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LET Topnotchers’ Notes

● Sanitary drinking fountains and safe playground are facilities present in a health-promoting school environment.
● With NCBTS as guide, an ideal learning environment should have the following characteristics, EXCEPT build many professional linkages
● Prominence of bulletin boards in every building is a physical school environment that supports learning.
● A 15-year-old felt ignored by her crush that she believes is her one true love. She is crying incessantly and refuses to listen and accept sound advice
that the teacher is offering. Her refusal to accept is because 15-year-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective.
● A preschool teacher is thinking about how best to develop the fine monitor skills of the 4-year-olds. The teacher should consider conducting a variety
of fun and challenging activities involving hand muscles daily.
● Science Teacher Iah showed her class a glass of water with an egg in it. She asked the class: “What happens to the egg if I add three tablespoon salt
to the glass of water?” This is hypothesis formulation. The cognitive developmental stage of Teacher Iah’s class is formal operational stage.
● Focusing on natural consequences of students’ behavior develop more self-regulation in the students. “If it takes you longer to finish the seatwork
because time is wasted with chatting, then we won’t have time to go to the playground anymore” is an example.
● Learners are more likely to internalize and follow classroom rules when the learners participate in the rule-making process.
● For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all EXCEPT be open to exceptions each time a
learner misbehaves in class.
● The CORRECT statement on student diversity is teacher should accept the value of diversity.
● When students accept the fact that all people are unique in their own way indicates that he/she values diversity.
● Making use of a variety of assessment methods and activities is a teaching – learning implication of student diversity.
● This comment from a teacher: Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos mong
maunawaan ito, will most likely make a child try harder, rather than give up.
● When the teacher groups the learners by their ability level and makes the groups work with the same topic but assigns a different task
appropriate for each group to accomplish demonstrates differentiated instruction.
● Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable is a teaching practice that gives
primary consideration to individual differences.
● Fearful, inhibited, hostile and withdrawn are most likely the kind of children raised by authoritarian parents.
● If a child was raised by authoritative parents, he/she will most likely relate well to classmates.
● Teacher Vanessa believes that students need not know the intended learning outcome of her lesson. She proceeds to her learning activities at once
without letting them know what they are supposed to learn for the day. Teacher Vanessa negates the principle of teaching that effective learning
begins with the setting clear expectations and learning outcomes.
● Teacher Prince noticed that in group work, students just leave the work to the leader and so vowed never to give group work again. Teacher Prince’s
decision is against the principle that learning is a cooperative and a collaborative process.
● In his desire to finish the content of the course syllabus, Sir Janus just lectures while students listen. Sir Janus violates the principle that learning is an
active process.
● Mr. Bermundo asks his pupils to see the connection of their new lesson to their own personal experiences and share the same with the class. Mr.
Bermundo believes in the principle that learning is the discovery of the personal meaning of ideas.
● Sir Kier avoids drills out of context. He gives real-world Math problem for students to drill on. Sir Kier is very much convinced of the principle that
learning is the discovery of the personal meaning of ideas.
● For meaningful teaching and learning, it is best to connect the lesson to the life of students by integrating a relevant value in the lesson. This is based
on the principle that lesson objectives/intended learning outcomes must integrate 2 or 3 domains – cognitive, skill and affective or cognitive
and affective or skill and affective.
● Teacher Rey shared this lesson objective/learning outcome with his students: “Before the period ends, all of you must be able to identify the topic
sentence and supporting sentences of a given paragraph.” Teacher Rey drilled them on subject-verb agreement to ensure that they can write a good
paragraph then gave a ten-sentence paragraph for the students to determine subject-verb agreement before the class period ended. Teacher Rey did
NOT use the lesson objective/learning outcome as guide in the development of his lesson.
● Here is a lesson objective: “At the end of the lesson, the pupils must be able to develop a positive attitude towards work.” This is NOT a SMART
objective because develop is a non-behavioral term.
● Teacher Clarence wanted her students to rate their own work using the scoring rubric which she explained to the class before the students began with
their task. Based on revised Bloom’s taxonomy, the students are in the analyzing level of cognitive processing are the students.
