SCHOOLS DIVISION OF PASAY CITY

MODULES
IN GRADE 11
TVL TRACK

QUARTER 1 – WEEK 1 – DAY 3

 Module Code : Pasay- OC11-Q1-W1-D3

Name : ________________________________________ Strand : ____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

Module in Oral Communication in Context

First Quarter/Week 1/Day 3

Learning Objective:
Distinguish the unique feature(s) of the elements in the communication process .
Today’s Lesson: The Nature and Process Communication II

Let Us Recall
Before we continue moving on to the next series of lectures about Communication,
let us recall what we know so far on the Process of Communication. Supply the
boxes with the right element of communication to complete the diagram. Clues are
given on the box below to guide you.

1.He/She/it has an idea to share or make common. 5. The Interpreter

2. the act of producing messages 6…like listening or reading
3. ..an idea or thought that you want to share 7. interference
4. ..should I say it or just write her a letter? 8. response
9. .the place, the time

References for Enhancement:

https://www.youtube.com/watch?v=8Ox5LhIJSBE
https://www.youtube.com/watch?v=kkwAJmnS0Oo
https://businessjargons.com/communication.html
https://www.thoughtco.com/what-is-communication-process-1689767
https://www.businessmanagementideas.com/communication/elements-and-importance-of-communication

What’s New?
Message, Channel, Context and Noise. Do they sound familiar? Well,
they should! These four are in the basic Elements of Communication. We will
know be learning more about these elements and their roles or influence in the
communication process plus an additional element in communication which is
Effects. This module will broaden your understanding on how the process of
communication works.

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 Module Code : Pasay- 21stCL11-Q1-W1-D3

Name : ________________________________________ Strand : ____________________

Messages
Communication messages take many forms and are transmitted or received through one or
more sensory organs or a combination of them. You communicate verbally (with words) and
nonverbally (without words). Three specific types of messages need to be identified here:
feedforward, feedback, and metamessages.
Feedforward Messages
Feedforward is information you provide before sending your primary messages (Richards,
1951). It reveals something about the messages to come and includes, for example, the preface or
table of contents of a book, the opening paragraph of a chapter, a Facebook profile, movie
previews, magazine covers, and introductions in public speeches. In e-mail, feedforward is given in
the header, where the name of the sender, the date, and the subject of the message are identified.
Feedback Messages
When you send a message—say, in speaking to another person—you also hear yourself.
That is, you get feedback from your own messages; you hear what you say, you feel the way you
move, you see what you write. In addition to this self-feedback, you also get feedback from others.
This feedback can take many forms. A frown or a smile, a yea or a nay, a returned poke or a
retweet, a pat on the back or a punch in the mouth are all types of feedback. Feedback tells the
speaker what effect he or she is having on listeners. On the basis of feedback, the speaker may
adjust, modify, strengthen, deemphasize, or change the content or form of the messages.
Metamessages
A metamessage is a message that refers to another message; it is communication about
communication. For example, remarks such as “This statement is false” or “Do you understand
what I am trying to tell you?” refer to communication and are therefore “metacommunicational.”
Nonverbal behavior may also be metacommunicational. Obvious examples include crossing your
fingers behind your back or winking when telling a lie. On a less obvious level, consider the blind
date. As you say, “I had a really nice time,” your nonverbal messages—the lack of a smile, failure
to maintain eye contact—metacommunicate and contradict the verbal “really nice time,” suggesting
that you did not enjoy the evening. Nonverbal messages may also metacommunicate about other
nonverbal messages. The individual who, on meeting a stranger, both smiles and extends a totally
lifeless hand shows how one nonverbal behavior may contradict another.
Communication Context
Communication exists in a context that determines, to a large extent, the meaning of any
verbal or nonverbal message. The same words or behaviors may have totally different meanings
when they occur in different contexts. The context will also influence what you say and how you
say it. You communicate differently depending on the specific context you are in. Contexts have at
least four aspects: physical context, cultural context, social-psychological context, and temporal
context.

The physical context is the tangible or concrete environment, the room, park, or
auditorium; you do not talk the same way at a noisy basketball game as you do at a quiet
funeral.
The cultural context involves the lifestyles, beliefs, values,
behavior, and communication of a group; it is the rules of a
group of people for considering something right or wrong.
The social-psychological context has to do with the status
relationships among speakers, the formality of the situation, the
norms of a group or organization; you don’t talk the same way in
the cafeteria as you would at a formal dinner at your boss’s
house.
The temporal context is a message’s position within a sequence of events; you don’t talk
the same way after someone tells you about the death of a close relative as you do after
someone reveals they have won the lottery.

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 Module Code : Pasay- OC11-Q1-W1-D3

Name : ________________________________________ Strand : ____________________

Communication Channel
The communication channel is the vehicle or medium through which messages pass.
Communication rarely takes place over only one channel. Rather, two, three, or four channels may
be used simultaneously. In face-to-face conversations, for example, you speak and listen (vocal
channel), but you also gesture and receive signals visually (visual channel). You also emit and
smell odors (olfactory channel) and often touch one another; this tactile channel, too, is
communication. Another way to classify channels is by the means of communication. Thus, face-
to-face contact, telephones, e-mail, movies, television, smoke signals, Facebook, Twitter, Pinterest,
and telegraph all are types of channels.

Noise
Noise is anything that interferes with your receiving a message. Noise in the context of
communication is not limited to sounds. Four types of noise are especially relevant: physical noise,
physiological noise, psychological noise, and semantic noise.
Physical noise is interference that is external to both speaker and listener; it interferes with
the physical transmission of the signal or message and would include the screeching of
passing cars, the hum of a computer, sunglasses, blurred type or fonts that are too small or
difficult to read, misspellings and poor grammar, and pop-up ads.
Physiological noise is created by barriers within the sender or receiver and would include
visual impairments, hearing loss, articulation problems, and memory loss.
Psychological noise refers to mental interference in the speaker or listener and includes
preconceived ideas, wandering thoughts, biases and prejudices, closemindedness, and
extreme emotionalism. You are likely to run into psychological noise when you talk with
someone who is close-minded or who refuses to listen to anything he or she does not
already believe.
Semantic noise is interference that occurs when the speaker and listener have different
meaning systems; it would include language or dialectical differences, regional language,
the use of jargon or overly complex terms, and ambiguous or overly abstract terms whose
meanings can be easily misinterpreted.
Effects
Communication always has some effect on those involved in the communication act. For
every communication act, there is some consequence. For example, you may gain knowledge or
learn how to analyze, synthesize, or evaluate something. These are intellectual or cognitive effects.
You may acquire new feelings, attitudes, or beliefs or change existing ones (affective effects). You
may learn new bodily movements, such as how to throw a curve ball, paint a picture, give a
compliment, or express surprise (psychomotor effects).

Activities : Complete the following tasks.

