ENGLISH

College work requires good communication skills in both oral and written language. Communicating verbally needs basically two
things: understanding what another person is saying and being understood. Written language, however, requires mastery of basic rules
and standards that have been laid down, for communication to be effective. A good command of English does not only promote effective
communication but also enhances learning in other areas of study like Mathematics and the Science.
A college entrance test in English consists of two parts: verbal skills and reading skills. The first part of tests the student’s
mastery of grammar, sentence structure, and word usage. The Test Standard Written English (TSWE) uses two types of questions: Usage
questions and Sentence Correction questions. The second part of the English test aims to determine the student’s skills in understanding
written language.
NOTES ABOUT LANGUAGE
Language enables people to express ideas clearly. Ideas are expressed in words, sentences and paragraphs. A sentence is a
group of words the express a complete thought while a paragraph consists of a series of related sentences that are combined in a unified
and coherent manner to express a bigger idea.
Words in a sentence belonging to different parts of speech (noun, pronoun, verb, adjective, adverb, preposition,
conjunction, interjection) contribute to form a complete thought unit. It os also useful to learn words based on how they are used in a
sentence.
Consider these sentences: The stubborn man has refused to eat for several weeks now. He just takes in water and juice.
a. Words that identify or refer to the subject of a sentence maybe a noun or a pronoun (man or he).
b. Words that say something about the subject by expressing an action or a state of being maybe a verb. (refuse and take).
c. Words that describe nouns or modify verbs maybe an adjective, adverb, or preposition in a prepositional phrase. The
adjective stubborn describe the man. The prepositional phrase for several weeks is an adverb of time.
d. Words that connect words, phrases or clauses are conjunctions.
IMPORTANT POINTERS IN GRAMMAR
Following is a discussion of often misunderstood rules in grammar, commonly misused English words and errors in sentence
construction. By learning these, a student can avoid writing ineffective or completely wrong sentence. In addition, if a student knows what
is correct, he will immediately know what is wrong in a sentence and can easily answer the tests on Finding Error and Correct Usage.
1. Subject-Verb Agreement
The basic rule to remember is that the VERB must agree with its SUBJECT in number (singular or plural) and in person (first,
second, or third).
a. Only one of the miners was hurt. (one is singular, verb must be singular)
b. Alice, together with her friends, starts a fund-raising campaign for the flood victims. (number of subject does not
change in the presence of phrases like in addition to, including, as well as, together with)
c. Neither the teacher nor the students know… (the verb must agree with the subject closer to it)
d. Everyone in the class uses his own book. (the indefinite pronouns everyone, someone, anybody, everybody, etc.,
are always singular)
e. A number of students are absent. (“A number” requires a plural verb)
The number of students in college decreases every year. (Requires singular verb)
f. The president and Vice-President is in a meeting. (The president and vice-president is one person and therefore a
single subject)
g. Here is the leader of the group. (Subjects that come after the verb must als agree with the verb. If the verb comes at
the start, look for the subject)
h. Noli Me Tangere is a book every Filipino should read. (Title of book requires a singular verb)
i. Mathematics is my favorite subject. (Some words ending in s require a singular verb)
j. Three-fourths of the salad is gone. (Salad is mass noun)
k. Two-thirds of the boys are late. (Boy is a count noun and plural)
l. Two hundred pesos is enough for my lunch. (Amount of money is singular)
m. The crowd loves the performer. (Crowd is considered singular)
The crowd enter the auditorium in pairs. (Crowd here is plural)
2. Case of Pronouns
A pronoun replaces a noun and must have the same use in the sentence as the noun it replaces.
Subject Pronoun (replaces a noun used as subject or predicate noun or subject complement)
a. Luis and I are members of tye same soccer team. (Luis and I are the subject)
b. Where are mother, father and she? (mother, father, she are the subject)
c. I think it is he who won the election. (he is a subject complement)
d. Who is the president of your class? (who is the subject complement of president)
e. You look younger than I. (I is the subject of an ellipse clause I do)
Object Pronoun (replaces a noun used as object of the verb whether direct or indirect, and object of the preposition)
a. Is this for me? (“me” is the object of the preposition “for”)
b. I found him behind the tree. (“him” is direct object of the verb “found”)
c. I gave her a bag yesterday. (“her” is the indirect object of the verb “gave”)
d. For whom is that gift? (whom is the object of the preposition for)
 Eliminate preposition phrases before trying to identify the subject
 In a question/ in a sentence beginning with “There” or “here”
3. Pronoun – Antecedent Agreement
A PRONOUN and the noun it is replacing or its ANTECEDENT must agree in number (singular or plural), gender (feminine or
masculine) and person (first, second, third).
a. Ana does her project. (singular antecedent, singular pronoun)
b. Mark does his project. (masculine antecedent, masculine antecedent)
c. Ana and Mark do their project. (3rd person antecedent, 3rd person pronoun)
d. Everybody does his homework everyday.
e. If anybody is absent. He should ask a friend to copy the homework for him.