● You are required to formulate your own philosophy of education in the course, The Teaching Profession. Based on Bloom’s revised taxonomy, you are
in the creating level of cognitive processing.
● Mr. Sevilla requires his class to conduct research, write a research report and defend the same before a panel of experts. The students will be engaged
in Retrieval, Comprehension, Analysis and Knowledge utilization level/s of processing
● Teacher Princess encourages her students to make the intended learning outcome their own and explain that she expected them to monitor now and
then their own progress toward the intended learning outcome and act accordingly. The class expected to act in metacognitive system level of
processing.
● Sir Johdel sees to it that his class sees the importance of the grammar lessons in English and so gets intrinsically motivated to learn. The class
expected to act in self-system level of processing.
● Teacher Joshua talked all period. He taught the class the steps to undertake in the conduct of an action research. He also showed a model action
research. He was more subject matter-centered and teacher-centered.
● Ms. Seraspi’s lesson was on “What man can do to arrest climate change”. She made students do the talking, arguing, the synthesizing. She gave her
lecture after students have participated in the lively discussion. Ms. Seraspi employed a learner-centered approach teaching.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -1-

● In the FS course, FS students are required to observe, analyze and reflect on actual class proceedings. The pedagogical approach of K to 12 as cited
in the K to 12 law observed in the conduct of this FS course is reflective
● The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher teams up with the Economics teacher, the Professional
Education teacher for a thorough discussion of AQRF from the perspective of other disciplines. The Asian History teacher’s pedagogical approach is
integrated.
● The spiral progression approach in teaching Math in the K to 12 curriculum means that you teach basic Math concepts from K to Grade 10 in increasing
depth and breadth across the grades. This means that Math Teaching is developmentally appropriate.
● Teacher Aziz demonstrated the deductive method of teaching in his English class. Based on his teaching demo, he asked the class to outline the steps
of a deductive teaching method. The student’s outlines served as the starting point of the class discussion on the steps of the deductive method.
Teacher Aziz went inductive NOT deductive.
● Teacher Vel Marie said: “This is the rule on how to multiply fractions. To illustrate, let’s give examples.” Then she gave fractions to the class for them to
multiply. Teacher Vel Marie proceeded deductively.
● Deductive teaching method is less interactive and require relatively shorter period of time to cover content.
● When you begin teaching with the generalization then bring in details, you employ deductive teaching method.
● When you begin teaching with concrete experience then come in with conclusion, you employ inductive method.
● Learning is an active process. An application of this principle is let students learn the steps in opening a computer by making them follow the
steps.
● The more senses that are involved, the more and the better the learning. Bringing students to field trips with the consent of school and parents is
apractice is aligned with this principle.
● A non-threating atmosphere enhances learning. No bullying practice is an offshoot of this principle.
● Emotion has the power to increase learning. To apply this principle, teacher must touch students’ emotion when he/she teaches.
● Good teaching goes beyond recall of information. So a teacher must make students connect facts learned to form concepts and abstractions.
● Learning is meaningful when it is connected to students’ everyday life. An application of this principle in teaching is when teacher asks the class
to show application of what they learned to their daily life.
● An integrated teaching approach is far more effective than teaching isolated bits of information. Teachers then should avoid teaching to the test.
● If Teacher Algie develops lesson the OBTL way, she should make students understand what they are expected to know and able to do after the
lesson
● In OBTL, assessment should be based on intended learning outcome.
● I wasn’t satisfied with Student B’s yes as an answer and so I asked her to explain why? I asked her a probing question.
● Teacher Abdul claims he can’t accept an “I don’t know” answer. So he does prompting.
● To obtain well-thought out answers, allowing sufficient time could help.
● This is my questioning behavior: I ask the question, I pause for a while then call on a student. This questioning practice is involving as many as
possible.
● You get a partially correct answer. You may say “yes but a part needs improvement”. You may handle the response by providing a corrective feedback.
● A question is raised by one student. You don’t answer it but throw back the question to the class. You are redirecting questions to other pupils.
● Rejecting student’s answer outright is a practice that doesn’t promote interaction.
● You want to develop students’ critical thinking skills. You should ask divergent questions and open-ended questions.
● Convergent questions will least promote interaction among students.