Generalization
Task 1: The Easy Test
Identify what is being described. Choose from the list of possible answers on the table. Write the
answer on the space provided before the number

Sender communicare noise

visual communication decoders decoding
message Milktea communication effects
encoders communication barrier physical context
encoding Receiver sender
oral coffee olfactory channel
channel context communication

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 Module Code : Pasay- 21stCL11-Q1-W1-D3

Name : ________________________________________ Strand : ____________________

____________1. The exchange of information between people by means of speaking, writing, or

using a common system of signs or behavior.
____________ 2. The use of pictures, drawings, illustrations, graphic organizers, colors, and images
in sending messages.
_____________3. The exchange of meanings between individuals through a common system of
symbols.
_____________4. “To make common” or “to share”
_____________5. The person or individual who initiates a message.
_____________6. The person to whom a message is directed.
_____________7. The verbal and/or nonverbal content that must be encoded by the sender and
decoded by the receiver.
_____________8. Telephones, e-mail, movies, television, smoke signals, Facebook, Twitter,
Pinterest, etc.
_____________9. The setting and situation in which communication takes place.
_____________10. It is anything that interferes with the accurate expression or reception of a
message.
_____________11. Listeners and Readers
_____________12. The act of receiving and interpreting a message.
_____________13. A response from the receiver indicating whether a message has been received.
_____________14. Speakers and writers
_____________15. The act of producing a message.
_____________16. Changes that are happening in the sender and receiver as they communicate.
_____________17. Inside the classroom, at the gym, at the MOA Arena, inside the Baclaran hurch
_____________18. The receiving of message through the sense of smell.
_____________19. Factors, physical or psychological, that prevent or hinder effective
communication.
_____________20. Expressed in spoken form as distinct from written form.

Evaluation

Task 2: The Challenging Task!

Do you still remember this YouTube video? https://www.youtube.com/watch?v=8Ox5LhIJSBE

Watch this short video on YouTube once again. Identify all the elements of communication
present in the short video. With the new set of information that you learn from this module, you
will be able to see and identify those details in the Elements of Communication as they play their
roles in the process. After identifying the Message, Channel, Context, Noise, and Effects, write its
specific type with a short explanation found in the short video. Examples are provided as guide.
Use the table below as your guide in your task

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 Module Code : Pasay- OC11-Q1-W1-D3

Name : ________________________________________ Strand : ____________________

Elements of Details in the Video/Remarks/Explanation

Communication
E.g. Context The communication took place in the train station (because Context is the setting and situation
in which communication takes place)..the train station is a Physical Context
Noise Maya (the girl wearing a hijab) is wearing a niqab that covers her mouth when speaking ..it
affects their communication in a negative way, I consider it Physical Noise
Message Nonverbal Message – the girl was pointing something in the map
sender Maya, she was asking for directions
Channel Maya, she was asking for directions using Vocal Channel

Kudos! You have completed this Module!

References
https://www.merriam-webster.com/dictionary/nature
https://dictionary.cambridge.org/dictionary/english/nature
https://www.collinsdictionary.com/dictionary/english/process
Sipacio, P. & Balgos, A. ( 2016). Oral Communication in Context Textbook.
DeVito, J. (2017) Essentials of human communication, NY, Pearson.

Images
https://www.google.com/url?sa=i&url=https%3A%2F%2Fstock.adobe.com%2Fsearch%3Fk%3Dkudos&psig=AOv
Vaw02cCW1Og
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fwww.independenceplus.com%2F5-keys-of-
effectivecommunication
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fmarketingland.com%2Fyoutube-debuts-tv-
subscription-service-ts-
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fuxplanet.org%2Fhow-to-ace-the-design-task-to-
get-
https://www.toppr.com/guides/business-studies/directing/communication/
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fwww.qualtrics.com%2Fblog%2Fonline-review-
Videos
https://www.youtube.com/watch?v=8Ox5LhIJSBE

Prepared by: Jonathan Baltazar Mangao - Pasay City South High School

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 Module Code: Pasay- FilKOM11- Q1- W1-D3

Name:__________________________________ Strand:___________________
DEPARTMENT OF EDUCATON
SCHOOLS DIVISION OF PASAY CITY
MODYUL SA FILIPINO 11
KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG PILIPNO
Unang Markahan / Unang Linggo / Ikatlong Araw
Paksa: REGISTER ? BARAYTI NG WIKA

A. LAYUNIN: Naiuugnay ang mga konseptong pangwika sa mga napakinggang

sitwasyong pangkomunikasyon sa radyo, talumpati, at mga panayam
B. PANIMULA

Magandang araw sa iyo Batid kong

nadaragdagan ang iyong kaalaman sa bawat
araw. Marahil ay hinihintay mo na ang bagong
araling ipakikilala ko sa iyo sa tulong ng
modyul na ito. Subukan mo munang gawin ang
pagsubok sa ibaba.

Tangkain mong gayahin ang paraan ng pananalita ng sumusunod na taong kilala sa kani-knilang
larangan. Ito ang pahayag na isisingit mo. Iparinig sa kasama sa bahay at kunin ang kanilang
reaksyon.

Kung hindi ka marunong mag-Ingles, limitado ang iyong oportunidad. Ang wika’y sandata.
at ang Ingles ay bazooka.

Excuse me po…(Basahin ang pahayag)..Hindi naming kayo

tatantanan!

Mga Momshie……(Basahin ang pahayag)…..Charr..charrr lang!

Magandang gabi Bayan!…(Basahin ang pahayag)…..Kabayan.

References for Enhancement:

• Bernales, R.A. (2011). Komunikasyon sa Makabagong Panahon. Mutya Publishing House Inc.
• Del Rosario, M.G.(2017). PLUMA. Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino. Phoenix Publishing
• Tylan, D. (2016). Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino. Rex Book Store

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 Module Code: Pasay- FilKOM11- Q1- W1-D3

Name:__________________________________ Strand:___________________

REGISTER / BARAYTI NG WIKA

Ang pagkakaroon ng barayti ng wika ay ipinaliliwanag ng teoryang sosyolingguwistik na pinagbatayan ng
ideya ng pagiging heterogenous ng wika. Nag-uugat ang mga barayti ng wika sa pagkakaiba-iba ng mga
indibidwal at grupo, maging ng kani-kanilang mga tirahan.interes, gawain,pinag-aralan at iba pa.
Samakatuwid, may dalawang dimensyong sosyal. (Constantino, 2006)
Dayalek ang barayti ng wikang nililikha ng dimensyong heograpiko. Tinatawag din itong wikain sa iba pang
aklat. Ito ang wikang ginagamit sa isang particular na rehiyon.Pansinin ang pananagalog ng mga naninirahan
sa iba’t ibang lugar na gumagamit ng wika.
Maynila: Masayang bumiyahe kasi walang trapik!
Batangas: Ala, eh pagkakahusay ngay-ong bumyahe’t walang katrapik-trapik. Kainaman !
Bataan: Kasayang bumyahe ah! Walang trapik ah!
Nueva Ecija: Eh Kasayang bumyahe! Walang trapik weh!
Sosyolek ang tawag sa barayting nabubuo batay sa dimensyong sosyal. Tunatawag din itong sosyal na
barayti ng wika dahik sa nakabatay ito sa mga pangkat panlipunan. Pansinin kung paano inilantad ng rehistro
ng sumusunod na pahayag ang pinagmulan ng mga ito:
Legal Jargon Medisina at Nursing Accountancy Jargon Sports Jargon
Jargon
Court Diagnosis Balance Deuce
Justice Symptom Revenue Fault
Appeal Check up Gross income Advantage
Complainant Emergency Cash flow Breakpoint
Attorney prescription Account Substitution

