almanac.
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2. Thomas Paine (1737-1809) is the most famous pamphleteer in
America.
In the first three months after its release, his booklet Common
Sense sold over 100,000 copies.
He coined the phrase "The cause of America is in a significant
part the cause of all mankind." 3. Philip Freneau (1752-1832)
was an American Revolutionary War poet who blended
contemporary European Romantic sentiments into his poem The
Wild Honeysuckle.
4. Washington Irving, published his Sketch Book (1819-1820) in
both England and America at the same time, earning copyrights
and remuneration in both.
5. Cooper, James Fenimore (1789-1851)
His legendary character Natty Bumppo, who epitomizes his idea
of the frontiersman as a gentleman, a Jeffersonian "natural
aristocrat," was first presented in his Leather Stocking stories.
Natty Bumppo was the first renowned frontiersman in American
literature, and he paved the way for a slew of cowboy and
backwoods heroes.
6. Phillis Wheatley (c. 1753-1784), the first African-American
author to write about religion, was the first African-American
author to write about religion.
Upon Seeing His Works and Being Brought from Africa to
America, to S.M., a Young African Painter These poems take on
white racism front on and demand spiritual equality.
D. THE ROMANTIC PERIOD
Transcendentalists
The Transcendentalist movement was a response to 18th century
rationalism and an expression of 19th century thought's broad
humanitarian inclination.
The movement was founded on the idea in the world's and God's
oneness.
The belief in the connection of the individual soul with God gave
rise to the doctrines of self-reliance and individualism.
1. Ralph Waldo Emerson (1803-1882) was a prominent member
of the transcendentalist movement, which advocated for the
emergence of American individualism based on nature.
"A stupid constancy is the hobgoblin of tiny minds," Emerson
writes in his essay Self-Reliance.
The necessity for a new national vision, the utilization of
personal experience, the concept of the cosmic Over-Soul, and
the ideology of recompense are all suggested in his debut
publication, Nature.
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2. Henry David Thoreau (1817-1862) Walden, or Life in the
Woods, was the consequence of his living in a cabin on
Emerson's land for two years, two months, and two days (from
1845 to 1847).
Thoreau not only puts transcendentalism to the test in Walden,
but he also re-enacts the collective American experience of the
nineteenth century by living on the frontier.
Civil Disobedience, a doctrine of passive resistance based on the
moral obligation for the just individual to disobey unjust laws,
was also written by him. This was a source of inspiration for
Mahatma Gandhi's Indian independence campaign and Martin
Luther King's civil rights battle in the twentieth century.
3. Walt Whitman (1819-1892) In his writings, he integrated both
transcendentalist and realist concepts. In Leaves of Grass, he
defended the individual and the country's democratic spirit.
Song of Myself is the finest expression of the transcend ant ideas
in Leaves of Grass, which he updated and altered throughout his
life.
4. Emily Dickinson (1830-1886) was a radical individualist who
found great inspiration in the New England countryside's birds,
animals, flora, and changing seasons. Only one of her 1,775
poems was published during her lifetime.
She demonstrates a frightening existential awareness. She, like
Poe, delves into the dark and secret recesses of the psyche,
dramatizing death and the hereafter.
The Brahmin Poets

The aristocratic, Harvard-educated literati who strove to combine
American and European traditions in their compositions were
known as Boston Brahmin poets.
1. Henry Wadsworth Longfellow (1807-1882) is responsible for
the hazy, mythical sense of the past that combined American and
European traditions.
2. Oliver Wendell Holmes (1809-1894) was a Harvard professor of
anatomy and physiology and a physician. He is the most varied
of the Brahmin poets. Humorous essay collections (The Autocrat
at the Breakfast-Table), novels (Elsie Venner), biographies
(Ralph Waldo Emerson), and poetry (The Deacon's Masterpiece,
or The Wonderful One-Hoss Shay) are among his works.
Mythology and Folklore

LET Competencies:
1. Learn about the origins of mythology as an ancient people's attempt
to explain nature and natural events.
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2. Find parallels (and differences) between the myths of different
cultures and develop conclusions from them. Consider the ideals that
mythology has to offer, since it is a vast body of knowledge.
Definition of Terms Myth:
1. a narrative
2. It is frequently unidentified in origin and
3. traditional, at least in part
4. that apparently recounts historical events, generally using terms
like
5. to act as a justification for a certain occurrence, institution, or
natural phenomena
Fairy tale is a fictional story involving fairies, wizards, giants, or other
supernatural beings. exceptional abilities
Folklore is the collection of stories, practices, and traditions from a
particular culture or group of people.
Legend: a historical narrative that is believed to be genuine, but is frequently
a mix of fact and fiction.
Mythology is a collection of myths originating from a specific tribe or
civilization.
Supernatural: beyond natural or normal limits; possessing godlike or
supernatural abilities; displaying superhuman strength
Types of Myth
MYTH, PURE OR TRUE, OR MYTH IN ITS ORIGINAL FORM

These myths are usually instances of early science or religion. They
address how people should treat the gods and explain natural events and the
origins of things.
LEGEND OR SAGA
This type of myth is a good illustration of primordial history; it
contains a germ or seed of historical reality and expands on it with vigor. In
the account of the Trojan War, a notable example of a saga or legend is the
story of the Trojan Horse.
FAIRY-TALE OR FOLK-TALE
This species' myths are often examples of rudimentary fiction. This
type of story is told for the purpose of entertainment. Often, the stories
feature supernatural figures such as ghosts, elves, dwarfs, or demons, as well
as magical components such as spells, potions, and items.
Mythology and Folklore Sources

Aesop's Stories is a collection of fables written in Greece about 2,000
years ago under the name Aesop. Aesop lived in the mid-sixth century as a
slave and was slain by the inhabitants of Delphi, possibly for seditious or
sacrilegious ideas, according to Herodotus.
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Arabian Nights is a combination of stories and fables from Arabia,
Egypt, India, and Persia that composed from oral tales passed down through
generations in different countries. Aladdin, Ali Baba, and Sinbad the Sailor
are just a few of the well-known figures. Jinn are recurring characters in
these tales.
The World's Great Epics: Myths and legends are frequently derived
from existing epics from many civilizations throughout the world. The
Greeks' Iliad and Odyssey, the Romans' Aeneid, India's Mahabharata and
Ramayana, England's Beouwolf, France's Song of Roland, Spain's El Cid,
Persia's Sha Namah, Babylonians' Gilgamesh, and so on.
Panchatantra is a collection of stories to teach Indian princes how to
become enlightened monarchs. The Panchatantra is said to have influenced
Aesop's Fables significantly. Hesiod's Theogony, Works, and Days are two
of his most famous poems. Hesiod was a poet from ancient Greece who lived
around 700 B.C. His two full books provided the foundation for most of
Greek mythology.
THE GREAT THEMES OF MYTH CREATION

Creation myths serve as a foundation for more specific myths about
societal institutions, human relationships with the natural world, and life and
death. A creator deity creates the sun, moon, and stars, as well as the oceans
and mountains that they represent, as well as the deities that personify them,
and then the plant life, animals, and people who inhabit the planet.
GODDESSES AND GODS
People all around the world believed in ideal beings to guide them.
These deities have human qualities, such as parents and children, and they
are members of a social community. Mythology has a significant function in
reinforcing and justifying power and leadership relationships.
HEROIC PERSONS
Heroes and heroines are semi-divine individuals who have superhuman
abilities due to divine paternity in many myths; alternatively, they may have
attained divinity via their actions as men or women on Earth, with the aid of
a deity, with the use of magical weapons, or through resourcefulness or guile.
DEMONS AND MONSTERS
Monsters and demons are most commonly associated with monsters
who are confronted and defeated by a heroic character. They break divine
order in both their appearance (which is often malformed or grotesque but is
not always) and their activities (which include assaulting or capturing a
human or divine victim).
ANIMALS
They are shown as carnivorous monsters or elusive prey for hunters, as
well as helpful entities domesticated by humans and as beings endowed with
supernatural abilities. Deities may take on animal forms, or they may have
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heads or other traits that represent the attributes they are meant to share, or a
clan obsession.
THE UNDERTAKER'S WORLD
Whenever the word "burial" is used, it is invariably followed by tales
of doom and dread at the unknown but unavoidable. Earth consumes the
dead, yet it also produces food plants and holds mineral wealth, creating a
powerful mythological dualism.
QUESTS, JOURNEYS, AND TRIALS

Quests and voyages place mythical characters in a variety of settings in
which they must demonstrate their power. In many stories, devotion to the
deceased prompts voyages to the underworld in order to resurrect loved ones.
THE FOLLOWING PERIOD
The afterlife, or some sort of existence after death, appears in
mythology in as many distinct forms as the civilization from which it is
derived. Some people talk of a utopia where all of the stresses of everyday
life are forgotten. After death, judgement is rendered, a thorough trial is held,
and those who fail the trial face torment.
WORLDS ARE RUINED
In myth, creation can be viewed as a random occurrence or something
that happened despite the presence of opposing forces; similarly, the end of
the world in its current form can be viewed as inevitable or imminent,
whether due to divine will, as a result of evil forces attacking, or as a
punishment for human wrongdoings.
THE MYTHOLOGIES OF THE WORLD

Mythology of Mesopotamia The Sumerian mythology was at the heart of
the Assyro-Babylonian tradition. Annu (sky), Enlil (storm), Enki (water), Ea
(knowledge), Ishtar (fertility), and Erishkigal were among the gods
(underworld).
Mythology of Canaanite. Syria, Phoenicia, and Palestine are all examples of
Canaan in the biblical meaning. El (the creator), Baal (the god of war), and
others were among the gods (heavy rains).
Mythology of Egypt. Both Mesopotamia and Canaan have vegetative gods
that are dying and emerging, and Egyptian mythology has a parallel for them.
The gods Osiris, Isis, Horus, and others are the gods.
Mythology in Greece. The principal gods were linked to natural phenomena
like Zeus (sky and thunder) or Poseidon (sea), as well as abstract attributes
like Athena (knowledge) or Apollo (light) (arts, healing, prophecy).
Mythology of Rome. It included the cultures of conquered peoples, although
it was largely a Greek adaptation. Juno, who was originally an Etruscan
moon god, guarded the city of Rome. Quirinus, a Sabine battle deity, was
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assimilated to Romulus, the mythological founder of Rome, and became a
deified mythical figure.
Celtic mythology is a collection of stories about the Celts. Celtic mythology
is still alive and well in Wales and Ireland, where the Romans were unable to
conquer. The druids and bards perpetuated the people's history of being
governed by a warrior elite who had amazing conquering and plundering
feats but lacked the organizational abilities to consolidate an empire.
Norse mythology is a branch of Norse mythology that is based on the Battle
is likewise glorified in Norse or Germanic mythology, but against a harsher
environmental backdrop: life is derived from ice and fire, and it is finally
devoured by them. Individual self-sacrifice in the service of Odin (death and
magic), who rewards them with endless food and wine in Valhalla — as well
as more combat. Thor, Frigg, and Balder are some of the other gods.
Mythologies from Mexico and South America. The warlike Aztecs of
Mesoamerica's mythology excused violence as well, even if they inherited
the practice of sacrifice that the Toltecs, the first of many ancient
civilizations that they conquered, blamed them for. The Incas, like the
Aztecs, saw themselves as gods' elect, with their rulers being the sun's
progeny. The sky dominated mythology, with astronomical measurements
and calendrics.
Mythology in Persian. Persian mythology originally portrayed the lives of
warriors and nomadic pastoralists who were beginning to shift to agriculture
in fertile areas among difficult deserts and mountains. It backed a worship
that took place outside, sometimes on mountaintops, with deities
representing both beneficial and harmful elements of nature. Later events
emphasized this duality of good and evil, light and dark in constant battle.
Mythology of India. Indra, a warrior sky deity, is also mentioned in India's
Vedic mythology, which is inherited from the Aryans, assuring fertile rain
and dismissing and demonizing former residents of the new territory.
Sacrifice and worship were elevated in Hinduism, where they were
associated with an everlasting war of gods and demons, as well as cyclic
creation, the preservation of the balance of good and evil, and annihilation to
pave the way for fresh creation.
Mythology in China. Chinese mythology is anchored in the country's
enormous area, in the worship of its emperors, whose wise leadership
provided wealth and was a sign of divine favor, and in the respect of
ancestors, the link between people and gods. Chinese mythology was shaped
by three philosophies: (1) Taoism taught that cosmic energy and all life are
mystically compounded of yin (the negative, female principle) and yang (the
complementary positive, male principle); (2) Confucianism upheld the
emperor and aristocracy, with mythology demonstrating the benefits of
learning and discipline; and (3) Buddhism brought elements of Indian
thought on reincarnation, the conflict of good and evil, and judgement.
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Mythology in Japan. Native mythology oriented on land and the
development of imperial dynasties, similar to that of China, was merged with
Buddhist theory on death and the afterlife, which originated in India and was
tied to Persian traditions, such as Yama/Yima as first man and king/judge of
the dead.
The Greek and Roman Gods
The Greeks predated the Romans in terms of civilization. When the Romans
decided to create their own mythology, they took the gods from Greek
mythology and gave them new names. These Roman gods are usually more
disciplined and lack the colorful and multifaceted personalities that many
Greek gods had.
The King Zeus

