Unit 2

UNIT 2
EMBRACING
DIVERSITY!
!
People are not born an island. Life is always lived with others. Hence, it is better to be more
accepting and embracing towards others regardless of their strengths, weaknesses, and
shortcomings. However, it is a sad reality that many individuals lack an open mind to
accept people without judgment and prejudice. To do so requires an ample level of maturity
and selflessness. These are but the first few steps to successfully achieve the end goal of
valuing all people with their uniqueness and diversity
In this unit, you will be expected to demonstrate understanding of how Anglo-American

Literature and other text types serve as a means of valuing other people; also how to use
information processing strategies, different forms of adverbs and conditionals in order to
play an active part in a Chamber Theater Presentation.
LESSON 1
Bring back the old me!
At the end of this lesson, you will be able to:
1. compare and contrast similar information presented in different

texts:
2. shift from one listening strategy to another based on topic,
purpose and level of difficulty of the argumentative or
persuasive text;
3. establish connections of events and how these lead to the ending
of the material;
4. give the appropriate communicative styles for various situations;
5. analyze literature as means of valuing other people and their
various circumstances in life;
6. employ varied verbal and non-verbal strategies to create an
impact on the audience while delivering lines in a Readers
Theater or in a Chamber theater;
7. Use adverbs in narration;
8. get information from various print media;
9. listen to get important information;
10. use the correct production of English sounds like vowel and
consonants, diphthongs; and
11. anticipate the points that will be made based on the speakers’
purpose.
Click the link that follows and listen to it carefully. Prepare to answer the questions which follow.
https://youtu.be/ehtk3NfnX4A
* What happened to Lucy?
* How could Henry and her family support her?
Click the link that follows for a short sneak peek to the literary background and the author’ background of the literary text, “The
Shoemaker.”
http://thebestnotes.com/booknotes/Tale_Of_Two_Cities_Dickens/A_Tale_Of_Two_Cities_Study_Guide04.html
https://www.biography.com/writer/charles-dickens
Unlock the following words in red based on the sentences provided.
1. I played in the garret of our home to hide from the thieves for they do not go there because of the construction materials piled all over the unfinished room.
2. I think I’ll buy a lovely new frock for my birthday party.
3. The monks wrote their scriptures on parchment to ensure that it lasts for many years.
4. Maria is really steadfast in her opinion. She won’t change it even if the whole world is against her.
5. The city does not tolerate the vagrancy of the street children. It encourages people not to continue giving out coins to them as it sends a message of
dependence and reliance for their survival.
6. When I heard him sing a love song in that beautiful voice, it made me swoon.
7. The guy groans when the woman hits him with her shoe..
Discover how one’s life changes in a snap of hand and how his loved ones embrace him for who he is.
8. My first experience in a stage play was so bad that I want to obliterate it from my memory.
9. When I heard that my parents were arriving, I went into such a frenzy as I was not expecting them!
READ ME
Discover how one’s love ones journey to his self-change and renewal
The Shoemaker
Charles Dickens
Courtesy of:https://en.m.wikipedia.org/wiki/Dissociative_identity_disorder
"Good day!" said Monsieur Defarge, looking down at the white head that bent low over the shoemaking. It was raised for a moment,
and a very faint voice responded to the salutation, as if it were at a distance:
"Good day!"
"You are still hard at work, I see?"
After a long silence, the head was lifted for another moment, and the voice replied, "Yes--I am working." This time, a pair of haggard
eyes had looked at the questioner, before the face had dropped again. The faintness of the voice was pitiable and dreadful. It was not
the faintness of physical weakness, though confinement and hard fare no doubt had their part in it. Its deplorable peculiarity was, that
it was the faintness of solitude and disuse. It was like the last feeble echo of a sound made long and long ago. So entirely had it lost the
life and resonance of the human voice, that it affected the senses like a once beautiful colour faded away into a poor weak stain. So
sunken and suppressed it was, that it was like a voice underground. So expressive it was, of a hopeless and lost creature, that a
famished traveller, wearied out by lonely wandering in a wilderness, would have remembered home and friends in such a tone before
lying down to die. Some minutes of silent work had passed: and the haggard eyes had looked up again: not with any interest or
curiosity, but with a dull mechanical perception, beforehand, that the spot where the only visitor they were aware of had stood, was not
yet empty.
"I want," said Defarge, who had not removed his gaze from the shoemaker, "to let in a little more light here. You can bear a little
more?"
The shoemaker stopped his work; looked with a vacant air of listening, at the floor on one side of him; then similarly, at the floor on
the other side of him; then, upward at the speaker.
"What did you say?"
"You can bear a little more light?"

"I must bear it, if you let it in." (Laying the palest shadow of a stress upon the second word.)
The opened half-door was opened a little further, and secured at that angle for the time. A broad ray of light fell into the garret, and showed the
workman with an unfinished shoe upon his lap, pausing in his labour. His few common tools and various scraps of leather were at his feet and on
his bench. He had a white beard, raggedly cut, but not very long, a hollow face, and exceedingly bright eyes. The hollowness and thinness of his
face would have caused them to look large, under his yet dark eyebrows and his confused white hair, though they had been really otherwise; but,
they were naturally large, and looked unnaturally so. His yellow rags of shirt lay open at the throat, and showed his body to be withered and worn.
He, and his old canvas frock, and his loose stockings, and all his poor tatters of clothes, had, in a long seclusion from direct light and air, faded
down to such a dull uniformity of parchment-yellow, that it would have been hard to say which was which.
He had put up a hand between his eyes and the light, and the very bones of it seemed transparent. So he sat, with a steadfastly vacant gaze, pausing
in his work. He never looked at the figure before him, without first looking down on this side of himself, then on that, as if he had lost the habit of
associating place with sound; he never spoke, without first wandering in this manner, and forgetting to speak.
"Are you going to finish that pair of shoes to-day?" asked Defarge, motioning to Mr. Lorry to come forward.
"What did you say?"
"Do you mean to finish that pair of shoes to-day?"
"I can't say that I mean to. I suppose so. I don't know."
But, the question reminded him of his work, and he bent over it again.Mr. Lorry came silently forward, leaving the daughter by the door. When he
had stood, for a minute or two, by the side of Defarge, the shoemaker looked up. He showed no surprise at seeing another figure, but the unsteady
fingers of one of his hands strayed to his lips as he looked at it (his lips and his nails were of the same pale lead- colour), and then the hand
dropped to his work, and he once more bent over the shoe. The look and the action had occupied but an instant.
"You have a visitor, you see," said Monsieur Defarge.
"What did you say?"
"Here is a visitor."
The shoemaker looked up as before, but without removing a hand from his work.
"Come!" said Defarge. "Here is monsieur, who knows a well-made shoe when he sees one. Show him that shoe you are working at. Take it,
monsieur."
Mr. Lorry took it in his hand.

