Book Review

Introduction

English for a Better World III, An Interactive, Collaborative and Integrative Worktext for High School was published in 2007 by Rex Book Store, Inc. It is an educational material prepared by Emerita G. Magsajo-Sarno, Esther L. Baraceros, and Pilar R. Yu.

Authors

Emerita G. Magsajo-Sarno, Ph.D. is a graduate of Bachelor of Science in Elementary Education. She finished her Master of Education, major in Language Teaching at the University of the Philippines, Diliman in 1980. She earned her Doctor of Philosophy, major in Educational Administration at the same university. At present, she is a professor at the University of Asia and the Pacific.

Esther L. Baraceros, Ph.D. obtained her Bachelor of Science in Elementary Education degree from St. Louis University and her Bachelor of Laws from the Lyceum of the Philippines University. She finished her M. Ed. in Language Teaching and Ph. D. in English Studies at the University of the Philippines, Diliman. She also earned 24 units for Ph. D. in Reading Education from the same university. At present, she is an associate professor in English at the College of Architecture, University of Sto. Tomas.

Pilar R. Yu, on the other hand, obtained her Bachelor of Arts in Mass

Communication degree from the Far Eastern University, her Master of Arts in Communication Arts (English) from the Pangasinan State University and her Master of Education in Theatrical Arts from the West Visayas State University. Ms. Yu developed Instructional Materials for Communication Arts in English and coauthored Fundamentals of Grammar and Learn to Write series. Today, she is a lecturer and a trainor in effective communication and personality development.

Framework

The authors came up with a Basic Education Curriculum 2002 compliant worktext whose theoretical framework  reflect the theory of language, theory of language acquisition and the pedagogical thrusts which prevail at the time indicated. “Language is viewed as a means of communication in the real world” (Basic Education Curriculum, Secondary Level 2002) is the theory of language reflected in the material. Thus, the goal “to develop the four competencies – linguistic, sociolinguistic, discoursal and strategic with emphasis on cognitive  academic language proficiency based on the students’ need for the language” (BEC, 2002) is evident in the presentation of the lessons and activities in the material. Hence, the worktext’s preface indicates its aim to                           

improve and maximize the development of the learners’ communicative skills in listening, speaking, reading and writing. Thus, it caters mechanics of good usage for correct, decent and acceptable expression, provides learning activities which require the students’ mastery of the various techniques of getting the meaning of difficult words such as the use of context clues, classification, clustering, collocation and antonomasia. Moreover, it offers tasks which promote exchange of ideas among students and intends to enrich their world views for world progress (Barraceros, Magsajo-Sarno, Yu, 2007) with the help of the reading and literary selections written by Filipino, English and American authors. Its scope and sequence exactly adopted the BEC’s 2002 scope and sequence as follows:

I.                    In the Realms of Thoughts

II.                  Interactions

III.                Quality, not Quantity

IV.              Making a Difference

Evaluation Proper

            Factor 1 : Learning Competencies Covered

            The worktext does not provide a clear statement of the

learning competencies covered besides the scope and sequence

reflected in the Table of Contents. So, the evaluator resorted to analyzing the activities provided in each macroskill indicated to come up with the competencies enumerated below:

            For listening:

1.      Identify explicit signals given by the speaker (e.g. “this is important…”) to underscore a point

2.      Listen for clues to enable one to tune in to the topic discussed

3.      Employ listening strategies suited to the types of text

4.      Use TLQR when listening to informative and argumentative texts

5.      Listen to single out reasons cited in argumentative texts

6.      Listen to appreciate the melody, rhythm and words of award winning songs used as musical themes in movies

For speaking (These are based on the interactive activities given in the text apart from the drills in pronunciation.)

