4 U P C A T 2 0 1 5 – S e t A 4

SECTION 4: READING PROFICIENCY NAME: ____________________________

Time -– 70 minutes SCHOOL: _________________________
90 Questions (206 – 295) SIMULATED EXAM – SET A

Directions: The reading passage is accompanied by a set of questions based on the passage and any introductory
material that is given. Answer the questions according to what is stated or implied in the passage.

PASSAGE 1:

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.

Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.

- The Road Not Taken Robert Frost

206. What is the poem about?

A. A wistful commentary of life choices C. A consequential decision of a traveler Commented [A1]:
B. An absurd narration of one’s journey D. A gloomy recollection of the past

207. The line I shall be telling this with a sigh most nearly indicates
A. regret C. acceptance Commented [A2]:
B. self-satisfaction D. resentment

208. Who is the persona in the poem?

A. a young man C. a traveler
B. an old man D. Robert Frost, the poet Commented [A3]:

209. The road in the poem represents

A. choices in life. C. a long treacherous journey of one’s life. Commented [A4]:
B. challenges in life. D. a serene sojourn.

210. The entire poem is

A. a simile. C. an irony.
B. a metaphor. D. a paradox. Commented [A5]:

PASSAGE 2:

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While narrativity is a type of meaning, interactivity, when put in the service of entertainment, is a type
of play. The combination of narrativity and interactivity oscillates between two forms: the narrative game, in
which narrative meaning is subordinated to the player’s actions, and the playable story, in which the player’s
actions are subordinated to narrative meaning. Or, to put it differently, in a narrative game, story is meant to
enhance gameplay, while in a playable story, gameplay is meant to produce story.
The concepts of narrative game and playable story reflect, in their opposition, the distinction made by
the French sociologist Roger Caillois between two types of game: ludus and paidia. The best example of paidia
games is building imaginary scenarios with toys, using them, in the words of Kendall Walton, as “props in a
game of make-believe.” These games do not aim at a specific goal, and they do not lead to losing or winning.
The pleasures of paidia reside in the free play of the imagination, in adopting foreign identities, in forming social
relations, in building objects, in exploring an environment, and above all in creating representation: paidia
games are fundamentally mimetic activities. If there are rules, they are spontaneously created by the
participants, as when a group of children decides that a certain tree will be the house of the wolf, and they can
be renegotiated on the fly. Ludus games, by contrast, are strictly controlled by pre-existing rules accepted by
the participants as part of a basic game contract, they lead to clearly define states of winning or losing, and
their pleasure resides in the thrill of competition and in the satisfaction of solving problems.
What I call a narrative game is a ludus activity. If there is one contribution that digital technology has
made to the design of games, it is their narrativization. By this term I mean the transformation of what used to
be abstract playfields (such as chess boards and football fields) into concrete fictional worlds populated by
recognizable objects and indivituated characters. The main difference between an abstract game like soccer or
chess and a narrativized video game like Half-Life, Max Payne, or Grand Theft Auto is that in an abstract game
the goals of players are only made desirable by the rules of the game (Who would, in real life, be interested in
kicking a ball into a net, or in moving tokens on a board?), while in a narrativized game the player pursues the
kind of goals that people may form in everyday life or in their fantasies. But in the intensity of the action, players
may forget whether they are terrorists or counter-terrorists, space aliens or defenders of the earth: in a narrative
game, the player plays to win, to beat the game, and story is mostly a lure into the game world.
While ludus inspires narrative games, the spirit of paidia infuses playable stories. In a playable story
there is no winning or losing: the purpose of the player is not to beat the game, but to observe the evolution of
the story world. Playable stories induce a much more aesthetic pleasure than narrative games because the player
is not narrowly focused on goals. For me the essence of the playable story is captured by what I once heard a
little girl say about the game The Sims: “Guess what I managed to do with my Sims? I made the father and the
mother drown in the pool, and now the kids are alone in the house and they can do whatever they want.”

211. Which of the following statements would the author be likely to agree?
A. In a playable story, the pleasure of the game did not come from reaching a state defined by rules,
but in coaxing a good story out of the system. Commented [A6]:
B. The pleasure of narrative game resides in the vast imagination of the participants.
C. The users in both playable story and narrative game aim to manipulate one or more characters in
the fictional world.
D. Both playable story and narrative game aim to manipulate.

212. Which of the following ideas is NOT included in this passage?

A. Paidia games are primarily imitative activities.

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B. Ludus games are strictly manipulated by a narrative created by the participants. Commented [A7]:
C. In a playable story, the purpose of the player is to observe the development of the storyworld.
D. In a narrativized game, the goals of the player are based from his/her reality and fantasy.

213. Which of the following is not a situation in a narrativized game?

A. A police rescued people in danger.
B. A girl decided that the forest will be her home. Commented [A8]:
C. A group of students saved the world from space aliens.
D. A pedestrian stole cars and killed people.

214. According to the passage, which of the following is not a characterisitc of paidia?
A. The games have no specific rules, and do not aim at specific goal.
B. The rules are instinctively created by the participants.
C. The games are confined with pre-existing rules established by the participants. Commented [A9]:
D. The games do not lead to winning or losing.