Jargon ang mga tanging bokabularyo ng isang particular na pangkat ng gawain o larang.
Idyolek ang ay kani-kaniyang paraan ng oaggamit ng wika. Sa madaling sabi, kahit pa sosyal ang
pangunahing tungkulin ng wika, ang indibidwal na katangian ng tao ay nakaiimpluwensya pa rin sa paggamit
ng wika. Ito ang nagpapaiba sa isang indibiduwal sa iba pa. Gaya ng estilo pagsasalita nina Kris Aquino,
Jessica Soho, Manny Pacquiao at iba pa.
Pidgin at Creole ay tinatawag ding nobody’s language. Nagkakaroon nito kapag ang dalawang taal na
tagapagsalita ng dalawang magkaibang wika na walang common na wika ay nagtatangka na magkaroon
kumbensyong makeshift. Ganito ang pidgin na madalas na maririnig sa mga Intsik sa Binondo: Suki ikaw bili
tinda mura.
Ang creole naman ay isang wikang unang naging pidgin at kalaunan ay naging likas na wika gaya ng
Chavacano na hindi masasabing purong Kastila dahil may impluwensya ng katutubong wika sa istruktura
mito.
Ekolek ang pinagmumulan naman ng mga barayti na ito ay ang mga salitang karaniwang ginagamit sa
tahanan.

C. MGA GAWAIN
Gawain 1:
PANUTO: Pag-aralan ang sumusunod na halimbawa ng register.
1. beat- sa larangan ng pampalakasan o isports – tinalo o pagkatalo
Masasabi mo ba kung ano ang kahulugan ng beat sa iba pang larangan?

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Name:__________________________________ Strand:___________________
sayaw at awit-
batas trapiko-
pagluluto-
medisina-
2. dressing- sa larangan ng medisina- paglilinis ng sugat o pagpapalit ng benda
Masasabi mo ba kung ano ang kahulugan ng dressing sa iba pang larangan?

fashion-
pagluluto-
agrikultura-
3. bituin- sa larangan ng astrolohiya- flaming ball of gas na makikita sa kalawakan.
Masasabi mo ba kung ano ang kahulugan ng bituin sa iba pang larangan?
pelikula-
edukasyon-

Gawain 2:
PANUTO : Maglista ng tiglimang salita sa bawat sosyolek ng wika. Maaari kang
magpatulong sa mga kasama sa tahanan mula sa pangkat / okupasyon na nakatala.
Parmasyutika Pamamahayag Musika Matematika

PAGLALAHAT
Gamit ang hashtag, gumawa ng shoutout sa mga bagay na natutuhan sa aralin.

__________________________________________________________

At dahil mga okupasyon o larang ang iyong sinusuri sa modyul na ito, ang susunod na artikulo
ay iyong basahin at unawain. Ito’y paghihinuha sa Labor Export Policy ng Pilipinas na ang
sangkot ay an gating mga OFW na manggagawa.

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 Module Code: Pasay- FilKOM11- Q1- W1-D3

Name:__________________________________ Strand:___________________
PAGLALAPAT
PANUTO: Basahin ang halimbawang teksto.

Pambansang Salbabida at Kadena ng Dependensiya: Isang Kritikal na Pagsusuri sa Labor

Export Policy (LEP) ng Pilipinas/ National Lifesaver and Chains of Dependence: A Critical
Review of the Philippine Labor Export Policy (LEP)
David Michael San Juan
Pamantasang De La Salle, Pilipinas

PANGWAKAS
1.Sa pangkalahatan, lalo lamang ikinadena ng LEP o Labor Export Policy sa dependensiya ang
Pilipinas. Pinigilan at binansot nito ang pag-unlad ng mga industriya sa Pilipinas sapagkat nahirati na
ang gobyerno sa pagdepende sa remitans. Ang kaso ng Pilipinas ay kahawig din ng sitwasyon ng
Nepal na isa ring bansang lubos na nakadepende sa remitans. Naging salbabida ng ekonomiya ng
Pilipinas ang remitans ng OFWs ngunit higit naman ang pakinabang ng mga bansang destinasyon ng
OFWs sa LEP. Pinalalabnaw ng samu’t saring panlipunang epekto ang mga benepisyong nakukuha
ng bansa sa pamamagitan ng LEP.
2.Gayundin, maraming OFWs ang nabibiktima ng pang-aabuso at pagsasamantala ng mga
employer sa mga bansang destinasyon ng mga migranteng manggagawa. Sa lente ng Teoryang
Dependensiya, ang mga estruktura ng ekonomikong dependensiya ng Pilipinas sa mga bansang First
World ay pinanatili at pinatitibay pa ng LEP sapagkat hindi ito humahantong sa dibersipikasyon ng
ekonomiya sa pamamagitan ng industriyalisasyon at iba pang ekonomikong aktibidad na makalilinang
sa pamilihang lokal ng bansa tungo sa isang sistemang ekonomikong makalilikha ng sapat na trabaho
para sa mga mamamayan upang hindi na kailangangin pa ang pag-eeksport ng milyun-milyong
manggagawa sa ibayong-dagat. Habang nananatiling prayoridad at opisyal na patakaran ng gobyerno
ang LEP, mananatili rin ang mga kadena ng dependensiya ng Pilipinas sa ekonomiya ng mauunlad na
bansa.
3. Sa ganitong diwa, hinihikayat ang mga awtoridad ng Pilipinas at iba pang bansang Third World
na suriing mabuti at malao’y ibasura ang kanilang LEP, at humanap ng alternatibong landas patungong
kaunlaran na hindi na magsasakripisyo sa yamang tao ng bansa, sa altar ng tubo at ginhawa para sa
mayayamang bansang mapagsamantala.

1. Sa talata 1, ano ang naging pangunahing epekto sa bansa ng Labor Export Policy?

2. Sa talata 2, bakit hindi makalikha ng milyon-milyong trabaho para sa mga Pilipino?

3. Sa talata 3, ano ang mungkahing nakasaad ayon sa mananaliksik ?

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Name:__________________________________ Strand:___________________
4. Isulat ang 10 Jargon ng mga salitang g may kaugnayan sa larang ng Paggawa o
Labor. Pumili ng sagot sa teksto.

PAGTATAYA
A. Basaahin ang mga pahayag at tukuyin ang register ng wikang ginamit. Isulat ang letra
ng tamang sagot.
A. Creole
B. Dayalek
C. Ekolek
D. Idyolek
E. Pidgin
F. Sosyolek

________1. Nagsimula bilang pansamantalang pang-ampat sa krisis ng disempleyo

(unemployment) noong dekada 70 sa ilalim ng diktadurang Marcos ang Labor Export Policy (LEP).
________2. Gorabels akech sa Airportchi. Si mudrabels jorating from the land of the singer,
Singapore.
________3. Ma, natanggap na po naming mga padala ‘nyo. Thank you po. Mwa, mwa, tsup, tsup!
________4. Ilang OFW gidala sa Rizal Stadium para maquarantine ug makuhaan ug swab sample
para sa covid 19.
________5. Bigyan ng jacket ‘yan! Si Maam ay isang balik-bayang manggagawa buhat sa Dubai
at isa siyang receptionist sa isang hotel. Pinauwi ngayon dahil nagsara ang mga estbisyimento
roon. Bigyan ng 5 thiousand cash,Liver aid at Cherry Mobile!
B. Bumuo ng diyalogo na nagpapakita ng paggamit ng register ng wika sa pagitan
sumusunod:
1. doktor at pasyenteng OFW na nagnegatibo sa COVID 19 (5 puntos)

Doktor:

Pasyenteng OFW:

Doktor

Pasyenteng OFW

Rubrik sa Pagmamarka ng Pagsulat ng Diyalog

5-4
Napakahusay ng pagkakabuo ng
pahayag at may makabuluhang
daloy ng usapan.
3-2
Katamtamang husay ang
pagkakabuo ng pahayag at
katamtaman din ang
pagkamakabuluhan ng daloy ng
usapan.
1
Kailangan pang pagbutihin ang
pagkakabuo ng pahayag at
sikaping maging makabuluhan ang
daloy ng usapan.