"Tell monsieur what kind of shoe it is, and the maker's name."
There was a longer pause than usual, before the shoemaker replied:
"I forget what it was you asked me. What did you say?"
"I said, couldn't you describe the kind of shoe, for monsieur's information?"
"It is a lady's shoe. It is a young lady's walking-shoe. It is in the present mode. I never saw the mode. I have had a pattern in my hand." He glanced
at the shoe with some little passing touch of pride.
"And the maker's name?" said Defarge.
Now that he had no work to hold, he laid the knuckles of the right hand in the hollow of the left, and then the knuckles of the left hand in the
hollow of the right, and then passed a hand across his bearded chin, and so on in regular changes, without a moment's intermission. The task of
recalling him from the vagrancy into which he always sank when he had spoken, was like recalling some very weak person from a swoon, or
endeavouring, in the hope of some disclosure, to stay the spirit of a fast-dying man.
"Did you ask me for my name?"
"Assuredly I did."
"One Hundred and Five, North Tower."
"Is that all?"
"One Hundred and Five, North Tower."
With a weary sound that was not a sigh, nor a groan, he bent to work again, until the silence was again broken.
"You are not a shoemaker by trade?" said Mr. Lorry, looking steadfastly at him.
His haggard eyes turned to Defarge as if he would have transferred the question to him: but as no help came from that quarter, they turned back on
the questioner when they had sought the ground.
"I am not a shoemaker by trade? No, I was not a shoemaker by trade. I-I learnt it here. I taught myself. I asked leave to--"
He lapsed away, even for minutes, ringing those measured changes on his hands the whole time. His eyes came slowly back, at last, to the face
from which they had wandered; when they rested on it, he started, and resumed, in the manner of a sleeper that moment awake, reverting to a
subject of last night.
"I asked leave to teach myself, and I got it with much difficulty after a long while, and I have made shoes ever since."
As he held out his hand for the shoe that had been taken from him, Mr. Lorry said, still looking steadfastly in his face:
"Monsieur Manette, do you remember nothing of me?"
The shoe dropped to the ground, and he sat looking fixedly at the questioner.
"Monsieur Manette"; Mr. Lorry laid his hand upon Defarge's arm; "do you remember nothing of this man? Look at him. Look at me. Is there no
old banker, no old business, no old servant, no old time, rising in your mind, Monsieur Manette?"
As the captive of many years sat looking fixedly, by turns, at Mr. Lorry and at Defarge, some long obliterated marks of an actively intent
intelligence in the middle of the forehead, gradually forced themselves through the black mist that had fallen on him. They were overclouded
again, they were fainter, they were gone; but they had been there. And so exactly was the expression repeated on the fair young face of her who
had crept along the wall to a point where she could see him, and where she now stood looking at him, with hands which at first had been only
raised in frightened compassion, if not even to keep him off and shut out the sight of him, but which were now extending towards him, trembling
with eagerness to lay the spectral face upon her warm young breast, and love it back to life and hope--so exactly was the expression repeated
(though in stronger characters) on her fair young face, that it looked as though it had passed like a moving light, from him to her.
Darkness had fallen on him in its place. He looked at the two, less and less attentively, and his eyes in gloomy abstraction sought the ground and
looked about him in the old way. Finally, with a deep long sigh, he took the shoe up, and resumed his work.
"Have you recognised him, monsieur?" asked Defarge in a whisper.
"Yes; for a moment. At first I thought it quite hopeless, but I have unquestionably seen, for a single moment, the face that I once knew so well.
Hush! Let us draw further back. Hush!"
She had moved from the wall of the garret, very near to the bench on which he sat. There was something awful in his unconsciousness of the
figure that could have put out its hand and touched him as he stooped over his labour.
Not a word was spoken, not a sound was made. She stood, like a spirit, beside him, and he bent over his work.
It happened, at length, that he had occasion to change the instrument in his hand, for his shoemaker's knife. It lay on that side of him which was
not the side on which she stood. He had taken it up, and was stooping to work again, when his eyes caught the skirt of her dress. He raised them,
and saw her face. The two spectators started forward, but she stayed them with a motion of her hand. She had no fear of his striking at her with the
knife, though they had.
He stared at her with a fearful look, and after a while his lips began to form some words, though no sound proceeded from them. By degrees, in the
pauses of his quick and laboured breathing, he was heard to say:
"What is this?"
With the tears streaming down her face, she put her two hands to her lips, and kissed them to him; then clasped them on her breast, as if she laid
his ruined head there.
"You are not the gaoler's daughter?"
She sighed "No."
"Who are you?"
Not yet trusting the tones of her voice, she sat down on the bench beside him. He recoiled, but she laid her hand upon his arm. A strange thrill
struck him when she did so, and visibly passed over his frame; he laid the knife down' softly, as he sat staring at her.
Her golden hair, which she wore in long curls, had been hurriedly pushed aside, and fell down over her neck. Advancing his hand by little and
little, he took it up and looked at it. In the midst of the action he went astray, and, with another deep sigh, fell to work at his shoemaking.
But not for long. Releasing his arm, she laid her hand upon his shoulder. After looking doubtfully at it, two or three times, as if to be sure that it
was really there, he laid down his work, put his hand to his neck, and took off a blackened string with a scrap of folded rag attached to it. He
opened this, carefully, on his knee, and it contained a very little quantity of hair: not more than one or two long golden hairs, which he had, in
some old day, wound off upon his finger.
He took her hair into his hand again, and looked closely at it. "It is the same. How can it be! When was it! How was it!"
As the concentrated expression returned to his forehead, he seemed to become conscious that it was in hers too. He turned her full to the light, and
looked at her.
"She had laid her head upon my shoulder, that night when I was summoned out--she had a fear of my going, though I had none--and when I was
brought to the North Tower they found these upon my sleeve. 'You will leave me them? They can never help me to escape in the body, though they
may in the spirit.' Those were the words I said. I remember them very well."
He formed this speech with his lips many times before he could utter it. But when he did find spoken words for it, they came to him coherently,
though slowly.
"How was this?--was it you?"
Once more, the two spectators started, as he turned upon her with a frightful suddenness. But she sat perfectly still in his grasp, and only said, in a
low voice, "I entreat you, good gentlemen, do not come near us, do not speak, do not move!"
"Hark!" he exclaimed. "Whose voice was that?"
His hands released her as he uttered this cry, and went up to his white hair, which they tore in a frenzy. It died out, as everything but his
shoemaking did die out of him, and he refolded his little packet and tried to secure it in his breast; but he still looked at her, and gloomily shook his
head.
"No, no, no; you are too young, too blooming. It can't be. See what the prisoner is. These are not the hands she knew, this is not the face she knew,
this is not a voice she ever heard. No, no. She was--and He was--before the slow years of the North Tower--ages ago. What is your name, my
gentle angel?"
Hailing his softened tone and manner, his daughter fell upon her knees before him, with her appealing hands upon his breast.
"O, sir, at another time you shall know my name, and who my mother was, and who my father, and how I never knew their hard, hard history. But
I cannot tell you at this time, and I cannot tell you here. All that I may tell you, here and now, is, that I pray to you to touch me and to bless me.
Kiss me, kiss me! O my dear, my dear!"
His cold white head mingled with her radiant hair, which warmed and lighted it as though it were the light of Freedom shining on him.
"If you hear in my voice--I don't know that it is so, but I hope it is--if you hear in my voice any resemblance to a voice that once was sweet music
in your ears, weep for it, weep for it! If you touch, in touching my hair, anything that recalls a beloved head that lay on your breast when you were
young and free, weep for it, weep for it! If, when I hint to you of a Home that is before us, where I will be true to you with all my duty and with all
my faithful service, I bring back the remembrance of a Home long desolate, while your poor heart pined away, weep for it, weep for it!"
She held him closer round the neck, and rocked him on her breast like a child.
"If, when I tell you, dearest dear, that your agony is over, and that I have come here to take you from it, and that we go to England to be at peace
and at rest, I cause you to think of your useful life laid waste, and of our native France so wicked to you, weep for it, weep for it! And if, when I
shall tell you of my name, and of my father who is living, and of my mother who is dead, you learn that I have to kneel to my honoured father, and
implore his pardon for having never for his sake striven all day and lain awake and wept all night, because the love of my poor mother hid his
torture from me, weep for it, weep for it! Weep for her, then, and for me! Good gentlemen, thank God! I feel his sacred tears upon my face, and his
sobs strike against my heart. O, see! Thank God for us, thank God!"
He had sunk in her arms, and his face dropped on her breast: a sight so touching, yet so terrible in the tremendous wrong and suffering which had
gone before it, that the two beholders covered their faces.
When the quiet of the garret had been long undisturbed, and his heaving breast and shaken form had long yielded to the calm that must follow all
storms--emblem to humanity, of the rest and silence into which the storm called Life must hush at last--they came forward to raise the father and
daughter from the ground. He had gradually dropped to the floor, and lay there in a lethargy, worn out. She had nestled down with him, that his
head might lie upon her arm; and her hair drooping over him curtained him from the light.
"If, without disturbing him," she said, raising her hand to Mr. Lorry as he stooped over them, after repeated blowings of his nose, "all could be
arranged for our leaving Paris at once, so that, from the, very door, he could be taken away--"
"But, consider. Is he fit for the journey?" asked Mr. Lorry.
"More fit for that, I think, than to remain in this city, so dreadful to him."
"It is true," said Defarge, who was kneeling to look on and hear. "More than that; Monsieur Manette is, for all reasons, best out of France. Say,
shall I hire a carriage and post-horses?"
"That's business," said Mr. Lorry, resuming on the shortest notice his methodical manners; "and if business is to be done, I had better do it."
"Then be so kind," urged Miss Manette, "as to leave us here. You see how composed he has become, and you cannot be afraid to leave him with
me now. Why should you be? If you will lock the door to secure us from interruption, I do not doubt that you will find him, when you come back,
as quiet as you leave him. In any case, I will take care of him until you return, and then we will remove him straight."
Both Mr. Lorry and Defarge were rather disinclined to this course, and in favour of one of them remaining. But, as there were not only carriage
and horses to be seen to, but travelling papers; and as time pressed, for the day was drawing to an end, it came at last to their hastily dividing the
business that was necessary to be done, and hurrying away to do it.
Then, as the darkness closed in, the daughter laid her head down on the hard ground close at the father's side, and watched him. The darkness
deepened and deepened, and they both lay quiet, until a light gleamed through the chinks in the wall.
Mr. Lorry and Monsieur Defarge had made all ready for the journey, and had brought with them, besides travelling cloaks and wrappers, bread and
meat, wine, and hot coffee. Monsieur Defarge put this provender, and the lamp he carried, on the shoemaker's bench (there was nothing else in the
garret but a pallet bed), and he and Mr. Lorry roused the captive, and assisted him to his feet.
No human intelligence could have read the mysteries of his mind, in the scared blank wonder of his face. Whether he knew what had happened,
whether he recollected what they had said to him, whether he knew that he was free, were questions which no sagacity could have solved. They
tried speaking to him; but, he was so confused, and so very slow to answer, that they took fright at his bewilderment, and agreed for the time to
tamper with him no more. He had a wild, lost manner of occasionally clasping his head in his hands, that had not been seen in him before; yet, he
had some pleasure in the mere sound of his daughter's voice, and invariably turned to it when she spoke.
In the submissive way of one long accustomed to obey under coercion, he ate and drank what they gave him to eat and drink, and put on the cloak
and other wrappings, that they gave him to wear. He readily responded to his daughter's drawing her arm through his, and took--and kept--her hand
in both his own.
They began to descend; Monsieur Defarge going first with the lamp, Mr. Lorry closing the little procession. They had not traversed many steps of
the long main staircase when he stopped, and stared at the roof and round at the wails.
"You remember the place, my father? You remember coming up here?"
"What did you say?"
But, before she could repeat the question, he murmured and answer as if she had repeated it.
"Remember? No, I don't remember. It was so very long ago."
That he had no recollection whatever of his having been brought from his prison to that house, was apparent to them. They heard him mutter, "One
Hundred and Five, North Tower;" and when he looked about him, it evidently was for the strong fortress-walls which had long encompassed him.
On their reaching the courtyard he instinctively altered his tread, as being in expectation of a drawbridge; and when there was no drawbridge, and
he saw the carriage waiting in the open street, he dropped his daughter's hand and clasped his head again.
No crowd was about the door; no people were discernible at any of the many windows; not even a chance passerby was in the street. An unnatural
silence and desertion reigned there. Only one soul was to be seen, and that was Madame Defarge--who leaned against the door-post, knitting, and
saw nothing.
The prisoner had got into a coach, and his daughter had followed him, when Mr. Lorry's feet were arrested on the step by his asking, miserably, for
his shoemaking tools and the unfinished shoes. Madame Defarge immediately called to her husband that she would get them, and went, knitting,
out of the lamplight, through the courtyard. She quickly brought them down and handed them in;--and immediately afterwards leaned against the
door-post, knitting, and saw nothing.
Defarge got upon the box, and gave the word "To the Barrier!" The postilion cracked his whip, and they clattered away under the feeble over-
swinging lamps.
Under the over-swinging lamps--swinging ever brighter in the better streets, and ever dimmer in the worse--and by lighted shops, gay crowds,
illuminated coffee-houses, and theatre-doors, to one of the city gates. Soldiers with lanterns, at the guard-house there. "Your papers, travellers!"
"See here then, Monsieur the Officer," said Defarge, getting down, and taking him gravely apart, "these are the papers of monsieur inside, with the
white head. They were consigned to me, with him, at the--" He dropped his voice, there was a flutter among the military lanterns, and one of them
being handed into the coach by an arm in uniform, the eyes connected with the arm looked, not an every day or an every night look, at monsieur
with the white head. "It is well. Forward!" from the uniform. "Adieu!" from Defarge. And so, under a short grove of feebler and feebler over-
swinging lamps, out under the great grove of stars.
Beneath that arch of unmoved and eternal lights; some, so remote from this little earth that the learned tell us it is doubtful whether their rays have
even yet discovered it, as a point in space where anything is suffered or done: the shadows of the night were broad and black. All through the cold
and restless interval, until dawn, they once more whispered in the ears of Mr. Jarvis Lorry--sitting opposite the buried man who had been dug out,
and wondering what subtle powers were for ever lost to him, and what were capable of restoration--the old inquiry:
"I hope you care to be recalled to life?"
And the old answer:
"I can't say."
Courtesy of: https://americanliterature.com/author/charles-dickens/book/a-tale-of-two-cities/book-i-chapter-vi-the-shoemaker
Spill your ideas!
Share your insights through the following questions.
1. What makes the voice of Dr. Manette pitiful and dreadful?
2. What details show that Dr. Manette has lost his mental faculties? Cite sentences that support your answer.
3. To what “name” does Dr. Manette answer? Why does he associate himself with this “name”?
4. What details show that Dr. Manette may still be able to recover his sanity? Cite the sentences that support your answer.
5. What impression do you have of Defarge? Of Mr. Lorry? Justify your answer
6. Were there times in Philippine history similar to the period which serves as the setting of the story?
7. What can you do to minimize the chances of having a period similar to that in A Tale of Two Cities?
8.How do you think a mentally disturbed person can be helped to recover?
9. Can destroying human dignity ever be justified?
10. The novel isn’t just about war. It is also about devotion. What are you willing to sacrifice to ensure that your family
survives?
THIS!
If you were to convince a mentally-ill individual to go with you to a place where he could get cured, how would you do
it? Look for a partner in this activity. You will be given 3 similar situations but with different addressees. Kindly observe
how your partner convinces the insane individual based on how he/she uses language?
*Convincing your mentally-ill mother
*Convincing your mentally-ill friend
*Convincing a mentally-ill acquaintance
Ponder This!
In 2 minutes, discuss your answers to the questions that follow with your partner. Prepare to share your answers in front of the class.
*How did each person convince the mentally-ill person?