215. Which two main organizational schemes can be identified in this passage?
A. Chronological order and compare and contrast
B. Order by topic and compare and contrast Commented [A10]:
C. Hierarchical order and order by topic
D. Hierarchical order and chronological order

PASSAGE 3: Commented [acts11]: Filipino poem (5 Questions)

Kultura ang itinuturong lakas ng mga anime ng Japan. Kulturang nilalapatan ng malilikhaing kwentong
bumubuhay sa makasaysayang ninja at samurai, modernisadong android at robot, makapangyarihang
salamangkero at ekstra-ordinaryong tao, at iba pang maaaring mapabilang sa bagong likhang mundo. Sa libo-
libong manga na naisulat at ginawang anime, sila at sila rin ang bumibida, isama pa ang mga pangkaraniwang
taong malimit na maging estudyante, iyong kakaiba, sa ugali man o sa itsura. Gayumpaman, lagi't laging may
bago, hindi man sa uri ng tao kundi sa kani-kanilang mga pagkatao, na sinasabayan pa ng paglalaro sa panahon.
Hindi lahat ng samurai, espada ang gustong hawak, iyong iba, baseball bat at raketa. Hindi lahat ng ninja,
mabibilis at matatalas ang mata, iyong iba nakasalamin na para makakita. Hindi lahat ng robot nasa hinaharap,
kung minsan nasa nakaraan, sinasakyan at pinapaandar ng isang samurai. Gayon din ang android na kung
minsa'y nasa kasalukuyan, may asawa't anak na tao.
Nagbabago ang kuwento kasabay ng tauhan. Nabubuhay ang tauhan, umuunlad, at namamatay.
Umuunlad, maaaring paurong o pasulong. Namamatay, maaaring sa may katuturan o wala. Hindi laging umiiral
ang pagiging patas at pantay. Maaaring magtagumpay, kahit isa mang masamang tauhan. Maaaring mamatay,
kahit pa ang isang mabuti at makatarungan. Sa loob ng kuwento, hinahayaang kumilos at mag-isip ang mga
tauhan batay sa sari-sariling kakayahan at kapasidad na ibinigay sa kanila. Sila ang lumulutas at nag-aayos ng
mga suliranin at komplikasyon, hindi ang manunulat. Hindi pinatawad ng mga galit na galit na mamayan ang
pinuno at bidang si Lelouch na pumatay sa kanilang mahal sa buhay, para lang maging maayos at masaya ang
pagtatapos ng palabas. Hindi pakikialaman ng manunulat ang mga tauhan para maging ideyal ang katapusan.
Habang tumatakbo ang kuwento, walang makatitiyak sa katapusan, lagi't laging may nangyayaring hindi
inaasahan na magmamali sa hula ng karamihan.
216. Ano ang posisyon ng may-akda tungkol sa isinulat na paksa?
A. Hinahangaan niya ang mga anime ng Japan.

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B. Hinahangaan niya ang mga karakter sa mga anime ng Japan.

C. Hinahangaan niya ang mga manunulat ng mga anime ng Japan. Commented [W112]:
D. Hinahangaan niya ang kultura sa loob ng mga anime ng Japan.

217. Ano ang mensaheng nais iparating ng may-akda sa unang talata?

A. Hindi nakukulong sa iisang panahon ang bawat kuwento ng manga at anime.
B. Lahat ng manga sa Japan ay parating ginagawang anime.
C. Lagi’t laging may paglihis sa tradisyunal na kaisipan at kahingian ang mga kuwento ng manga at
anime. Commented [W113]:
D. May pagkiling sa modernisasyon ang mga isinulat at isinusulat na manga at anime.

218. Alin sa mga sumusunod na kaisipan ang hindi ipinahahayag sa teksto?

A. Hinahayaan ng mga manunulat na kumilos ang bawat karakter ayon sa kani-kaniyang abilidad at
kapasidad.
B. Lagi’t laging may bago sa mga kuwento ng anime o manga, partikular na sa mga tauhan, gayon din
sa panahong kanilang ginagalawan.
C. Ang bawat kuwento ng manga o anime ay may paglayo sa realidad ng buhay. Commented [W114]:
D. Hindi lahat ng kuwento ng manga o anime ay maaaring magkaroon ng ideyal na katapusan.

219. Anong uri ng teksto ang binasa?

A. kritikal na sanaysay C. personal na sanaysay Commented [W115]:
B. teknikal na sanaysay D. madamdaming sanaysay

220. Alin sa mga sumusunod na kaisipan ang maaaring sang-ayunan ng may-akda?

A. Lahat ng mga manga at anime ay tinatangkilik hindi lamang ng mga Hapon, kundi pati na rin ng mga
tao sa iba’t ibang panig ng mundo.
B. Kailanma’y hindi naging batayan ng mga kuwento ang realidad ng buhay.
C. Nagiging bentahe ng mga kuwento ng anime at manga ang paglihis nito sa estiryotipong pagtingin
sa tao at buhay. Commented [W116]:
D. Kultura at modernisasyon ang itinuturing lakas ng mga manga at anime ng Japan.

PASSAGE 4: Commented [acts17]: Filipino passage 1

(5 Questions)

http://manilatimes.net/enginex/wpcontent/uploads/2014/05/edit20140512.jpg
221. Sino-sino ang mga partikular na tao ang kinakatawan ng “buwaya” na nasa larawan?
A. mga mambabatas B. mga hukom

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C. mga senador D. mga kurakot na pulitiko Commented [W118]:

222. Anong pangyayari sa kasalukuyan ang ipinakikita sa larawan?

A. ang pagkakasangkot ng mga miyembro ng senado sa Pork Barrel Scam Commented [W119]:
B. ang pagkakadawit ng mga kilalang pulitiko sa Pork Barrel Scam
C. ang pagtalikod ng mga sangkot na pulitiko sa Pork Barrel Scam
D. ang pagkikibit-balikat ng mambabatas hinggil sa Pork Barrel Scam

223. Batay sa kasalukuyang sitwasyon, ano ang nilalaman ng “Napoles’ list” na makikitang nakatusok sa likod
ng buwaya?
A. listahan ng mga pekeng organisasyong pagmamay-ari ni Janet Lim Napoles
B. listahan ng mga pulitikong nakipagtransaksyon kay Janet Lim Napoles
C. listahan ng komisyong natatanggap ng mga pulitiko sa bawat transaksyon kay Janet Lim Napoles
D. listahan ng mga kasalukuyang senador na sangkot sa Pork Barrel Scam Commented [W120]:

224. Ano ang mensaheng nais iparating ng larawan?

A. Senado ang tanging pinatatamaan ng “Napoles List” na inilabas ng dating senador na si Panfilo
Lacson at ni Sec. Leila de Lima.
B. Sa paglabas ng “Napoles List”, unang tinamaan ang mga miyembro ng senado na noon pa may
nadadawit na sa Pork Barrel Scam.
C. Sa tulong ng “Napoles List” hindi na makatatakas ang mga miyembro ng senado na sangkot sa Pork
Barrel Scam. Commented [W121]:
D. Wala ring silbi ang lumabas na “Napoles List”dahil hindi rin mapatatalsik sa pwesto ang mga sangkot
na pulitiko.