Inihanda ni: IMELDA E. ONTE/ Master Teacher I, PCWHS

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 Module Code: Pasay- GM11- Q1- W1-D3

Name:__________________________________ Strand:__________________
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN GENERAL MATHEMATICS

First Quarter / Week 1 / Day 3

Objective:
Performs addition, subtraction, multiplication, division, and composition of functions.

YOUR LESSON FOR TODAY:

• Addition and Subtraction of Functions

• Multiplication and Division of Functions
• Composition of Functions

Review Exercises:

Exercise 1:

Fill in the missing answers by performing the operations of the following polynomials.

1. 𝑥 + 1 + 2𝑥 − 2 =_______________ 4. (𝑥 2 + 1)(𝑥 − 2) =_______________

𝑥 2 −4
2. 𝑥 2 − 𝑥 + 1 − (𝑥 + 1) =_______________ 5. 𝑥+2
=_______________

3. (𝑥 − 1)(𝑥 + 2) =_______________

Exercise 2:

Evaluate each expression given by the functions below.

𝑓(𝑥) = 2𝑥 − 5 ℎ(𝑥) = 𝑥 − 8
𝑔(𝑥) = 𝑥 2 + 2𝑥 − 1 𝑘(𝑥) = 3𝑥 2 − 4
1
1. 𝑓(1) 3. ℎ(2)

2. 𝑔(−1) 4. 𝑘(−2)

Addition and Subtraction of Functions

Let 𝑓 and 𝑔 be functions.
(a) Their sum denoted by 𝑓 + 𝑔, is the function defined by (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
(b) Their difference denoted by 𝑓 − 𝑔, is the function defined by (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥)

Example: Use the ff. functions to determine the value of the given functions below.
• 𝑓(𝑥) = 𝑥 + 3
• 𝑔(𝑥) = 2𝑥 − 7
• ℎ(𝑥) = 𝑥 2 + 5𝑥 + 4
Solve:
1. (𝑓 + 𝑔)(𝑥)
Solution: 𝑓(𝑥) + 𝑔(𝑥)

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= (𝑥 + 3) + (2𝑥 − 7) Add the terms of 𝑓(𝑥) and 𝑔(𝑥)
= 𝑥 + 3 + 2𝑥 − 7 Combine like terms
= 𝟑𝒙 − 𝟒 Arrange the terms in descending order.
1. (𝑔 − 𝑓)(𝑥)

Solution: 𝒈(𝒙) − 𝒇(𝒙)

= 2𝑥 − 7 − (𝑥 + 3)
= 2𝑥 − 7 − 𝑥 − 3
= 𝒙 − 𝟏𝟎
2. (𝑔 + ℎ)(𝑥)
Solution: 𝑔(𝑥) + ℎ(𝑥)
= 2𝑥 − 7 + 𝑥 2 + 5𝑥 + 4
Subtract the terms of 𝑓(𝑥) and 𝑔(𝑥)
Distribute -1 to the subtrahend
Combine like terms
Add the two functions

= 𝒙𝟐 + 𝟕𝒙 − 𝟑 Combine like terms

3. (ℎ − 𝑔 − 𝑓)(𝑥)
Solution: ℎ(𝑥) − 𝑔(𝑥) − 𝑓(𝑥)
= (𝑥 2 + 5𝑥 + 4) − (2𝑥 − 7) − (𝑥 + 3) Subtract f(x) from the difference of ℎ(𝑥) and 𝑔(𝑥)

= 𝑥 2 + 5𝑥 + 4 − 2𝑥 + 7 − 𝑥 − 3 Apply distributive property

= 𝒙𝟐 + 𝟑𝒙 + 𝟖 Combine like terms

Practice Exercise 1: From the given functions below, perform the indicated operations as follows. Show
your complete solution on the space provided and write your final answer on the blanks provided below.

𝒂(𝒙) = 𝒙 − 𝟏 𝒄(𝒙) = 𝒙𝟐 − 𝟑𝒙 + 𝟓
𝒃(𝒙) = 𝟐𝒙 + 𝟖 𝒅(𝒙) = (𝒙 + 𝟑)(𝒙 + 𝟒)
1. (𝑏 + 𝑑)(𝑥) = ______________________

2. (𝑎 − 𝑐)(𝑥) = ______________________

3. (𝑎 + 𝑏 + 𝑐)(𝑥) = ______________________

4. (𝑑 + 𝑐)(𝑥) = ______________________

5. (𝑎 − 𝑐 − 𝑑)(𝑥) = ______________________

To add two polynomials, write the sum and simplify by combining like
terms. To subtract an expression from another expression, add its
negative. That is, 𝑎 − 𝑏 = 𝑎 + (−𝑏)

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Name:__________________________________ Strand:__________________
Multiplication and Division of Functions
Let 𝑓 and 𝑔 be functions.
(a) Their product denoted by 𝑓 ∙ 𝑔, is the function defined by (𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)
𝑓 𝑓 𝑓(𝑥)
(b) Their quotient denoted by , is the function defined by ( ) (𝑥) = , excluding the values
𝑔 𝑔 𝑔(𝑥)
of 𝑥 where 𝑔(𝑥) = 0.

When multiplying monomials, you will often use the following

laws of exponents.
Laws of Exponents
𝒙𝒎 ∙ 𝒙𝒏 = 𝒙𝒎+𝒏
(𝒙𝒎 )𝒏 = 𝒙𝒎𝒏
(𝒙𝒚)𝒏 = 𝒙𝒎 𝒚𝒏

Example: Use the ff. functions to determine the value of the given functions below.

𝑎(𝑥) = 𝑥 + 3 𝑐(𝑥) = 𝑥 2 − 3

𝑏(𝑥) = 𝑥 2 − 2𝑥 + 1 𝑑(𝑥) = 𝑥 − 1
Solve:
1. (𝑎𝑏)(𝑥)

Solution: 𝑎(𝑥) ∙ 𝑏(𝑥)

= (𝑥 + 3)(𝑥 2 − 2𝑥 + 1) Multiply the terms of 𝑎(𝑥) and 𝑏(𝑥)

= 𝑥 3 − 2𝑥 2 + 𝑥 + 3𝑥 2 − 6𝑥 + 3 Apply distributive property

= 𝒙𝟑 + 𝒙𝟐 − 𝟓𝒙 + 𝟑 Combine like terms and arrange in order

2. (𝑏𝑐)(𝑥)

Solution: 𝑏(𝑥) ∙ 𝑐(𝑥)

= (𝑥 2 − 2𝑥 + 1)(𝑥 2 − 3) Multiply the terms of 𝑏(𝑥) and 𝑐(𝑥)