Zeus is regarded as the god who leads the next generation of gods. He is
always referred to as the sky-god. Many of his characteristics and titles are
due to his role as god of the sky, including as Rainer, Thunderer, Cloud
Gatherer, Lightning God, and Sender of Fair Winds are all names for the
same god.
Division of Authority
Zeus and his brothers decide on their domains of authority: Zeus takes
control of the sky, Poseidon of the sea, and Hades of the underworld. The
Earth's surface and Mt. Olympus are both neutral zones.
Hera
Hera, Zeus's wife, is regarded as the queen of the Olympians. Her name
derived from a title that meaning
"Our Ladv" or "Great Ladv." She became greatlv linked with the ground,
particularly marriage and childbirth. Juno is her Roman name. Hera is
portrayed as a wife who is worried by her husband's apparent infidelity,
owing to her husband's proclivity for womanizing. Because she is unable to
directly punish the god's ruler, she exacts revenge on his mistresses or even
the offspring born from these unions.
Poseidon
Poseidon is a Greek deity who is most closely identified with the sea,
although he is also linked to earthquakes and horses. His Roman ancestor
Neptune is the equivalent. Poseidon, like the sea, is unpredictable and prone
to rage. He's often seen wielding a trident, a three-pronged weapon used by
fishers.
Hestia
Goddess of hearth and its fire in the home. She's seen as the protector of the
house, the family, the local community, and the state as a result of this. Her
Roman name is Vesta. Vestal Virgins Priestesses known as the Vestal
Virgins conducted Vesta's ceremonies, they kept their virginity to respect the
deity they worshiped.
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Demeter
Goddess of grain and fertility on the Earth in general. Ceres was her Roman
equal. Demeter and Zeus had a daughter named Demeter.
Persephone is a Greek goddess who is known for her beauty and her
(Roman: Proserpina).
Demeter and Persephone both signified the same thing: the Earth's fertility.
Persephone was the seed, and Demeter was the flowering grain, when a
differentiation was created.
Artemis
Artemis' birth heralds the beginning of the second generation of Olympus'
gods. Diana is Artemis' Roman counterpart. Artemis is the goddess of the
wild and the creatures who live in it. She is frequently shown as a bow-and-
arrow huntress, but she also guards the animals in her dominion with care.
Like the broad countryside, she may be unpredictable. She might be
compassionate and benevolent, but sometimes ruthless and lethal..
Apollo
Apollo is a deity who is supposed to be equally enigmatic and complicated as
Zeus. He is the deity of reason and moderation, the creator of rules, and
hence the rewarder of good deeds and the punisher of bad. He is a god of
archery, along with his sister Artemis, and his arrow has the power to convey
illness or cure to mankind. He was the sun's deity, much as Artemis is the
moon's. He is also the deity of poetry, music, and prophecy, which is
possibly his most well-known characteristic.
Athena
Athena is a goddess of domestic arts and crafts, intelligence, and battle who
is virgin. She is the patroness of Athens as well as the defender of all cities.
Minerva is how the Romans refer to her. Metis, an early goddess of
knowledge, was said to have been pregnant by Zeus. Her kid will be the one
to dethrone Zeus, according to legend. Zeus swallowed Metis to prevent the
prophecy from being realized.
She was going to give birth when he died. Their child, Athena, erupted from
his head. Zeus now has the role of both mother and father to the kid,
avoiding the prophecy's implications.
Ares
He is Zeus' and Hera's son and is known as the god of battle. He embodies
the unbridled ferocity of combat, as well as all the carnage and tragedies of
war. Most Greeks despise him, including his father, Zeus, because of his
violent fury. Despite this, his father's womanizing appears to have been
passed on to him. Aphrodite, the goddess of love, was his most famous lover.
Despite the secrecy of their relationship, they had four children. Eros,
Deimos, Phobus, and Harmonia are their children. Mars was the name given
to the Roman god of battle. Unlike Ares, he is popular among the Romans,
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and his might is second only to Jupiter's. He is regarded as the city's
defender.
Aphrodite
She is the goddess of ardent desire and physical love. Venus is her Roman
equal. Some claim she is the daughter of Zeus and Dione, Oceanus's
daughter. Other theories indicate she is the result of the mating of "aphros,"
which means "sea foam." She is married to Hephaestus, yet she had several
affairs owing to her character. For one thing, her mating with Hermes
culminates in the birth of Hermaphrodite, their son. A nymph falls in love
with the lovely Hermaphrodite while swimming in a spring and rushes upon
him, praying to the gods that they may never be parted. The gods fulfill her
wish and their bodies become one. A creature with both male and female
traits has been known as a hermaphrodite since that time.
Hephaestus
He is the gods' master artisan and metal worker. His forge is always buzzing
with activity as he plans and creates inventive and creative works. The gods'
mansions, Zeus' throne and scepter, Helios' chariot, Apollo and Artemis'
arrows, Demeter's sickle, and Athena's weaponry are among his finest. He
also designed the armors of legendary warriors such as Achilles and Aeneas.
Hermes
Hermes, the youngest of the Gods, came from a very humble beginning. He
is Zeus' messenger, the gods' herald, the gods' guide, the leader of
underworld spirits, the giver of fertility, and patron of orators, authors,
businesspeople, thieves, and sportsmen. Mercury is his Roman name. He is
depicted with a broad-brimmed hat and winged shoes or sandals as a
messenger and herald of the gods.
Hades
Hades is the underworld's deity. His name means "unseen one," and the
Greeks were hesitant to call him that because of the amount of spirits under
his command and the fact that all crops come from under the soil, so they
dubbed him Pluto, which means "rich" or "wealthy." The Greeks gave the
Romans the term Pluto to designate to their god of the underworld. They also
refer to him as Dis. Persephone is his wife.
Dionysus
He is the deity of wine, and all that is related to it. Dionysus was originally
tied with grapevine fertility, but his role gradually grew to embrace all forms
of reproduction (crop, animal, human). In this way, he is Demeter's male
equivalent. 1) a staff entwined with ivy leaves and with a pine cone set on
top; 2) an ivy grapevine wreath; and 3) a wine cup are all often shown
Dionysus emblems. Bacchus was a Greek god who was adopted by the
Romans as the moniker for their god of wine.
Theories Related to the Study of Mythology
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ANCIENT THEORIES
Rationalism
Myths, according to this view, are an early type of rational reasoning since
they all have a logical foundation.
For example, imagine how the first Greek would respond to seeing a
horse to better understand the tale of Pegasus, the flying horse. The horse
may have looked to fly in comparison to other animals they've seen,
galloping quickly and leaping over high barriers.
Etymological Theory
According to this hypothesis, all myths are derived from and traceable back
to certain words in the language. The origins of most mythical characters
may be found in the world's languages. For example, Hades originally meant
"unseen," but it became the name for the deity of the dead later.
Allegorical theory
All myths, according to the allegorical interpretation, have hidden meanings
that the story purposefully hides or encodes. The story of golden Touch and
King Madis Allegorists, for example, provided a obvious rationale for using
stories in the first place rather than a straightforward explanation of the
concepts they conveyed they piqued the interest of people who might not be
interested in emotionless concepts but who might be drawn to imaginative
narratives.
Euhemerism
Euhemerus, a Greek philosopher who lived between 325-275 BC, believed
that all myths are based on real occurrences.
Those were just overblown Modern Theories
Naturalism
According to this theory, all myths are the result of an attempt to explain
natural facts. Those who believers in this idea think that myths originated in
the worship of the sun or moon, which helps to restrict the roots of stories.
Ritualism
According to this view, all myths are made up to accompany and explain
religious rituals; they depict the crucial events that led to the celebration in
question.
Diffusionism
According to the diffusionists, all myths originated in a few major cultural
hubs and dispersed throughout the world.
Evolutionism
Myth-making happens at a specific point in the human mind's growth. Myths
are therefore an important element of all growing civilizations, and the
similarities between cultures may explain by the relatively small number of
experiences available to such people when myths emerge.
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Freudianism
When Sigmund Freud read his patients' dreams, he discovered striking
parallels with old mythology. Certain infantiles, according to Freud, are
repressed, meaning they are removed from the conscious consciousness but
nevertheless present in the individual in some form. These sentiments might
sometimes come to light under numerous guises, one of which is the myth.
Jungian archetypes
Carl Jung was a well-known psychologist who, although accepting Freud's
thesis about myth origins, did not feel it went far enough to explain the
striking connections between ancient stories and the themes found in his
patients' experiences. He proposed that we all have a "collective
unconscious" that we inherit from our parents. It comprises extremely broad
concepts, themes, or motifs that are passed down from generation to
generation and are preserved as part of our collective human memory.
Structuralism
This hypothesis is a relatively new discovery that is closely linked to
linguists' study. According to this hypothesis, everything human behavior,
including the way we eat, dress, and communicate, is structured into
language-like codes. To grasp the true meaning of myth, we must first
examine it linguistically.
Theory of historical-critical thought
This hypothesis holds that a variety of circumstances impact the genesis and
growth of myths, and that no one explanation will satisfy. Each narrative
must be examined separately to see how it originated and developed. Some
Interesting Mythology Dragons Characters Fire-breathing dragon legends
vary greatly between civilizations. Dragons come in different sizes and
shapes in Chinese mythology. They are often recognized for being both
generous and smart. Some are lucky charms. The most powerful Chinese
dragon is the spiritual Azure Dragon, which governs the weather.
CREATION MYTHS
Assyro-Babylonian
Apsu, the sweet water that floats the land and feeds its springs, and his
consort, the salt sea waters, known as Mother Tiamat, symbolized inert
chaos. Monstrous serpents arose from their marriage, followed by male and
female deities, including the majestic sky deity Anu, the god of controlled
water Enki, and the resourceful god of wisdom Ea. These gods, led by Anu,
wanted creation to continue, but Apsu disliked their agitation and pondered
murdering his own children. Tiamat fought this plan, but when Ea used
magic to murder Apsu, she gathered monster armies to fight the Court of
Heaven. Ea's son Marduk was appointed as king to preserve creation. In epic
combat Tiamak opened her mouth toMarduk was about to eat her, when he
let forth a "evil wind" that entered her stomach and distended her, allowing
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him to rip her apart. The other half of her body became the sky, resting on
the mountains that surrounded the planet. Marduk finished the creation by
assigning the great gods to their abodes, placing the stars and moon in their
proper locations, and creating time. Marduk created people to serve the gods
from the blood of Kingu, the commander of the forces of chaos.
Borneo
All of creation was contained within the mouth of a massive serpent at the
beginning of time. A gold mountain eventually arose and became the house
of the upper region's supreme deity, while a gem mountain arose and became
the home of the lower region's supreme god. The two mountains crashed
many times, each time forming a new area of the cosmos. The clouds, sky,
mountains, cliffs, sun, and moon were all created during this time period,
which is known as the first era of creation. The "Hawk of Heaven" and the
giant fish Ila-llai Langit were created after that, as were two fantastic
creatures:Didis Mahendera, who had jewel-like eyes, and Rowang Riwo,
who had golden saliva, were two of the characters. Finally, the deity
Mahatala's golden headgear emerged. Jata, the celestial maiden, formed the
land in the second epoch of creation. Hills and rivers appeared shortly after.
The tree of life arose in the third period of creation, uniting the above and
lower realms.
Celtic Myth of the Holy Grail
The miraculous ship of King Arthur sailed three times around the island of
the dead. It was guarded by 6,000 soldiers, all but seven of whom were
Arthur's troops; despite this, Arthur was able to take the ever-replenished pot,
which only the courageous and noble could eat from. Another legend claims
that in his hunt for it, King Arthur visited the realm of the dead, where he
slew a sorceress by slicing her in half like two bowls at the door. Knights like
Lancelot were denied a glimpse of the Holy Grail, which was regarded as the
cup used at the Last Supper, due to their moral shortcomings.Galahad was
the one who finally got it. Lancelot's son Sir Galahad, who had the strength
of ten men, was the only one of Arthur's knights who could see it. He
transported it from Britain to Sarras, a Mediterranean island where he
ascended to the throne and died after a year in response to his own request
for his soul to be freed to eternal life. The Grail soared to heaven after his
death, never to be seen again.
Afro-Asian Literature
Competencies:
1. be knowledgeable with the Afro-Asian nations' literary history,
philosophy, religious beliefs, and culture
2. elucidate the common themes, topics, and subject matter that run
through Afro-Asian literature
3. analyze the meaning and importance of chosen literary works
4. recognize notable authors and their greatest works
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INDIA
 Literary Periods. Indus Valley civilization flourished in northern
India. The Aryans, a nomadic warrior and herder tribe, were the first
known settlers in India. They carried a well-developed language and
literature as well as religious ideas with them.
a) Vedic Period (1500 B.C. –500 B.C.). The Vedas, a collection of
hymns that formed the foundation of Aryan civilisation, are the
namesake of this time. Hindus regard the Vedas, which were
passed down orally by priests, as the most sacred of all literature
because they believe the gods personally revealed them to
mankind.
· The Rigveda, foremost collection or Samhita, which consists of
1,028 hymns, has come to symbolize "hymns of supreme sacred
knowledge." It is the oldest of the Vedas, and it contains
powerful, dynamic, non-speculative lyrics that are sometimes
compared to the Old Testament psalms. These hymns are
considered divinely inspired or 'heard' straight from the gods by
Hindus.
b) Epic and Buddhist Age (500 B.C. – A.D.) Mahabharata and the
Ramayana were written during this time period. Later Vedic
literature, new Sanskrit literature, and Buddhist literature in Pali
all flourished during this period. The Dhammapada was most
likely written around this time period as well. The Maurya
Empire (322-230 B.C.) was controlled by Ashoka and promoted
Buddhism, nonviolence, and
'righteousness,' despite the fact that this was an era of battle and iron-
fisted governance. The next significant political force was the
Gupta Dynasty (320-467 B.C.). Hinduism reached its pinnacle
during this period, with its influence seen in culture and the arts.
· The Mahabharata, The epic, which is said to have been written
by the sage Vyasa, is made up of a large amount of mythical and
didactic material that narrates the story of a fight for dominance
between two sets of cousins, the Kauravas and the Pandavas, set
in 3102 BC. The poem is organized into 18 parvans or divisions,
with about 100,000 couplets. It is a discourse about dharma
(moral principles), covering the correct behavior of a monarch, a
warrior, a man living in a time of tragedy, and a person seeking
reborn liberation.
c) Classical Period (A.D. – 1000 A.D.). In contrast to the
Dravidian languages of southern India, Sanskrit was the
dominant literary language of northern India throughout this
time. Sanskrit, which literally means "perfect speech," is a holy
language spoken by the gods and goddesses. As a result, Sanskrit
was regarded as the sole language suitable for the most
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prestigious literary works. During this time, poetry and play
reached their pinnacles. Religious teachers frequently utilized
beast stories such as the Panchatantra to explain moral principles.
· The Panchatantra is a collection of Sanskrit-language tales
about Indian animals. The poem was dubbed The Fables of
Bidpai in Europe after the storyteller, an Indian sage named
Bidpai (called Vidyapati in Sanskrit). It is supposed to be a
textbook of artha (worldly knowledge); the aphorisms tend to
extol cunning and shrewdness over assisting others. The original
text is a blend of prose and poetic stanzas in
Sanskrit, with each story included within one of five frame tales. The
stories are attributed to a wise Brahman named Vishnusarman,
who utilized animal fables to teach the three dull-witted sons of a
monarch, according to the preface, which serves as an enclosing
frame for the entire book.
d) Medieval and Modern Age, during this time, Persian literature
had a significant effect. The Moslem kings' court language was
Persian. India was directly under the British Crown in the 18th
century and remained so until 1947, when it gained
independence. The British had a major effect, and most Indians
today are taught in English. Many people have been forced to
learn about Western culture at the price of learning about their
own.
2. Religions. Indian religion is innovative because it is the birthplace of
two great religions: Hinduism, the biggest, and Buddhism, which,
sadly, died out in India but spread across Asia.
a) Hinduism, literally "the belief of the people of India," is the most
widely practiced religion in India and no other country. Hindus
are passionately engrossed with God and the universe's creation.
b) In the 6th century B.C., Buddhism was born in India. This
religion is founded on the teachings of Siddhartha Gautama,
often known as Buddha or the "Enlightened One," who spent
most of his life working on self-awareness and self-development
in order to achieve nirvana or enlightenment.
3. Major Writers.
a) Kalidasa a Sanskrit poet and dramatist is often regarded as the
finest Indian author of all time. Little is known about Kalidasa's
life or his historical connections, as is the case with other ancient
Indian authors. He seems to have been a Brahman, based on his
poetry (priest). Although many works have been attributed to the
poet, only six have been shown to be authentic by experts.
b) Rabindranath Tagore (1861-1941). Tagore is a Bengali poet
and mystic who received the Nobel Prize for Literature in 1913.
He is the son of a Great Sage. Tagore was in charge of his
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father's lands and maintained good ties with the locals. Later
works revealed his concern for their poverty and backwardness.
Years of grief followed the deaths of his wife and two children,
but it also produced some of his finest poetry. Tagore is also a
talented painter and composer.
c) Prem Chand pseudonym of Dhanpat Rai Srivastava (1880-
1936). Author of various Hindi and Urdu novels and short tales
who pioneered the adaptation of Indian topics to Western literary
approaches. Before joining Mahatma Gandhi's anti-colonial
Noncooperation Movement, he worked as a teacher.
d) Kamala Markandaya (1924). Her writings are on modern
Indians' problems with competing Eastern and Western values.
She was a Brahman who attended Madras University before
settling in England and marrying an Englishman. Western values
are often portrayed as contemporary and materialistic in her
novels, whereas Indian values are portrayed as spiritual and
traditional.
e) R. K. Narayan (1906). One of the best English-language Indian
novelists of his generation. For a short time, he volunteered as a
teacher before deciding to pursue writing full-time. The fictional
South Indian village of Malgudi is the setting for all of Narayan's
novels. They frequently depict the oddities of human interactions
as well as the absurdities of Indian daily life, in which modern
urban life collides with ancient tradition. He has a charming style
that is defined by friendly humor, elegance, and simplicity.
f) Anita Desai (1937). She is India's leading imagist writer and an
English-language Indian novelist and author of children's books.
She was a master at using visual imagery to convey character and
mood. Desai's gloomy outlook on life is reflected in most of her
works.
g) Vir Singh (1872-1957). He was a Sikh writer and theologian
who wrote during a period when the English and Hindus were
attacking Sikh faith and politics, as well as the Punjabi language.
He praised Sikh valor, philosophy, and principles, giving the
Punjabi language respect as a literary instrument.
h) Arundhati Roy. A young female author whose debut novel, The
God of Small Things, received the Booker Prize.
A.CHINA
1. Historical Background. Chinese literature reflects the country's