1.      Elicit and give information using different types of questions and seek clarification and verification of responses made

2.      Give information obtained from varied sources talks, periodicals, mass media

3.      Use form, function and context to express one’s intended meaning                                  

4.      Conduct interviews to determine opinion on issues affecting the

nation

                                   Reading:

1.      Adjust and vary reading styles to suit the text, one’s background knowledge of the topic discussed and one’s purpose for reading

2.      Demonstrate the ability to use titles and sub-titles as a means of getting an overview of the text and linking it with previous knowledge of the topic

3.      Demonstrate the ability to use varied ways of organizing information (outlining, graphic representation, etc.)

4.      Note the use of emotion-laden terms to express opinions

5.      React critically to what is read by judging the relevance and worth of ideas, soundness of the author’s reasoning, and the effectiveness of the presentation

6.      Employ varied strategies to make sense of unknown words (word derivations, context clues, word analysis, etc.)

As for writing:

1.      Demonstrate imagination in writing different text types: narratives both in text and script forms, descriptions, definitions,

                 critiques of a movie or play                                                

1.1             Produce a unified text by using cohesive devices, coordination and subordination to enhance clarity of ideas, and the appropriate micro-discourse signals to establish meaning relationships

2.      Express opinion in writing (e.g. stand on certain issues, complaints, etc.) and write summaries of survey reports on a given issue

3.      Give and respond to feedback on how to revise compositions or refine ideas by citing details, giving explanations, examples where necessary

And for literature:

1.      Discover literature as a means of understanding man and society (i.e. the bonds/links between man and society) as presented in Philippine English and American literature

1.1             Sow a keener sense of values that last in spite of changes brought about by science and technology

1.2             React to experiences or actions of the characters in relation to real life situations

1.3             Express the belief that people can change their ways depending on their motivation and determination as

                            shown in literature                                              

1.4             Analyze and explain how the environment influences the person’s character and actions

2.      Show understanding and appreciation of varied genres focusing on the contributions of British and America (i.e. sonnets, short stories, etc.)

2.1             Trace the development of character and conflict in narratives and dramas and discuss the devices used to achieve unity of effect

3.      State the effect of a literary piece on one’s value system

3.1             Single out worthwhile human values

4.      Single out the devices employed in fiction works and non-fiction works (foreshadowing, flashbacks, figurative language, etc.) used by the author for intellectual, emotional and aesthetic purposes

Factor 2 : Learning Competencies sufficiently Developed

As observed, not all competencies presented in Factor 1

were sufficiently developed through the activities and exercises provided in each lesson mainly because some tasks given do not seem to conform with the competencies reflected. In listening for example, the first competency mentioned has been partly reflected in the task given on page 159, number six is observed in tasks given on pages 81 and 218,                                                           

whereas, competencies two to five are exemplified in most of the tasks given. For speaking, competencies one to three have been carried out, whereas, the last one is observed only on page 111 and is given as a lesson for developing a writing skill. On the said page, tips on how to frame questions for interview and to conduct it were presented. As for the writing competencies, number one does not seem to surface that much considering that most of the tasks given under the heading Creative Writing are mostly on identifying and rewriting sentences/passages.  Take the following directions for example:

1. “On your paper, rewrite the following passage. Correct all sentence fragments.  You may have to change or add a few words “ (Baraceros, et al., 2007  p. 16).
2. “Below is a selection on Gender and Power of the Egyptian women. Write the contradicting ideas found in the text” (Baraceros, et al., 2007 p. 66).
3. “Read silently the text below. Look for the verbals (participial, gerund, infinitive) in the sentences. Afterwards, answer the exercises that follow” ( Baraceros, et al., 2007 p. 82).

“The exercise that follows presents these directions : In the column, write each verbal phrase. There are only ten total phrases. Do not                                                     

           write any single participles, gerunds or infinitives” (Baraceros, et al.,

           p.83).

           4. “The following sentences are written in the passive voice.

             Rewrite them in the active voice. If the sentence is correctly

             written in the passive voice, write OK ( Baraceros, et al., 2007 p.

              298).

These are only few of the tasks given in creative writing, tasks

which obviously do not require creativity or the use of imagination from the learners when accomplished.

                  Competencies in reading have been partially developed whereas, those in literature are observed to have been fully carried out.

                        Factor 3: Appropriateness of Material

                         For reading and literature side, the worktext does not exhibit any biases in regard with culture and gender in any form. Reading and literary selections are found to be engaging and questions posed in the comprehension check are really thought-provoking and perceived to be appropriate to the level that the material is intended for. However, finding that most of the texts given in the reading macroskill are obtained from  sources like Philippine Panorama (a local magazine) as exhibited on pages 50, 77, 205, 222, 262 and 364, the Philippine Star (a local paper) on pages 126, 186, 240 and 293 and the Reader’s Digest on pages 118, 321

and 412 the evaluator concluded that the material may display the authors’ limited preference of reading materials, something which, for the evaluator, poses a depressing view or influence on the users of the                                                              

worktext. The authors’ focus on limited sources may imbibe an outlook that “besides the aforementioned sources, there are no other reading materials that may provide students interesting and comprehensive selections or articles which will benefit them on their studies.”