= 𝑥 3 − 3𝑥 2 − 2𝑥 3 + 6𝑥 + 𝑥 2 − 3 Apply distributive property

= −𝒙𝟑 − 𝟐𝒙𝟐 + 𝟔𝒙 − 𝟑 Combine like terms and arrange in order

𝑎
3. ( ) (𝑥)
𝑐

𝒂(𝒙)
Solution: 𝒄(𝒙)
𝒙+𝟑
= 𝒙𝟐 −𝟑
Divide the terms of 𝑎(𝑥) and 𝑐(𝑥) and simplify
if possible
𝑑
4. (𝑏 )(𝑥)
𝒅(𝒙)
Solution: 𝒃(𝒙)
𝑥−1
= 𝑥 2 −2𝑥+1 Divide the terms of 𝑎(𝑥) and 𝑐(𝑥)
𝑥−1
= (𝑥−1)(𝑥−1)
Factor

𝟏
= 𝒙−𝟏 Simplify

Adding, subtracting, and multiplying two or more functions together will result in another function. Dividing two
functions together will also result in another function if the denominator or divisor is not the zero function

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 Module Code: Pasay- GM11- Q1- W1-D3

Name:__________________________________ Strand:__________________

Practice Exercise 2:

Using the functions below, perform the operation in Column A and match the answer in Column B.

𝑓(𝑥) = 3𝑥 − 2 ℎ(𝑥) = 𝑥 2 + 3𝑥 + 9

𝑔(𝑥) = 𝑥 2 + 2𝑥 − 3 𝑖(𝑥) = 𝑥 3 − 27

Column A Column B

a. 0
1. 𝑓(𝑥) ∙ 𝑔(𝑥)

b. 3𝑥 3 + 4𝑥 2 − 13𝑥 + 6
2. (𝑓𝑔)(1)
3
𝑔 c.
3. ( )(𝑥) 2
𝑓

𝑥 2 +2𝑥−3
𝑔 d.
4. ( )(0) 3𝑥−2
𝑓
1
5.
ℎ
( )(𝑥) e.
𝑥−3
𝑖

Composition of Functions
Let 𝑓 and 𝑔 be functions.
The composite function, denoted by (𝑓 ∘ 𝑔), is defined by
(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))

Example: Given 𝑓(𝑥) = 4𝑥 − 5 and 𝑔(𝑥) = 𝑥 2 + 4, find:

1. (𝒈 ∘ 𝒇)(𝒙)
Solution: (𝑔 ∘ 𝑓)(𝑥) = 𝑔(𝑓(𝑥)) Replace 𝑥 by 𝑓(𝑥)
= (4𝑥 − 5)2 + 4 Replace f(x) by 4x − 5
= 16𝑥 2 − 40𝑥 + 25 + 4 Square the binomial

= 𝟏𝟔𝒙𝟐 − 𝟒𝟎𝒙 + 𝟐𝟗 Simplify

2. (𝑓 ∘ 𝑔)(𝑥)
Solution: 𝑓(𝑥) = 4𝑥 − 5 Given equation for 𝑓
(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥)) = 4(𝑔(𝑥)) − 5 Replace 𝑥 by 𝑔(𝑥)
= 4(𝑥 2 + 4) − 5 Replace 𝑔(𝑥) by 𝑥 2 + 4
= 4𝑥 2 + 16 − 5 Apply Distributive Property
= 𝟒𝒙𝟐 + 𝟏𝟏 Combine like terms

3. (𝑓 ∘ 𝑓)(𝑥)
Solution: 𝑓(𝑥) = 4𝑥 − 5 Given equation for 𝑓
(𝑓 ∘ 𝑓)(𝑥) = 𝑓(𝑓(𝑥)) = 4(𝑓(𝑥)) − 5 Replace 𝑥 by 𝑔(𝑥)

= 4(4𝑥 − 5) − 5 Replace 𝑔(𝑥) by 𝑥 2 + 4

= 16𝑥 − 20 − 5 Apply Distributive Property
= 𝟏𝟔𝒙 − 𝟐𝟓 Combine like terms

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 Module Code: Pasay- GM11- Q1- W1-D3

Name:__________________________________ Strand:__________________
Practice Exercise 3:
Find (𝑓 ∘ 𝑔)(𝑥), (𝑔 ∘ 𝑓)(𝑥), and (𝑓 ∘ 𝑓)(𝑥) of the following functions. Show your work in the boxes
provided below.
1. 𝒇(𝒙) = 𝟐𝒙, 𝒈(𝒙) = 𝒙 + 𝟏
(𝑓 ∘ 𝑔)(𝑥) (𝑔 ∘ 𝑓)(𝑥) (𝑓 ∘ 𝑓)(𝑥)

2. 𝒇(𝒙) = √𝒙, 𝒈(𝒙) = 𝒙 − 𝟐

(𝑓 ∘ 𝑔)(𝑥) (𝑔 ∘ 𝑓)(𝑥) (𝑓 ∘ 𝑓)(𝑥)

3. 𝒇(𝒙) = 𝒙𝟐 − 𝟔, 𝒈(𝒙) = 𝟑𝒙 + 𝟐
(𝑓 ∘ 𝑔)(𝑥) (𝑔 ∘ 𝑓)(𝑥) (𝑓 ∘ 𝑓)(𝑥)

Learning Summary:

Sum, Difference, Product, Quotient, and Composition of Functions

𝑓
Let 𝑓 and 𝑔 be two functions. The sum 𝑓 + 𝑔, difference 𝑓 − 𝑔, product 𝑓𝑔, quotient , and compositions 𝑓 ∘
𝑔
𝑔, are functions whose domains are the set of all real numbers common to the domain of 𝑓 and 𝑔, and defined
as follows:
𝑓 𝑓(𝑥)
1. Sum: (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) 4. Quotient: ( ) (𝑥) =
𝑔 𝑔(𝑥)
2. Difference: (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥) 5. Composition Function: (𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
3. Product: (𝑓𝑔)(𝑥) = 𝑓(𝑥) ⋅ 𝑔(𝑥)

Prepared by: ZEDDY P. BORAL / Pasay City West High School

References for Further Enhancement:

Grade 11 Learner’s Material, pp. 13-20
https://cdn.kutasoftware.com/Worksheets/Alg2/Function%20Operations.pdf
https://www.khanacademy.org/math/algebra-home/alg-functions/alg-combining-functions/v/sum-of-function

Page 15 of 31
 Module Code: Pasay-EarthSci- Q1- W1-D3

Name:__________________________________ Strand:__________________
DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODUULE IN EARTH AND LIFE SCIENCE

First Quarter / Week 1 / Day 3

OBJECTIVE: Identify common rock-forming minerals using their physical and chemical properties
Minerals
Mineralogy is the study of minerals. Minerals are the building blocks of rocks. Minerals is defined as
naturally formed, generally inorganic, crystalline solid composed of an ordered array of atoms and having a
specific chemical composition,
1. Physical Properties of Minerals

Scientist identify more common minerals by their color or

appearance; others include their taste, smell feel, and sound.
The physical properties that can be testes are:

➢ Color
➢ Streak
➢ Hardness
➢ Cleavage
➢ Fracture
➢ Luster
1.1 Color

➢ Most minerals have a distinctive color that can be used for identification
➢ In opaque minerals, the color tends to be more consistent, so learning the colors associated with
these minerals can be very helpful in identification
➢ Unfortunately, color alone is not reliable as a single identifying characteristic.
1.2 Streak
➢ Streak is the color of the mineral in powdered form
➢ The streak of metallic minerals tends to appear
dark because the small particles of the streak absorb the light hitting them.
➢ Non-metallic particles tend to reflect most of the light so they appear lighter in color or almost
white
➢ Streak is a more reliable property of minerals than color for identification.