political and social history, as well as the influence of great faiths
from both inside and beyond China. It has a thousand-year
tradition that has been influenced by philosophical problems
about the purpose of life, how to act ethically in society, and how
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to live spiritually in accordance with the natural order of the
cosmos.
a) Shang Dynasty, people followed a religion based on the notion
that nature was home to many strong gods and spirits during the
time. Bronze working, the decimal system, a twelve-month
calendar, and a 3,000-character writing system were all notable
advancements.
b) Chou Dynasty, this dynasty was the longest, and China saw
significant political unrest and turmoil throughout the most of its
existence. The Hundred Schools period was named for the
numerous rival philosophers and instructors that appeared during
this time, the most important of which were Lao Tzu, the
proponent of Taoism, and Confucius, the founder of
Confucianism. Confucius emphasized a code of social behaviour
and the significance of discipline, morality, and knowledge,
whereas Lao Tzu emphasized freedom, simplicity, and mystical
contemplation of nature.
The Book of Songs, (Shih Ching) The earliest collection of Chinese
poetry, initially gathered in the 6th century B.C., is regarded a
paragon of lyrical eloquence and moral clarity. Court songs for
the nobility, tale songs recounting Chou dynasty legends, hymns
sung in temples accompanied by dancing, and small peasant
songs and ballads are among the poetry. The tunes for these
poems, which were intended to be sung, have long been lost.
c) Ch’in Dynasty, during this time, China was unified and the
central government was strengthened. The Great Wall of China
was erected by uniting all sections of the empire and connecting
the existing fortifications on the northern boundaries.
d) Han Dynasty, the advent of Buddhism from India heralded the
beginning of one of the most brilliant periods in Chinese history.
e) T’ang Dynasty, during this time, also known as the Golden Age
of Chinese culture, fine arts and literature thrived. The creation of
gunpowder and block printing were among the technological
advancements of the time.
The T’ang Poets, during the T'ang Dynasty, Chinese lyrical poetry
achieved its pinnacle. T'ang poets were inspired by natural
beauty, writing about the delicate blooms in spring, the falling
leaves in autumn, and the changing form of the moon.
2. Philosophy and Religion. Three primary schools of thought
have had a tremendous impact on
Chinese literature and culture: Confucianism, Taoism, and Buddhism.
Unlike Western faiths, Chinese religions are founded on the
belief that existence is a constant state of flux in which opposing
forces, such as heaven and earth or light and evil, are balanced.
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The Yin and Yang represent these opposing forces. As shown in
the classic yin-yang symbol, yin, the passive and feminine power,
counterbalances yang, the energetic and masculine energy, each
holding a'seed' of the other.
a) Confucianism - it gives the Chinese both a moral and a cosmic
order. It is not a religion, but it does help people understand their
position in the world and how to act accordingly. A political and
social philosophy is also included.
Confucius was a great Chinese teacher, philosopher, and political
theorist whose theories affected all East Asian cultures.
Confucius was born from a poor family of lower rank, according
to legend. He rose through the ranks of the administration, but
never to a position of power. He was an outspoken opponent of
government policy who spent the most of his life instructing a
group of followers. Confucius was not a religious figure in the
traditional sense, because his teachings were mostly social ethics.
Confucian politics is hierarchical but not absolute, and it is
compared to a family. Emperor and subject, father and son,
husband and wife, elder brother and younger brother, and friend
and friend are the five main Confucian relationships.
b) Taoism, During the Chou Dynasty, Lao Tzu preached it.
Traditional Chinese culture incorporates Taoist concepts and
influences. The world's natural course is referred to as "The Tao"
or "The Way." Following the tao of "going with the flow" is both
wise and joyful. Unhappiness arises when a Taoist separates from
the tao or attempts to violate it.
Lao-tzu. Lao-zi, often known as the "old philosopher," is considered
the originator of Taoism and an older contemporary of
Confucius, with whom he once conferred. He was pessimistic
about what human activity might achieve in the world than
Confucius was. He advocated for a more passive attitude toward
the world and one's colleagues, advising caution and letting
things speak for themselves. He believed that the individual self
and the dao should have a more direct interaction.
c) Buddhism During the Han era, it was brought from India. The
significance of letting up of earthly pleasures and achieving
ultimate serenity and enlightenment via detachment is
emphasized in Buddhist thinking. Buddhism attracted both
Confucians and Taoists because of its emphasis on ethical life
and lack of attention on material concerns.
3. Genres in Chinese Poetry In Chinese culture, poetry has always
been highly appreciated and seen as superior to prose. Clarity,
brevity, subtlety, suggestiveness or understatement, and its three-
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fold appeal to intellect, emotion, and penmanship are among its
most notable traits. Chinese poetry is divided into five categories:
b) From the 2nd to the 12th centuries, shih was the dominant
Chinese literary form, distinguished by 1) aneven number of
lines; 2) the same amount of words in each line, in most instances
five or seven; and 3) the presence of rhymes at the end s of the
even-numbered lines. Parallelism, or similar structure or meaning
couplets, are frequently used in Shih poetry.
c) Li sao, or 'encountering sadness,' is a poem of mourning and
protest written by Chu Yuan, China's first known great poet (332-
295 B.C.). It was an extremely long poem, divided into two
sections: I an autobiographical tale with Confucian connotations,
and ii) a description of a fictional voyage conducted by the
character. The sao allows poets to express their creativity in
expressing China's actual and imagined flora and wildlife. It's
also gloomy because of unrecognized goodness.
d) Fu was a poetry that was both didactic and descriptive, with a
single notion or feeling portrayed in a contemplative manner. The
language used varies from plain to rhetorical.
e) f) Lu-shih, or'regulation poetry,' was created during the Tang
dynasty and has remained popular to this day. It's an octave with
five or seven syllabic verses and a distinct rhyming system, with
all even lines rhyming together and the caesura in every line. The
ching (scene) is described in the first four lines of this poem,
while the ch'ing is described in the final four lines (emotion). As
a result, emotion emerges from the location or atmosphere, and
the two merge, resulting in a highly concentrated depiction of the
persona's loneliness but will to persevere.
f) Chueh-chu, or truncated poetry, was also popular throughout the
Tang dynasty and is a shorter variant of the lu-shih. It just only
four lines, yet it includes vivid images of natural beauty in its
twenty or twenty-eight syllables or letters.
g) The Sung dynasty was associated with tzu. It is not limited by
the number of verses or the amount of characters per verse. The
tzu lyrics were performed to popular music.
4. Conventions of Chinese Theater. In Chinese culture, poetry has
always been highly appreciated and seen as superior than prose.
Clarity, brevity, subtlety, suggestiveness or understatement, and
its three-fold appeal to intellect, emotion, and penmanship are
among its most notable traits.
B.JAPAN
1. Historical Background. Early Japanese culture was heavily