                        Exercises, on the other hand, are found to be appropriate in some macroskills but inappropriate in others. For example:

Appropriate

-          Activity 2 on page 53, given after the discussion on the selection “The Second Coming” by William Butler Yeats. Its direction says: Try to explain the following:

1.      Yeats does not merely talk about twenty centuries of silence. He symbolizes them. What symbol does he use? Why do you think he presents it through a description of its features rather than by naming it outright?

2.      What symbol does Yeats use to represent the coming era? What characteristics do you associate with this symbol?

-          Activity 1 on page 68 which is given after the lesson on Figures of

Speech                                                     

-          Activity 4 on page 81, the use of the song “The Impossible Dream” in

            identifying infinitives then in activity 5 students are asked to group

themselves and discuss among them the questions asked concerning the said song.

-          The Interactive activity on page 89 which deals with the explaining of lines taken from the story “The Richer, The Poorer” by Dorothy West.

These are considered to be appropriate exercises for

the target level of learners because these provide them challenging and interactive activities which is the focus of the collaborative approach. However, these are outnumbered by the inappropriate ones as mentioned in Factor 2 and elaborated in Factor 4.

            Factor 4: Presentation and Organization of Material

                        Since the text follows the scope and sequence given in 2002 BEC for Secondary Level, the order in the presentation of some other things concerning the scope and sequence is expected to go with the same pattern. However, this has not been the case observed about the material. Refer to the illustration that follows:

          2002 BEC for Third Year Level                 English for a Better World III

Unit I – In the Realms of Thoughts

3.      Reconciling contradictions          1. What’s new?                                                        

4.      Breaking down walls                     2. People change

5.      People Change                            3. Reconciling contradictions

6.      What’s new?                                  4. Breaking down walls

7.      Looking back, looking forward 5. Looking back, looking

                                                          Forward

Unit II – Interactions

1. Informal Interactions with People        1. Interaction with People
2. Interaction through Technology          2. Interaction with Technology
3. Interaction with nature                         3. Interaction with nature
4. Interaction with ideas- a self-talk         4. Interaction with ideas- a

                                                                     self-talk

5. A cross-cultural perspective                 5. A cross-cultural perspective

Unit III – Quality, not Quantity

1. Uniqueness                                             1. Uniqueness
2. Multi-modal                                            2. A work of art
3. A work of art                                           3. Multi-modal
4. Transcending time and space            4. Transcending time and
5. Beyond the unexpected                          space

Unit IV – Making a Difference

1. People who make a difference   1. People who made a difference
2. Moving ideas                                  2. Inventions and discoveries that                                                      

3. B     Inventions and ideas that                  changed the world

 change the world                         3. Moving ideas

4. What if?                                              4.  What if?... (Hypothetical

                                                                    conditions)

5. Refuting arguments                       5. Refuting arguments

Adaptation and revisions are observed in the scope and

sequence where order, verbs and prepositions are concerned. Despite the revisions, consistency and connections among concepts/ideas given are evident as shown below:

Chapter I

Lesson 3 – Reconciling Contradictions

1. Listening

Riddles are presented and students are encouraged to give the answers and compare them with their classmates’. Then, they are asked to choose which ones, they think, are the best answers to the riddles given.

2. Speaking

Consonant sounds in riddles heard are emphasized and recited. Then, a poem by E.E. Cummings titled “maggie and milly and molly and may” is presented to be read out loud.                                                    

3. Reading

“Lessons in Contradictions” by Janet Monti is presented.

4. Writing

A lesson on the Use of Conjunctions on Ideas that Contradict is given.

5. Literature

A discussion and an exercise on Figures of Speech are given. Then, two literary selections are presented afterwards. The first is the “Pretty Words” by Elinor Wylie and the second one is “I would rather” by Eric Soderlund. Both deal with contradictions. The lesson concludes with a statement by St. Francis de Sales which goes:

“When you encounter difficulties and contradictions, do not try to break them, but bend them with gentleness and time.”