Streak
1.3 Hardness
➢ Hardness is a measure of the mineral’s resistance to
scratching.
➢ Hardness is one of the better properties of minerals
to use for identifying a mineral.

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Name:__________________________________ Strand:__________________

1.4. Cleavage

➢ Minerals tend to break along lines or smooth surfaces when hit sharply. Different minerals break in
different ways showing different types of cleavage.
➢ Cleavage is defined using two sets of criteria
➢ The first set of criteria describes how easily the cleavage is obtained
➢ The second set of criteria is the direction of the cleavage surfaces

1.5. Fracture

➢ Minerals that don´t exhibit cleavage when broken are said to fracture.
➢ It´s types: - - Conchoidal fracture. (curved, shell-like lines)
- Fracture into fibers.
- Irregularly.

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 Module Code: Pasay-EarthSci- Q1- W1-D3

Name:__________________________________ Strand:__________________
1.6. Luster

➢ Luster is the property of minerals that indicates how much the surface of a mineral reflects light. The
luster of a mineral is affected by the brilliance of the light used to observe the mineral surface.
➢ It consists of: - 1- Metallic luster.
2- Non-metallic luster

(Glassy, Silky, Earthy, Resinous)

2. Chemical Properties of Minerals

Minerals, like many other things, can also be categorized. The most stable and least ambiguous basis for
classification of minerals is based on their chemical compositions.

Element Element + Element + Element + Element + Element + Element +

SiO4 O2 SO4 S2 CO3 Halogens
Native Silicate Oxide Sulfate Sulfide Carbonate Halide
Gold Quartz Hematite Gypsum Pyrite Calcite Chlorine
Bismuth Olivine Magnetite Barite Galena Dolomite Fluorine
Diamond Talc Chromite Anhydrite Bornite Malachite Halite
The elements listed below comprise almost 99% of the minerals making up the Earth’s crust.

2.1. Silicates – minerals containing the two most abundant elements in the Earth’s crust, namely, silicon and
oxygen.
a. When linked together, these two elements form the silicon oxygen tetrahedron – the fundamental building
block of silicate minerals.
b. Over 90% of rock-forming minerals belong to this group.
2.2. Oxides – minerals composed of oxygen anion (O2-) combined with one or more metal ions
2.3. Sulfates – minerals containing sulfur and oxygen in the form of the (SO4)-anion
2.4. Sulfides – minerals containing sulfur and a metal; some sulfides are sources of economically
important metals such as copper, lead, and zinc.
2.5. Carbonates – minerals containing the carbonate (CO3)2 anion combined with other elements
2.6. Native Elements – minerals that form as individual elements
a. Metals and Intermetals – minerals with high thermal and electrical conductivity, typically with metallic
luster, low hardness (gold, lead)
b. Semi-metals – minerals that are more fragile than metals and have lower conductivity
(arsenic, bismuth)
c. Nonmetals – nonconductive (sulfur, diamond)
2.7. Halides – minerals containing halogen elements combined with one or more metals

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 Module Code: Pasay-EarthSci- Q1- W1-D3

Name:__________________________________ Strand:__________________

Activity 1
Physical Properties of Minerals Crossword.

Activity 2

Read each question carefully. Write the letter of the correct answer on the space provided.

______________1. Minerals have different properties that help scientists identify them. Which is not a
property used to identify minerals?
A. Hardness C. Size
B. Luster D. Color

______________2. Minerals have different properties that help scientists identify them. Which is not a
property used to identify minerals?
A. Hardness C. Luster
B. Size D. Color

_______________3. Which one of the following describes a mineral's response to surface breakage?
A. Streak
B. Crystal form
C. Luster
D. Cleavage
_______________4.Why is color is unreliable for identifying a mineral?
A. most minerals have similar colors.
B. small amounts of other elements affect color, but weathered surfaces will reveal color.
C. small amounts of other elements affect color and weathered surfaces may hide color.
D. most minerals are virtually colorless.

_______________5. Chemical property is more accurate in determining a kind of mineral compared to

physical property.
A. True B. False

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 Module Code: Pasay-EarthSci- Q1- W1-D3

Name:__________________________________ Strand:__________________
Activity 3
Critical Writing
Thoroughly answer the question below. Use appropriate academic vocabulary and clear and complete
sentences.
Explain how the property of hardness can be used to help identify minerals. What role does the Mohs
hardness scale play?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Prepared by: Krysfer J. Secusana

Reference
1. Earth and Life Sciences for Senior High School (Core Subject) (Gloria G. Salandaanan, Faltado III, Ph.D., &
Lopez, Ph.D., 2016)

2. https://www.slideshare.net/AhmedQenawy4/physical-properties-of-minerals-89464949?qid=40034a76-
4a7c-4f2b-869a-ff83fd07658f&v=&b=&from_search=2

3. https://www.clearias.com/earths-crust-elements-minerals-rocks/

4. https://www.ck12.org/workbook/ck-12-earth-science-for-high-school-workbook/section/3.3/

5. Teaching Guide for Senior High School EARTH AND LIFE SCIENCE CORE SUBJECT (The Commission on
Higher Education in collaboration with the Philippine Normal University)

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 Module Code: Pasay -EAPP11- Q1- W1-D3

Name:__________________________________ Strand:__________________
DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

First Quarter/ Week 1 / Day 3

ESSENTIAL LEARNING OBJECTIVE: Determine the structure of specific academic text

YOUR LESSON FOR TODAY:

✓ Identify the text structure of academic text
✓ Describe academic text structure
Every academic endeavor requires mastery of the macro skills such as reading, listening, writing, reading,
speaking and viewing in the English language. Most of the spoken text begin with writing and after writing, reading
and listening follow. One of the basic skills that can help the reader or listener to navigate the text with ease and
promote comprehension is explored through the aid of knowledge of structure of the text (De Guia, 2016).
How ideas or concepts offer details and other information are deliberately and carefully woven into connected
logical sense within a text make up the text structure. Text structure serves as the framework. It is responsible for
the clarity of consistency of coherence of details to support the main topic. In order to convey meaning and
information presented in the whole piece of writing, text structure is helpful.
Writers follow certain type of framework to achieve the goal of transmitting the ideas in the most logical
manner. Just like constructing an edifice, it takes an skillful and talented architect to plan a design of the unique
building presented in a blue print; an innovative and fashionable tailor sketches before sewing a masterpiece, or a
computer programmer begins with a distinctive flowchart for authentic apps to name a few.
Highly structured text defines academic text. Academic text is considered to be a complex form of writing
that focuses instructions on skills required to perform in an English-speaking academic context across core subject
areas. As writers in an academic field, the flow of thought follows a logical and chronological pattern as well,
known as the text structure. Writers make a composition with ease following the construct of an essay basically
consists of three important parts namely: introduction, body and conclusion (Fig.1).
Every academic text has a beginning which is the introductory part. The main topic is introduced here which
plays important role in catching the attention of the audience. It is important that the introduction has a strong
language, sufficient to attract the interest of the audience. It should start with what will capture the enthusiasm of
the desired audience and form an impression. General statement and information about the topic are found in the
introductory paragraph. It contains the context of the text which poses a claim or a problem. Followed by the
position addressing the main points (Fig.2). Consider to begin with a strong statement, gradually narrowing down
to background. The background should be based on factual information. It is necessary that it is supported by
reliable sources. Figures, names and dates may be indicated for its validity. Introduction is found at the first
paragraph of the text. Well written introduction grabs the attention of readers as well as listeners.
Body of the essay is found at the middle of the whole essay which begins with a topic sentence to convey the
most important point supported by succeeding evidences explaining the full details through examples or
illustrations. The body should develop the main ideas by evidences and information for a thorough discussion of
the arguments. The body may be composed of more than two paragraphs for clearer understanding of thoughts that
the writer wants to share. It is the longest part.