4. Adjective – a word that describes a noun.
a. Adjectives usually precede the noun it describes: a fruit, two cans, fresh fish, many people, that house, first child,
new school, every car, all politicians, talking doll, rose garden.
b. In a sentence, an adjective that describes a noun may also be found after the noun
This book is interesting. (Adjective comes after a linking verb)
Mia, smart and friendly, is my friend. (The appositives are adjectives)
c. Adjectives may come in series:
Limiting adjective (determiner/ intensifier) – quality (age/ size/ description/ opinion) – shape – color – origin –
material or kind – common or pronoun noun
Examples: a big blue ball, many tiny black ants, a big Gucci leather bag, a gorgeous young girl, the best and
most talented student leader, my favorite Filipino food
d. When comparing two or more nouns, use the comparative (-er form) and superlative (-est form) of an adjective. Most
adjectives like small form the comparative form smaller by adding –er and the superlative form smallest by adding-
est. Some irregular adjectives need a complete change of word.
Adjective Comparative Superlative Adjective Comparative Superlative
Loud louder Loudest bad worse worst
big bigger Biggest little less least
heavy heavier Heaviest much/ many more most
beautiful more beautiful most beautiful far farther farthest
good better Best
e. Never use double comparison such as using more better.
f. Use little/ much for mass noun and use few/ many for count noun. (a few students, many schools, little juice,
much noise).
g. Absolute adjectives such as correct, perfect, complete, round, spotless, cannot have a comparative or superlative
form because they are already the ultimate. When there is a need to indicate the degree to which a person or thing
approaches the ultimate quality, use more nearly or most nearly.
Example: In choosing a good juicy watermelon, find the most nearly round one.
5. Adverb – word that modifies a verb in order to show how, when, why, how often the action is done. In addition, an adverb may
also modify an adjective or another adverb.
Examples: He studies diligently. (Adverb diligently tells how studying is done)
The boy is very smart. (Adverb very modifies the adjective smart)
She goes to church almost daily. (Adverb almost modifies the adverb daily)
a. Most adverb are formed by adding –ly to an adjective: loudly, tightly
b. Not all adverbs end in –ly: fast, deep, high, slow (slowly may also be used)
Examples: She walks fast. Please go slow. Please speak slowly.
c. An adverbial is a group of words, maybe a phrase or a clause that is used as an adverb.
Adverb of: Adverb of:
Place: inside, outside, here, there in the house, at school, near the river
Example: I will meet you where I will drop you off.
Time: tomorrow, yesterday, now, later before midnight, at noon
Example: I’ll be there when I’m done with me errands.
Manner: gracefully, carefully (walk) with a limp, (sing) out of tune
Frequency: almost, often, never, always all the time, every Tuesday
d. There are negative adverbs that should never be used in negative statement or used with not in a sentence. Examples:
never, hardly, scarcely, only
6. Adjectives and Adverbs
These modifiers are often confused. The key is to identify what they are describing. An ADJECTIVE modifies a noun or a noun
or a pronoun while an ADVERB modifies and adjective, a verb or another adverb.
a. The man who passed by is poor. (Poor describes man, a noun. It is an adjective.)
b. He sings poorly. (Poorly describes sings, a verb. It is an adverb)
c. My brother is well now. (Well is an adjective meaning “not sick”)
d. He plays the guitar well. (Well is an adverb of manner)
e. I feel good. (Good is a predicate adjective referring to subject “I”)
f. She is friendly. (Not all words ending in –ly are adverbs; friendly is an adjective)
7. Verbs – words that express action or state of being. They maybe regular verbs which form their past tense by adding d or ed
(walked, danced) or irregular verbs (eat – ate, leave – left, catch – caught, am, is – was, are – were, have – had).
a. Indicative Mood
The verb does NOT only indicate the ACTION carried out by the subject. It also indicates WHEN the action was carried
out based on its TENSE.
i. Simple Tense
Present: I live in Quezon City now.
Past: I lived in Quezon City last year.
Future: I will live in Quezon City next month.
ii. Perfect Tense
Present Perfect: I have lived in Quezon City for five years now.
(It shows an action that started in the past but continues to the present)
I have just finished my project.
(It shows an action started in the past and completed recently)
Past Perfect: I had lived in Quezon City before I moved to the province.
(There are two simultaneous actions that happened in the past)
Future Perfect: By next month, I shall have lived here for ten years.
(It shows an action that is completed before a specified future time.)
She shall have eaten when I fetch her tomorrow.
(It shows two actions to be completed simultaneously in the future.)
 iii. Progressive Tense
Present progressive: I am studying for the quarterly test.
Past progressive: We were walking home when it rained last night
Future progressive: I will be coming back next month
Present perfect progressive: I have been receiving text messages from him.
Past perfect progressive: I had been gaining weight since I stopped exercising.
b. Subjunctive Mood
Used to express a statement contrary to fact, a request or command in the third person, or a wish or desire.
Examples: If I were you, I would study harder
The young boy insisted that he bring his new toy to class.
c. Voice of the Verb
i. Active Voice: The subject of the sentence performs the action.
Most Filipinos love basketball.
ii. Passive Voice: The subject is the receiver of the action.
Basketball is loved by most Filipinos.