● All are responsibilities of the Learning Resource/ Audio-Visual/ Educational Technology Center of a school EXCEPT accomplish the students’
technology project for them.
● The Learning Resource / Audio-visual / Educational Technology Center regularly provides the Teachers a list of websites, apps and instructional
materials available in the city which are relevant to the different subjects they teach. This fulfills its function as center of resources.
● The Learning Resource / Audio-visual / Educational Technology Center sponsors a seminar-workshop for teachers and administrators on the use of the
latest presenter applications. This fulfills its function as agent of teaching
● In order for the students to clearly understand the structure and content of the teacher’s presentation, the teacher should have a short preview.
● Miss Mary is preparing slides for her lesson demonstration, she remembers to supply the rule of six. Most likely she will have six lines on each slide
with each line having not more than six words.
● Miss Clarence is very excited to do her presentation about the effects of global warming to Grade 5 students. She wants to make sure the children will
be interested. While preparing her slides, she should include pictures and a short video clip that captures the effects of global warming
● Miss Gasat is planning technology integration in her science lesson on states of matter. She is applying her pedagogical knowledge when she looks
into the characteristics and interests of the learners in order to choose activities that would match them
● Mr. Balita is planning technology integration in his social studies lesson on the EDSA Revolution. He is applying his content knowledge when he
includes information from EDSA revolution video documentaries
● Ms. Rose Ann is implementing a technology-integration activity for 4th graders to work on multiplication of two digit numbers. The teacher evaluates
math apps on multiplication, matches them with her students skill level, demonstrates how the apps are used, and allows her students to
explore and work on the app illustrates the interaction of the teacher’s technological, pedagogical, and content knowledge.
● A Biology teacher uses a PowerPoint presentation to show the classification in Kingdom Animalia. The teacher then teaches them how to use a
software in making graphic organizers. Students then use this to create their own graphic organizers to classify animals. This shows technology
integration which is entry-constructive.
● Teacher Aranas demonstrates how to work with math app that provides practice in adding mixed fractions. The students then work independently with
the app to provide them sufficient practice in adding mixed fraction. This shows technology integration which is adoption-active
● A Grade 8 Social Studies teacher gave a project where her class in their school campuses in Visayas and Mindanao. They will create posters and a
video clip to communicate a message about peace. They will use social media to spread their peace campaign. This project involves technology
integration which is transformation-constructive
● Mr. Oliver is evaluating a website for his Literature class. He is making sure that factual pieces of information found on the site are well documented and
pictures and diagrams are properly labeled. He is also checking that there are neither misspelled words nor grammar errors. He is focusing on
accuracy.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -2-

● Miss Jalara is evaluating an early literacy app for her kindergarteners. She is making sure the app is uncluttered in appearance, is arranged in some
order of difficulty, and that icons represent what they were intended to represent. She is focusing on organization.
● Miss Mendoza is evaluating an app for her Grade 7 English class. She is finding out whether the app taps the skill found in the Grade 7 standards to
ensure that this app will be helpful in meeting her objectives. She wants to make sure it is not too easy nor too difficult for her students. She focusing on
appropriateness.
● MOOCs are considered massive because they can accommodate a big number of learners.
● MOOCs are open because courses can be accessed by anyone anywhere as long as they are connected to the internet.
● MOOCs are considered as a course because they have a guide or a syllabus that indicates content, objectives, activities, and assessment.
● In a curriculum development class, the teacher asked the students to give an enriched definition of the curriculum. Curriculum is the sum total of all
learning experiences in the teaching-learning process.
● Ordinary people consider curriculum as a list of subjects, courses to complete and subjects to undertake.
● Curriculum may be defined in many ways. This proves that the concept of curriculum may be defined from different perspectives.
● The Philippine Association for Teachers and Educators (PAFTE) proposed a new curriculum for Teacher Education to make the graduates globally
competitive. This is a type of recommended curriculum
● In order to have an effective teaching and learning, there must be an adequate utilization of learning materials. This refers to supported curriculum.
When teachers conduct a series of evaluation to determine the extent of teaching, assessed curriculum must be implemented.