influenced by Chinese culture, although it developed its own
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identity throughout time. The governmental organization of early
Japan was centered on clan, or family. Aristocrats, warriors, and
priests were at the top of the clan hierarchy, while peasants and
labourers were at the bottom. In the fourth century A.D., The
Yamato rose to prominence and imposed the Chinese imperial
system on Japan, establishing an emperor, an imperial
bureaucracy, and a magnificent capital city.
2. Religious Traditions. The cultural underpinnings of Japanese
civilization were built on the foundations of two great faiths.
3. Socio-political concepts. India has combined Confucian
principles with Buddhist morals, while
Japan has not. In China implanted The giri and on ideas explain why
the ordinary Japanese person feels patriotic. Occasionally
ultranationalistic and law-abiding. Even seppuku, or ceremonial
dismemberment is an example of this. To what degree are these two
sociopolitical notions ethically
acceptable?
4. Poetry In Japanese culture is one of the oldest and most popular
forms of expression and communication. It was an important
element of daily life in ancient Japanese civilization, allowing
anybody to record their experiences and convey their feelings.
5. Prose first debuted in the early eighth century and focused on
Japanese history. Because members
of the Imperial court had minimal administrative or political
responsibilities during the Heian Period, they kept extensive
diaries and dabbled with literary fiction.
6. Drama.
a) No plays were the first type of Japanese drama appearing in the
14th century. A tiny but highly dressed
group of performers wearing masks performs the plays on an
essentially barren stage. The plays are written in poetry or in
extremely lyrical prose, and the performers are supported by a
chorus. Many Shinto and Buddhist beliefs, as well as a number of
prevalent Japanese artistic choices, are reflected throughout the
plays. The N theater has maintained its appeal because to the
actors' delicate displays of inner power, as well as the beauty of
the costumes, the eloquence of the dancing, the captivating
quality of the singing, and the mystical, almost supernatural
atmosphere of the performances.
b) Kabuki is characterized by vibrant, theatrical performance and
lavish, colorful costumes and settings. It is usually performed
with an orchestra and focuses on the lives of ordinary people
rather than aristocracy.
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c) Jorori (now Bunraku) is a puppet-based performance that had a
significant effect on the Kabuki's growth.
d) Kyogen is a comedy played customarily between the N dramas.
7. Novels and Short Stories.
· Snow Country by Kawabata Shimamura, a Tokyo dilettante,
refuses to love Komako, a geisha who feels 'used' despite her
want to believe and feel that she is drawn truly, totally to a man
of the world. Shimamura is equally as passionately captivated to
Yoko because of her virginity, her naivete, as he is to Komako,
who loses it after her former liaison with him. Yoko eventually
dies in a fire in the cocoon-warehouse, despite Komako's efforts
to save her. In the title, Kawabata uses contradictory thematic
symbols: death and cleansing amidst physical deterioration and
corruption.
Komako embraces the virgin Yoko in her arms, while Shimamura
perceives the Milky Way 'streaming down into him with a roar.'
· The House of Sleeping Beauties by Kawabatarelates the story
of Eguchi, a filthy old guy who goes to a seaside resort where
young ladies are given narcotics before being forced to sleep sky-
clad. These sleeping beauty must not be touched, according to
decorum, or the management will drive the clients away. The
reader is given access to the septuagenarian's innermost thoughts
in this book. Ironically, an elderly guy who recognizes beauty
and freshness cannot articulate, much alone own it. As a result,
the themes of old age, loneliness, and coping become
inextricably linked.
· The Makioka Sisters by Tanizaki It is the story of four sisters
whose main preoccupation is finding a suitable spouse for
Yukiko, the third sister, a traditionalist who has turned down
countless suitors. Taeko, the youngest, most independent, most
Westernized of the sisters, must stay single until Yukiko marries.
The story depicts middle-class life in prewar Osaka, which is
more essential than the narrative. It also looks at the infiltration
of modernism and its impact on current Japanese psyches, the
role of kinship in people's everyday lives, and the passing of the
old order and the arrival of the new.
C.AFRICA
1. The Rise of Africa’s Great Civilization. Between the
years 751 and 664 B.C., Following the New Kingdom of
Egyptian civilizationKush is a kingdom on the Nile River's
southern bank. grew in strength and significance. More minor
civilizations thrived on the outskirts of the Sahara, such as the
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Fasa of northern Sudan, whose exploits are recounted in the
Soninka oral epic The Daust.
2. Literary Forms.
a) Orature is an oral literature tradition in Africa that includes
praise poems, love poems, stories, ceremonial dramas, and moral
lessons in the form of proverbs and fables. Epics, poetry, and
stories are also included.
b) Griots, Keepers of oral literature in Africa were competent at
developing and disseminating the numerous varieties of African
oral literature. They may be a professional storyteller, singer, or
entertainer. The oral tradition was also maintained by bards,
storytellers, town criers, and oral historians.
3. Negritude, As a protest against French colonial authority and
assimilation practices, the literary movement known as
"blackness" evolved in the 1930s and 1950s among French-
speaking African and Caribbean writers residing in Paris. Its
most important figure was Leopold Sedar Senghor, the first
president of the Republic of Senegal (1960), who began to
critically scrutinize Western concepts and reevaluate African
culture with Aime Cesaire of Martinique and Leo Damas of
French Guina.
4. African Poetry Since poets were the first to share their thoughts
and feelings about the inhumanity endured by their own people,
is more expressive in its representation of Negritude.
5. Novels.
· The Houseboy by Ferdinand Oyono Toundi, a young child who
flees his abusive parents to work as an acolyte for a foreign
missionary, expresses his despair. Following the priest's death, he
becomes a servant of a white plantation owner, finds his master's
wife's affair, and is later slain in the woods as they pursue him.
Toundi represents the Camerooninans' disillusionment,
maturation, and despair in the face of the whites' corruption and
immortality.
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Questions
1. A story that is usually of unknown origin and at least partially traditional that

ostensibly relates historical events usually of such description as to serve to
explain some particular event, institution, or natural phenomenon.
A. Folklore
B. Myth
C. Fairytales
D. Legend
2. She considered as the queen of the Olympians. Her name is originally a title
which meant “Our Lady” or “Great lady”. She became greatly associated with
the earth, chiefly with marriage and childbirth.
A. Hestia
B. Hera
C. Aphrodite
D. Athena
3. It maintain that all myths arose from a few major cultural centers and spread
throughout the world.
A. Naturalism
B. Diffusionism
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C. Ritualism
D. Freudianism
4. This theory states that all myths derive from and can be traced back to certain
words in the language. Sources of most mythological characters have their
origins from the languages of the world. Hades, for example, originally meant
“unseen” but came eventually to be the name for the god of the dead.
A. Rationalism
B. Allegorical theory
C. Etymological Theory
D. Euhemerism
5. It reflected a life of warriors and of nomadic pastoralists beginning to turn to

agriculture in fertile pockets amid harsh deserts and mountains. It supported a
cult held in the open air, sometimes on mountaintops, with the deities
personifying beneficent and destructive forces of nature. Later developments
stressed this duality of good and evil, light and dark in constant battle.
A. Persian Mythology
B. Chinese Mythology
C. Indian Mythology
D. Greek Mythology
6. What does Afro-Asian literature mirror aside from customs and traditions?
A. political realms
B. aspirations
C. hope
D. philosophy of life
7. Was composed in Sanskrit, probably not before 300 BC, by the poet Valmiki
and consists of some 24,000 couplets divided into seven books. It reflects the
Hindu values and forms of social organization, the theory of karma, the ideals
of wifehood, and feelings about caste, honor and promises.
A. Bhagavad Git
B. Mahabharata
C. Ramayana
D. Rigveda
8. It is the beginning of Asian and African Literature.