*What is difference in each situation?
*In terms of language use, how does each speaker differ from one situation to another?
* What do you think explains these differences?
What’s in your mind?
There are many different ways of communicating with people. Many factors affect communication such as the relationship between
the communicator and the recipient, the event and location where the communication takes place and the reason for the
communication. All these shape the kind as well as the style of communication that each participant employs. In this lesson, you will
learn the different communicative styles as well as the different cues, may it be verbal or nonverbal, which will help you become
better communicators.
Communicative Styles
1. Intimate
This is used when members of the family or close friends talk to one other. It is characterized by private language that only the
participants know as it is brought about by a long-time relationship with all the participants. A unique feature of this communication is
that it does not require complete language with clear articulation nor strict observation of grammar. It is usually comprised of short
utterances. Here are few instances when this style is commonly used;
a. Telling your boyfriend/girlfriend that you love him/her

b. Telling your best friend your deepest and darkest problems
c. Asking your family for advice
Courtesy of: https://www.lovepanky.com/love-couch/sweet-love/topics-to-talk-about-in-a-relationship

2. Casual
This style is used in conversation with friends or acquaintances. Here, word choice is general and participants do not need
background information about one another. There is frequent use of contractions, slang words and simplified grammar.
Courtesy of: https://www.shutterstock.com/search/friends+talking+city?image_type=all&search_source=base_related_searches
3. Consultative
This style is commonly used in group discussions, regular conversation at schools, companies, and trade. It is considered the most
operational among other styles. Participants speak at an average speed, use shorter sentences, and are more spontaneous.
Since it is spontaneous, people tend to repeat words, use poor word choice and much slang. Here are sample instances when this
style is used;
a. When a student talks to his/her teacher

b. When students engage in group discussion
Courtesy of: https://www.hightechhigh.org/teachercenter/change-packages/small-group-discussions/

4. Formal
This style is used when there is an intention to share information and conforms to established professional rules, standards and
processes. The speaker avoids using slang and is expected to speak in complete and grammatically correct sentences. Here are sample
instances when this style is used;
a. Job Interview
b. Business Trip
c. Prestigious Party
d. Meeting
Courtesy of: https://theamericangenius.com/business-news/tactics-surviving-group-interview-panel/

5. Frozen
This style is referred to as fixed speech, used by people who are strangers, and reserved for traditions where language does not change. Here are few
instances when this style is used;
a. Pledge of Allegiance
b. Oath of any Office
Courtesy of: https://www.senate.gov.ph/photo_release/2009/1013_02.asp

Check this out!
For more information, click the following sites:
➢ https://youtu.be/V8vReAUspSk
➢ https://youtu.be/GRu45y25vQk
A. Check the sites that follow and identify the speech style used in each one of them. In a 300- word Essay, explain why you think such belongs to the
style.
* https://youtu.be/BRLeliBilIQ
* https://www.ted.com/talks/steven_pinker_on_language_and_thought?referrer=playlist-words_words_words
* https://youtu.be/oEThDLRNtM4
* https://youtu.be/b2f2Kqt_KcE
B. Name at least 5 situations for each speech style. Make sure to elaborate the different characteristics of each situation which qualified it to be part of its assigned
speech style.
C. In a group of 5, role-play a situation which mainly uses your assigned Speech Style.
Group 1- Intimate Group 3- Consultative Group 5- Frozen
Group 2- Casual Group 4- Formal

Have you noticed that in communication, a speaker uses certain words, body
movements, gestures and facial expressions to signal receivers of the message
that an important detail is conveyed?
Aside from knowing the different communicative styles, one must also know the different prompts or Cues to indicate whether a
response is needed or not. There are two cues in communication, namely; Verbal and Non-Verbal Cues. This is especially relevant to
all communicators so that they are able to bridge their thoughts to that of their receivers. In addition, they can also point out necessary
points in their message through these cues.
Two types of Cues
1. Verbal Cues- are prompts that are conveyed in spoken language from one person to another. It can be referred to as signals that one
wants the other person to take note of his/her message.
Here are the lists of example verbal cues
A. Emphasis Cues are those which are given to focus attention on important information.
Some examples are:
1. You need to know

2. You need to note
3. You need to understand
4. You need to remember
5. You need to underline
6. You need to think about
7. This is important
8. This is key
10.This is basic
11. Listen carefully
12. Let me emphasize
13. Let me explain
14. Let me make clear
15. Why is it?
B. Organizational Cues are those which are given to help the listener understand the order, sequence, or relationship of the information
in the lecture.
Some examples are:

1. The topic is
2. Today we shall discuss
3. To introduce
4. First of all
5. Second, third, etc.
6. Then,
7. Next,
8. As a result
9. Main headings to be discussed are
10. Will make several points
11. In the following order
12. In conclusion
13. To summarize
14. To review
15. To recap
16. To go back over
C. Mannerism Cues are used by a specific teacher, sometimes like a habit, and indicates something to be noted is coming up.
Some examples are, when the teacher:

1. repeats the words or phrases for emphasis
2. spells out important words
3. lists on board, or reads a list, allows time to
take notes
4. speaks more slowly
5. speaks more loudly
6. stresses certain words
7. uses a different voice tone
8. asks questions not meant to be
answered by students
2. Nonverbal Cues-are prompts that do not use words but rather body language, gestures, posture and facial expression to indicate a
message or the need for a response or reaction.
Courtesy of: https://www.senate.gov.ph/photo_release/2009/1013_02.asp
Courtesy of: Courtesy of: https://www.senate.gov.ph/photo_release/2009/1013_02.asp

Check this out!
https://www.verywellmind.com/understand-body-language-and-facial-expressions-4147228
https://www.verywellmind.com/types-of-nonverbal-communication-2795397
https://youtu.be/SKhsavlvuao
A. Create a dialogue between two people and use 5 sample verbal cues in it.
Courtesy of: https://www.freepik.com/free-vector/office-workers-talking_766741.htm
B. Take 10 pictures of yourself .Each picture must display any nonverbal cue. Identify the meaning of each picture.
Say it!
On top of the different communicative styles as well as the different verbal and non-verbal cues used in communication, one must
also be conscious of producing the sounds which make up the entire word to avoid confusion and misunderstanding. In a group of
4, record yourselves reciting the short poem entitled, “If You Think.” Afterwards, write down the group’s insight about the short
poem as well as every member’s experience related to the poem. Try reflecting on the poem’s core message and see how this could
better yourself and others.
As soon as all groups have presented, your teacher will orally read the poem, observe how he reads and utters each word. Then, try
to compare it with your version.
If You Think
(Anonymous)
If you think you are beaten, you are.

If you think you dare not, you don’t
If you like to win, but you think you can’t,
It is almost certain, you won’t
If you think you will lose, you are lost.

For out in the world we find
Success begins in a fellow’s will,
It’s all in the state of mind.
If you think you are outchased, you are.