225. Ano ang ipinakikitang emosyon ng buwaya sa larawan?

A. nasasaktan C. nagagalit Commented [W122]:
B. natatakot D. nagngangalit

PASSAGE 5:

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As children often labeled our “hope,” so we must recognized that this phantom --- the child who never
existed, the child we wish we might have been, the child who was lost --- is often indicative of fears of the
future. Child sacrifice is a common trope in our society. And beneath it lurks questions of desire, identity, and
humanity.
I begin with “The Dream of the Burning Child” because Suzzane Collins’ The Hunger Games trilogy
dreams the same dream, representing a childhood that is threatened, lost, and unheard. As Katniss Everdeen is
sent to the Hunger Games, she is driven by the desire to survive. But, as Katniss’s efforts to preserve her life
must come at the expense of other children’s lives, desire in all forms --- the desire to survive, to eat, to love
--- is troubled. Children are lost and voices are silenced, and as Katniss fights against the dictates of the society
that demands this sacrifice she becomes “the girl on fire,” fighting against the impotency of the burning child’s
cry, demanding that the adult world take notice (Collins, Hunger 177). Katniss, a sacrificial child, burns with
passion, desire, and eventually, with literal fames, as children are forced to become killers and technology and
social pressures enable the warping of the human form and mind. The void that Lacan imagines so intertwined
with the body of the burning child is made manifest: violence, absence and trauma irrevocably enmeshed in the
conceptions of self.

226. The author’s main purpose in this passage is to

A. explores the trope of sacrificial children in the Hunger Games trilogy. Commented [A23]:
B. reaffirms the book’s violence toward children.
C. analyzes the misconception about the role of children in culture and society.
D. examines the idea of the “burning child” in the Hunger Games trilogy.

227. According to the passage, who are the “sacrificial children” in the Hunger Games trilogy?
A. Children who are forced to become killers
B. Children whose voices are silenced
C. Children who are threatened, lost, and unheard Commented [A24]:
D. Children who are sacrificed in order to reach the Symbolic – adulthood

228. The passage suggests that the author would support which of the following views?
A. The Hunger Games presents a society that demands children as sacrifice for entertainment. Commented [A25]:
B. The trilogy forces the audience to recognize the aspects of a real, current culture inside a Eutopian
world.
C. To speak of sacrificial children is to speak of mental brutality done to the individual.
D. The vision of “sacrificial children” in the trilogy is one of the most horrific images in the cultural
imagination, but is not pervasive in the society.

229. As it is used in the passage, the term trope can best be described as
A. concept. C. theme.
B. image. D. device. Commented [A26]:

PASSAGE 6: Commented [acts27]: Filipino – Data Analysis 1

Superferry schedule (5 Questions) Revise the table to lessen the trips
and vessels. Make 5 questions

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Matapos ang ilang oras na biyahe mula sa kanilang liblib na baryo patungo sa bayan, narating na ni Mang
Tasyo ang terminal ng tren. Luluwas siya ng Maynila para bisitahin ang kaisa-isang anak na kasalukuyang nag-
aaral sa isang unibersidad doon. May ilang buwan na rin silang hindi nagkikita kaya kahit patang-pata ang
katawan sa mahigit kalahating araw na pagkakatagtag sa biyahe patungong bayan, maligalig siyang nagtungo
sa nakapaskil na iskedyul sa harap ng bilihan ng tiket.

Philippine National Railways

Schedule for Train MAYON LIMITED

Southbound Northbound

Type De Luxe Type De Luxe

Route Manila-Ligao Route Ligao-Manila
Sched Mon/Wed/Fri Sched Sun/Tue/Thu
ETD Tutuban 0830PM ETD Ligao 0715PM
ETA Ligao 0700AM ETA Tutuban 0530AM
Fare Php717.00 Fare Php717.00

Type Ordinary Type Ordinary

Route Manila-Ligao Route Ligao-Manila
Sched Sun/Tue/Thu Sched Mon/Wed/Fri
ETD Tutuban 0830PM ETD Ligao 0715PM
ETA Ligao 0700AM ETA Tutuban 0530AM
Fare Php344.00 Fare Php344.00

At dahil may kalabuan na ang mga mata, maigi niyang inaninaw ang bawat letrang nakasulat na halos idikit na
niya ang mukha rito. Mabuti’t naalala niyang nakasabit nga pala sa leeg ang salamin niya sa mata. Agad niya
itong isinuot, at saka inaninaw ulit ang mga nakasulat. Malinaw na ang mga letra, ngunit hindi pa rin niya ito
mabasa. Ilang minuto nang tinititigan ni Mang Tasyo ang nakapaskil na iskedyul, habang ang mukha niya’y daig
pa ang nilamukos na papel. Bahagya lamang itong naplantsa nang biglang may lumapit sa kanyang binatilyo na
sangkatutak ang dala-dalahan at sa leeg ay may nakasukbit pang camera. Agad niyang tinanong si Mang Tasyo
kung ano ang problema, at kung ano ang maaaring maitulong niya. Hindi na nag-atubili si Mang Tasyo at walang
humpay na inireklamo ang nakapaskil na iskedyul: Kesyo maliliit ang mga letra, kesyo nakalilito ang
pagkakaayos ng mga salita, kesyo malabo na ang salamin niya. Hindi nagsayang ng oras ang binatilyo at agad
na binasa kay Mang Tasyo ang mga nakasulat. Magiliw namang pinasalamatan ni Mang Tasyo ang binatilyo. Sa
takot niyang muling magtagal sa pagbasa sa kung anu-anong nakapaskil, hindi na niya hiniwalayan ang binatilyo
hanggang sa biyahe. Mula sa Lugao hanggang sa Maynila, walang patid ang pagku-kwento ni Mang Tasyo
tungkol sa ipinagmamalaki niyang anak na nag-aaral at malapit nang magtapos sa isa sa mga pinakamahusay
na unibersidad sa Pilipinas.