A. historic period
B. pre-historic period
C. primitive period
D. ancient period
9. A collection of Indian beast fables originally written in Sanskrit. In Europe,

the work was known under the title The Fables of Bidpai after the narrator,
and Indian sage named Bidpai, (called Vidyapati in Sanskrit).
A. Panchatantra
B. Sakuntala
C. Mrcchakatika
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D. Gitanjali
10. It was imported from India during the Han dynasty thought stresses the
importance of ridding oneself of earthly desires and of seeking ultimate peace
and enlightenment through detachment.
A. Confucianism
B. Taoism
C. Buddhism
D. Hinduism
11. In Africa, this hindered the writing of literature.

A. lack of writers
B. lack of love for literature
C. lack of literacy
D. lack of materials
12. Another importance of literature is that It teaches people about the different
experiences and _______ of their ancestors.
A. culture
B. life
C. history
D. lifestyle
13. The most important early interpreter of the philosophy of Taoism. Very little
is known about his life except that he served as a minor court official. In his
stories, he appears as a quirky character who cares little for either public
approval or material possessions.
A. Lui An
B. Chuang Tzu
C. Lieh Tzu
D. Wang Wei
14. Between 751 and 664 B.C. the kingdom of Kush at the southern end of the
Nile River gained strength and prominence succeeding the New Kingdom of
Egyptian civilization. Smaller civilizations around the edges of the Sahara
also existed among them the Fasa of the northern Sudan, whose deeds are
recalled by the Soninka oral epic, The Daust.
A. The Rise of South African Great Civilization.
B. The Rise of Africa’s Great Civilization
C. The Rise of Asian Great Civilization
D. The Rise of China Great Civilization
15. It is the basis of earlier written documents.

A. stories passed on orally
B. scrolls
C. books
D. papyrus
16. Who wrote 'For Whom the Bell Tolls'?

A. Ernest Hemingway
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B. F Scott Fitzgerald
C. Norman Mailer
D. John Irving
17. An allegory that shows Christian tormented by spiritual anguish. Evangelist,
a spiritual guide visits him and urges him to leave the City of Destruction.
Evangelist claims that salvation can only be found in the Celestial City, known
as Mount Zion. Christian embarks on a journey and meets a number of other
characters before he reaches the Celestial City.
A. The Essays (Francis Bacon)
B. Paradise Lost and Paradise Regained (John Milton)
C. The Pilgrim's Progress (John Bunyan)
D. Holy Sonnets (John Donne)
18. The National epic of England which appears in the Nowell Codex manuscript
from the 8th to 11th century. It is the most notable example of the earliest
English poetry, which blends Christianity and paganism.
A. Beowulf
B. Cædmon’s Hymn
C. The Battle of Maldon
D. Dream of the Rood
19. A form of extended metaphor, in which objects, persons, and actions in a

narrative, have meanings that lie outside the narrative itself. The underlying
meaning has moral, social, religious, or political significance, and characters
are often personifications of abstract ideas as charity, greed, or envy.
A. Allegory
B. Medieval Romance
C. Sonnet
D. Ballad
20. The Father of English Tragedy

A. Edmund Spenser
B. Christopher Marlowe
C. Elizabethan
D. Ben Jonson
21. In the Preface to Lyrical Ballads, William Wordsworth and Samuel Taylor
Coleridge declared that “poetry should express, in genuine language,
experience as filtered through personal emotion and imagination; the truest
experience was to be found in nature.”
A. The romantic movement
B. The victorian age
C. The renaissance (16th century)
D. Old english period
22. Elizabeth Barrett Browning (1806-1861) wrote the most exquisite love poems
of her time were written secretly while Robert Browning was courting her.
What type of poetry it is?
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Elizabeth Barrett Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
A. Ode
B. Elegy
C. Sonnet
D. Limerick
23. Enlightenment thinkers and writers were devoted to the ideals of justice,
liberty, and equality as the natural rights of man. Thus, the18th-century
American Enlightenment was a movement marked by -
 an emphasis on rationality rather than tradition,
 scientific inquiry instead of unquestioning religious dogma, and
 Representative government in place of monarchy.
A. American
B. African
C. Asian
D. European
24. He leading exponent of the transcendentalist movement who called for the
birth of American individualism inspired by nature.
A. Henry David Thoreau
B. Walt Whitman
C. Emily Dickinson
D. Ralph Waldo Emerson
25. It spoke of what Keats called “negative capability,” describing it as the

moment of artistic inspiration when the poet achieved a kind of self-
annihilation – arrived at that trembling, delicate perception of beauty.
A. Ode to a Nightingale
B. Ode to a Swan lake -
C. Ode to a Nightmare
D. Ode to the West Wind
Key to correction
1. B
2. B
3. B
4. C
5. A
6. D
7. C
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8. B
9. A
10. C
11. C
12. A
13. B
14. B
15. A
16. A
17. C
18. A
19. D
20. B
21. A
22. C
23. A
24. D
25. A
Part VI - METHODOLOGY
Teaching Reading and Writing

LET Competencies:
1. Exhibit understanding of language and literary research methodologies and
topics
2. In a research-related problem, determine the proper research method(s), tools,
and statistical treatment.
The Teaching of Reading

What is reading?
Reading is a dynamic interplay between the reader's prior knowledge, the information
indicated by written language, and the context of the reading scenario that allows the
reader to generate meaning.
Intensive & Extensive Reading
Definition of Intensive Reading
Extensive reading refers to the type of reading in which students read and refer
to vast amounts of content that they choose themselves. Intensive, on the other hand,
means in-depth or concentrated. Intensive reading, then, refers to the type of reading
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that requires the content to be read attentively and extensively in order to obtain
specific details.
Reading is a method of studying anything in which the reader examines the
material's words, symbols, and characters in order to comprehend its meaning. The
two most prevalent ways to language acquisition are extensive reading and intensive
reading.
Essentially, an ideal reading program includes both approaches, with intensive
reading being used to learn a new language and comprehensive reading being utilized
to raise linguistic awareness. Let's look at the distinction between comprehensive and
intensive reading.
Definition of Intensive Reading
Intensive reading is a reading approach that entails a close examination of a
text with the goal of deciphering its literary or linguistic meaning. Because the book
contains specific learning goals and activities, readers are expected to read it carefully
and attentively.
In essence, it is the in-depth reading of a relatively brief bit of reading material
in order to obtain a comprehensive understanding of it. Its goal is to find the solutions
to reading comprehension questions. Furthermore, it can be utilized for skimming and
scanning, as well as the concatenation of sentences.
It entails deconstructing sentences and looking over each word, phrase, and
collocation that is not understood in order to extract as much of the text's essence and
meaning as possible, as well as learning grammar and syntactic rules.
In addition, understanding the gist and subject matter of the text, improving
grammar and vocabulary, and understanding the author's thought behind the text are
also goals of intensive reading. The learner's primary focus is on the language utilized
rather than the text.
Teaching Writing
Writing is among the most complex human activities. It entails the formation
of a concept, the recording of mental representations of information, and the recording
of interactions with subjects. It can be thought of as involving a variety of mental
processes that are used in a variety of ways as a person composes, transcribes,
evaluates, and revises (Arndt, 1987; Raimes, 1985 as cited in White, 1995).
"When opposed to speech, writing can be thought of as a more uniform system
that requires special training. Mastery of this standard system is required for cultural
and educational engagement, as well as the protection of one's rights and
responsibilities."
Teaching Listening and Speaking