You’ve got to think high to rise,
You’ve got to be sure of yourself,
Before you can ever win a prize
Life’s battles don’t always go

To the faster or stronger man,
But the man who wins
Is the man who thinks he can!
Ponder This!
In 5 minutes, discuss your answers to the questions that follow. Afterwards, prepare your responses for a random member of each group
will be called.
*How did you find the recital of the poem? Is it easy? Is it difficult?
*When you compared your recording to that of your teacher, were there any mispronounced words? If there were, what were those?
*How did the mispronounced word affect the entire recitation?
*Do you think it is important to follow correct pronunciation? Why or why not?
More often than not, both native and non-native speakers of the language do not realize the vital role of correct pronunciation of
words. However, correct pronunciation shapes the effectiveness of the entire communication process, and it is therefore necessary for
speakers to learn the standards for the correct enunciation of the sounds of letters. It is important that these groups of sounds are
correctly enunciated. Generally, vowels (a,e,i,o,u) are sounds which are characteristically enunciated with a fairly opened mouth,
while consonants (b,c,d,f,g,h,j,k,l,m,n,ng, p,q, r,s,t,v,w,x,y,z) are pronounced with a fairly closed mouth and with more precise
articulation. On the other hand, diphthongs are composed of two different kinds of sound.
Consonants
How are the consonants produced?
1. “p”, “b”, “t”, “d”, “k”, “g” are produced with a short stop and then releasing the air
2. “m”, “n”, “g” are enunciated through diverting the airflow and associates a resonance to one’s nose.
3. “th” as in thin, “th” as in then, “f”, “v”, “s”, “z”, “sh”, “zh” as in vision are produced by aqueexing the air through a narrow space.
4. “ch”, “j” are uttered when there is combination of stopping then squeezing.
5. “w”, “y”, “r”, “l” are produced through narrowing the vocal tract.
Spot It!
You can ask for a spare lipstick from your friends and apply it on your lips. Afterwards, grab a clean sheet of paper, then
enunciate each consonant, but do not lose the lip formation you use in pronouncing each sound and give the sheet a kiss.
Observe how each consonant differs in pronunciation through the different lip formations imprinted in the paper.
* In addition, there are also consonants which are like vowels, specifically, “y”, “r”, “w”, “l”, but they are still considered as
consonants because they behave like consonants. These are considered like vowels because they are produced with less mouth
constriction, which creates a grey area between the two groups of words. For instance, “y” has a little difference with the
vowel sound “ee” as in sea/see/me as well as “w” like the vowel sound, “ooh” for the words moon/rule/grew.
* Furthermore, the consonants are also grouped into two, namely; Voiced and voiceless. Voiced ones are those when pronounced
create a sort of vibration in the throat as it is uttered. Put your hands on your throat and feel the vibration that is created as you
pronounced the following words: “b”, “d”, “g”, “m”, “n”, “ng”, “th” as in then, “v”, “z”, “zh” as in vision, “j”, “y”, “w”, “r”, “l”.
Meanwhile, the voiceless consonants which are “p”, “t”, “k”, “th” as in thin, “f”, “s”, “sh”, “ch”,”h”.
Courtesy of: https://www.press.umich.edu/pdf/0472031341-sample2.pdf
Check this out!
https://www.spelfabet.com.au/2015/04/the-difference-between-consonants-and-vowels/
https://youtu.be/312yOW1YoII
https://youtu.be/Ju-KWjGNP-g
Vowels
How are vowels produced?
* Vowels are produced with a fairly opened mouth. On the other hand, they are all voiced when enunciated. As a guide, see the Vietor
triangle.
Courtesy of: Courtesy of: https://www.press.umich.edu/pdf/0472031341-sample2.pdf

[i] [I] [e] [€] [æ] [a] [ɑ] [o] [u] [ū]
leave live bake etch cat lock saw sow pull pool
heal hill came red hand sharp thaw toe full fool
beat bit rake fell flat balm call coal look loose
weak wick take hell have almond law low would womb
deep dip aim bet black calm flaw flow good groove
speech spits lake peck sack arm caught coat stood rude
leap lip hate set crack harvest yoke yoke took tomb
heat hit shape sell rat dark jaw Joe bull cool
Schwa Sound
As you refer back to the Vietor Triangle, there are two vowels found at the middle of the illustration. These are the Schwa sounds and the short
“u” or mid-vowels. These are considered as mid-vowels as they form the same shape of the mouth when enunciated. They both sound like (uh).
Some consider them as the lazy vowels. When you utter them, you do it in a quick and relaxed way. On the other hand, the only way to separate
the two is the stress employed in the syllables found in the word. For instance, in the word “custom”, the first and second syllables have the same
sound. However, the difference is manifested through the syllable stress. Notice that the first syllable is stressed, thus considered short “u”, while
the second one which is unstressed is the schwa sound. The latter is considered as such because it is said with much less emphasis and time.
Examples
[ ə] [ʌ]
doctor up
tomorrow fun
summer love
protect money
pupil London
measure come
banana custom
di cult fungus
survive onion
succumb
wizard
Check this out!
➢ http://web.ntpu.edu.tw/~language/workshop/2010-1.pdf
➢ https://scholar.harvard.edu/files/adam/files/phonetics.ppt.pdf
➢
http://www.eslcharts.com/english-vowel-sounds-chart.html
➢
https://youtu.be/Z3TZ2KUyGfs
Diphthongs
Diphthongs are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward
another. For instance, the words out, bite, toil are restricted into one syllable, but you will note that there are two sounds which at play.
• /eɪ/ as in day, pay, say, lay
• /aɪ/ as in sky, buy, cry, tie
• /ɔɪ/ as in boy, toy, coy or the first syllable of soya
• /ɪə/ as in beer, pier, hear
• /eə/ as in bear, pair, and hair
• /ʊə/ as in tour, poor or the first syllable of tourist
• /əʊ/ as in oh, no, so, or phone
• /aʊ/ as in all the words of "How now brown cow!"
Diphthongs in Sentences
Observe and examine how diphthongs are used in the text that follows.
After I get paid, today, I say I'll lay the money down on the table (eɪ). After I looked up in the sky, I did cry after I bought a tie (aɪ). The boy
with the toy proved to be rather coy (ɔɪ). I hear that they drink lots of beer at the pier (ɪə).
The pair of bears I encountered in the woods made my hair stand on end (eə). The tour provided a glimpse of the poor conditions in the country—
but what did I know: I was just a tourist. (ʊə). Oh, no!! It's so boring to talk on the phone (əʊ). Wow, now there's a very brown cow (aʊ).
Courtesy of: https://www.thoughtco.com/sounds-in-spelling-the-dipthongs-3111059
Check this out!
➢ https://www.thoughtco.com/sounds-in-spelling-the-dipthongs-3111059
➢ http://home.hib.no/al/engelsk/seksjon/SOFF-MASTER/Diphthongs.htm
➢
http://0.tqn.com/z/g/specialed/library/Spelling/dipthongs.pdf
➢
https://youtu.be/d1HZPx8DuDw
Spot It!
For more exciting exercises, you may download the apps, “Sounds” and/or Cued Articulation App in App Store.
A. Click the link below and read the poem, “English is a Tough Stuff.” In a group of 6, record your voices while reciting of the poem. Make sure to edit
your recording in iMovie to incorporate special effects to your recording. You must emphasize the appropriate production of sounds, specifically the
consonants, vowels, and diphthongs. Click the links for the poem as well as the rubric.
*English is a Tough Stuff: https://www.tspu.edu.ru/tspu/files/fia/files/chaos_english_is_tough_stuff_.pdf
*Rubric: https://www.tspu.edu.ru/tspu/files/fia/files/chaos_english_is_tough_stuff_.pdf
B. In a group of 4, write a script that reenacts the story, “The Shoemaker.” Afterwards, role-play the script that you have written through a Chamber
Theater. Make sure to observe proper production of sounds as well as the different styles and the cues/strategies in communication.
*Rubric for Chamber Theater: https://msjc.edu/InstitutionalPlanningandEffectiveness/Documents/Student%20Learning%20Outcomes/Theater%20Arts/
Previous%20CLO%20Documents/SLO%20Reports/THA127COMM129%20Reader's%20Theatre%20SLO%20report%20Sp2010/
Chamber%20Theatre%20Performance%20Rubric.doc
*Rubric for Script: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1662696&
C. Individual Activity: Create an Educational Video which covers consonants, vowels and diphthongs. Make sure to include specific examples for each
sound.
THIS!
With a partner, read the excerpt from the story, “The Shoemaker”. This is the part where Mr. Lorry and Mr. Defarge asked for the name
of Dr. Manette. Read it with your partner and answer the questions that follow.
The Shoemaker
An Excerpt
“Did you ask for my name?”
“ Assuredly I did.”
“ One hundred and Five, North Tower.”
“Is that all?”
“One hundred and Five, North Tower,”
With a weary sound that was not a sigh, nor a groan, he bent to work again, until the silence was broken again.
“You are not a shoemaker by trade? said Mr. Lorry, looking steadfastly at him.
Ponder This!
Together with your partner, answer the questions that follow
1. From which part of the story is this excerpted?

2. How did Mr. Lorry verify the question, “Did you ask for my name?”
3. After they inquired on the name of the speaker, he bent to work again, but when did he stop working?
4. How did Mr.Lorry assert that “One Hundred and Five, North Tower” was not a shoemaker by trade?
5. For questions nos. 2-4, what were the keywords you answered?
6. How does each word relate to the other? What do they describe?
In English, there are words which help listeners and speakers indicate how, when, where, and to what extent actions are performed. These are
called Adverbs. They are truly helpful when the writer or speaker wants to specifically describe an action. In a nutshell, an adverb describes a
verb, an adjective and another adverb.
Adverbs modifying verbs
Examples:
1. The playing child climbed down.
* Where did the child climb?
2. They will arrive tomorrow.
* When will they arrive?
3. She dances awkwardly.
* How does she dance?
4. They partly understood the discussion.
*To what extent did they understand the discussion?

THIS!
Individual Activity: Identifying Adverbs that Modify Verbs. Make four columns with the headings shown below. Then,
encircle the adverbs in each sentence and place it in the correct column.
Headings: Where, When, How, To what extent
1. Ancient peoples often saw designs in the stars, called constellations.