● This curricularist uses unique and out-of-box strategies to make his/her class highly engaging. He/She is an innovator
● This curricularist has published researches, books, manuals, and other instructional materials. He/She is a writer.
● This curricularist attends to seminars, workshops and pursue graduate work. He/She is a knower
● When a school believes that curriculum should highly focus on Math, Science and other fundamental intellectual disciplines, this school believes in the
curriculum view of Arthur Bestor.
● The following are characteristics of progressive curriculum except knowledge that comes from various disciplines should be the focus.
● In analyzing the curriculum, the teacher should consider the following: Vision, mission, goals and core values of the school; Learning resources
and faculties of the school and Needs and interests of the learners
● When the curriculum is viewed as a process, the teacher should consider primarily in designing his/her lessons the various methods and strategies.
● Various curriculum perspectives could be the content/topic when the teacher asked the learners to define curriculum and complete a matrix on the
differences between traditional and progressive curriculum.
● Identifying learning goals and objectives usually comes first in developing curriculum.
● The best feature of Tyler’s Rationale is the planning phase
● All these questions should be answered by curriculum except what qualifications should teachers have?
● Mrs. Valdez asks her Grade 10 class to read biographies, encyclopedias, history books and the like during their free time. She is a believer of the
philosophy perennialism.
● Historical foundations show the chronological development of curriculum, mostly shown using a timeline.
● Curriculum development is more effective if it is a comprehensive process, rather than “piecemeal” is an axiom that emphasizes that curriculum
design should be based on a careful plan, intended outcomes clearly established, etc.
● Teachers are the primary movers in the implementation of the changes made on curriculum.
● A barangay official suggested that fishing and marine life be included in the barangay public school so that learners will have a background on the
primary livelihood in their area. This is based on career-centered curriculum design model.
● Correlated is the primary characteristic of a subject-centered design model of curriculum.
● As an implementer of curriculum, the teacher has to perform all these tasks except design reliable and valid assessment tools
● Implementation means putting into practice the experiences which has been written in all except internet resource sites
● All are involved in “teaching” except meeting with the parents
● The following are the roles of the stakeholders in curriculum development except help in formulating the appropriate learning experiences.
● Parentsare direct partners of the school in strengthening learning experience in the home.
● Learners are at the core of the curriculum. They are the primary beneficiaries of the curriculum.
● All are importance of evaluating the curriculum except to be able to boast of a new and improved curriculum every time.
● Teacher performance is acomponent that can be included in curriculum evaluation.
● We need to evaluate the curriculum whenever necessary.
● Teacher Felicito gave True-False pretest on social justice. Based on the pretest results, he taught her class social justice by correcting whatever wrong
concepts the students have and affirmed and expounded on their correct concepts. After correcting their wrong concepts and affirming their correct
answers, Teacher Felicito gave the class a posttest. Among forms of assessment explained, Teacher Felicito did an assessment FOR learning.
● The class was taught how to conduct an action research and was required an end-of-the-term written research report. The class was taught how to do
the research report and was shown as an Analytic Scoring Rubric for them to know how they will graded. The class took the Scoring Rubric as guide in
the making of their research report. They were all motivated to pass an excellent research report and as a group checked now and then if they were
true to the qualities of an excellent research report as seen in the scoring rubric. This is an example of Assessment AS Learning.
● Teacher Iah is done with Unit 1. She wants to know how well her students could demonstrate the knowledge and skills targeted at the beginning of the
Unit. Teacher Iah is into Assessment OF Learning.
● Summative assessment and assessment of learning are used to determine the grade of students
● Assessment AS learning leads students to become self-directed and independent learners.
● Formative Assessment: Assessment for learning
Summative Assessment: Assessment of learning
● Emphasize on self-assessment. Teacher Susan applies this principle by motivating her students to set their personal learning goals and tracks
their progress against that goal.
● Assessment should be on real-world application and not on out-of-context drills. To apply this principle, teacher Jerome should assess students’
English oral communication skills in a graduation program simulation where each student has speaking assignment.
● If you emphasize on assessing higher-order thinking skills, you should give the students problem to solve.
● A teacher should base his/her assessment on the learning outcome.
● In Outcomes-Based Education or Outcomes-Based Teaching-Learning, the assessment task should match with the learning outcome.