References for Further Enhancement:

1.) Online References: https;// www.eapfoundation.com/writing
https://www. slideshare.net
https://tutorpedia.com
https://ius.edu

2.) Article: De Guia, L.G.(2016). Development and validation of text teaching guides for text
structure instruction. DLSU Research Congress,

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 Module Code: Pasay -EAPP11- Q1- W1-D3

Name:__________________________________ Strand:__________________
Conclusion is found at the last paragraph which serves as the brief summary of the main points
without repeating the words which brings closure to the text. It concludes with the consideration of
the implications or broader significance of the topic (Fig.3).
Introduction and conclusion may begin with popular or familiar quotation because they are
easily remembered. Most of the times the quotation summarizes the content of the academic text.
Another tool is an exclamatory sentence which can grab the attention of the audience due to the strong
feelings it creates to the audience. One may use true to life experience or an anecdote that is related
to the topic of the text. Some may pose a rhetorical question that will be answered by the claims of
the text. Definition, either denotative or connotative, can also help develop the introduction and
conclusion. Description is the use of sensory images that can provoke the imagination of the audience,
thus, getting their attention to listen or read or remember important points. Numerical data based on
statistics is also helpful in obtaining the trust of the audience for its reliability and validity, thereby
increasing the audience curiosity. Comparison and contrast, analogy and allusion can also boost the
attention of the audience. Merely restating the title or topic of the text also helps memory retention.
To differentiate conclusion from introduction, use of some phrases such as: to summarize, to end, to
conclude, in conclusion, so, therefore, is suggested.

TRY TO DISCOVER!
.
Study the following:
For clearer vision, the structure of an academic text may be represented by a triangle where
introduction is usually found at the tip. Introduction may just be 10% of the total text. Body follows the
introduction found at the middle of the triangle which may be 80% of the total text. At the bottom of the
triangle is the conclusion which may be 10% comprising the whole text.

Sample Text for Fig.1

INTRODUCTION COVID -19 what impact have you brought to the people worldwide? Some are is in
hunger, hundreds in pain and death.

The corona virus disease 2019 popularly known as COVID-19 virus is an infectious
disease caused by sever acute respiratory syndrome corona virus 2, a new strain of virus first
detected in Wuhan China in 2019. Families were forced to stay home for safe health. The killer
BODY virus resulted to the suspension of classes and employment in most of the countries worldwide
to prevent further spread. In this tough time, government agencies and some non-government
organization united as one in extending help to feed the people. People who were displaced of
job were given financial aid too. Members of the family became closer having the time to be
together at home. They were given opportunity to spend quality time together.

Even if many were sad, COVID-19 allowed love to spread during this pandemic by
CONCLUSION
holding on to each other as a family.

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 Module Code: Pasay -EAPP11- Q1- W1-D3

Name:__________________________________ Strand:__________________

Fig.1. Structure of an Academic Text

Sample Text for Fig.2

Sample Text for Fig.3
Main points Remote enrolment uses
Problem / How can we have
technology such as cellphone,
COVOD-19-free environment
laptop, computer and tablet with position / claim during enrolment? Innovative
the internet connection.
context technologies such as
Through this innovative
cellphone, laptop, computer
gadgets, parents and students
and tablet with the internet
can have no problem enrolling. Summary of
connection are the best tools to
The process offers easier and
Position / key points consider for enrolment during
convenient distance
this pandemic time. Such
communication. Everyone is
thesis statement gadgets offer parents and
given the opportunity to do at
students comfort in school
own pace, time and space. A
enrolment.
COVID19-free environment is
secured.

Fig.2. Structure of an Introduction Fig.3. Structure of a Conclusion

ARE YOU READY TO PRACTICE?

Have fun applying what you had discovered how writers write. Try to apply your skills in
recognizing the structure of the academic text. Do the succeeding practice exercises.

PRACTICE EXERCISES 1: The discoverer

Read the essay and identify the parts of the academic text. Write YEYE if the statement should
be in the introduction, JAROD if it belongs to the body and INAL if it pertains to the conclusion.

___________ 1. Sony has officially unveiled the design of the much-anticipated PlayStation 5.
___________ 2. The next generation console will come in two variants: a standard disc and a digital edition.
___________ 3. E-games help one become critical analyst.
___________ 4. In summary, gadgets like this will not only bring fun for players but also empower their
minds.
___________ 5. Every e-game enthusiast waits for a game that will be worth playing.

RACTICE EXERCISES 2: The constructivist

The essay titled “Message in COVID-19 Pandemic” is jumbled. Arrange it by writing numbers 1
to 10 then, transfer to the diagram to show the chronological order of the three-part essay.
_____ The world continues its life and it is still beautiful.
_____ I think, the universe is sending us a message; that we are not necessary.
_____ The earth, water and sky without humans are fine.
_____ Did Covid-19 puts humans in cages?
_____ You realize that power, beauty and money are worthless.

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 Module Code: Pasay -EAPP11- Q1- W1-D3

Name:__________________________________ Strand:__________________
_____ Not visiting parents and friends becomes an act of love.
_____ So, as we live, remember that we are guests and never the master of the universe.
_____ Paris is no longer romantic, and the Great Wall of China is no longer a fortress.
_____ Hugs and weapons become weapon.

_____ Suddenly, Disney has no more magic, in New York, everyone sleeps,

INTRODUCTION

BODY

CONCLUSION

PRACTICE EXERCISES 3: The essayist

Develop an essay of 20-30 sentences about current issues or something that is related
to your strand. Follow the three-part essay of introduction, body and conclusion. Ask any member of
your family, classmate or friend within your neighborhood to rate your essay using the rubrics
provided. Compose your own title. (Use the back sheet if necessary)

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 Module Code: Pasay -EAPP11- Q1- W1-D3

Name:__________________________________ Strand:__________________
OK? COMMENT
The introduction conveys introduction of the
topic

The body has the thesis statement supported

by details

The conclusion includes summary of points

The essay shows the three important parts:

introduction, body and conclusion

GENERALIZATION
Text structure is the writer’s secret in organizing the ideas, details and related information
into one logical concept guided with the IBC, that is I for introduction, B for body and C for
conclusion.