LET Competencies:
Demonstrate knowledge of the four language macro-components (listening,
speaking, reading, and writing, including grammar) as well as the theoretical
foundations, principles, methods, and strategies used to teach them.
Teaching Listening
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The communication skill of listening is often overlooked. While we've all
received training in reading, writing, and speaking, few of us have received any
formal training in listening. The majority of us spend seven out of every ten minutes
of our waking hours engaged in some type of communication. Ten percent of the time
we are awake is spent writing, fifteen percent is spent reading, thirty percent is spent
talking, and forty-five percent is spent listening.
Listening entails much more than just hearing words. Students receive,
construct meaning from, and respond to spoken and nonverbal messages through the
active process of listening (Emmert, 1994). In line with this, it is an important part of
communication that should not be separated from other forms of expression. The
ability to read is improved by the ability to listen. Listening comprehension is
improved by verbally clarifying the spoken message before, during, and after a
presentation. The spoken message is then clarified and documented through writing.
The Nature of Listening
Listening accounts for up to half of our daily conversation time. It is the primary
mode of education in the classroom and the most often used language skill at work
and at home. Many students wish to improve their listening comprehension since it is
important for academic, career, and personal success.
When we teach listening, we think about what we're trying to teach. We examine how
concepts about learner listening have shaped English language education.
Teaching Speaking
The basic form of communication is speech. "Speaking in a second language
or foreign language has often been seen as the most demanding and toughest of the
four abilities." (Bailey and Savage, 1994) Reduced forms, such as contractions, vowel
reduction, and elision, slang and idioms, emphasis, rhythm, and intonation, are all
elements of spoken language, according to Brown (1994). Students who are not
exposed to decreased speech keep their full forms throughout their lives, which can be
a disadvantage as a second language speaker. Speaking is a complex action that
necessitates the integration of numerous subsystems.
The Nature of Speaking
Oral communication is a two-way process involving the producing skill of
speaking and the receptive skill of comprehending between the speaker and the
listener (or listeners) (or listening with understanding). Both the speaker and the
listener have a constructive role to play. Simply said, the speaker must encode the
message he wishes to express in proper language, while the listener must decode (or
understand) the message (also actively).
Definition of Language Research
Research can be defined in a variety of ways. These definitions stress the
objectives of research, the methods and strategies employed, data analysis, and
research ethics. Some of the definitions provided by the researchers themselves are
listed below.
1. It is the use of a variety of approaches and strategies to obtain accurate
and authentic information regarding difficulties and concerns in
language and literary studies.
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2. It is the application of formal, methodical, and intense processes to yield
important information or data regarding the research questions and/or
objectives in order to carry out scientific technique or analysis.
3. It is the methodical, objective, and literature-based analysis of
scientifically recorded facts that can lead to generalizations, principles,
models, hypotheses, and event prediction.
General Types of Research
Quantitative and qualitative research are the two categories of study that are
commonly used. However, action research has recently been added to the list in recent
literature.
1. Quantitative Research – It focuses on the objective analysis of a
population represented by a series of samples. It makes use of numerical
data to describe the researcher's observations about the behavior of the
samples. It's frequently done in a staged situation.
2. Qualitative Research – It is presumptively assumed that social reality is
constantly produced in local settings. It takes a comprehensive look at
the entire context in which social activity takes place.
3. Action Research Because it primarily used qualitative methods and
techniques, action research was previously classified as qualitative
research. However, in today's research literature, action research is
defined as a general kind, making it comparable to both quantitative and
qualitative research.
Parts of a Research Report
The sections of a research report present the research questions and the
responses to these questions in a logical order. Regardless of the aspects of a research
report that differ, all research reports include the research questions or objectives,
related theoretical and research literature, research findings, and discussion. A
research report must have the following basic elements:
1. The Problem and Its Setting- This section contains the study's
introduction, problem statement, scope and delimitation, significance of
the study, and term definitions. The study's hypotheses and assumptions
are also discussed in this section.
2. Review of Literature and Studies – This section discusses the research
topic's theories, concepts, and studies.
3. Research Methodology – This section explains the methods utilized to
respond to the research questions. This section includes covers data
collection methods and designs, as well as sampling, statistical
treatment, protocols, and other related ideas.
4. Research findings – This section gives an overview of statistical
processes and how they are used for data analysis, as well as a summary
of the outcomes for each hypothesis, question, objective, or purpose.
5. Discussion – The interpretation and analysis of the results are presented
in this part.
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6. Summary and Recommendations – This section discusses the study's
ramifications and future research.
Campus Journalism
LET Competencies: Demonstrate knowledge of the definition of campus journalism
as well as the law about campus journalism.
Definition of Campus Journalism
According to the definition of campus journalism, "that enjoyable activity of
the staff of the campus paper in collecting, organizing, and presenting news, writing
editorials, columns, features, and literary articles, taking pictures, cartooning, copy
reading, proofreading, dummying, and writing headlines,"
Republic Act No. 7079 – Campus Journalism Act
Department of Education, Culture, and Sports, in with collaboration with
officers of national elementary, secondary, and official advisers to student
publications or tertiary groups, as well as student journalists at the tertiary level,
existing student journalist organizations, and representatives of public and private
school management, hereby promulgates the "Campus Journalism Act of 1991."
Creative Writing
LET Competencies: Exhibit understanding of creative writing and different parts of it.
Definition of Creative Writing

Any writing that deviates from traditional professional, journalistic, academic,
or technical forms of literature, as evidenced by an emphasis on story craft, character
development, and the use of literary tropes, or with varied lyrical and poetic
traditions. In the ambiguity of the concept, writing such as feature stories, which
belong under journalism, might be called creative writing because the substance of
features is especially focused on narrative and character development.
Novels, biographies, short stories, and poetry fall under this category, as do
both fictional and nonfictional works. In the classroom, creative writing is typically
divided into fiction and poetry programs, with a focus with writing an original style
rather than rewriting pre-existing genres like crime or horror. Screenwriting and
playwriting are two styles of screenwriting that are occasionally taught separately but
belong under the same tent as creative writing.
Types of Creative Writing
1. Drama- It is a special type of fiction that is depicted in performance, such as a
play, opera, mime, ballet, or other form of performance, whether in a theatre,
on radio, or on television.
2. Poem- It is a form of art in which the skillful choice and arrangement of words
achieves a desired emotional effect. A composition in verse.
3. Essay- An analytic or interpretative literary composition usually dealing with
its subject from a limited or personal point of view.
127
4. Story- It's a short piece of prose fiction that's usually read in one sitting and
concentrates on a single incident or set of connected incidents with the goal of
generating a "single affect" or mood.
Questions
1. It is the smallest unit of sounds that has meaning.
A. stress
B. phonemes
C. intonation
D. rhythm

2. It is made by strong stresses and beats in a sentence.
A. stress
B. phonemes
C. intonation
D. rhythm

3. It refers to the amount of volume a speaker gives to a particular sound, syllables or
words.
A. stress
B. phonemes
C. intonation
128
Dd. rhythm

4. It is the melody of the language.
A. stress
B. phonemes
C. intonation
D. rhythm

5. It is the way in which a word or a Language is spoken.
A. Production
B. Preparation
C. Pronunciation

6. It is how we utter a written text, whether it is silent or aloud.
A. Writing
B. Reading
C. Listening
D. Speaking

7. It involves learners reading in detail with specific learning aims and tasks.
A. Extensive Reading
B. Intensive speaking
C. Intensive Reading
D. Extensive Speaking
8. It involves learner's reading texts for enjoyment and to develop general reading
skills.
A. Extensive Reading
C. Intensive Reading
D. Extensive Speaking

9. Students discuss the differences in the pictures.
A. discussion
B. story telling
C. finding the difference
D. information gap

10. Students produce ideas and share it with one another.
A. brainstorming
B. discussion
C. classroom interview
D. picture describing

11. It gives credit to authors you have consulted for their ideas.
A. Creating Reference List
B. Citing the Sources
C. Paraphrasing
D. Documenting the source
129

12. It involves rephrasing information or ideas from other sources in your own words,
using roughly the same amount of words as the source material.
C. Paraphrasing

13. It means that you show, within the body of your text, that you took words, ideas,
figures, images, etc. from another place.
C. Paraphrasing

14. It provides a method of investigation to derive basic relationships among
phenomena under controlled conditions, or more simply, to identify the conditions
underlying the occurrence of a given phenomenon
A. Experimental Research
B. Quantitative Research
C. Qualitative Research
D. Descriptive Research

15. It means that every subject has an equal chance of being assigned to an
experimental or control group.
A. Manipulation
B. Control
C. Randomization
D. Uncontrol
16. A law in the Philippines that states about development of Campus Journalism?
A. Republic Act No. 70779
B. RA No. 7970
C. Law on Campus Journalism 1991
D. Republic Act No. 7079

17. This is called as an institution for learning.
A. elementary
B. school
C. learning area
D. library

18. The issue of any printed material that is independently published by, and which
meets the needs and interests of the studentry is called ________________.
A. Published material
B. School printed material
C. School issue
D. School publication

19. A report of an event/s based on facts and is timely
130
A. News
B. Literary article
C. Health report
D. Feature article

20.This is the term being called to any bona fide student enrolled for the current
semester or term, who was passed or met the qualification and standards of the
editorial board
A. Writer
B. Editorial board
C. Editor-in-chief
D. Student journalist

21. It's a short piece of prose fiction that's usually read in one sitting and concentrates
on a single incident or set of connected incidents with the goal of generating a "single
affect" or mood.
A. Drama
B. Story
C. Poem
D. Essay

22. A composition in verse.
A. Drama
B. Story
C. Poem
D. Essay

23. An analytic or interpretative literary composition usually dealing with its subject
from a limited or personal point of view
A. Drama
B. Story
C. Poem
D. Essay

24. It is a form of art in which the skillful choice and arrangement of words achieves a
desired emotional effect. A composition in verse.
A. Drama
B. Story
C. Poem
D. Essay

25. It is a form of art in which the skillful choice and arrangement of words achieves a
desired emotional effect.
A. Drama
B. Story
C. Poem
D. Essay
Key to Correction
1. B
2. C
131
3. A
4. D
5. C
6. D
7. C
8. A
9. C
10. A
11. A
12. C
13. B
14. A
15. C
16. D
17. B
18. D
19. A
20. C
21. A
22. C
23. D
24. B
25. C
- FINISHED -
REFERENCES
Anthony, L. (2018b). Introducing English for Specific Purposes. Routledge.
Sampson, O. C. (2020). Remedial Education. Taylor & Francis.
Smith, M. S., & Candlin, C. N. (1994). Second Language Learning. Longman.
Macalister, J., & Nation, I. S. P. (2020). Language Curriculum Design. Routledge.
Language in Literature: An Introduction to Stylistics - Kindle edition by Toolan,
Michael.
Literary Theory. (1983). Google Books.
https://books.google.com.ph/books/about/Literary_Theory.html?
132
id=QNmFm4M_RXkC&printsec=frontcover&source=kp_read_button&hl=en
&redir_esc=y#v=onepage&q&f=false
133
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter contains the study's highlights, including the summary,
conclusions, and recommendations. The data was measured using descriptive methods
in this study. In this study, descriptive approaches we used to measure the data. This
research aims to see how well graduating BSED English prepares for the next BLEPT
exam. This research examines and analyses pre-examination results to provide review
materials.
Summary of Findings
Based on the specific problems and answers, the findings of the study are as follows:
1. The level of preparedness of the respondents with regards to their
specialization; In Remedial of Instruction, most of the students are at Average
level with a total of 38.25%, in English for Specific Purposes, most of the
students are at Moving Towards Mastery with a total of 68.60%, in Language
Curriculum, most of the students are Average with a total of 49.47%, in
Theoretical Foundations most of the students are at Average level with a total
of 53.33%, in Language most of the students are at Average level with a total
of 53.33%, and in Methodology, most of the students are Moving Towards
Mastery with a total of 72.81%.
2. The result of the data gathering procedures will be the basis for making review
material that will help the students further increase their knowledge and future
reference.

Conclusions
Board Licensure Examinations for Professional Teachers is a test of
prospective teachers' comprehensive knowledge and skill that provides a consistent
framework against which future teachers' practice may be tested and demonstrated
and access to ongoing growth and development. It also grants them a significant
advantage among non-LET passers, not only pride and reputation.
1. This study revealed that BSEd English Graduating Students, in preparation for
the upcoming BLEPT that most of the students are at least on Average
Moving towards Mastery level in these subjects; Remedial Instruction in
English, English for Specific Purposes, Language Curriculum for Secondary
Schools, Theoretical Foundations of Language and Literature, Literature and
Methodology.
2. It also discussed that the results of this study would be the basis for creating
new review materials and be one of their references for their review in
preparation for the upcoming BLEPT examination.
Recommendations
Based on the BLEPT level of preparedness score results of BSED English
Graduating students in Bulacan State University-Menses Campus. It shows that the
students are at the level of at least Average and Moving Towards Mastery
competency.
It is essential to measure the level of preparedness of the students considered
as the school's external stakeholders. However, for teachers to identify ways and
strategies to increase competency development in teaching specialization subjects.

However, graduate students can learn these literacy skills with the help of review
materials. The following recommendations were derived from the findings and
conclusion:
1. Teachers' pedagogical knowledge is influenced by addressing the challenges
the students encounter. Teachers may encourage students to explore, gather,
and study relevant and fool-proof review materials as helpful ways to
maximize their learning resources. In English specialization subjects,
Remedial Instruction, English for Specific Purposes, Language Curriculum for
Secondary Schools, Theoretical Foundations of Language and Literature,
Literature and Methodology This can be done by providing the students
supplementary materials and activities that measure the Level of Preparedness
of learners in different topics.
2. Researchers' formulating review materials that focus on specialization of
English: Remedial Instruction, English for Specific Purposes, Language
Curriculum for Secondary Schools, Theoretical Foundations of Language and
Literature, Literature and Methodology will increase the level of student
preparedness in taking the BLEPT examination.