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -3-
● “Very good. You are doing very well, Jonathan!”, says Teacher was referring to Jonathan’s word problem-solving skills. This is NOT in accordance with
giving specific feedback.
● Miss Gamboa explains to her class: “Each one is expected to spell 10 words out of ten words correctly. This is a mastery test”. Miss Gamboa’s behavior
in keeping with the principle to set acceptable standards of success is correct because the standards are clear.
● Mr. Cabaluna considers the multiple-choice type of test the best among the written type of test, so for assessment of learning he uses only
multiple-choice type of test. Is this in accordance with the principle of assessment?
● Yes, for as long as the multiple choice tests measure low and high level thinking skills.
● Yes, well-formulated multiple choice tests measure HOTS.
● No, she should make use of varied tools for assessment data-gathering.
● No, she has only one source of data.
● A professor does not give quiz at all. The students’ grades are based only on the summative assessment results. He violated an assessment principle
because for assessment data to be reliable, it should come from multiple sources.
● Matching type, multiple choice and alternate response belong to the same group of tests.
● Essay type of test measures student’s thinking, organizing and written communication skills.
● Teacher Marichelle wants to test students’ acquisition of declarative knowledge. Short answer test is appropriate.
● Performance test: Psychomotor skills
o Paper-and-pencil test: Declarative knowledge
● Teacher Virgo wants to know how well his students have imbibed the virtue of honesty. Reflective journal on “How Honest Am I? is the most
appropriate tool.
● Describing the solution is an assessment task most fit for logic-smart learners.
● Oral presentation is an assessment task that works best for language-smart learners.
● The students were expected to be able to develop a lesson plan following Outcomes-Based Education (OBE) principles. Based on Kendall’s and
Marzo’s taxonomy, the intended learning outcome is in knowledge utilization level.
● You have to remember the steps in opening a computer if you want to do it on your own. Remembering the steps is in retrieval level of assessment.
● Teacher Joji’s intended learning outcome is this: “Interpret the given poem”. The assessment task aligned is Teacher Joji gives the students a written
test and asks them to paraphrase the poem.
● The test item “Classify the given teaching methods” is aligned to the intended learning outcome “to select the appropriate teaching method”
● Here is a lesson objective / intended learning outcome: “Illustrate the law of supply and demand with your original concrete example”. For content
validity, the test item aligned is illustrate the law of supply and demand with a concrete, original example.
● Teacher Bong wrote this learning outcome: “To interpret a given quotation.” For content validity, he should ask interpret Nietsche’s statement: “He
who has why to live for can bear with almost any how.”
● After teaching them the process of experimenting, Teacher Jessa wanted her students to be able set up an experiment to find an answer to a scientific
problem. She asks her students to set up and experiment to find out if aerial plants can also live on land.
● In Teacher John’s Table of Specifications (TOS), 60 percent of the 1st grading test items are applying questions based on Bloom’s taxonomy. A review
of his test shows that 50% are remembering items, 20% are analyzing questions and 30% are applying questions. Teacher John’s test DOES NOT
coincide with his TOS.
● Teacher Paul, asked his pupils to display their penmanship work in the beginning, middle and near the end of the school year. Development portfolio
is displayed.
● You are applying for a teaching job. Showcase portfolio should accompany your application letter.
● I have check if my students were able to produce the expected output as stated in my intended learning outcome. I am interested to see an
assessment portfolio.
● Assessment portfolio enables you to determine if you realized your intended learning outcome.
● Holistic rubric CANNOT provide specific feedback for improvement.
● A holistic rubric takes less time to create over that of an analytic rubric.
● Because of its nature, analytic rubric can be of greater help for student self-directed learning.
● 20% is the percentage contribution of quarterly assessment to the grade of the student from Grades 1 to 10?
● Quarterly assessment DOES NOT have the same
● percentage weights for all the subjects, for all the tracks in Grade 11-12.
● In MAPEH and TLE, performance tasks contribute heaviest to the student grade.
● Based on the percentage contribution to the grade, all components are being emphasized can be inferred from the DepEd’s emphasis on learning
and assessment.