8. Prepositions - It is a connective word that denotes relationships.
Examples: We walk to school. (denotes place or position)
They play around the house. (denotes direction or motion)
We pass through the park. (denotes manner)
These are few of the most commonly misused prepositions and conjunctions.
a. Between/ among She divided the candies between the two kids/ among the three kids.
b. Looks like/ looks as if He looks like an actor./ It looks as if it is going to rain.
c. afraid of the dark/ afraid to sing
d. angry with somebody; angry at something
e. learn from somebody; learn about something
f. ashamed of my new hairdo; ashamed to recite in class
g. agree or consent to a plan; agree or disagree with a person
h. borrow a book from somebody; lend a book to your friend
i. different from another person in looks, not different than
j. differ with a person about ideas: I beg to differ with you about UP.
k. prefer dancing to singing, not prefer than singing
l. accompanied by someone
m. in, into, to , at I am in my room. (denotes position)
The boy rushed into his room (denotes motion from outside to inside)
I am going to the mall (denotes motion toward a place)
I am at my friend’s house. (denotes presence in)
9. Conjunctions – connects words, phrases, or sentences. They maybe regarded as transition words because they provide
logical connection between the words, phrases or sentences. The three types of conjunctions are:
a. Coordinate Conjunctions: join element of the same rank or importance
You may send me a gift in kind or in cash.
She gives me guidance and gives me academic assistance.
You are late but it is okay.
b. Correlative Conjunctions: used in pairs neither of which makes complete sense without the other.
I will stay as long as you need me.
Neither the students nor the teacher knows about the new policy.
c. Subordinate Conjunctions: connects as independent clause and a dependent clause. The use of appropriate
adverbial conjunctions allows us to subordinate a secondary clause to give emphasis to a more important independent
idea and show a logical connection between the two ideas.
time: since, as soon as, as long as I have not watched a movie since you left.
reason, cause, or connection:
as, for, because, since I am late because Katipunan is flooded.
contingency or supposition:
if, though, unless, provided I will go if my mother allows me.
SENTENCE STRUCTURE
A sentence is a group of words with a subject and a predicate and expresses an idea. A sentence must have a noun phrase that is the
subject and a verb phrase that tells something about the subject. A verb phrases may express an action, a thought or a feeling. Consider
the following sentence: That boy was my classmate. Noun Phrase: That boy, Verb Phrase: was my classmate. When two or more
complete thoughts are to be expressed in a sentence, there are different ways of combing the ideas.
Consider this sentence: The Philippines is a country in Asia
Idea to be added: The Philippines is a group of islands
Option 1: (use a phrase) The Philippines, a country in Asia, is a group of islands.
Option 2: (use a relative clause) The Philippines, which is a country in Asia, is a group of islands.
Option 3: (use a conjunction to form a compound sentence) The Philippines is a country in Asia and it is a group of islands.
Option 4: (use two sentences and correct punctuation) The Philippines is a country in Asia. It is a group of islands.
In most cases, although these are all options, the most effective sentence would be option 1.
IMPORTANT NOTES ON SENTENCE CONSTRUCTION
A sentence may be completely misunderstood or misconstrued for the meaning it is supposed to express when some rules on correct
sentence structures are not properly observed or used.
1. Run – sentence
Two or more sentences are NOT separated by the proper punctuation, a proper conjunction or are incorrectly separated using a
comma. WRONG: I looked everywhere I just could not find the missing earring.
CORRECT: I looked everywhere but I could not find the missing earring.
(Use a conjunction)
I looked everywhere. I could not find the missing earring.
(Separate the ideas with the proper punctuation.)
 2. Sentence Fragment – It is a sentence fragment is an incomplete sentence. Either the predicate (verb phrase) or the subject
(noun phrase) is made to stand by itself. WRONG: Manuel studied hard. Passed all his tests.
CORRECT: Manuel studied hard and passed all his tests. (Use a conjunction)
Manuel studied hard. He passed all his tests. (Supply either the subject or the predicate)
3. Parallel Structure – It is the elements of a sentence which perform the same purpose must be in the same form.
WRONG: I like swimming, dancing, and if there is time, to take a long walk.
(“Swimming” is a gerund, a verb used as a noun in “verb+ing” form; “To take” is an infinitive, a verb used as
noun in “to + verb” form).
The movie was entertaining and instructed us as well.
(“Entertaining” is an adjective: “instructed” is a verb)
CORRECT: I like swimming, dancing, and if there is time, taking a long walk.
(Gerunds are in parallel structure)
The movie was entertaining and instructive.
(Adjectives are in parallel structure)
4. Modifiers – It is a word or group of words that describe another or group of words by giving a more exact meaning. The use of a
participated phrase as a modifier offers an effective and more sophisticated way of combining ideas. Consider the two
sentences: Mark hopes to gain confidence in test-taking. He attends a college entrance test review.
(Using a participial phrase) Hoping to gain confidence in test-taking, Mark attends a college entrance test review.
Here are two of the most common errors in using modifiers in a sentence:
a. Misplaced Modifier – The modifier is placed farther from the word it modifies. This may cause confusion.