230. Sa mga nabasang talata, alin sa mga sumusunod ang maipalalagay na hindi totoo?
A. Ang binatilyo ay taga-Maynila.
B. Matalino ang anak ni Mang Tasyo.
C. Hindi mabasa ni Mang Tasyo ang nakapaskil na iskedyul dahil sa liit ng mga letra. Commented [W128]:
D. Nanlalata na si Mang Tasyo dahil sa matagal na biyahe patungong terminal ng tren.

231. Batay sa kwento, ano ang nais iparating ng “..... ang mukha niya’y daig pa ang nilamikos na papel.”?
A. Nahihilo na si Mang Tasyo. B. Naguguluhan na si Mang Tasyo. Commented [W129]:

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C. Kinakabahan na si Mang Tasyo. D. Pagod na pagod na si Mang Tasyo.

232. Alin sa mga sumusunod ang nagsasabi ng tamang iskedyul ng biyahe?

A. Ang biyahe ng De Luxe na tren na may rutang Ligao-Manila ay tuwing Lunes, Miyerkules, at Biyernes.
B. Ang biyahe ng ordinaryong tren na may rutang Manila-Ligao ay tuwing Linggo, Lunes, at Martes.
C. Ang biyahe ng De Luxe na tren na may rutang Manila-Ligao ay tuwing Lunes, Miyerkules, at Biyernes. Commented [W130]:
D. Ang biyahe ng ordinaryong tren na may rutang Ligao-Manila ay tuwing Linggo, Martes, at Huwebes.

233. Alin sa mga sumusunod ang pinakaakmang pamagat ng teksto?

A. Ang Masalimuot Ngunit Kagila-gilalas na Paglalakbay ni Mang Tasyo
B. Si Mang Tasyo at ang Binatilyo
C. Ang Biyahe ni Mang Tasyo Commented [W131]:
D. Maynila

234. Alin sa mga sumusunod ang nagsasaad ng maling detalye?

A. Ang pamasahe sa ordinaryong tren na may rutang Ligao-Manila ay nagkakahalagang Php344.00.
B. Ang pamasahe sa De Luxe na tren na may rutang Manila-Ligao ay nagkakahalagang Php717.00.
C. Ang pamasahe sa ordinaryong tren na may rutang Manila-Ligao ay nagkakahalagang Php717.00. Commented [W132]:
D. Ang pamasahe sa De Luxe na tren na may rutang Liagao-Manila ay nagkakahalagang Php717.00.

PASSAGE 7: Commented [acts33]: English poem

(5 Questions)
Do Not Go Gentle into that Good Night
By Dylan Thomas

Do not go gentle into that good night,

Old age should burn and rave at close of day;
Rage, rage against the dying of the light.

Though wise men at their end know dark is right,

Because their words had forked no lightning they
Do not go gentle into that good night.

Good men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.
Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.

Grave men, near death, who see with blinding sight

Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.
And you, my father, there on the sad height,

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Curse, bless, me now with your fierce tears, I pray.

Do not go gentle into that good night.
Rage, rage against the dying of the light.

235. What is the poem about?

A. Peaceful acceptance of the absurdity of death
B. A celebration of death
C. The inevitability of death Commented [A34]:
D. An intence resistance to death

236. In using day and night or light or dark as metaphors for life and death in the poem, it is most likely that
the poet is:
A. Implying the never ending cycle of life and death. Commented [A35]:
B. Contrasting with the emotions of joy and anger in the poem.
C. Alluding to the inevitability and unpleasantness of death
D. Referring to life and death that are as natural as day and night.

237. What could be the most possible reason for the poet to refer to men who are “wise, good, wild, and grave”
in his poem?
A. To assert that death comes to all kinds of men
B. To emphasize that death does not distinguish among different types of men
C. To emphasize that the way one lived one’s life is inconsequential to death Commented [A36]:
D. To communicate to his father that he should be all these at least while dying.

238. Which of the following best paraphrases the line, ‘wild men who caught and sang the sun in flight?’
A. Men who have lived life to the fullest. Commented [A37]:
B. Men who lived life sensationally.
C. Men who lived life uncontrollably.
D. Men who live life in simple and uncivilized ways.

239. How would you best characterize the speaker's feelings toward his father?
A. The speaker is ambivalent about him.
B. The speaker is angy at him and does not care if he lives.
C. The speaker is not certain about how he feels for his father.
D. The speaker loves him immensely and wishes him to live. Commented [acts38]:

PASSAGE 8: Commented [acts39]: Filipino passage 2

(5 Questions)

SA PAMILIHAN NG PUSO

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Huwag kang iibig nang dahil sa pilak

pilak ay may pakpak
dagling lumilipad
pag iniwan ka na, ikaw’y maghihirap.

Huwag kang iibig nang dahil sa ganda

ganda’y nagbabawa
kapag tumanda na
ang lahat sa mundo’y sadyang nag-iiba.

Huwag kang iibig sa dangal ng irog

kung ano ang tayog
siya ring kalabog
walang taong hindi sa hukay nahulog.

Huwag kang iibig dahilan sa nasang

maging masagana
sa aliw at tuwa
pagkat ang pag-ibig ay di nadadaya...

Kung ikaw’y iibig ay yaong gusto mo

at mahal sa iyo
kahit siya’y ano,
pusong-puso lainang ang gawin mong dulo.

Kung ikàw’y masawi’y sawi kang talaga

ikaw na suminta
ang siyang magbata;
kung maging mapalad, higit ka sa iba.