Then, in most lessons macroskills are presented in the following order:

1. Building Images

This indirectly gives the major concepts/ideas needed to be learned by the students as reflected in the following items:

   Lesson 2 is on leaders/leadership so a checklist that reveals the characteristics of a leader is given. Then, a question that goes: “If you were a leader, what characteristics would you have?”

           is posed.                                                       

2. Listening

This contains the prelistening part which gives the vocabulary words or an exercise related to the listening material to be presented. For instance, in Lesson 1, vocabulary words are given because the material is an essay. A checklist on indispensable things to do is offered on lesson 2 for the material is a story entitled “Indispensable Tiger”. Whereas, sharing of experiences on Mt. Pinatubo eruption is the task on Chapter II, lesson 3 considering that the material to be listened to is a narration on a volcano eruption in

           the United States.

                    Listening part gives the listening material followed by the

            postlistening section which presents the questions on the material

            listened to.

3. Speaking

Here, vowel and consonant sounds heard/observed in the

           listening material are discussed and practiced. Tongue  

           twisters/passages related to the sounds discussed are given as 

           drills.

4. Reading

This part is broken down as the following:

Prereading – sub-titled as “Vocabulary Enrichment”                                    

Setting the Purpose for Reading – sets the motivation

Reading Selection – presents the material to be read

Comprehension Check – contains the questions for discussion and the interactive activity which provides students an opportunity to work with their classmates/peers

5. Writing

This is divided into three parts:

A.    Language at Work – presents a lecture on a particular grammar lesson

B.      Application Exercises – give items in connection with the

 grammar lesson

C.    Creative Writing – provides a writing activity for the learners

6. Literature

This section offers one or two selections to be read and

            discussed. Discussion concludes with an afterthought which  

            presents a quotation/passage by a famous author/philosopher.

            As for the revisions and skipping reflected in the worktext, the evaluator did not find any disparity on the organization and logical flow of the lessons considering that concepts/materials presented in the macroskills justified the said revisions. Lapses in coherence and unity are                                                           

noticed though as the following items show:

-          Chapter I, lesson 2, page 47 – The lesson is on Agreement of Subject

and Verb and a very basic rule on numbers (singular and plural) in grammar is given and another on subjects with intervening words/phrases yet items that come after the lesson contain sentences whose subjects exhibit different rules on S-V Agreement and others come in inverted word order, a topic which has not been taught. The sentences are the following:

In Activity 2

1.      Do you know whether the sale of tickets (has, have) started?

2.      Down the stretch (come, comes) the three runners.

3.      Beneath these buildings (run, runs) an underground stream.

In Activity 3

1.      Is football or rugby played in the Philippines?

2.      Neither Nina nor Julia plans a career in acting.

3.      Trimming and pruning helps keep a plant healthy.

4.      Mother and Linda goes to church every Sunday.

In activity 4, the direction says:

“Fill in the blanks in the passages that follow by

supplying the correct tense form of the verb whose base form is found                                                        

below the line” (Baraceros, et al., 2007).

Note that, the lesson is on S-V Agreement. And here is

creative writing activity’s requirements:

           “The impact of a piece of writing often depends on the writer’s use of verbs. Precise vivid words used in the active voice make a better impression than general verbs used passively. Imagine a very dull scene such as a person watching television or eating dinner, or a group of people riding in an elevator or escalator. Using strong verbs, write an essay making the scene as fascinating as possible. You may want to use exciting modifiers as well. It maybe a humorous piece, or one that sets a mood of tension or fear” (Baraceros, et al., 2007)

-          Language at Work, page 64, The Use of Conjunctions on

Ideas that Contradict is the lesson given based on the selection “Lessons in Contradictions” by Janet Monti. Here, five sentences from the selection are given with the conjunctions underlined, then, partly defined. What comes after that is exercises which display the following directions:

1. Activity 1 : “Combine the two sentences by using the following conjunctions: but, while, although, yet, though (Baraceros, et al., 2007).
2. Activity 2 : “Fill in the blanks with the correct conjunctions chosen                                                      from the pairs given in the parenthesis” (Baraceros, et al., 2007).

3. Creative Writing : Below is a selection on Gender and Power of the Egyptian Women. Write the contradicting ideas found in the text (Baraceros, et al., 2007).

Here, the use of each conjunction is not discussed, thus, making

students realize the correct use of each conjunction given may not be possible unless they already have a prior knowledge of the concepts.