WRONG: Kevin cut himself while shaving badly. (which does badly refer to: shaving or cut?)
CORRECT: Kevin cut himself badly while shaving. (Place the modifier nearest the word it modifies.)
b. Dangling Modifier – The word modifier is NOT referred to in the sentence.
WRONG: To pass the UPCAT, review lessons must be taken seriously.
(who needs to pass the UPCAT, the review lessons?)
Walking along the highway, a goat passed by.
(who was walking along the highway, a goat?)
CORRECT: To pass the UPCAT, one must take review lessons seriously.
Walking along the highway, I saw a goat pass by.
(Identify the word modified in the sentence and place it nearest the modifier)
5. Logical Errors
An error on logic is committed when a sentence wants to say something but ends up saying something completely different.
WRONG: I like ice scream better than cake. (dissimilar things are compared: liking ice cream compared to cake)
Kay is as bright if not brighter than her sister. (omission of “as” makes meaning unclear)
She cooks better than anyone in the class. (omission of “else” makes comparison faulty)
Our house is bigger than Lolo. (Our house is being compared to Lolo’s house, not to Lolo’s)
CORRECT: I like ice scream better than I like cake.
Kay is as bright as if not brighter than her sister
She cooks better than anyone else in the class.
Our house is bigger than Lolo’s house.
PRECISE SND EFFECTIVE USE OF ENGLISH WORDS
Commonly Confused Words
Many words are frequently confused or misused because they sometimes look and sound alike, or maybe they are similar in meaning
but they are used in different contexts.
a. Borrow/ lend Kevin lent me money. I borrowed money from Kevin.
b. Bring/ take Bring that book to me. Take this book to her.
c. Continual/ Continuous The program was continually interrupted by advertisements.
The sun shone continuously for eight hours.
d. Accept/ except (accept is to agree to something or receive something; except maybe a preposition meaning “leaving out”)
I accept the nomination. Everyone except him voted for me.
e. Affect/ effect (affect is a verb meaning “to influence”; effect is a noun meaning “result”)
The weather affects our mood. The war has a bad effect on world economy
f. Adapt/ adopt (adapt something is to adjust it to fit into a new situation; adopt something is to take it over completely without any change)
Plant and animals adapt to their environment. The school adopts the new policy of the DECS
g. Already/ All ready (already is an adverb of time; all ready means all prepared)
When I arrived, he had already left. When I arrived, I found them all ready to go.
h. Altogether/ All together (altogether is an adverb of degree meaning completely; all together mean s all the persons in a group.)
He was altogether unprepared for the test. We found the team all together in the locker room.
i. Beside/ besides (beside means “at the side of”; besides mean “in addition”)
He came over to sit beside me. There were nine of us besides Jim.
j. Can/ May (Can is used to indicate ability to do something; may is used when permission is sought)
I can tie a slip knot May I have the car tonight?
k. Counsel/ Council (counsel is a lawyer; council is a group of people brought together to discuss or take action on something.)
Jorge was counsel to the investigating commission. The city council met to discuss the color-coding scheme.
l. Few/ less (use few for count nouns; less for mass nouns)
I have a few trees in t he backyard. There is less water in the dam.
m. In/ into (use in to indicate something is already at a place; use into to denote movement from outside to inside of a place)
The cat is in the living room. The dog dashed into the living room.
n. Stationary/ stationery (stationary means “not moving”; stationery refers to writing paper, envelope, pad)
The stationary animal was a good target for a hunter. The girl collects different kinds of stationery.
o. There/ their/ they’re (there denotes place; there is a possessive noun; there is an abbreviation for “they are”)
There is another storm coming from the Pacific. Their house is the biggest in the block.
They’re my best friends.
p. Its/ it’s (Its is a possessive pronoun; it’s is an abbreviation for “it is”)
The dog wags its tail. It’s raining. Isn’t it?
STRATEGIES IN TAKING THE LANGUAGE TEST
A. Finding the error
1. Remember that there may or may not be an error in a given sentence.
2. If there is any error, it must be in any of the underlined parts.
3. Look for the most common errors. Start by checking subject-verb agreement in the principal as well as the subordinate clauses.
4. Check for any possible error in grammar (verb tense, pronoun-antecedent combination, comparative forms of adjective or adverb,
wrong conjunction or preposition, punctuation and spelling)
5. Read the whole sentence again and check for any error in sentence construction (parallel structure, logical construction)
6. When you find the error, there is no need to explain why. Just properly mark the space corresponding to the letter of you answer.
B. Sentence Correction test
1. Like the Finding Error test, the first step is to check if the sentence is correct, and usually, the first sentence is the answer. If not,
choose the sentence that correctly expresses the idea of the given sentence.
2. The types of error maybe any of errors mentioned above. Check them in the same sequence as suggested.
3. In addition, check for possible error in misplaced or dangling modifiers and error in idioms. The best way to check this is to
read carefully and understand the sense of the sentence. Why?
4. This type of test, unlike Finding the Error test, requires that one understands the error and find among the given choices the
best way to correct it.
5. When you find the best choice, read the whole sentence again with your choice and see if the sentence makes sense or if it sounds
right already.