Sa itong pag-ibig ay lako ng puso

di upang magtubo
kaya sumusuyo
pag-ibig ay hukay ng pagkasiphayo.
240. Sino ang persona sa loob ng tula?
A. Isang baguhang mangingibig
B. Isang mangingibig na nagdaan na sa maraming kasawian Commented [W140]:
C. Isang maalam na mangingibig

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D. Isang mangingibig na puno ng hinanakit

241. Para sa persona, ang pag-ibig ay

A. nagdudulot ng pighati. C. susi sa maluwalhating pagsasama.
B. pinagmumulan ng opresyon. D. nagbibigay sigla sa lahat. Commented [W141]:

242. Ano ang layunin ng persona sa loob ng tula?

A. magbigay-babala C. magpayo Commented [W142]:
B. magturo D. maglabas ng hinanakit

243. Alin sa mga sumusunod ang hindi ipinahihiwatig ng persona?

A. Huwag iibig nang dahil sa pera.
B. Huwag iibig nang dahil sa itsura.
C. Huwag iibig nang dahil lamang sa sarling kagustuhan. Commented [W143]:
D. Huwag iibig nang dahil sa katayuan ng mangingibig.

244. Ano ang implikasyon ng “pilak ay may pakpak” sa mensahe ng tula?

A. walang mararating ang pera C. hindi nawawala ang pera
B. madaling nauubos ang pera D. higit na mahalaga ang pera Commented [A44]:

245. Sino ang kinakausap ng persona sa loob ng tula?

A. ang kanyang mangingibig C. isang mangingibig Commented [W145]:
B. ang kanyang inibig D. isang iniibig

246. Anong uri ng tula ang binasa?

A. tulang may sukat C. tulang may sukat at tugma Commented [A46]:
B. tulang may tugma D. malayang taludturan

PASSAGE 9: Commented [A47]: Filipino Comics

(5 Questions)

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247. Ano ang napansin ni Barok sa kanyang kasama?

A. hindi ito naiinitan

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B. naiiba ang damit nito

C. umiiyak ito
D. mahina ang pagpapaypay nito Commented [A48]:

248. Mahina ang pagpapaypay ni Temok upang

A. hindi siya madaling mapagod.
B. hindi kaagad masira ang pamaypay niya. Commented [A49]:

C. hindi niya mapaypayan ang katabi niya.

D. hindi niya matamaan ang katabi niya.

249. Alin sa mga sumusunod ang pinaka-angkop na paglalarawan kay Temok?

A. matipid
B. tamad Commented [A50]:

C. malikhain
D. matatakutin

250. Ang tema ng dayalogo ay may kinalaman sa

A. pagtaas ng temperatura ng mundo
B. pag-iwas ng tao sa mga gawain Commented [A51]:

C. tunay na pagkakaibigan
D. paghahanap ng tao ng dagdag na kaalaman

251. Ulo ang iginagalaw ni Bonak upang

A. mas malakas ang hanging makuha niya mula sa pamaypay.
B. hindi kaagad masira ang pamaypay niya, at hindi niya kailangang gumawa ng bago. Commented [A52]:

C. mabilis na lumamig ang pakiramdam niya.

D. maging kakaiba siya sa kanyang mga kasama.

252. Ano ang pinaka-angkop na paglalarawan kay Bonak?

A. hambog
B. mangmang
C. tanga Commented [A53]:

D. inosente

253. Ang pamaypay ay sumisimbolo sa

A. kayamanan
B. kahirapan
C. kaginhawaan Commented [A54]:

D. kaalaman

PASSAGE 10: Commented [acts55]: Filipino comics

(5 Questions)

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1.
Napapagod din kami. Sa klase, kailangang ipakitang kami’y walang-pagod, hindi napupuyat, laging
handa, laging mabilis ang pag-iisip, at matalas ang siste. Pero tulad ng sinumang tao, napapagod din kami.
Nauubusan ng pasensya at umiinit ang ulo. Kailangan din naming mabuhay bilang isang tao na hinahangad ang
walang-trabahong Sabado o Linggo. Pero sa mga bakanteng araw, karamihan sa amin ay nagbabasa,
naghahanda ng Powerpoint, nagwawasto ng papel, naghahanda ng lektura, nagbabasa ng mga papel sa mga
dapat sana’y libreng oras. Kaya pasensiya kung sumusungit kami minsan, tumataas ang boses, o agad
nagbibigay ng isang sorpresang pagsusulit. Pasensiya na rin kung minsan, kami ang nagbubulakbol.

Pakiusap: Kung makikita mo kami sa mall, sa restaurant, sa simbahan, huwag mo kaming kakausapin
tungkol lamang sa inyong project o anuman tungkol sa ating klase.

Isa pang pakiusap sa mga mag-aaral: Bigyan ninyo ang mga guro ng dahilan para pumasok sila sa klase.

10.
Mas nanaisin namin ang masipag na mag-aaral kaysa matalinong mag-aaral. (Siyempre, bonus na ang
masipag na nga, matalino pa.) Malaking parte sa aming pagmamarka ang pagtingin sa attendance ng isang
mag-aaral. Maraming matatalino at talentadong mag-aaral ang nakakukuha ng mababang grado sa amin.
Katamaran ang sanhi nito. Ang pag-aaral ay paghahanda sa tunay na buhay --- ang mapuyat, ang mapagod,
ang tiyakin ang mga prayoridad sa buhay, ang pumila sa xerox machine, ang magtiyagang manaliksik sa
maalikabok na library, ang sumunod sa mga pinakasimpleng instruksyon, ang makisalamuha sa klase, ang
tuparin ang mga deadline. Ang mga mag-aaral na hindi makatutugon sa kahilingan sa klase ay kadalasang hindi
nakakaya ang mga pagsubok sa tunay na buhay. Lagi naming pinapaalala na mas mabuti ang sumubok, kaysa
sumuko. Gayundin, totoo ang babala na ang “hell week” sa akademiya ay wala sa kalingkingan ng tunay na “hell
week” ng buhay.
Evasco Eugene Y. “Sampung Bagay na Hindi Sasabihin sa Iyo ng Isang Guro.” Mga Pilat sa Pilak: mga personal na sanaysay. UST Publishing House,
2011.