2. They carefully named the constellations after various religious figures, animals and objects.
3. Constellations are sometimes imagined to be groupings of bright stars.
4. Eighty-eight constellations are recognized today.
5. The names are derived in part from Greek Mythology
6. Draco, the dragon, bravely defended the goddess Hera’s apple tree
7. Hercules subdued him quickly in a struggle to get apples.
8. Hera placed Draco overhead in the stars to remember him.
9. Draco is one of the constellations now.
10. The constellation Hercules is very near to Draco.
11. Hercules was originally represented as a kneeling man with his foot on Draco.
12. Constellations fully symbolize Greek Myth.
13. In another Greek Myth, Leo the Lion ferociously devoured Peloponnesian villagers.
14. Hercules’s weapons scarcely touched the lion.
15. If a weapon hits Leo, it bounces off him harmlessly.
16. Confidently, Hercules wrestled Leo.
17. Hercules brilliantly won the battle.
18. He then wrapped the lion’s pelt about him for protection.
19. Leo went away to the heavens to commemorate the battle.
20. The constellation Leo is undeniably easy to see in the sky.
Adverbs modifying Adjective
An adverb which modifies an adjective, answers only one question: “to what extent?” When an adverb modifies an adjective, it usually comes
directly before the adjective.
Adverbs modifying adjectives
very glad almost ready

absolutely wrong entirely grateful
Adverbs modifying another adverb
An adverb which modifies another adverb answers just one question: “to what extent?” When an adverb modifies another adverb, it generally
comes directly before the adverb.
Adverbs modifying adverbs
moved very quickly. not completely wrong
climbed almost over. only just recognizable
Types of Adverbs
1. Adverb of time- This adverb answers the question, “When”

Examples of Adverb of Time
after
always
before
during
early
later
never
now
often
rarely
recently
sometimes
soon
then
today
tomorrow
Example:
1.1. John will take the board exam after his graduation.
1.2. His parents often visit him in his dormitory.
1.3. He usually eats his lunch at 2 o’clock in the afternoon.
1.4. They arrived yesterday.
1.5 He will marry her soon
2. Adverb of Manner- This adverb answers the question, “How.”
Examples of Adverb of Manner
badly
beautifully
better
bravely
cheerfully
fast
hard
quickly
slowly
inadequately
well
awkwardly
gracefully
silently
peacefully
violently
Example
2.1. The townsmen treated the dogs violently.
2.2. She continuously pacified him.
2.3. Mario silently answered his test.
2.4. The children endlessly played in the newly built park.
2.5. The parents calmly speak with the teacher.
3. Adverb of Place- This adverb answers the question, “ Where”
Examples of Adverb of Place
above
away
below
down
here
inside
near
outside
there
up
(the list can go on and on)
Example:
3.1. They wash the clothes there.
3.2. They placed the bag below the table.
3.3. I can go away.
3.4. The doctor had his training here.
3.5. They fired up the firecrackers outside.
4. Adverb of Degree- This adverb answers the question, “ how much?” It describes the intensity of the action.
Examples of Adverb of Degree
almost
completely
enough
entirely
extremely
hardly
just
little
much
nearly
quite
rather
very
too
Example:
4.1. In his anger, he almost hurt his girlfriend.
4.2. He could hardly hear the reporter because his voice was too low.
4.3. He is too confident.
4.4. The lady is really triggered by the man’s accusations.
4.5. He experienced quite a number of challenges.
5. Adverb of Frequency- This adverb answers the question, “how often?”
Examples of Adverb of Frequency
always
never
usually
frequently
occasionally
rarely
seldom
sometimes
Example:
5.1. I rarely go to malls.

5.2. He never learned his lesson.
5.3. Usually, I can’t bear the negative attitudes of my co-worker.
5.4. I rarely see him in the park.
5.5. The dogs that I own bark occasionally.
6. Interrogative Adverbs- This adverb introduces a question and is usually found in the beginning. For instance, when, how, why, and
where are examples of interrogative adverbs.
Example:
6.1. Why are you sad?
6.2. How can I get to the nearest law office?
6.3. When are you going to Palawan?
6.4. How often do you do Zumba?
6.5. Where is my cellphone?
7. Conjunctive Adverb - These serve as transitional expressions which relate and connect independent clauses like accordingly, also,
alternatively, certainly, consequently, finally, nevertheless, moreover, previously, therefore.
Example:
7.1. Rhea did not study; consequently she failed the test.
7.2. I really like the kitten; however, my landlord does not allow pets.
7.3. My grandfather spends a lot of time on the yard; therefore, our house has the nicest yard in the village.
7.4. Ferdie did not read the instructions clearly, so he did not clean the room properly.
7.5 We took mats for the picnic; also, Sally brought food.
Forming the Adverbs
1. Adding -ly at the end- Most adverbs are formed when an adjective is added with an -ly at the end.
Example:
Adjective Adverb
hard hardly
beautiful beautifully
graceful gracefully
peaceful peacefully
violent violently
hopeful hopefully
patient patiently
calm calmly
doleful dolefully
respectful respectfully
2. Irregular Adverbs- Although many adverbs are formed by adding an -ly to an adjective, there are some that do not, such as already,
also, always, here, never, not, now, often, quite, seldom, soon, still, then, there, too, very well.
Adverb Placement
Generally, adverbs can be placed at flexible locations in a sentence. However, it can usually be spotted in the following locations:
1. Beginning
Example: Clearly, Maria has a problem arriving at school on time.
2. End
Example: Claire and Ruru attend concerts frequently.
3. After the verb( between helping and main verbs)

Example: Drake and Jake have always participated in the badminton tournament.
4. Between the subject and verb

Example: Darah rarely forgets to call home when she is out late.
Check this out!
➢ https://youtu.be/L0USJe44yS4
➢ http://www.southeastern.edu/acad_research/programs/writing_center/handouts/pdf_handouts/adverbs.pdf
A. Click the links below and answer the quizzes found therein. You are only given 15 minutes per link. After each 15 minute, you will be tasked
to check your own work and give out your score to your teacher.
* https://www.plainlocal.org/userfiles/448/adverb%20Hard.pdf
* http://downloads.bbc.co.uk/skillswise/english/en26adve/quiz/en26adve-l1-quiz.pdf
* https://www.georgebrown.ca/uploadedFiles/TLC/_documents/Adverbs%20Practice.pdfl
B. Click the links which are provided below. Read the articles carefully and answer the content and grammar questions that follow.
* https://entertainment.inquirer.net/300056/ethel-booba-denies-getting-paid-for-her-political-opinions
Content Focus
*Who accused Ethel Booba of getting paid for her reactions?

*How did she respond against the detractor?
*How did Ethel tell her detractors when she said their intention of accusing her of being paid in exchange for her online opinions against certain
politicians really means that her accusers were the ones paid to disseminate fake news, or they’re simply fools?
Grammar Focus
* In the third Content-Focused question, what word is used to express her way of telling her detractors her point?
* Did it help you picture out or imagine how she said it?
* Do you know other words which could be used to show how or to what extent an action was done?
* https://www.space.com/18385-jupiter-atmosphere.html
Content Focus
*How is Jupiter described?

*What are the layers of Jupiter?
*How is the Great Red Spot described?
Grammar Focus
.
* Which word in the article tells us what Jupiter’s surface is dominantly composed of?
* How about its atmospheric make-up?
* If one travels through it, where do pressure and temperature go up?
* To what extent does its troposphere extend?
* What’s the role of the wind in separating troposphere from the zones?
C. Write a short anecdote about a person who became insane and how he was able to cope with this dilemma. You may also include the
involvement of the family and relatives in ensuring that he regained his sanity. Make sure to include 5 sample adverbs for each type.
Encircle each adverb and identify its kind directly on top of it. Refer to the rubric found below for your guide.
Criteria for Grading

Points Content Clarity and Grammar/
Coherence Mechanics
( Presence of 5
adverbs for each
type)
5 YES YES YES
Utilizes the assigned The writer has smooth There were 5 sample
topic and clearly flow of thoughts from adverbs for each kind
serves as the one idea to another. and were
governing theme of Moreover, assists appropriately used.
the over-all idea of the readers to clearly see
composition. the logic of ideas.
3 PARTIAL PARTIAL PARTIAL
Utilizes the assigned Sentences and words There were only 3

topic but there are at times disrupt the adverbs for each kind,
times when the ideas clarity of the work. however, half of these
are not at par with the Thus, needs to adverbs was
topic at hand. improve the flow of inappropriately used.
ideas as well as the
transitions between
and among paragraphs
for easy
understanding
1 NONE NONE NONE
Does not utilize the Sentence structure, There was only 1

assigned topic and has word choice, lack of adverb per kind and 3
no unified thoughts transitions and/or of them are
sequencing of ideas inappropriately used.
make it difficult to
read and understand
LESSON 2
Putting in other’s shoes
At the end of this lesson, you will be able to:
1. analyze literature as a means of valuing other people and

their various circumstances;
2. distinguish the features present in poetry and in prose;
3. interpret information found in linear and non-linear texts
such as diagrams, maps, charts and text;;
4. react and share personal opinions about the ideas
listened to;
5. share personal opinions about the ideas presented in
the material viewed;
6. determine the vocabulary or jargons expected of a
communicative style ;
7. determine tone, mood, technique and purpose of the
author;
8. compose forms of literary writing;
9. identify types and features of short prose; and
10. use conditionals in expressing arguments.
Have you ever tried doing something that you deeply regretted? How did you move on from this experience?
Click the link that follows for a short sneak peek to the life and works of Llewelyn Powys.
https://www.britannica.com/biography/Llewelyn-Powys
Unlock the following words based on the images provided.
1. flanks
Courtesy of: https://www.alamy.com/stock-photo-close-up-woman-grabbing-skin-on-her-flanks-with-the-drawing-black-134842029.html
2. rupee
Courtesy of: https://www.alamy.com/stock-photo-close-up-woman-grabbing-skin-on-her-flanks-with-the-drawing-black-134842029.html