PRACTICE TEST
I. CORRECT USAGE AND GRAMMAR DRILL
Directions: Each item below is an incomplete sentence. Three words or phrases, marked A to C, are given below each sentence.
Choose the word or phrase that best completes the sentence.
1. Carla introduced me to Antonio ___ is the captain of the basketball team a. that b. whom c. who
2. My sister prefers tennis ___ badminton a. rather than b. to c. than
3. I wish I ___ the owner of Rustan’s Store so I can have all the clothes in the racks. a. am b. was c. were
4. Mother found Martha and ___ scavenging for food in the kitchen after the long trip. a. me b. I c. we
5. I was more scared at the movies than ___. a. him b. he c. them
6. I found the lost key ___ the bathroom shelf. a. in b. at c. on
7. Everyone has ___ own method of solving a problem. a. his b. her c. their
8. Renzo thinks he is better than ___ in his class in swimming. a. any b. anyone c. anyone else
9. ___ into real estate and are very successful at it. a. Their b. There c. They’re
10. To ___ much is given much is expected. a. who b. whom c. him
11. One of the ___ was hurt at the factory fire last night. a. worker b. worker’s c. workers
12. The increase in the tuition fee ___ many students to drop out of school. a. force b. forces c. allows
13. ___ water is being wasted on leaky water closets in bathrooms. a. More b. Many c. Much
14. Marcos was a brilliant and intelligent man ___ he lacked moral values & compassion. a. and b. but c. while
15. If anybody does not fully agree, ___ may not sign the petition. a. he b. one c. she
II. FINDING ERRORS
Directions: Some of the following sentences contain errors in grammar, usage, & idiom. A sentence however can have only one error.
Find the error in any underlined part, note the letter under it and blacken the corresponding space on the answer sheet.
1. One of the children’s greatest sources of entertainment today lies in the magic of video games. No error
A B C D E
2. The risk of microfinance banks in lending capital to agriculture-related enterprises seem very high specially in
A B C
typhoon-prone areas. No error
D E
3. Our most loved classmate and friend have migrated to the U.S. with his family. No error
A B C D E
4. The graduation speaker challenged the students to hold on to their dreams for himself and country. No error
A B C D E
5. It Was him who topped the board exam for lawyers last week, wasn’t he? No error
A B C D E
III. SENTENCE CORRECTION TEST
Directions: In each of the sentences below, a part or the whole of the sentence is underlined. Read each of the choices and note the
letter of the phrase that will make the sentence correct. Letter A choice is the same the underlined part.
1. I regret to inform you that neither of the two applicants are qualified for the job.
a. neither of the two applicants are qualified for the job d. neither of the two applicant is qualified for the job
b. neither of the applicants are qualified e. neither applicant is qualified for the job
c. neither of the two applicants is qualified for the job
2. To be able to live with myself is more important than having a lot of money.
a. than having a lot of money d. than to have a lot of money
b. then having a lot of money e. then to have a lot of money
c. than having much money
3. The most exciting scene is when the countdown begins.
a. is when the countdown begins d. is where the countdown began
b. was when the countdown begins e. occurs when the countdown begins
c. is where the countdown begins
4. The responsibility rest on whoever approved the building plans.
a. on whoever approved d. on whomever approved
b. on whosoever approved e. on whoever it was who approved
c. on him who approved
5. To prove the effectiveness of the current AIDS drug, the death rate has been lowered among those found HIV-positive a decade ago.
a. AIDS drug, the death rate has been d. AIDS drug, the death rate have been
b. AIDS drug. The death rate has been e. AIDS drug, the death rate can be shown
c. AIDS drug, we can show that the death rate has been
READING
The Reading Test in college entrance tests measures how well one can read with understanding and think critically and logically. A college-bound student
must have adequate vocabulary and basic reading skills such as getting meaning through context, determining the main idea, noting details and
inferring implied ideas. A good preparation for the test should address all of these. Standardized reading tests may include the following types of tests:
Synonym-Antonym, Word Analogy, Sentence Completion, Reading Comprehension. In addition to building a good vocabulary and improving
reading skills, knowing and using some test-taking strategies can help to get higher scores.
A. SYNONYM and ANTONYM
Words that are synonym have the same meaning and words that are antonym have opposite meaning. For unfamiliar words, remember to
use different ways of figuring out the meaning of words such as making use of etymology or word attack or by using context clues in a sentence. Word
Etymology is the study of word parts (prefix/ root word/suffix). It involves separating an unfamiliar word into its parts to get its meaning. Example:
geocentric = geo + centric = earth + center
The geocentric theory asserts that the earth is the center of the universe. It is impossible to learn all the English words. There are hundreds of
thousands of them including idioms or idiomatic expressions which are words that are used in combination and, as a result, denote a special meaning.
B. CONTEXT
Getting meaning through context is watching out for clues or signal words or a sentence or sentences. Clues that reveal the meaning of a word may be
given as an example, a synonym, an antonym. Other words in the sentence can also help in the determining the meaning of an unknown word.