254. Ano ang tinutukoy ng manunulat na “hell week” sa akademiya?

A. Ang linggo kung kailan punong-puno ng pagdiriwang sa eskuwelahan.
B. Ang linggo kung kailan marami ang gulo sa eskuwelahan.
C. Ang linggo kung kailan patong-patong ang mga gawain sa eskuwelahan.
D. Ang linggo kung kailan sunod-sunod ang mga pagsusulit at pasahan ng proyekto sa eskuwelahan. Commented [W156]:

255. Anong uri ng teksto ang binasa?

A. kritikal na sanaysay
B. teknikal na sanaysay
C. personal na sanaysay Commented [W157]:
D. madamdaming sanaysay

256. Ano ang layunin ng may-akda sa pagsusulat ng kanyang sanaysay?

A. maglabas ng hinanakit sa mga mag-aaral
B. magbahagi ng saloobin at karanasan ng mga guro sa loob at labas ng akademiya Commented [W158]:

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C. pangaralan ang matatalino ngunit mga tamad na mag-aaral

D. ipaliwanag ang panig ng mga guro

257. Ano ang damdaming ipinakikita ng mananaysay at guro para sa kanyang mga mag-aaral?
A. pagkauyam C. pag-aalala Commented [A59]:
B. pagkabalisa D. paghihinuha

258. Alin sa mga sumusunod ang maaaring sang-ayunan ng may-akda?

A. Madaling mawalan ng ganang magturo ang mga guro dahil wala silang pahinga, Sabado man o
Linggo.
B. Kasipagan at hindi katalinuhan ang binibigyang halaga ng mga guro.
C. Hindi lamang talino ang nagiging batayan ng mga guro sa pagbibigay ng grado sa mga mag-aaral. Commented [W160]:
D. Nawawala ang pagod ng mga guro sa tuwing magkakaroon ng matatalinong mag-aaral.

PASSAGE 11:

A light serene, ethereal glory, rests

Its beams effulgent on each cresting wave;
The silver touches of the moonlight lave
The deep’s bare bosom that the breeze molests;
While lingering whispers deepen as the wavy crests
Roll with weird rhythm, now gay, now gently grave;
And floods of lambent light appear the sea to pave –
All cast a spell that heeds not time’s behests.
Not always such the scene: the din of fight
Has swelled the murmur of the peaceful air;
Here East and West have oft displayed their might;
Dark battle clouds have dimmed this scene so fair;
Here bold Olympia, one historic night,
Presaging freedom, claimed a people’s care.

Moonlight on Manila Bay

Fernando Maramag

259. What historical event was captured in the poem?

A. Mock Battle C. Battle of the Philippine Sea Commented [A61]:
B. Battle of Manila D. Philippine-American Battle

260. How is the poem organized?

A. Through progression of conflicts C. Through detailed description of an incident Commented [A62]:
B. Through analyis of numerous of facts D. Through comparison of numerous events
261. In the phrase Here Bold Olympia, one historic night, Olympia symbolizes the
A. colonizers. C. motherland. Commented [A63]:
B. colonized. D. homeland.

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262. What does the word presaging in the poem mean?

A. promising C. claiming
B. predicting D. displaying Commented [A64]:

263. The East and West in the 11th line represent

A. Spain and America. C. Spain and Philippines. Commented [A65]:
B. Japan and America. D. America and Philippines.

264. The phrase Here East and West have oft displayed their might indicates
A. struggle. C. placidness. Commented [A66]:
B. brutality. D. fairness.

PASSAGE 12: Commented [acts67]: Filipino passage 3

(5 Questions)
MANGGAGAWA
Bawat palo ng martilyo sa bakal mong pinapanday
alipatong nagtilamsik, alitaptap sa kadimlan;
mga apoy ng pawis mong sa Bakal ay kumikinang
tandang ikaw ang may gawa nitong buong Santinakpan.

Nang tipakin mo ang bato ay natayo ang katedral

nang pukpukin mo ang tanso ay umugong ang batingaw,
nang lutuin mo ang pilak ang salapi a lumitaw,
si Puhunan ay gawa mo, kaya ngayon'y nagyayabang.

Kung may ilaw na kumisap ay ilaw ng iyong tadyang,

kung may gusaling naangat, tandang ikaw ang pumasan
mula sa duyan ng bata ay kamau mo ang gumalaw
hanggang hukay ay gawa mo ang krus na nakalagay.

Kaya ikaw ay marapat dakilain at itanghal

‘pagkat ikaw ang yumari nitong buong Kabihasnan.....
Bawat patak ng pawis mo'y yumayari ka ng dangal,
dinadala mo ang lahi sa luklukan ng tagumpay.

Mabuhay ka ng buhay na walang wakas, walang hanggan,

at hihinto ang pag-ikot nitong mundo pag namatay.

265. Sino ang kinakausap ng persona sa loob ng tula?

A. manggagawa C. kanyang sarili Commented [W168]:
B. kaibigang manggagawa D. trabahador

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266. Ano ang ipinahihiwatig na damdamin ng persona?

A. pagdakila C. pagkatuwa
B. paghanga D. pagkaawa Commented [W169]:

267. Itinuturing ng persona ang mga mangagawa bilang

A. tagalikha C. tagapagtaguyod Commented [W170]:
B. tagapuksa D. tagapangalaga

268. Ano ang mensaheng nais iparating ng persona?

A. Higit na mahalaga ang papel ng mga manggagawa sa lipunan bilang manlilikha. Commented [W171]:
B. Pisikal na lakas ang nagiging bentahe ng bawat manggagawa sa lipunan.
C. Isa sa mahahalagang tagapagtaguyod ng lipunan ang mangagagawa.
D. Kilala ang mga manggagawa sa kanilang walang katulad na lakas at kasipagan.