-          Language at Work on page 144, the lesson is on the “use of the present progressive tense” (Baraceros, et al., 2007) and the exercises reflect it, yet the creative writing activity presents these directions:

“One way to make writing more interesting and clear is to avoid overuse of common verbs. For example, any of the following verbs could be used in place of the verb to say : declare, state, aver, affirm, allege, insist…. Make a similar list of more precise synonyms for the verbs to walk and to run. Then write a brief essay on the subject of the body language of walking or runnig, and explain what personality traits are revealed by the way in which a person walks or runs” (Baraceros, et al., 2007).

                                             

          Factor 5 : Accuracy and Up-to-Dateness of Information

                        The worktext, as a whole, does not exhibit any obsolete information, but where errors are concerned there are a lot as

specified below.

Typographical Errors and Inconsistencies in spelling on the names

           of the following authors:

1.        Bjornstjerne Bjornson which is spelled as Bjornstherne Bjornson    

                 under the title of the selection on page 250, in the index on       

                 pages 460 and 466 but spelled as Bjornstjerne Bjornson on page

                 250 in a boxed biography after the title

2.        Antoine de Saint-Exupery spelled as De Sait-Exupery, Antoine on  the Bibliography page

3.      Eric Soderlund is spelled Eric Suderland on the acknowledgement page, and Eric Soderland on pages 71, 462 and 465.

4.      Edmund Spenser is Edmund Spencer on the index page

As for Grammar Lessons, conceptual and grammatical errors are observed. In a sample sentence given on page 13 on the topic “Fragments vs. Sentences” (Baraceros, et al., 2007) it says:

         *Alice tried to decide when to see the doctor (noun clause

used as  a direct object)(Baraceros, et al., 2007)                                      

Obviously, the clause in the sentence is an object of the

infinitive, to decide. On page 78, the grammar lesson is labeled

Sentences Using Verbals and it begins with a definition of the word  verbals. Then an introduction of each verbal – gerunds, participles, and infinitives followed. Here is how gerund is defined:

                 “The gerunds (ending in –ing). A gerund does the work of both a verb and a noun. It is a verbal noun that can be used as a subject, an object, or an object of the preposition” (Baraceros, et al., 2007).

The exercises provided in the entire lesson deal with identifying

verbals, no items nor an activity is suggested for the use of the concepts introduced. Even the creative writing activity dwells on just copying and categorizing verbals from the essay provided. Another thing is that, the title of the lesson itself “Sentences Using Verbals” does not give a clear idea as to whether the page is about the use of verbals or on just recognizing  verbals in sentences.

      Then there are also errors on pictures used on some of the

pages. The first one is found on page 18. It accompanies the story “A Raisin in the Sun” and shows an image of the sun with a number of raisins on its face. On page 62, the selection “Lessons in Contradictions” by

Janet Monti comes with a picture displaying three ragged children scavenging a large waste bin in front of a building which bears the                                                         

capital letters SM . The said text relates the thoughts of a person on contradictions that he has been observing in life, in every place and in every instance. The narrator mentioned places like Iraq, America and

Idaho and the people he met in those places. Nothing is mentioned about the Philippines and the Filipinos. The point is that, the authors seem to be trying to relate the context to the target learners who are obviously Filipinos by means of the said picture, a kind of a presentation which may give the students an idea that there is already a mall named SM in Iraq or Idaho and that, what prevails here in our country where underprivileged are concerned also prevails in the places mentioned. On page 94, the story “The Owl Never Sleeps” comes with a picture of a bird which acts otherwise. With Ralph Waldo Emerson’s essay “Self-Reliance” comes a picture exhibiting a farmer with his carabao and a plowing implement. With it, the text can be interpreted as if it talks of the farmer alone and his  self-reliance. Famous people speak of in the essay are Pythagoras, Socrates, Jesus, Luther, Copernicus, Galileo and Newton and the greatness of their self-reliance. No ordinary person or a famous Filipino is mentioned. On page 358, a picture of a wooden house with holes pecked by a woodpecker and appears to be desolate is placed

between directions that say:

      “Writing about a place. Write a description of one attraction                                            

in your city or town. The description is for a brochure aimed at

getting people to visit the place. Tell what the place looks like, how people use it, and what makes it special. Share your work with a partner” (Baraceros, et al., 2007)

        and  a boxed afterthought that goes:

If builders built houses the way programmers built programs, the first woodpecker to come along would destroy civilization. -          Gerald Weinberg

                  This page poses confusion because one may think that the picture is for the writing activity that precedes it.