● A student gets a numerical grade of 80. His descriptor for his level of proficiency is satisfactory.
● I get a grade of 90. Its descriptor is outstanding.
● Below 75% is described as “did not meet expectations”.
● If a student failed to meet standards, did not meet expectations descriptor applies.
● The final grade per subject for Grades 11 and 12 is obtained by getting the average of the grades for the 2 quarters.
● When it comes to grade computation in MAPEH, the quarterly grade is the average of the quarterly grades in the four areas – Music, Arts,
Physical Education and Health (MAPEH)
● There are no numerical grades in Kindergarten.
● At the end of the school year: the General Average is computed by dividing the sum of all final grades by the total number of learning; each
learning area has equal weight in computing for the General Average and the Final Grade per learning area and the General Average are
reported as whole numbers.
● Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectations in three or more learning areas
● When a student in Grade 1 to 10 did not meet expectations in two learning areas, he/she is promoted to the next grade level after passing remedial
classes for learning areas with failing mark.
● Are you a person someone can lean on? Are you honest and sincere in words and action? Are you consistent in your actions and responses to different
situations? You possess the personal quality of reliability.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -4-

● Do you easily give up? Are you moody, a loner? Does pressure in work make you surrender? Is it difficult for you to succeed after you fail? Do you have
poor intrapersonal relationship? You lack the quality of buoyancy.
● Do you believe in yourself and in what you can do? Can you work alone without asking help from others? Do you believe in the saying: “No guts, no
glory”? You have the quality of self-confidence
● Are you easily upset by petty things? Do you worry a lot? Do you panic when pressured? Do you feel that you are to be blamed? You lack thepersonal
quality of emotional stability.
● Do you have higher order thinking abilities? Do you excel in your abilities in any of Howard Gardner’s Multiple Intelligences? Do you act quickly on
problems of immediate concern? You possess intelligence.
● The right philosophies that every teacher should follow when teaching are pragmatism, perennialism and existentialism.
● Mr. Dadobo teaches science in the Junior High School. He taught the concept that sunlight is necessary for the plants in the process of photosynthesis.
Applying the philosophy of pragmatism, Mr. Dadobo should ask students to do simple experiment about photosynthesis.
● A philosophy that believes in prior learning or what the learners already know is constructivism .
● Behaviorism is a philosophical that has been anchored on the theories that relate to trial and error and stimulus and response.
● The teacher’s teaching philosophy is reflected by the choice of teaching methods.
● A classroom teacher comes to school early in the morning and goes home late. Officially, the number of hours spent in school should be 8 hours.
● As required, all teachers should eat lunch at exactly 12:00 noon because it’s their noon break. This statement is a rule.
● As observed, all teachers in the whole school wear the same school uniform.
● Taking a nap at noontime is NOT required of a teacher in school.
● Aside from teaching and guiding the learners in the classroom, a teacher has to do other things. This one activity should be to see to it that the
classroom is conducive for learning.
● The community where the school is located is part of the learning environment.
● The barangay officials if asked as a resources person can best speak on community governance, health and well-being and literacy program.
● Natural resources like rivers, lakes, mountains and hills found in the community can be used best as resources in teaching science.
● It is always important for a teacher to transfer learning and practices from the school to the community.
● The community holds high respect of a teacher if he/she is a role model
● The most challenging components of teaching in another country is adjusting to cultural differences
● Teaching is a universal vocation. Wherever the teacher is assigned, his or her primary concern is to make the students learn.
● In the 21st century, the fastest development or change that the teacher should catch up with as a teacher is in the use of technology, knowledge
globalization and practice collaboration.
● For a Filipino teacher to succeed in teaching in the country and elsewhere in the world, he or she should master and practice the competencies of
the NCBTS, be multilingual and multicultural and think and act both locally and globally
● After the 1987 Philippine Constitution, the first legal basis to make teaching as a profession and consider teachers are professional was RA 7836.
● Graduates of Associate in Arts are not qualified to take the Licensure Examination for Teacher (LET).
● All the Filipino professional teachers must have a professional teacher’s license
● Teachers accepting tutorial fees for the slow learners in her class are NOT allowed in the Code of the Ethics for Professional Teachers.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -5-