269. Anong uri ng tula ang binasa?

A. tulang may sukat C. tulang may sukat at tugma Commented [W172]:
B. tulang may tugma D. malayang taludturan

PASSAGE 13: Commented [acts73]: English comics

(5 Questions)
Pebrero 3, 1945 Agosto 6, 1945 Agosto 15, 1945 Disyembre 1945
Nagsimula ang Binomba ng Inanunsyo ni Emperor Hinatulan ng Abril 3, 1946
labanan sa Amerika ang Hirohito ang pagsuko kamatayan si Hen. Pinatay si Hen.
Maynila. Hiroshima sa Japan ng Japan. Tomoyuki Yamashita Masaharu Homina.

Oktubre 1944 Marso 4, 1945 Agosto 9, 1945 Setyembre 2, 1945 Pebrero 23, 1946
Bumalik si Hen. Opisyal na Binomba ng Opisyal na sumuko Binitay si Hen.
MacArthur sa napalaya ang Amerika ang ang Japan. Yamashita sa
Pilipinas. Maynila. Nagasaki sa Japan. Pilipinas.

270. Kailan tuluyang sumuko ang Japan sa mga Amerikano?

A. Disyembre 1945 C. Pebrero 3, 1945
B. Agosto 9, 1945 D. Setyember 2, 1945 Commented [A74]:

271. Alin sa mga sumusunod na pangungusap ang totoo?

A. Unang binomba ng Amerika ang Nagsaki kaysa Hiroshima.
B. Opisyal na napalaya ang Maynila matapos bombahin ng Amerika ang Hiroshima sa Japan.
C. Bumalik si Hen. MacArthur sa Pilipinas nang magsimula ang labanan sa Maynila.
D. Hinatulan ng kamatayan si Hen. Tomoyuki Yamashita matapos opisyal na sumuko ang Japan. Commented [A75]:
272. Ano ang mahalagang nangyari matapos ang pambobomba ng Amerika sa Japan?
A. Bumalik si Hen. MacArthur sa Pilipinas.
B. Inanunsyo ni Emperor Hirohito ang pagsuko ng Japan. Commented [A76]:

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C. Opisyal na napalaya ang Maynila.

D. Pinatay si Hen. Masaharu Homina.

273. Kailan nagsimula ang pagsuko ng Japan?

A. Agosto 15, 1945 C. Setyembre 2, 1945 Commented [A77]:
B. Disyembre 1945 D. Marso 4, 1945

274. Ano ang mahalagang pangyayari noong Pebrero 23, 1946?

A. Inanunsyo ni Emperor Hirohito ang pagsuko ng Japan.
B. Binitay si Hen. Yamashita sa Pilipinas. Commented [A78]:
C. Pinatay si Hen. Masaharu Homina.
D. Binomba ng Amerika ang Nagasaki sa Japan.

275. Kailan binomba ng Amerika ang Hiroshima sa Japan?

A. Pebrero 23, 1945 C. Agosto 6, 1945 Commented [A79]:
B. Agosto 9, 1945 D. Pebrero 3, 1945

276. Ang mga pangyayari sa timeline ay naganap sa loob ng taong

A. 1945-1946 C. 1945-1947
B. 1944-1945 D. 1944-1946 Commented [A80]:

277. Ano ang ipinakikita sa timeline?

A. Ang pagbabalik ni Hen. MacArthur sa Pilipinas
B. Ang pambobomba sa Japan
C. Ang pagbagsak ng mga Hapones Commented [A81]:
D. Ang pagpatay sa dalawang heneral na hapones

PASSAGE 14:

For me, as for the others, The Net is becoming a universal medium, the conduit for most of the
information that flows through my eyes and ears and into my mind. The advantages of having immediate access
to such an incredibly rich store of information are many, and they’ve been widely described and dully applauded.
As the media theorist Marshall McLuhab pointed out in the 1960s, media are not just passive channels of
information. They supply the stuff of thought, but they also shape the process of thought. And what the Net
seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to
take in information the way the Net distributes it: in a swifty moving stream of particles. Once I was a suba diver
in the sea of words. Now I zip along the surface like a guy on jetski.
Reading, explains Wolf, is not an instinctive skill for human beings. It’s not etched into our genes the
way speech is. We have to teach our minds how to translate the symbolic characters we see into the language
we understand. And the media or other technologies we use in learning and practicing the craft of reading play
an important part in shaping the neural circuits inside our brains. Experiments demostrate the readers of
ideograms, such as Chinese, develop a mental circuitry for reading that is very different from the circuitry found
in those of us whose written language employs an alphabet. The variations extend across many regions of the
brain, including those trhat govern such essential cognitive functions as memory and the interpretation of visual

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and auditory stimuli. We can expect as well that circuits woven by our use of the Net will be different from those
woven by our reading of books and other printed works.

278. Which of the following cannot be inferred from the passage?

A. The human brain is almost infinitely malleable.
B. Traditional media have to adapt to the audience’s new expectations. Commented [A82]:
C. Internet use affects cognition.
D. People are in the midst of a sea change in the way they read and think.

279. What does the last sentence of the first paragraph most likely suggest?
A. The author is practicing a new form of reading, which is skimming.
B. The author is not reading online in the traditional sense.
C. The author developed a reading technique through constant internet browsing.
D. The author lost the ability to read and absorb long articles both online and print. Commented [A83]:

280. Which of the following best summarizes the passage?

A. The internet promises to have particularly far-reaching effects on cognition.
B. Internet promotes a new style of reading, a style that puts “efficiency” and “immediacy above all
else. Commented [A84]:
C. The process of adapting to new intellectual technologies is reflected in an individual’s mental habits.
D. Internet weakens an individual’s capacity to for the kind of deep reading.