REFERENCES
A. (2019, January 17). CHAPTER II REVIEW OF RELATED LITERATURE AND
STUDIES The performance of the students in every institution plays a vital role in
determining the quality of education -Free Admission Essay Examples. Get2Fiu.
https://get2fiu.com/chapter-ii-review-of-related-literature-and-studies-the-
performance-of-the-students-in-every-institution-plays-a-vital-role-in-determining-
the-quality-of-education/
BSED Major in English – UDM. (n.d.). Udm.Edu.Ph.
https://udm.edu.ph/udm2/college-of-education/bsed-major-in-english/
Jegede, O. and Jegede R. (1997). Effects of achievement motivation and study habits
on Nigerian secondary school students’ academic performance. The Journal of
Psychology, 131 (5), 523-529.
https://www.proquest.com/
Jenset, I. S., Kirsti, K., & Hammerness, K. (2018). Grounding teacher education in
practice around the world: An examination of teacher education coursework in
teacher education programs in finland, norway, and the united states.
https://journals.sagepub.com/doi/10.1177/0022487117728248
Katsara, O. (2018). Implementing tutorials within the context of an English for
general academic purposes course at the university of patras: A preliminary study.
Research Papers in Language Teaching and Learning, 9(1), 133-148.

https://www.proquest.com/docview/2013922442?accountid=173015&forcedol=true
Rosa, D. R. (2021, April 2). HOW THE LICENSURE EXAMINATION FOR
TEACHERS PERFORMANCE OF BACHELOR OF SECONDARY EDUCATION
(BSED) GRADUATES INFLUENCE BY THEIR PROFILE? Paper.Ssm.Com.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3818253
Rosa, D. R. (2021a, April 1). THE LICENSURE EXAMINATION FOR TEACHERS
PERFORMANCE OF EDUCATION GRADUATES: THE CLSU EXPERIENCE.
Paper.Ssm.Com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3817306
Velasco, H., & Profile, V. M. C. (n.d.). History of Licensure Examination for
Teachers: A Short Review. Blogspot.Com.
http://teaching-principles.blogspot.com/2013/07/history-of-licensure-examination-
for.html

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APPENDIX A
LETTER FOR THE ADVISER
December 9, 2021

DR. CHRISTOPHER S. VICENCIO
Associate Professor

Dear Sir:
Good day! We, the undersigned, are the Fourth-Year students of Bachelor of
Secondary Education major in English minor in Mandarin. We are writing to humbly
ask you to serve as the adviser for our thesis titled “BLEPT Level of Preparedness
of English Graduates: Basis for Review Materials”. We believe that your
qualifications, and expertise will be valuable in successfully completing our research
work.
Your outmost consideration and most favorable response are highly appreciated.

Respectfully yours,

Mia Belle Marie S. Abarcar

Kristin Angela T. Rosco

John Patrick P. Siongco
Researchers

Noted by:

Christina D. Vicencio , Ph.D.

Course Instructor
Christopher S. Vicencio, Ed.D.

Thesis Adviser

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
APPENDIX B
VALIDATION OF THE RESEARCH INSTRUMENT
April 25, 2022
Emilia M. Conquilla, MA.Ed

Assistant Prof. III
Dear Ma’am:
Greeting!
We, the fourth year Bachelor of Secondary Education major in English minor in
mandarin students, are currently conducting a study entitled: BLEPT Level of
Preparedness of BSED English Major Graduating Students: Basis for Review
Materials. With your expertise, we humbly ask for your permission to validate the
attached self-made survey questionnaire (mock test). We are looking forward that our
request would merit your positive response. Thank you and more power!
Respectfully yours,

Researchers
Noted by:
CHRISTINA DIONISIO VICENCIO, Ph.D.

Course Instructor
CHRISTOPHER S. VICENCIO Ed.D.

Thesis Adviser
Approved by:
EMILIA M. CONQUILLA, MA.Ed

Assistant Prof. II

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
APPENDIX B
VALIDATION OF THE RESEARCH INSTRUMENT
April 25, 2022
Christina D. Vicencio, Ph.D.

Language Research Professor
Dear Ma’am:
Greeting!
We, the fourth year Bachelor of Secondary Education major in English minor in
mandarin students, are currently conducting a study entitled: BLEPT Level of
Preparedness of BSED English Major Graduating Students: Basis for Review
Materials.
With your expertise, we humbly ask for your permission to validate the attached self-
made survey questionnaire (mock test). We are looking forward that our request
would merit your positive response.
Thank you and more power!
Respectfully yours,

Researchers
Noted by:
CHRISTOPHER S. VICENCIO Ed.D.

Thesis Adviser
Approved by:
CHRISTINA D. VICENCIO, Ph.D.

Language Research Professor

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
APPENDIX C
LETTER OF REQUEST TO CONDUCT THE STUDY
March 19, 2022

DR. ALBERTO J. VALENZUELA
Dean, Bulacan State University
Meneses Campus
Dear Sir;
Good day! The undersigned are students of Bulacan State University-Meneses

Campus under the Bachelor of Secondary Education major in English, and presently
conducting research entitled: “BLEPT Level of Preparedness BSED English
Graduating Students: Basis for Review Materials” as part of the requirements of the
program.
In this regard, we humbly request the approval of your good office to conduct the data
gathering and collection on April 4-8, 2022. Rest assured that all information derived
herein will be treated with the utmost confidentiality.
Thank you very much.
Respectfully yours,



Researchers
Noted by:

Christina D. Vicencio , LPT, Ph.D. Christopher S. Vicencio, Ed.D.

Course Instructor Thesis Adviser

Approved by:
ALBERTO J. VALENZUELA, ED. D
Campus Dean

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
APPENDIX D
TABLE OF SPECIFICATION
The table of specifications (TOS) is a method to ensure that a test or assessment
assesses the material and thinking skills that the exam is designed to assess. As a
result, when employed correctly, it can provide proof of response content and
construct for validity.

MENESES CAMPUS
MENESES CAMPUS
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APPENDIX E
60 ITEMS MOCK EXAMINATION
1. Explicit teaching of the structure and language qualities of written genres is

one of the ways for assisting struggling secondary writers. Which of the following
procedures explicitly teach the genres?
A. Asking students to read the different text types.
B. Making students write specific text type each day.
C. Conducting a text analysis of the specific text types.
D. Asking students to read text types and write about them.

2. What is the primary purpose of remedial instruction in English?
A. To separate the low performing from the high performing.
B. To identify students who do not achieve school standards.
C. To help students cope with the demands of their actual level.
D. To help schools achieve their mission and in quality education.
Add individual feedback

3. What effect might class size have on remedial English instruction?
A. Class size becomes heterogeneous.
B. Class size depends on the teacher.
C. Class size gets smaller.
4. In a remedial writing program, what is an important curriculum

consideration?
A. Place emphasis on difficult to form letters.
B. Develop handwriting fluency through speed trials.
C. Stress neatness and legibility of cursive hand writing.
D. Prioritize word recognition and spelling sight words.

5. The reading diagnostic is an important part of the remedial reading program.
What could be the problem of the students constantly reading pat as bat and got
as dot?
A. Phoneme isolation
B. Segmenting syllables
C. Blending of sounds
D. Graphophonic correspondence

6. Both local and national remedial programs encounter a number of issues and
challenges. Which of the following appears foremost in many studies and

researches in remedial instruction?
A. Parent's acceptance
B. Program cost and resources
C. Teacher's skills preparation
7. There are a variety of ways to assess remedial programs. Which of the

following criteria ensures that the program achieves its goal of improving
student abilities to prepare them for the mainstream class?
A. Organizational context
B. Accountability
C. Effectiveness
D. Impact
8. Language and non-linguistic variables also contribute to listening

comprehension issues. Which of the following is considered a linguistic obstacle?
A. Students fails to concentrate on what is being listened to
B. Student has limited schema or background knowledge
C. Student fails to discern changes into intonation patterns
D. Student has poor listening habits and strategies

9. What should remedial teachers do to address listening comprehension issues?
A. Train students in various types of listening.
B. Train students in predicting and inferring strategies.
C. Train students by asking them to listen to native speakers.
D. Train students in distinguishing between British and Ameri-can English.
10. Which method is the most effective for resolving a basic sight vocabulary
deficit?
A. Have students trace the word on paper
B. Discuss the meaning of words through pictures
C. Let students use context clues
D. Have student write sentences

11. ESP testing is primarily performance-based, rather than the traditional
paper-and-pencil test. Because ESP testing is centered on the question of "has
the student reached the level that he or she is meant to reach?" There will be no
better way to find out than through "simulated" assessments that force kids to
perform.
A. Evaluation
B. Syllabus
C. Materials

12. A fourth-grader who recently moved to the Philippines to study has been
placed in a general education class. The student learned English in his own
country and is fluent in the language. He shows that he understands reading
assignments and does well on written assignments, but he never speaks up in
class or in peer dialogues. He looks to be participating in class conversations, but
he has trouble answering when asked to add. Based on theories about the stages

of second-language acquisition, which of the following measures would the
teacher take to best address this student's learning needs?
A. Provide the student with low-risk opportunities to interact verbally and nonverbally
in small- and large-group situations.
B. Help the student become accustomed to speaking in class by calling on him
frequently and encourage the other students in the class to include him in discussions.
C. Refer the student to the special education program to be evaluated for a possible
speech disorder and set up a meeting with his parents to discuss the situation.
D. Allow the student to respond to questions in his primary language and arrange for
an interpreter to be present in the classroom to interpret for him when necessary.

13. For the following purposes, a diagnostic language exam would be most suited
to administer to English language learners:
A. determining their overall level of English language proficiency.
B. measuring their general capacity for learning a second language
C. assessing their mastery of material covered in a language lesson
D. identifying their level of proficiency in a particular aspect of English

14. An ESP teacher presents footage from television series in which people are
involved in various conflicts involving everyday circumstances to English
language learners. Students analyze the incidents in small groups and how the
issues shown could have been avoided or resolved. This activity would be most
beneficial to pupils' abilities to
A. communicate clearly to a range of audiences
B. analyze the effectiveness of these conflict resolutions
C. check for comprehension of these conflict resolutions
D. use conversational repair as a communication strategy

15. The majority of syllabuses focus on a single macro and micro-skill. A course
on writing business letters or a course on presenting business reports are two
examples.
A. Content-based syllabuses
C. Method-based syllabuses
D. Performance-based syllabuses
16. Because students study English for a specific purpose, such as surviving in
an academic or workplace setting, subjects and activities are tailored to the
student's objectives. As a result, the curriculum should not be designed to teach
English as a general language.
A. ESP is time-bound
B. ESP is for adults
C. ESP is discipline specific
D. ESP is goal oriented

17. One issue in ESP is the language teacher's content mastery. It would be tough
for the teacher to master the topic because he or she is a language major. Team
teaching with a subject-matter expert is a common solution to this problem.
A. Knowledge for content

B. Learners’ cognitive
C. Teacher talk
D. Student Cantered

18. Students will have opportunity to exercise critical and creative thinking,
problem solving, and decision making.
A. Teacher-Centered approach
B. Learner-Centered approach
C. School- approach
D. Children-Centered approach

19. Course designers should prepare content carefully to ensure that it includes
what learners need and excludes what they don't.
A. Evaluation
B. Syllabus
C. Materials

20. Students take on a new role or one that will be present in their future
workplace. A trainee pilot, for example, could take on the role of captain and
issue instructions to his crew or report coordinates to the air traffic control
tower.
A. Role play and Simulation
B. Case studies
C. Project work
D. Oral presentations

21. In the K to 12 curriculum, which of the following describes the grade 7-10
competencies?
A. The competencies focus on grammar knowledge
B. They use literature as primary reading materials.
C. They focus on fourteen domains and five strands.
D. The competencies integrate content and tasks

22. In the Philippines, which of the following curricular programs was centered
on content-based language instruction?
A. UbD curriculum
B. K-12 curriculum
C. BEC curriculum
D. SEDP curriculum
23. Is orientation centered on a curriculum that centers on the uses of language?