3. gambols
Courtesy of: https://www.dailytelegraph.com.au/news/image-gallery/6f77d98b9e4c00c5b36ec2012451af81?sv=b362cf0164be443b48cd6541df8a6256
4. gallop
Courtesy of: http://www.wildlife-pictures-online.com/zebra_lznp-3084.html

READ ME
Discover how one simple circumstance made an impact on one’s life and that of others.
Under the African Sun

Llewelyn Powys
Courtesy of: https://www.forbes.com/sites/robreed/2018/08/06/the-african-safari-if-you-dont-want-to-plan-an-african-safari/#1e9a66bb3551
The sun was exactly overhead, beating down upon the patched African landscape. I was riding with a friend over the plain of Lol- Dureto
which lies under the Eburu mountains.
A hundred yards away, two zebras stood playing together. The stallion would whinny at the mare and trot around her. They were evidently
lovers. With their thick necks and striped flanks, they looked like typical productions of Africa—obstinate and fantastic.
―Look at those zebras,ǁ I exclaimed.
My friend said to me, ―The stripes disturb the vision. I bet you a rupee you can’t send a bullet into one of them.ǁ I got off my pony and, raising
my rifle, took steady aim. A moment later and the mare was down and kicking about in the dust and dry grass. At the sound of the report the
stallion had stopped short in its gambols and galloped away; but it did not go far. It soon stood still and turned to look at us; and, as I remounted
and rode away, I saw it trotting slowly back to its mate who was now lying quite still on her side.
―You made pretty good practice,ǁ said my friend.
―Yes, it was not bad shooting,ǁ I answered.
We continued our way together, but for some reason or other I felt over-sensitive that day and was troubled by what I had done. It seemed to
me that it was quiet unpardonable to have taken the life of that zebra so carelessly, for no reason at all.
Far up in the zenith the equatorial sun blazed down upon us. I knew that in the sight of that heartless Gorgon’s eye of Africa it was no hellish
thing that I had done. I knew that he was far too used to African ways and the cruelty of tooth and claw.
The next day I rode to the Nagum Valley and spent many hours dosing two thousand sheep with bluestone and mustard. The incident of the day
before had completely gone out of my mind; and even if I had remembered it, the occasion hardly offered much opportunity for sentiment over a
hot zebra, with so many sheep waiting for their medicine in the heat and dust. I dosed them until I was too tired to speak, pushing the narrow neck
of the Worcester-sauce bottle into the sides of their mouths and holding it there, while they swallowed the proper quantity of liquid.
When at last I had finished, I mounted my pony and began riding home. For no special reason I elected to return by way of the Lol- Dureto
plain; I fancied perhaps that it was shorter.
I was tired and my pony was tired, oppressed by the late heat of the African afternoon. In a half-crazed condition, I noticed subconsciously
that there were a number of vultures circling about the sky before me. What is disturbing them, I wondered. At that moment my mind
received a strange jolt and I was wide awake.
The vulture were circling over the zebra I had shot the day before; but they had not so much as plucked out her eyes because the stallion was still
there at her side, trotting to and fro, and furiously driving away any bird that settled on the ground near his dead mate. And as I sat on my pony
watching the scene, I knew that this untamed fantastical animal, restlessly running to and fro in the vivid sunshine of that tropical noon, had
thrown out a challenge against the material universe, more desperate , more beautiful, and more convincing than any I had ever heard from pulpit
or platform.
Check this out!
For more information, click the following site:

➢ https://www.youtube.com/watch?v=EH6zMln4MYc
Spill your ideas!
Share your insights through the following questions.
1. Why did the author in the literary selection shoot at one of the zebras?
2. How did the author feel about his action immediately after doing it? Read sentences that support
your answer.
3. On his return, what did he notice in the place where he had shot the zebra?
4. What lesson did he learn from the scene?
5. What is the meaning of the last statement in the essay?
6. How did he describe the zebra’s action? Do you agree with this description? Why or why not?
7. If you were in his situation, would you do the same? Why or why not?
8. In what ways are wild animals helpful to people?
9. Have you ever participated in activities that you later wish you had not, for whatever reason?
What do you resolve to do after such an experience?
10. What can you do to help our fellow species?

If you were in his situation, under the same
circumstances, would you have acted the same?
Ponder This!
With a partner, answer the questions that are provided below. Content
1. What is your answer to the question?

2. Why did you think that way?
3. How do you feel about your answer?
Language- focus
1. In focus, what does the sentence ask you to do?
2. What is the grammatical structure of the sentence?
3. What does the first part of the sentence suggest? The second one?
4. Have you tried expressing sentences such as this? When do you use them?
Very often, people are confronted with situations when they’re required to make suppositions as to what could happen, what might have happened
and what they wish would happen. Knowledge of Conditionals will help you create meaningful and structurally-correct sentences to produce
better communication by being able to convey points and arguments. Conditionals are also known as ―ifǁ clause. They allow people to make
suppositions, sometimes referred to as the “unreal past”, by using past tenses of verbs but do not really mean that something has actually happened
in the past. These sentences are divided into two parts, namely; the “If” clause and the main clause. In cases where there is a negative sentence,
using “unless” may be acceptable instead of “if”. There are several types of Conditional Sentence which have their own form and meaning.
Types of Conditional Sentences
1. Zero Conditional- This refers to “”now” or “always” and always refers to general truths. In addition, these situations are real
and possible. Lastly, “if” may be changed into “when”.
If Clause Main clause
Formula: If + simple present Formula: simple present
If this event continues it creates destruction
If water is placed in the fridge it hardens and becomes ice
If it rains the grass gets wet
2. Type 1 Conditional- This refers to the present or future where the situation is real. It also expresses a possible condition and
its probable result. When “if” clause is present, the main clause will be in its future form.
Formula: If + simple present Formula: simple future
If this thing happens That event will happen

If you don’t speed up you will miss the van
If it rains on Monday you will take the train
3. Type 2 Conditional- This refers to “now” or “any time”. However, the situation being referred to is unreal, therefore not
based on facts. This makes the conditions and its possible results hypothetical. When the “if” clause is in the past form, the
main clause takes the present conditional.
Formula: If + simple past Formula: present conditional or present continuous

conditional
If this thing happened that thing would result
If you slept earlier you would not be late
If I spoke French I would be working in France.
4. Type 3 Conditional- This refers to an event which happened in the past and a result that would also have happened in the
past. It is based on the opposite of what is being expressed. It further expresses an unreal past condition and its probable past
result. When the “if” clause uses the past perfect, the main clause uses the perfect conditional.
Formula: If + past perfect Formula: perfect conditional or perfect continuous

conditional
If this thing had happened that thing would have happened or been happening
If you had studied seriously you would have passed the exam
If it had rained you would have gotten wet
If I had accepted the promotion I would have been working in China
5. Mixed Type Conditional- This refers to an event in the past, but this situation continues to occur in the present. These are
based on the facts that are opposite to what is being expressed. Finally, this is an unreal past condition and its probable result in
the present time.
Formula: If + past perfect/simple past Formula: present conditional or perfect conditional
If that thing had happened this thing would happen now
If you had worked seriously in school you would have a good job now.
If we had looked at Google map we would not be lost
If you were afraid of flies you would have sprayed insect killers on them.
Check this out!

➢ https://www.ef.com/wwen/english-resources/english-grammar/conditional/
➢ https://youtu.be/h-Np7dmvw0U
A.Click the links that follow and answer the exercises found on each link.
*https://www.perfect-english-grammar.com/support-files/first-second-third-conditional-exercise.pdf
*http://www.es.edu.rs/download/e_ucionica/conditional-sentences_all_types.pdf
*http://www.beniculturali.unipd.it/extra/dispense%26materiale/dispense_materialepubblico/Lingua%20inglese/2013-14%20-
%20Esercizi%2030%20ottobre%202013%20-%20Conditionals.pdf
B. Create a table which will contain the different Types of Conditional Sentences. You must write down at least 5 sentences for each
type of conditional sentence.
C. Write a 3-paragraph argumentative essay on the following topics. You can only take one side of the issue. You can prove it
effective or not and make sure to include at least 3 sample sentences for each type of Conditional Sentence. Refer to the rubric found
below.
*Oplan Tokhang
*4Ps
*Train Law
Points Content Clarity and Grammar/Mecha
Coherence nics
( Presence of 3
conditional
sentences for
each type)
5 YES YES YES
Utilizes the assigned The writer has There were 5 sample

topic and clearly smooth flow of of conditional
serves as the thoughts from one sentences or each kind
governing theme of idea to another. and were
the over-all idea of Moreover, assists appropriately used.
the composition. readers to clearly see
the logic of ideas.
3 PARTIAL PARTIAL PARTIAL
Utilizes the assigned Sentences and words There were only 3

topic but there are at times disrupt the conditional sentences
times when the ideas clarity of the work. for each kind;
are not at par with the Thus, needs to however, half of these
topic at hand. improve the flow of adverbs were
ideas as well as the inappropriately used.
transitions between
and among paragraphs
for easy understanding
1 NONE NONE NONE
Does not utilize the Sentence structure, There was only 1

assigned topic and word choice, lack of conditional sentence
has no unified transitions and/or per kind and 3 of
thoughts sequencing of ideas them are
make it difficult to inappropriately used.
read and understand
Info Pop
When you look back to the selection entitled, ―Under the African Sunǁ by Llewelyn Powys, look closely at how it is
written. Does it have a rhyme? Does it use too many literary devices? Does it use simple terms? How does it seem to
differ from other selections you have read in this book?
After writing the answers to these questions, think of another piece of literature which has rhyme and structure and
compare and contrast it with the selection, ―Under the African Sunǁ using a Venn Diagram.