281. In the passage the word “conduit” means

A. source. C. channel. Commented [A85]:
B. instrument. D. device.

282. Which organizational schemes are used in the first and second paragraph of the passage?
A. assertion followed by supporting evidence Commented [A86]:
B. prediction followed by analysis
C. specific instace followed by generalizations
D. personal reminiscenes followed by objective reporting

PASSAGE 15:

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From childhood's hour I have not been

as others were; I have not seen
as others saw; I could not bring
My passions from a common spring.
From the same source I have not taken
My sorrow; I could not awaken
My heart to joy at the same tone;
And all I loved, I loved alone.
Then- in my childhood, in the dawn
Of a most stormy life- was drawn
From every depth of good and ill
The mystery which binds me still:
From the torrent, or the fountain,
From the red cliff of the mountain,
From the sun that round me rolled
In its autumn tint of gold,
From the lightning in the sky
As it passed me flying by,
From the thunder and the storm,
And the cloud that took the form
(When the rest of Heaven was blue)
Of a demon in my view.

- Alone
Edgar Allan Poe

283. The speaker in the poem is most likely

A. an orphan. C. a pessimist. Commented [A87]:
B. an eremitic. D. a hermit.

284. The speaker presents his thought in the first person point of view from the perspective of
A. a child foreseeing his future.
B. an adult man looking back on his childhood. Commented [A88]:
C. a young adult reminiscing his past.
D. a young boy narrating his present condition.

285. Which word best describes the tone of the poem?

A. somber C. jovial Commented [A89]:
B. apathy D. indifference

286. The “demon” in the last line of the poem refers to

A. sorrow and grief. C. the speaker . Commented [A90]:
B. isolation. D. the speaker’s childhood memories.
287. One can infer from line 9-12 that the speaker
A. seeks a reason for his existence. Commented [A91]:

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B. describes his constant struggles and losses.

C. questions the mystery in the reality.
D. outlines his childhood and adult trauma.

PASSAGE 17: Commented [acts92]: English editorial

(5 Questions)
The lives of Ancient Greeks revolved around eris, a concept by which they defined the universe. They
believed that the world existed in a condition of opposites. If there was good, then there was evil, if there was
love, then there was hatred; joy, then sorrow; war then peace; and so on. The Greeks believed that good eris
occurred when one held a balanced outlook on life and coped with problems as they arose. It was a kind of ease
of living that came from trying to bring together the great opposing forces in nature. Bad eris was evident in the
violent conditions that ruled men’s lives. Although these things were found in nature and sometimes could not
be controlled, it was believed that bad eris occurred when one ignored a problem, letting it grow larger until it
destroyed not only that person, but his family as well. The Ancient Greeks saw eris as a goddess: Eris, the
Goddess of Discord, better known as trouble.
One myth that expresses this concept of bad eris deals with the marriage of King Peleus and the river
goddess Thetis. Zeus, the supreme ruler, learns that Thetis would bear a child strong enough to destroy its
father. Not wanting to ruin the father, Zeus convinces Thetis to marry a human, a mortal whose child could never
challenge the gods. He promises her, among other things, the greatest wedding in all of Heaven and Earth and
allows the couple to invite whomever they please. This is one of the most mixed marriages of Greek Mythology
and the lesson learned from it still applies today. They do invite everyone . . . except Eris, the Goddess of Discord.
In other words, instead of facing the problems brought on by a mixed marriage, they turn their backs on them.
They refused to deal directly with their problems and the result is tragic. In her fury, Eris arrives, ruins the
weddings, causes a jealous feud between the three major goddesses over a golden apple, and sets in place the
conditions that lead to the Trojan War. The war would take place 20 years in the future, but it would result in
the death of the only child of the bride and groom, Achilles. Eris would destroy the parents’ hopes for their
future, leaving the couple with no legitimate heirs to the throne.
Hence, when we are told, “If you don’t invite trouble, trouble comes,” it means that if we don’t deal with
our problems, our problems will deal with us . . . with a vengeance! It is easy to see why the Greeks considered
many of their myths learning myths, for this one teaches us the best way to defeat that which can destroy us.

288. Which of the following statements can be inferred from the passage about Zeus?
A. He feared having an affair with Thetis and, subsequently, a child by her. Commented [A93]:
B. He wanted to be the great king of mankind.
C. He had foreseen that he will be killed during the Trojan War.
D. He has a secret affair with Thetis.

289. The author makes which of the following points about the concept of eris?
A. It defined the universe as a series of problems.
B. It defined the universe as a condition of opposites. Commented [A94]:
C. It defined the universe a mixture of gods and man.
D. It defined the universe as a violent condition that ruled men’s lives.
290. The passage suggests that Zeus did not fear a child sired by King Peleus because
A. he knew that no matter how strong a mortal child was, he could not overthrow an immortal god. Commented [W195]:
B. he knew that Thetis would never love a child from a mortal.

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C. he knew that the child would be killed in the Trojan War.

D. he knew that Thetis would always love him above everyone else.

291. Most explicitly, bad eris is defined in the passage as

A. the problems man encounters. C. the evil goddess who has a golden apple.
B. the violent conditions of life. D. the source of troubles in life. Commented [W196]:

292. Based on the passage, Achilles?

A. was the illegitimate son of Peleus.
B. was one of the greatest heroes in the Trojan War.
C. dies during the Trojan War. Commented [A97]:
D. defeated Zeus during the Trojan War.

293. Which of the following statements is the message offered in the myth?
A. Do not let future circumstances control the present situation.
B. Do not hate the Greek Gods.
C. Do not consider a mixed marriage.
D. Do not ignore the problems that arise in life. Commented [W198]:

294. What main organizational scheme can be identified in the passage?

A. hierarchical order C. order by topic Commented [A99]:
B. chronological order D. compare and contrast

295. Which of the following statements would the author be likely to agree with?
A. Greek myths teach the people to face the problems in life which can obliterate them. Commented [A100]:
B. One can defeat bad eris by disregarding his problems in life.
C. Greek myths will not always be too didactic.
D. Bad eris recurs in one’s life if he keep on accepting the difficulties in life.

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