A. Situational
B. Structural
C. Functional
D. Procedural

24. Which of the following is not commonly regarded as a sign of communicative
competence?
A. Creativity and literariness

B. Appropriateness of utterances
C. Coherence and cohesion of texts
D. Accuracy of language

25. Which language learning theory promotes habit formation?
A. Cognitive
B. Bilingualism
C. Behaviourism
D. Immersion

26. It is suggested that ____________ the English language program for
secondary schools.
A. Philippine literature should be taught both in the first year and second year.
B. Philippine literature should be the focus in the first year, but should be included in
other year levels.
C. Philippine literature should include original vernacular pieces which the learners
understood.
D. Philippine literature should be taught in either English or Filipino.

27. Which of the following is an important factor to keep in mind while creating
a curriculum or syllabus?
A. Teacher's teaching experience
B. Needs of the learner
C. Expectations of parents

28. During the school year, the Basic Education Curriculum for Philippines
schools was pilot tested across the country.
A. 2001-2002
B. 2003-2004
C. 2002-2003
D. 2004-2005

29. The effectiveness of a newly established or redesigned curriculum is
determined through a pilot test.
A. Strengths and shortcomings
B. Familiarity to teachers and school managers
C. Suitability to intended users
D. Effectiveness as an instructional plan

30. The following laws are about the Philippine Basic Education Curriculum
except? *
A. 1987 Constitution of the Philippines
B. 2001 Governance of Basic Education Act
C. 1982 Education Act
D. 1974 Bilingual Education Policy

31. A branch of linguistics and semiotics concerned with the ways in which
context influences meaning.
A. Speech act theory

B. Activity
C. Pragmatics
D. Linguistics
32. The branch of linguistics concerned with the development of a word is called
A. Syntax
B. Morphology
C. Phonology
D. Phonetics

33. The study of how speech sounds are organized in the mind and used to
communicate meaning in languages; how speech sounds are organized in the
mind and used to convey meaning.
A. Phonetics
B. Discourse
C. Sociolinguistics
D. Phonology

34. It (stylistic device) refers to a notion, a person, or an item that has acted as a
prototype of its kind and is the original concept that has become widely utilized.
A. Archetype
B. Authorial Intrusion
C. Aphorism
D. Caesura

35. It is a type of speech which is the most similar to a standard prestige
language.
A. Basilect
B. Mesolect
C. Acrolect
D. Creole

36. It is a spoken English style that emphasizes tone over phrase or syntax and
demands a private vocabulary.
A. Formal
B. Casual
C. Informal
D. Intimate

37. It is indeed utilized when a writer uses two phrases with opposing meanings
placed near together to create a sharp contrast by combining two disparate
pieces into a cohesive totality.
A. Antithesis
B. Anthropomorphism
C. Bibliomancy
D. Denotation

38. You _____ when I ____ on you that early, ______you?
A. won’t be sleeping /call/ will
B. were sleeping/ had called / hadn't

C. are sleeping / am calling / weren't
D. have slept / have called / haven't

39. Nobody _____ him for weeks. I wonder where he ____ these days.
A. saw / is hanging about
B. has seen / was hanging about
C. has seen / is hanging about
D. saw / was hanging about

40. I promise that I will be here when you come back, but I'm afraid of everyone
else____ by them.
A. were leaving
B. leave
C. are leaving
D. will have left

41. A story that apparently narrates historical events in such detail as to serve to
explain some particular event, institution, or natural occurrence. It is frequently
of unknown origin and at least partially traditional.
A. Folklore
B. Myth
C. Fairytales
D. Legend

42. She was regarded as the Olympian queen. Her given name was derived from
a title that meaning "Our Lady" or "Great Lady." She became strongly linked
to the soil, particularly marriage and childbearing.
A. Hestia
B. Hera
C. Aphrodite
D. Athena

43. According to this theory, all myths stem from and can be traced back to
specific words in the language. The origins of most mythological characters can
be traced back to many languages around the world. For example, Hades
originally meant "unseen" before becoming the moniker for the god of the dead.
A. Rationalism
B. Allegorical theory
C. Etymological Theory
D. Euhemerism

44. Aside from customs and traditions, what does Afro-Asian literature reflect?
A. political realms
B. aspirations
C. hope
D. philosophy of life
45. It marks the start of Asian and African literature.

A. historic period
B. pre-historic period

C. primitive period
D. ancient period

46. It was imported to India during the Han dynasty and emphasizes the
significance of letting go of earthly aspirations in order to achieve ultimate
serenity and enlightenment via detachment.
A. Confucianism
B. Taoism
C. Buddhism
D. Hinduism

47. Another benefit of literature is that it tells people about their ancestors'
various experiences and ____.
A. culture
B. life
C. history
D. lifestyle

48. The English national epic, which can be found in the Nowell Codex
manuscript from the eighth to eleventh centuries. It is the most famous example
of early English poetry that incorporates both Christianity and paganism.
A. Beowulf
B. Cædmon’s Hymn
C. The Battle of Maldon
D. Dream of the Rood

49.He if the father of English Tragedy
A. Edmund Spenser
B. Christopher Marlowe
C. Elizabethan
D. Ben Jonson

50. Elizabeth Barrett Browning (1806-1861) wrote the most exquisite love poems
of her time that were written secretly while Robert Browning was courting her.
What type of poetry it is?
A. Ode
B. Elegy
C. Sonnet

D. Limerick

51. It is the utterance of a word or a language.
A. Production
B. Preparation
C. Pronunciation

52. It involves students reading literature for enjoyment and to improve their
reading skills in general.
A. Extensive reading
C. Intensive reading
D. Extensive speaking

53. Anna and her group mates are writing their research, in order to not commit
plagiarism what should they do?
A. Creating reference list
B. Citing the sources
C. Paraphrasing

54. It means that you show that you borrowed words, ideas, figures, images, and
other elements from another source inside the body of your text.
A. Creating reference list
B. Citing the sources
C. Paraphrasing

55. It is a method of study that is used to derive basic correlations between
phenomena under controlled settings, or, to put it another way, to find the
conditions that cause a phenomenon to occur.
A. Experimental research
B. Quantitative research
C. Qualitative research
D. Descriptive research

56. Is it a law in the Philippines that regulates the development of campus
journalism?
A. Republic Act No. 70779
B. RA No. 7970
C. Law on Campus Journalism 1991
D. Republic Act No. 7079
57. The publication of any printed material that is self-published and fulfills the
requirements and interests of the student body is referred to
as________________.
A. Published material
B. School printed material

C. School issue
D. School publication

58. Joseph has been a dedicated writer since he was in elementary. He wanted to
continue writing in his school. He passed or met the editorial board's
qualifications and requirements. What position did he apply for?
A. Writer
B. Editorial board
C. Editor-in-chief
D. Student journalist

59. It is a type of fiction that is depicted in performance, such as a play, opera,
mime, ballet, or other type of performance, whether in a theatre, on radio, or on
television.
A. Drama
B. Story
C. Poem
D. Essay

60. An analytic or interpretive literary writing that usually takes a limited or
personal perspective to its subject.
A. Drama
B. Story
C. Poem
D. Essay

KEY TO CORRECTION
1. C 52. A
2. C 53. C
3. C 54. B
4. A 55. A
5. D 56. D
6. B 57. D
7. D 58. C
8. C 59. A
9. B 60. D
10. A
11. A
12. A
13. D
14. B
15. B
16. D
17. A
18. B
19. B
20. A
21. B
22. C
23. C
24. A
25. C
26. B
27. B
28. B
29. C
30. D
31. C
32. B
33. D
34. A
35. C
36. D
37. A
38. A
39. C
40. D
41. B
42. B
43. C
44. D
45. B
46. C
47. A
48. A
49. B
50. C
51. C

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
APPENDIX F
APPLICATION FORM FOR INTERNATIONAL STANDARD
BOOK NUMBER

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
APPENDIX G
AFFIDAVIT FOR THE NATIONAL LIBRARY OF THE
PHILIPPINES

MENESES CAMPUS
MENESES CAMPUS
______________________________________________________________
CERTIFICATE OF ORIGINALITY/ PLAGIARISM CERTIFICATE

ABOUT THE RESEARCHERS
Mia Belle Marie S. Abarcar is a college student at Bulacan

Email: miabellemarie.abarcar.s@bulsu.edu.ph
Contact no. 0938-6242-2451
Kristin Angela T. Rosco is a college student at Bulacan

Email: kristinangela.rosco.t@bulsu.edu.ph
Contact no. 0910-620-6181
John Patrick P. Siongco is a college student at Bulacan

State University Menses Campus. He is taking up Bachelor
He lives in Biñang1st Bocaue, Bulacan.
Email: johnpatrick.siongco.p@bulsu.edu.ph
Contact no. 0905-396-6059

BLEPT Level of Preparedness of BSED English GraduatingStudents

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BLEPT LEVEL OF PREPAREDNESS OF BSED ENGLISH

GRADUATING STUDENTS: BASIS FOR REVIEW MATERIALS

In partial fulfillment of the requirements for the degree of Bachelor Secondary

OF PREPAREDNESS OF BSED ENGLISH GRADUATING STUDENTS:

BELLE MARIE S. ABARCAR, KRISTIN ANGELA T. ROSCO and JOHN

PATRICK P. SIONGCO, is hereby recommended for approval and acceptance.

CHRISTOPHER S. VICENCIO, Ed.D.

of Secondary Education Major in English minor in Mandarin by the Research

LADISLAO D. MARCELO, Ed.D.

RAYMOND S. VILLAFANE, M.A.Ed DARWIN ENRIQUEZ, MBA

CHRISTINA D. VICENCIO, Ph.D

Accepted in partial fulfillment of the requirements for the degree of Bachelor

of Secondary Education Major in English minor in Mandarin.

Date: May 25, 2022

This is to certify that the thesis titled

“BLEPT LEVEL OF PREPAREDNESS OF BSED ENGLISH MAJOR

GRADUATING STUDENTS: BASIS FOR REVIEW MATERIALS”

MIA BELLE MARIE S. ABARCAR

KRISTIN ANGELA T. ROSCO

JOHN PATRICK P. SIONGCO

as been edited for grammar and composition

CHRISTOPHER S. VICENCIO, Ed.D.

BULACAN STATE UNIVERSITY – MENESES CAMPUS

MAY 25, 2022

This is to certify that the thesis titled