You have been exposed to a wide array of reading materials which differ in many ways. For instance, you have read texts which are highly-
structured and creative and others which use simple terms and direct-to-the-point language. This is because of the many different types and
divisions in reading materials. Previously, you learned about the different types of poetry. All of them were thoroughly discussed highlighting the
demarcation line that separates their distinctions, classifications and uniqueness.
Broadly, poetry characteristically exhibits creative language through its incorporation of rhyme, metrical structure and literary devices. On the
other hand, Prose is the complete opposite. It is based on the Latin word “prosa oratorio” which means straightforward discourse. It is considered
that because it does away with creative, artistic language, but rather utilizes simple and ordinary language either in written or oral form. There
are two major classifications of prose, namely; fiction and non-fiction.
Fiction is prose writing which is totally imaginative, although authors may include fact-based details in fictional stories. On the other hand, non-
fiction is completely fact-based.
Types of Fiction
1. Historical Fiction- This type takes the readers to a particular period in past history, where they learn about events and the
everyday life of people living during that time
2. Realistic Fiction- This fiction is based on events, situations, settings and characters that are true to life and recognizable.
3. Science Fiction- This fiction is pure fantasy but is based on scientific fact or hypotheses, with imaginative and exciting features.
4. Mystery- This fiction describes crimes that have been committed and follows the investigative processes conducted by a
main character to discover the perpetrator(s) of the crime. They can be based on actual events, but using made-up characters.
5. Metafiction- This is a type of fiction that is often used to parody language and other literary forms.
6. Romance- Romance novels are usually love stories with happy endings whose characters and adventures are impossibly ideal.
7. Short Story- Short stories are organized into a single plot and can usually be read in one sitting, composed of more or less
10, 000 words.
8. Novel- Novels are extended works of fiction, narrating stories with considerable length and depth. They are
composed of a number of chapters, with many characters and events and covering long periods of time.
9. Prose Drama- These are like poetic plays but are written in prose form.
10. Prose Allegory- This is a type of fiction where abstract ideas are personified and presented in a narrative form.
11. Novelette- This is shorter than a novel, but longer than a short story.
12. Fable- This is a story which uses animals as its prime characters; however they are assigned specific human attributes and
even dilemmas.
13. Parable- This is a literary text which creates an analogy to illustrate a lesson and is used extensively in the bible.
14. Myth- This is a story which deals with supernatural beings like gods and goddesses, dragons and monsters.
15. Legend- This is a story which tries to explain how something (a volcano or river or even a city) originated.
16. Folktale- These are stories which are generally considered as timeless because these were transmitted orally from one
generation to the next.
17. Fairy Tale- This is a narrative which involves fantastic forces and beings, popular with children, and usually has a happy ending.
Types of Non-fiction
1. Biographies – This is a personal account of a person’s life that is written by another person other than the owner of the life
story.
2. Autobiographies- This is similar to a biography, but this is written by the person who owns the life story himself.
3. Essay- This is a composition which is expository in nature and moderate length.
3.1 Formal Essay- This is a sub-type of an essay which deals with serious, critical and important topics.
3.2 Informal Essay-This is the complete opposite of the first sub-type as it deals with ordinary topics.
3.3 Critical essay- This is an essay which examines, evaluates, and analyzes a literary work.
3.4 Travelogue- Travelogues are articles or books which describe travel experiences and cities or countries where
the author travelled.
4. Letters- This is a written message which is addressed to one person or an organization.
5. Journal – This is a prose composition which is published periodically for an exclusive readership. Individuals can also keep a personal journal
of certain life experiences (college, first job, childbirth, etc)
6. Diary- This is a daily chronicle of a person’s life.
7. Other forms of non-fiction prose reading materials include travel, history, scientific prose, current publications, literary
criticism and book reviews. Philosophical and religious writings.
Check this out!

➢ https://youtu.be/DDo1_71aJ0o
➢ https://www.slideshare.net/LjAyelsh/types-of-prose-67828454
➢ http://lifestyle.iloveindia.com/lounge/types-of-prose-11922.html
A. In a group of 3, compare and contrast poetry from prose through an animated video. Make sure to model a text from both groups.
You must clearly point out specific parts of each text which separate one from the other.
B.Choose at least one type of fiction and non-fiction. Then, write your own version of your chosen specific type.
Have you ever tried hunting ? How did you go on with it?
How did you feel about doing it? Did you enjoy it?
Ponder This!
When going hunting, note that there are terms that only hunters use. Take a look at the terms in bold type found below. Try to unlock the
meaning of the terms used in hunting.
1. Anchor Point
A bow hunter must have an anchor point in his face to stabilize his aim before releasing the arrow towards the target.
2. Buck
Every new hunter’s dream is to take home a lifeless buck.
3. Bugle
A hunter must know the bugle of an elk because this will allow him to imitate it, thus attracts the elks to near him because this
signals breeding.
4. Rut
The time of rut is a perfect season for hunting because males can be easily deceived by the hunter’s bugle as this is a time for
breeding.
5. Spread
A hunter must know the spread of the points between the antlers of a deer to successfully determine the projection of the target
area.

In life, all endeavors have different sets of terms unique to their respective fields. In other words, there are terms that are exclusive to certain
professions and disciplines. These terms are called Jargons. These are words and expressions which are
used solely in certain professions and are difficult to understand for those who are not in that particular profession. The terms presented above are
jargons in hunting. There are so many professions which have their own set of jargons. The ones presented below are only a few of the many
jargons in the profession mentioned.
Examples of Medical Jargon
• Agonal - Term to signify a major, negative change in a patient's condition

• BP - Medical shorthand for blood pressure
• FX - Medical jargon meaning bone fracture
• JT - A joint
• NPO - A patient should not take anything by mouth, from the Latin phrase nil per os (nothing by mouth)
• IM - Intramuscular
• K - The elemental symbol for potassium
Courtesy of: https://examples.yourdictionary.com/examples-of-jargon.html
Examples of Business Jargon
• Bang for the buck - A term that means to get the most for your money
• Due diligence - Putting effort into research before making a business decision
• Sweat equity - Having a stake in the business instead of pay
• The 9-to-5 - Business jargon meaning a standard work day
• Chief cook and bottle-washer - A person who holds many responsibilities

Examples of Police Jargon
• Suspect - A person the police think may have committed a crime
• 10-4 - Radio jargon meaning Okay or I understand
• Code Eight - Term that means officer needs help immediately
• Code Eleven - A code that means the individual is at the scene of the crime
• FTP - The failure of an individual to pay a fine
• Assumed room temperature - An individual has died
Examples of Military Jargon
• TD - Temporary duty
• AWOL - Absent without leave
• SQDN - A squadron
• SAM - Surface-to-Air missile
• PCS - A permanent change of station
• LES - Leave and earning statement
Examples of Political Jargon

• Left wing - Political jargon for liberal, progressive viewpoint
• Right wing - Jargon meaning a conservative viewpoint
• Getting on a soapbox - Making a speech in public
• POTUS - President of the United States
• SCOTUS - Supreme Court of the United States

Examples of Internet Jargon
• BTW - By the way

• CYA - See you around
• FAQ - Frequently asked questions
• HTH - Hope this helps
• MOTD - Message of the day
• YMMV - Your mileage may vary
• IIRC - If I remember correctly
• IANAL - I am not a lawyer
• LOL - Laugh out loud
• BFF - Best friends forever
• TTYL - Talk to you later
Check this out!

➢ https://examples.yourdictionary.com/examples-of-jargon-in-the-workplace.html
➢ http://www.softschools.com/examples/grammar/jargon_examples/142/
➢ https://www.instructionalsolutions.com/blog/jargon
A. Research the following jargons of different professions or disciplines. Carefully define them based on how they are used in their respective
fields.
Journalism
byline
masthead
news peg
beat
column
Music
royalty
label
record
track
tour
Sports
goal
kill
prizefighter
cager heater
B.Decide on what profession you want to take in the future. Then look for 10 specialized or technical terms that your profession uses. Define
each.
C.Using all jargons that you listed above, produce a work memo, job description, or whichever piece of writing that fits the context of your choice
of jargons.
UNIT TEST
I. Identification: Provide the needed answers for each item.
1. A communicative style used when members of the family and close friends talk to each other.
2. A communicative style used when friends or simply acquaintances converse with each other.
3. A communicative style used when discussions and regular conversations in school and companies and
even trade.
4. A communicative style that is governed by established professional rules, standards and processes.
5. A communicative style referred to as a ―fixed speech.ǁ
6. A type of cue which prompts listeners with spoken language.
7. A type of verbal cue which gives focus to important details.
8. A type of verbal cue which helps communicators order their information.
9. A type of verbal cue which pertains to habits.
10. A type of cue which does not use words, but rather uses body language, gestures and facial
expression.
11. It means ―prosa oratorio.ǁ
12. A general type of prose which deals with highly-imaginative stories.
13. A general type of prose which deals with informative materials.

14. A sub-type of fiction which is characteristically written by an anonymous writer and is considered
timeless.
15. A sub-type of fiction which narrates adventures with fantastic forces and usually ends happily.
16. A sub-type of fiction which deals with the origin of things.
17. A sub-type of fiction which is usually found on the bible and is lesson-filled.
18. A sub-type of fiction which deals with gods and goddesses.
19. A sub-type of fiction which uses animals as the lead characters.
20. A sub-type of fiction which is shorter than a novel but longer than a short story
21. A sub-type of fiction in which abstract ideas are presented in narrative form.
22. A sub-type of fiction which is like a poetic play but written and structure in prose form.
23. A sub-type of fiction wherein readers are taken into a certain period of time in the past.
24. A sub-type of fiction which is based on events, situations, settings and characters that are true to life.
25. A sub-type of fiction which is also considered a modern fantasy as it explores a scientific fact.
26. A sub-type of fiction which is often used to parody language and other literary forms.
27. A sub-type of fiction which are usually love stories with a happy ending and an adventure of an ideal character.
28. A sub-type of fiction which can be read in one sitting.