1. Example: introduced by for example, for instance, and such as
2. Synonym: introduced by or, that is, or by using italics or comma
Affluent or wealthy individuals should show more compassion to the less fortunate
3. Antonym: introduced by however, but, yet, on the other hand
Most teachers are too lenient – they have no specific rules – but others are quite strict.
Hint: the word but signals a word that is the opposite of lenient. Lenient therefore means not strict
4. Sentence sense: by getting the idea expressed in the sentence gives the meaning of the unknown word; select words in the
sentence are the clues.
Mr. Santos tried to dissuade his son from joining that rally which most likely will be violently dispersed but he went anyway to
show his support.
The choices for synonym of dissuade are question, discourage, explain. Hint: ask yourself this question (What would Mr.
Santos do if he thinks the rally would most likely be violently dispersed and his son can get hurt?)
STRATEGIES FOR GETTING THE MEANING OF WORDS
If the meaning of the word is still unclear, these strategies can help us arrive at the correct answer.
1. Look at all choices and use the tests below to eliminate unlikely answers.
2. Ask yourself if you can associate the word with an object, a person, an idea or an experience. For example, solemnity is
associated with praying, mass, or church. Therefore any word that suggests roughness, loudness, improper action must be
eliminated.
3. Test for consistency in part of speech. For example, a noun will require a synonym that is also a noun. The other choices that are
not nouns maybe eliminated.
4. Determine the tone or mood of the word. Words may suggest a good, positive or upbeat one. Its synonym must exhibit the same.
5. Do a final process of elimination (POE). Choose the best answer.
C. WORD ANALOGY
This test requires the ability to analyze similar or parallel relationships. The presentation is usually done as a single-word
approach or paired approach. In both, the objective is to form two pairs of words that are similarly related.
Example: (single word approach) rooster: hen:: gander: a. duck b. goose c. fowl
(paired approach) rooster: chick:: : a. drake: duck b. drake: duckling
STRATEGIES FOR WORD ANALOGY
1. For a sentence that clearly expresses a relationship or connection between the first, pair of words. A lost of possible types of
relationships can be used to determine the connection.
Example: Acrobat: cartwheel: _____:_____ Types of Relationships
a. singer: sing c. tenor: aria 1. Synonyms: shout: yell
b. artwork: painter d. clown: circus 2. Antonyms: wicked: good
Relationship: worker: action 3. Part to whole: star: constellation
Sentence: An acrobat performs a cartwheel 4. Worker: Action: chauffer: driver
2. Test this relationship for the same pairs of choices in number one 5. Worker: tool: surgeon: scalpel
a. A singer performs a song: not sing. c. A tenor performs an aria 6. Worker: creation: author: novel
b. Cannot form the same relationship. d. Cannot form the same relationship 7. Class and member: homo sapien: man
3. Try to narrow down or particularize the relationship 8. Defining characteristics: king: noble
Express in a sentence showing a clear and specific relationship between the pairs of words. 9. Degree of intensity: nudge: push
Sentence: A tenor sings an aria. 10. Action and significance: hug: affection
4. Watch out for tricky questions. The choices will purposely include confusing answers. 11: Cause and effect: virus: colds
Example: 12: Gender: doe: stag
a. Check the parts of the speech Acrobat: cartwheel is noun: noun
Therefore, the answer cannot be (a) since singer: sing is noun: verb
b. Look at the order Acrobat: cartwheel is person: action
Therefore, the answer cannot be (b) since it is action: person
5. Do a final P.O.E. by looking at all t he choices, eliminating the non-choice which maybe pairs of words that do not form a clear
and definite relationship.
D. SENTENCE COMPLETION
This type of test requires both a good vocabulary and ability to determine the meaning of the sentence. The sentences may have one or
two blanks to be completed.
STRATEGIES FOR SENTENCE COMPLETION
1. Read the sentence with the blank(s). Look for clues that will give you the sense or meaning of the sentence. If the sentence is
complicated or long, paraphrase it or say it in your own words. Example: The teacher’s pride was hurt when she learned that
half of the class had ____ the exam. (a) enjoyed (b) reassessed (c) flunked (d) redeemed. The word “hurt” will give a clue that
the half the class “flunked” the exam.
2. Look for “trigger words” that will give the logical relationship between two or more parts of the sentence. For example,
therefore, since, as a result, suggest cause and effect relationship between the first part and second part of the sentence.
Also, the idea in the second part supports that in the first part. Words like but, however, although, suggest a contrast and
 therefore, one part is completely opposed to the other part. Example: Rose’s habit of spending more than she earned left her in a
state of perpetual ____, but she ____ hoping to have more money someday. (a) confusion… compromised (b) indigence…
persevered (c) mendicancy… adhered (d) opulence… despaired
3. If there is only one blank, a process of eliminating (P.O.E.) can be done at this point and the best answer must be chosen.
Example: Because my brother is so ____, we can never predict what course he will take at any point. (a) conventional (b)
sensible (c) incoherent (d) rational. The answer is C because of the word clues “can never predict”
4. If there are two blanks, sometimes it is advised to eliminate unacceptable choice and decide on t he best choice for the first
blank and then do the same process for the second blank. Example: Although its promotion has been ____, the play itself is
intelligent, well-acted, meticulously produced and altogether ___. (a) extensive… amateur (b) negative… boring (c) inadequate…
spectacular (d) substantial… entertaining. After getting the sense of the sentence, answer (A) and (D) can be eliminated based
on the first blank. The trigger word although implies that the two clauses suggest opposite ideas.