Conclusion

                        After the process, the evaluator concludes that the worktext is an educational material that:

-          can be used as a supplementary material due to the following reasons:

a.     It doesn’t conform with Tomlinson’s (1998) definition of a worktext that it must “have the combined features of the textbooks and workbooks.” Thus, just like a textbook it must “contain readings,

teaching points, drills, activities, and tasks for every day lesson.”                                             

b.     It presents excellent lessons in reading and literature, however, its failure to specify and reflect specific reading skills to be attained after each selection hampers its purpose of fully developing the

reading competencies stated in the BEC 2002 to which the material is patterned. Also, use of pictures exhibiting Filipino characters and local settings with selections written by English/American authors defeat the purpose of making students fully understand the text since pictures cater confusion among learners rather than understanding of the context;

c.     Major ideas are implied rather than specified in unit and lesson introductions. Others, like in Unit I and IV, are not even relevant to the topics discussed in the unit. So, if a teacher/student who may use the material happens to be lax and irresponsible a sense of direction or focus may not be set. Thus, attainment of the competency/objective may not be possible.

d.     The headings outline a logical development of contents. Moreover, coherence and unity are observed in some lessons but these are not maintained all throughout the units. Provision of two reading selections of different genres in the reading macroskill is not carried out throughout the rest of the units;                                                       

e.     It gives creative writing activities which do not require creativity among learners. Thus, meeting the writing competencies becomes unworkable. How can one display his creativity in writing by just rewriting, copying or identifying the

concepts given?

-          can be used for different students having different spiritual beliefs, may they be from rural or urban communities considering that values integration in the text does not focus only on a particular spiritual belief. In short, no discrimination on religion or spiritual belief surfaced in the texts. Where intelligence level is concerned, the material may not be appropriate for the slow learners, because despite the fact that simple to complex presentation of the lessons is exhibited, the worktext provides exercises which do not conform to some of the grammar lessons given, lessons which require the use of the prior knowledge or an advance study on the part of the students. Furthermore, an extra effort on the part of the teacher may be required for he may need to teach concepts/ideas which have not been presented in the lesson before the items be given to the students. Another is that, there are activities in grammar and writing that require peer evaluation something which may not be realized when to be given to the slow learners. How would one                                                      

check the work of the other if the former does not have any idea or mastery  of  linguistic rules? Should this worktext be used by an irresponsible teacher to teach slow learners meaningful learning experience will never be achieved.

-          is not flexible for no matter how the authors tried to explain

concepts and connect them to one another the material failed to achieve impact because consistency and pacing are not sustained. Some grammar lessons (e.g. verbals, present progressive, S-V- Agreement) give overwhelming items which do not correspond to the lessons given. Lapses in the presentation of the lessons are emphasized even more when the evaluator realized that there are concepts/ideas reflected on the Appendices, concepts and ideas which could have been integrated with the lessons catered to give students a better view of the topic discussed . Examples of these are : discussion on Guide to Letter Writing, Principal Parts of Troublesome Verbs, Phrasal Verbs, Common Errors in English, Guide to Pronunciation, Euphemism and others.

            As a whole, the worktext reflected the collaborative learning approach  

            Hence, the worktext is “not a good” educational

material. As Jonhson (1972) defines instructional materials, “designed classroom tools which contain instructions to learners or teachers, and

which specify for each increment of learning (1) the content to be learnt;

(2) the techniques of presentation, practice and use of that content; and (3) the modes of teaching associated with those techniques.”

                                                        

                                                         

References  

Baraceros,  E.L., Magsajo-Sarno, E.G. and Yu, P.R. (2007) English for a Better  

          World III. Quezon City: Rex Book Store Inc.

Celce-Murcia, M. and Larsen-Freeman, D. (2^nd ed.) (1999). The Grammar  

           Book. Heinle and Heinle Publishers.

Tomlinson, B. ed. (2003) Developing materials for language teaching.

              Cromwell Press.

Operations Handbook in English (2002). Basic Education Curriculum for

               Secondary Level. DepEd Complex, Meralco Ave., Pasig City.