29. A sub-type of fiction which is referred to an extended work of prose fiction.
30. A sub-type of non-fiction which is a true account one’s life, but this is written by another person.
31. A sub-type of non-fiction which is a true account of one’s life but is written by the person himself.
32. A sub-type of non-fiction which is of moderate length and, usually expository in nature.
33. A sub-type of fiction which is a written message address to a person or an organization.
34. A sub-type of non-fiction which is considered as a prose composition published periodically to an

exclusive readership.
35. A sub-type of non-fiction which is a daily account of what happens in a person’s life.
II. Grammar
A. Adverb: Underline the adverb found one each sentence. On the line provided, write which word in the sentence tells how, when,
where, or to what extent an action is done.
Example. I danced gracefully. how
1. Marie arrived early.
2. I can run faster than you.
3. Jak Roberto seems very sure of himself.
4. Later I believed him.
5. Our volleyball team fought bravely against their opponent.
6. Is he always early?
7. After saying goodbye to his mother, Naigel left for school immediately.
8. She learned to bake cookies easily. _
9. Myrish often goes to concerts.
10. The Buglasayaw dance troupe was rehearsing tediously.
11. The rain pounded heavily on the skylights and ran over the tops of the gutters.
12. John had soon finished washing the windows, so he polished the mirrors. _
13. Will you please get the dog, which is digging at the backyard, and bring it here?
14. Next, Jean diced onions and green peppers and put them into the pot to simmer.
15. The bowl and the beaters used for beating egg whites must be completely free of
grease.
B. Conditionals: Complete the sentences found below by adding a main clause in the ―ifǁ clauses listed above. Afterwards, indicate
which type of conditional sentence it belongs.
1-If he had taken my advice… 2-
If you ate less…
3-We´ll send for the doctor … 4-
If she practiced more…
5- If there isn`t enough wine in the bottle…
6- If you had checked the petrol before we started…

7- They wouldn´t have broken up if…
8-If these gates are locked….
9-If we leave before breakfast…
10-If the river rises any higher…
11-The grass would look better if…
12-Unless it is a nice day…
13- He would lend it to you…
14- If the storm becomes worse…
15-I´d have brought my coat…
16-If I had a car…
17-You will have to go to the dentist…
18-If Tom rings while I´m out…
19- If you had asked his permission…
20- If you had tried to climb it without a guide…

III. Create: Create a letter for the President of the Republic of the Philippines. State in your letter which of his decisions or
promulgations you do not agree with. Make sure to include 2 adverbs for each type and 2 conditional sentences in your
letter. When you have completed your letter, start reading it repeatedly for you will be recording the content of your
letter with the appropriate enunciation of the different consonants, vowels and even the dipthongs. Use your iMovie in
creating your output.

Points Content Clarity and Coherence Grammar/Mechanics Appropriate Enunciation and Sound
Projection
* Presence of 2 conditional sentences for each
type
*Presence of 2 adverbs for each type
5 YES YES YES YES
Utilizes the assigned topic and clearly serves The writer has smooth flow of There were 2 samples of conditional sentences and 2 The student was able to enunciate all sounds
as the governing theme of the over- all idea of thoughts from one idea to another. adverbs for each kind and were appropriately used. correctly and expressively with a relative level of
the composition. Moreover, assists readers to emphasis and projection.
clearly see the logic of ideas.
3 PARTIAL PARTIAL PARTIAL PARTIAL
Utilizes the assigned topic but there are Sentences and words at times There were only 1 conditional sentence and 1adverb The student was able to evidently enunciate the
times when the ideas are not at par with disrupt the clarity of the work. for each kind, however, half of these adverbs was sounds, however, it is clearly noticeable that
the topic at hand. Thus, needs to improve the flow of inappropriately used. he/she has committed a number of glitches that
ideas as well as the transitions were obvious.
between and among paragraphs for
easy understanding
1 NONE NONE NONE NONE
Does not utilize the assigned topic and has Sentence structure, word choice, There was no conditional sentence per kind and all of It is highly noticeable that the student lacks
no unified thoughts lack of transitions and/or them are inappropriately used. confidence and has repeatedly committed mistakes all
sequencing of ideas make it throughout his/her recording.
difficult to read and understand
References
Dumaguin, L.M.,& Sunga, N. (2010). English Across Continents. Makati City: DIWA
LEARNING SYSTEMS INC.
Generoso , T. (2017). A Voyage to Language and Anglo American Literature. Cebu City.
https://medium.com/@CityofKent/journey-to-peace-celebrating-diversity-in-kent-f55b3c9cf772
https://medium.com/@CityofKent/journey-to-peace-celebrating-diversity-in-kent-f55b3c9cf772
https://en.m.wikipedia.org/wiki/Dissociative_identity_disorder
https://www.lovepanky.com/love-couch/sweet-love/topics-to-talk-about-in-a-relationship
https://www.shutterstock.com/search/friends+talking+city?image_type=all&search_source=base_related_searches
https://seelio.com/w/128u/nonverbal-communication-touch-behaviors
https://www.omniglot.com/charts/ipa.xls
http://usefulenglish.ru/phonetics/english-vowel-sounds
https://www.omniglot.com/writing/ipa.htm
https://www.thoughtco.com/sounds-in-spelling-the-dipthongs-3111059
https://old.liu.se/ikk/english/files/Course%20Webpages/english-
3/1.206147/CompendiumVowelsConsonantsofEnglish.pdf
https://www.thoughtco.com/schwa-vowel-sound-1691927
http://downloads.bbc.co.uk/worldservice/learningenglish/pronunciation/pdf/exercises/schwa_exercises.pdf
https://www.londonschool.com/blog/phonetic-alphabet/
https://pronuncian.com/podcasts/episode209
https://pronuncian.com/podcasts/episode209
https://www.starpronunciation.com/2014/09/what-is-ə-schwa/
https://www.tspu.edu.ru/tspu/files/fia/files/chaos_english_is_tough_stuff_.pdf
http://www.southeastern.edu/acad_research/programs/writing_center/handouts/pdf_handouts/adverbs.pdf
https://grammar.yourdictionary.com/parts-of-speech/adverbs/con-adverb.html
https://grammar.yourdictionary.com/parts-of-speech/adverbs/conjunctive-adverb-worksheets.html
https://mobile.twitter.com/pmiregion1/status/926228184751845376
https://www.scribd.com/doc/68134949/Kinds-of-Poetry-and-Prose
https://examples.yourdictionary.com/examples-of-jargon.html
https://www.britannica.com/biography/Llewelyn-Powys
https://www.alamy.com/stock-photo-close-up-woman-grabbing-skin-on-her-flanks-with-the-drawing-black-134842029.html
https://www.livemint.com/Money/u58y9YWicWYOzBx8NkVGAN/Rupee-hits-fresh-record-low-against-US-dollar-as-emerging- cu.html
https://www.dailytelegraph.com.au/news/imagegallery/6f77d98b9e4c00c5b36ec2012451af81?sv=b362cf0164be443b48cd6541df8a62 56
http://www.wildlife-pictures-online.com/zebra_lznp-3084.html
https://www.forbes.com/sites/robreed/2018/08/06/the-african-safari-if-you-dont-want-to-plan-an-african-safari/#1e9a66bb3551
https://www.slideshare.net/LjAyelsh/types-of-prose-67828454
http://lifestyle.iloveindia.com/lounge/types-of-prose-11922.html
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Unit 2 - English 9

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Unit 2 - English 9

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In this unit, you will be expected to demonstrate understanding of how Anglo-American

Bring back the old me!

At the end of this lesson, you will be able to:

1. compare and contrast similar information presented in different

* What happened to Lucy?

* How could Henry and her family support her?

2. I think I’ll buy a lovely new frock for my birthday party.

"You are still hard at work, I see?"

"You can bear a little more light?"

"What did you say?"

"Do you mean to finish that pair of shoes to-day?"

"You have a visitor, you see," said Monsieur Defarge.

"What did you say?"

Mr. Lorry took it in his hand.

"And the maker's name?" said Defarge.

"Did you ask me for my name?"

"One Hundred and Five, North Tower."

"Is that all?"

"One Hundred and Five, North Tower."

"Monsieur Manette, do you remember nothing of me?"

"Have you recognised him, monsieur?" asked Defarge in a whisper.

"You are not the gaoler's daughter?"

She sighed "No."

"Who are you?"

"How was this?--was it you?"

"But, consider. Is he fit for the journey?" asked Mr. Lorry.

"What did you say?"

"Remember? No, I don't remember. It was so very long ago."

And the old answer:

"I can't say."

Courtesy of: https://americanliterature.com/author/charles-dickens/book/a-tale-of-two-cities/book-i-chapter-vi-the-shoemaker

Spill your ideas!

Share your insights through the following questions.

1. What makes the voice of Dr. Manette pitiful and dreadful?

8.How do you think a mentally disturbed person can be helped to recover?

9. Can destroying human dignity ever be justified?

*Convincing your mentally-ill mother

*Convincing your mentally-ill friend

*Convincing a mentally-ill acquaintance

*How did each person convince the mentally-ill person?

a. Telling your boyfriend/girlfriend that you love him/her

Courtesy of: https://www.lovepanky.com/love-couch/sweet-love/topics-to-talk-about-in-a-relationship

Courtesy of: https://www.shutterstock.com/search/friends+talking+city?image_type=all&search_source=base_related_searches

a. When a student talks to his/her teacher

Courtesy of: https://www.hightechhigh.org/teachercenter/change-packages/small-group-discussions/

Courtesy of: https://theamericangenius.com/business-news/tactics-surviving-group-interview-panel/

Courtesy of: https://www.senate.gov.ph/photo_release/2009/1013_02.asp

For more information, click the following sites:

Group 1- Intimate Group 3- Consultative Group 5- Frozen

Group 2- Casual Group 4- Formal

What’s in your mind?

Two types of Cues

Here are the lists of example verbal cues

1. You need to know

Some examples are:

Some examples are, when the teacher:

Courtesy of: Courtesy of: https://www.senate.gov.ph/photo_release/2009/1013_02.asp

For more information, click the following sites:

Courtesy of: https://www.freepik.com/free-vector/office-workers-talking_766741.htm

If you think you are beaten, you are.

If you think you will lose, you are lost.

If you think you are outchased, you are.