5. In some instances, it is advisable to read the sentence in its entirety, look at all the choices, eliminate unacceptable choices, and
do a P.O.E. to get the best answer.
THE READING TEST
Unlike any normal reading at home or at school, the objective in the reading part in entrance tests is to get the maximum number of correct
answers in a limited time. One should therefore aim to read with understanding, speed and accuracy. The test requires getting the idea
expressed in a passage or a literary article or a poem based on the given text, not on previous knowledge or other known texts.
The best preparation is to read extensively as the material for passages is varied: History, Economics, Science, Culture and Sports. This
helps increase your vocabulary and allows you to easily identify the different patterns of development of paragraphs. Also make it a habit
to try to sum up what one reads by asking what the article or the passage is about.
WHEN TAKING THE READING TEST
1. Scan the paragraph to get the main idea before turning to the questions. Others look at the questions first. This is a choice one has to
make based on his experience or what works for him. The main idea is the main point the author makes on the topic. For example, the
topic “education” can have this main idea: A good education for the citizenry ensures economic prosperity for the nation.
2. Read the questions. Identify the kind of questions. Is it a main idea question, a detail or an inference question which requires logical
thinking and reasoning.
Main idea – What is the passage about? What is the best title for the passage?
Detail – What factors contributed to…? Which of t he following best describes the character? The best beaches can be found
in… Which of these is not mentioned by the author as contributing to…?
Inference – What does the paragraph suggest? What is the author’s opinion or view on a subject matter? What is the mood of
the poem? Which of the following is being implied by the passage?
3. Search for the specific details for a detail question. Make sure you answer this correctly. The details for the above topic on education
maybe: well-employed citizens or low unemployment, intelligently-utilized natural resources, well-managed industries and nurturing families.
4. Read the sentences and recognize the clues that can help state the implied idea.
5. Always consider all choices. Do a P.O.E. or process of elimination and choose the best answer. If the passage is hard to understand,
answer the detail questions and move on to the next passage. Remember to go back if time permits.
PRACTICE TEST
Reading Test: Read the paragraphs below and answer the questions.
Main Idea
One of the greatest stories of modern science concerns Dr. Alexander Fleming. One day in 1929 he was preparing some bacteria for
study. He had a dish of seaweed extract, and he noticed that there was a green mold growing on it. His first impulse was to empty the dish
because he did not want the green mold, but he looked closer and he found that the liquid was clear around the mold.
This showed that there was some substance in the mold in which was killing the bacteria. At once he because interested, and he began
to study this mold more closely. - Excerpt from Alexander Fleming. Modern Knight, by David Monmouth
A good title would be: a. Eliminating the bacteria b. An interesting Green Mold c. The Value at Observation in Science
The answer is A because C is too broad while B is too specific.
But there is something that I must say to my people who stand on the warm threshold which leads into the place of justice. In the
process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking
from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow
our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force
with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people,
for many of our white brothers as evidenced by their presence here is tied up with our destiny and their freedom is inextricably bound to
our freedom. We cannot walk alone. - Excerpt from I have a Dream by Martin Luther King, Jr.
What is the message of Martin Luther King as expressed in the passage?
a. The use of violence is justified if freedom is the ultimate result.
b. The search for justice must be pursued in a peaceful and dignified manner.
c. Freedom for the Negro community in bounded to genuine freedom for all.
The answer is B which states the main idea while A and C are details.
Detail
In regard to bodily size or strength, we do not know whether man is descended from some small species, like the chimpanzee, of from
one as powerful as the gorilla; and, therefore, we cannot say whether man has become larger and stronger, or smaller and weaker, than
his ancestors. We should, however, bear in mind that an animal possessing great size, strength, and ferocity, and which, like the gorilla,
could defend itself from all enemies, would not perhaps have become social: and this would most effectually have checked the
acquirement of the higher mental qualities, such as sympathy and the love of his fellow. Hence it might have been an immense advantage
to man to have sprung from some comparatively weak creature. - Excerpt from The Descendant of Man by Charles Darwin
What can be considered as man’s greatest advantage over animals?
a. Love and sympathy for his fellow men b. Man’s being a weak and small creature C. Man’s power of thinking
The answer is B. This is explicitly stated in the last sentence.
Detail - Inference
Mr. Bennet was so odd a mixture of quick parts, sarcastic humor, reserve, and caprice, that the experience of three and twenty years
had been insufficient to make his wife understand his character. Her mind was less difficult to develop. She was a woman of mean
understanding, little information, and uncertain temper. When she was discontented she fancied herself nervous. The business of her life
was to get her daughters married; its solace was visiting and news. - Excerpt from Pride and Prejudiced by Jane Austen
What of the following best describes Mrs. Bennet? a. petty b. proud c. caring d. witty
Inference
Thinking of the creative individual as a wide categorizer who attends to a broad span of environmental events and is willing to take a
chance on being wrong, of looking foolish, or of drastically having yo revise his views, leads to a consideration of the role in creative
thinking of rigidity and flexibility. The creative thinker is, above all, flexible and adaptable in his intellectual functioning. He is not committed
to the preservation of an existing status quo, and is prepared to rearrange his thinking. On the other hand, the rigid individual is convinced
of the logic and rightness of his existing view of the world. He is unwilling to make rapid or drastic changes in intellectual orientation,
perhaps even incapable, and he clings firmly to what he “knows” is right. In this latter kind of person, and he functions in a highly
convergent manner. - From the book Creativity edited by P.E. Vernon
Which of the following is implied in the passage? a. A creative individual thinks hard and is open to new ideas
b. A creative individual takes things less seriously
c. A creative individual has many interests and willingly takes chances on being wrong.
The answer is A because C is stated, not implied, and choice B is neither implied nor stated.
THE BLADES OF GRASS by Stephen Crane (1871 to 1900)
In Heaven, The merits of their lives, Memory is bitter to me,
Some little blades of grass This one stayed a small way behind, For I did good deeds,
Stood before God. Ashamed. I know not one of them.”
“What did you do?” Presently, God said, Then God, in all His splendor,
Then all save one of the little blades “And what did you do?” Arose from His throne.
Began eagerly to relate The little blade answered, “Oh, my Lord, “Oh, best little blade of grass!”, he said.
What made the last one who stayed behind the best little blade of grass in God’s eyes?
a. God knew all his good deeds all along because He is all-knowing
b. Good deeds are done without anticipation of rewards and recognition
c. God being merciful took pity on him because he had poor memory and lacked confidence.
The answer is B, an implied idea.
VOCABULARY: CONTEXT CLUES
1. Members of the management and union leaders were finally forced into a confrontation by having a round table discussion.
a. agreement b. adaption c. defiant opposition d. open discussion
2. Our landlady is very puritanical about going to church every Sunday.
a. easy b. strict c. organized d. bewildered
3. Getting the same clothes and toys gave the siblings Denise and Angelica a certain equality.
a. dependence b. reputation c. difference d. sameness
4. The principal was very rigid in the way he enforced each rules.
a. easy b. inflexible c. formal d. mature
5. The caring mother tried to foster her children’s growth by giving them vitamins everyday.
a. migrate b. govern c. help d. kill
ANALOGY TEST
A. Single-word Approach
1. typhoon: destruction:: rain: ___. a. flood b. famine c. drought d. lightning
2. fish: broil:: bread: ___. a. sell b. bake c. pour d. eat
3. food: hunger:: sleep: ___. a. dream b. health c. rest d. weariness
B. Paired Approach
4. beverage: drink:: ___: ___ a. water: glass b. meals: cook c. food: eat d. tea: buy
5. soliloquy: one:: ___: ___ a. dialogue: two b. choir: group c. duet: two d. monologue: two
6. hostile: friendly:: ___: ___ a. bored: interested b. crippled: lame c. swift: rapid d. tired: weary
7. bee: insect:: ___:: ___ a. butterfly: fly b. linen: cloth c. fly: mosquito d. snake: poisonous
SENTENCE COMPLETION
1. Freedom of speech and freedom to choose one’s religion are the very ___ of democracy.
a. core b. antithesis c. enemies d. creations
2. The parents tried in vain to ___ the child who had lost his dog.
a. discipline b. distress c. captivate d. console
3. After surviving incredible hardship, the ___ the explorers planted a flag at the ___ of Mount Everest.
a. fearful… base b. victorious… summit c. unconquerable… ridge d. dreaded… pinnacle
4. The supervisor’s benevolence and ___ towards his favorites made his crew ___ and bitter.
a. indifference… patronizing b. cruelty… sensitive c. partiality… morose d. impartiality… vulnerable

ANSWERS TO PRACTICE TESTS

I. GRAMMAR AND CORRECT USAGE
1. C use “who” when referring to persons 9. C contraction of “they are”
2. B say prefer “to” 10. B used object pronoun “whom”
3. C subjunctive mood of the verb 11. C
4. A use objective pronoun “me” 12. B “increases” needs singular verb
5. B use then “he” (subjunctive pronoun) 13. C
6. C 14. B contrasting ideas
7. A 15. A pronoun antecedent
8. C comparing Renzo and anyone else
II. FINDING ERROR III. SENTENCE CORRECTION
1. E no error 1. C neither … is
2. C Subject-Verb agreement error 2. D parallel structures: infinitive
3. B Subject-Verb agreement 3. E use the verb “occurs”
4. D antecedent must be “themselves” 4. A “whoever approved” is correct
5. A use “It was he” 5. C dangling modifier; use “we”
VOCABULAY: CONTEXT CLUES: #1-C, #2-B, #3-D, #4-B, #5-C
ANALOGY TEST: #1-A, #2-B, #3-D, #4-C, #5-A, #6-A, #7-B
SENTENCE COMPLETION: #1-A, #2-D, #3-B, #4-C