EVALUATION
DIRECTIONS:
Write :
A - if statement Y is correct while statement J is incorrect
B - if statement Y is incorrect while statement J is correct
C - if both statements are correct
D - if both statements are incorrect
1. Y. Introduction is found at the last paragraph of the text.
J. Conclusion is found at the first paragraph of the text. ANSWER: ___________

2. Y. The main points and details are in the introduction.

J. The main points and details of the claim are in the body. ANSWER: ___________

3. Y. Introduction leaves impact to the audience.

J. Conclusion summarizes the key points. ANSWER: ___________

4. Y. An academic text usually follows a three-part paragraph pattern.

J. An academic text does not follow a pattern. ANSWER: ___________

5. Y. An academic text commonly follows a triangle structure.

J. An academic text follows no structure. ANSWER: ___________

Prepared by: LANI GENEROSO DE GUIA

Master Teacher II
Kalayaan National High School

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 Module Code: Pasay -FILPLAKAD11- Q1- W1-D3

Name:__________________________________ Strand:__________________
DEPARTMENT OF EDUCATON
SCHOOLS DIVISION OF PASAY CITY
MODYUL SA FILIPINO 12
FILIPINO SA PILING LARANGAN (AKADEMIK)
Unang Markahan / Unang Linggo
Module Code: Pasay –FILPLAKAD-Q1-01
Ikatlong Araw

LAYUNIN : Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB-0a-c-101

PANIMULA

PAGSULAT

Ito ay pagsasalin sa papel o sa anumang kasangkapang maaring magamit

na mapagsasalinan ng mga nabuong salita, simobolo at ilustrasyon ng
isang tao mga tao sa layuning maipahayag ang kanyang/kanilang kaisipan.

AKADEMIKONG PAGSULAT

Itinituring din na isang intelektwal

na pagsusulat, Ito ay itinuring din
na Intelektuwal na pagsusulat
dahil layunin nito na pataasin ang
antas at kalidad ng kaalaman ng
mga mag-aaral sa paaralan.

http://clipart-library.com/clipart/education-clip-art-66.htm

Ang Akademikong sulatin ay isang intelektwal na pagsulat.

Makatutulong ito sa pagpapataas ng kaalamansa iba’t ibang
larangan. Ito ay para din sa makabuluhang pagsasalaysay na
sumasalamin sa kultura, karanasan, reaksyon at opinyon batay sa
manunulat. Ginagamit din ito upang makapagpabatid ng mga
impormasyon at saloobin.

Sanggunian
https://www.slideshare.net/GinoongGood/batayang-kaalaman-sa-pagsulat
https://www.academia.edu/33549493/Kahulugan_ng_Pagsulat
https://brainly.ph/question/672469
Pamela C. Constantino, Galileo S. Zafra. 2016/ Filipino sa Piling Larangan( Akademik)

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 Module Code: Pasay -FILPLAKAD11- Q1- W1-D3

Name:__________________________________ Strand:__________________

ALAM MO BA?

https://www.dreamstime.com/stock-images-girl-geek-thinking-image37624964

Ano ang Akademikong Pagsulat?

• kaugnay ng akademikong disiplina

• mataas na gamit ng isip upang maipahayag ang ideya

• isinusulat sa iskolarling na pamamaraan

• may pinagbabatayan

AKADEMIYA

SA PRANCES - SA LATIN - SA GRIYEGO -

académie Academia Academeia

TANDAAN

PAGSULAT
DAMDAMIN
• IDEYA • NARARAMDAMAN • TUGON
• KONSEPTO • SALOOBIN • AKSIYON

ISIP KILOS

PAGSULAT

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 Module Code: Pasay -FILPLAKAD11- Q1- W1-D3

Name:__________________________________ Strand:__________________
Gawain 1:
PANUTO: Magbigay ng iyong pansariling persepyon o kahulugan tungkol sa dalawang
salita na nasa loob ng kahon batay san a unawain sa paksa . Isulat ang sagot
na hindi baba sa 3 at hindi lalagpas sa 5 pangungusap sa ibaba.
A.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

B.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

_____________________________________________________

______________________________________________________

______________________________________________________

Gawain 2

PANUTO: Sumulat ng pansariling opinyon kung bakit kailangang pag-aralan ang

akademikong pagsulat at ano ang importansya nito para sa iyong napiling
larang? Isulat sa loob ng kahon ang sagot na hindi baba ng 3 pangungusap at
hindii lalagpas ng 5 pangungusap.
_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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 Module Code: Pasay -FILPLAKAD11- Q1- W1-D3

Name:__________________________________ Strand:__________________
Gawain 3
PANUTO: Basahin ng mabuti at unawain ang nasa loob ng kahon Ipaliwanag ito ayon sa
pansariling pagka-unawa. Isulat ito sa nakalaang espasyo na hindi baba sa 3
pangungusap at hindi lalagpas ng 5 pangungusap

https://thenursewanderer.wordpress.com/2013/12/30/dr-jose-rizal-and-his-words-of-wisdom/

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Pagtataya
PANUTO: Piliin ang angkop na letra sa Hanay B batay sa binigay na impormasyon sa
hanay A. Isulat sa patlang sa bawat bilang ang kasagutan.

A.
________1. Ginagamit ito sa paraan ng pag-iisip A. Akademik
upang makabuo ng ideya sa pagsulat
________2. Ito ay para din sa makabuluhang B. Academeia
pagsasalaysay na sumasalamin sa kultura,
karanasan, reaksyon at opinyon batay sa
manunulat. C. Pagsulat
________3. Ito ay salin ng salitang akademik sa mga
griyego
________4. Sa paraan ng pagsulat ito ang nais ibigay D. Academie
sa mga mambabasa
________5. Ito ay pagsasalin sa papel o sa anumang
kasangkapang maaring magamit na E. Kaalaman
mapagsasalinan ng mga nabuong salita,
simobolo at ilusttasyon ng isang tao mga
tao sa layuning maipahayag ang kanyang F. Intelektwal
kaisipan.

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 Module Code: Pasay -FILPLAKAD11- Q1- W1-D3

Name:__________________________________ Strand:__________________

B. PANUTO: Isaayos at ilagay ang angkop na kasagutan ayon sa proseso ng

pamamaraan ng pagsulat. Ilagay ang kasagutan sa bawat bilang na may
patlang.

PAGSULAT

DAMDAMIN
• IDEYA 2. ________________ • TUGON
1._______________ 3. _____________
• SALOOBIN

ISIP 4.________

5. _____________

C. Magbigay ng pansariling inuha batay sa larawang makikita sa loob ng kahon na may

kaugnay sa sitwasyon ng ating edukasyon sa panahong ng pandemya sa Pilipinas
na hindi baba sa 7 pangungusap at hindi lalagpas ng 10 pangungusap.

https://www.eschoolnews.com/2020/04/03/did-you-know-online-learning-can-lead-to-equity/

https://www.facultyfocus.com/articles/online-education/strategies-for-creating-a-successful-online-classroom/

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Rubrik sa Pagmamarka ng Pagsulat ng Tugon
10-8 7-6 5-4 3-1
Napakahusay ng Makahusay ang Katamtamang husay ang Kailangan pang pagbutihin
pagpapaliwanag at may pagpapaliwanag at natatangi pagpapaliwanag at ang pagpapaliwanag at
natatanging halimbawang halimbawang naibahagi sa masyadong malawak ang maligoy ang pagbabahagi
naibahagi sa isinulat na isinulat na binubuo ng 5 pagkakabahagi sa isnulat na sa isnulat na 1
binubuo ng 5-8 pangungusap pangungusap binubuo ng 2-3 pangungusap pangungusap lamang

Inihanda ni: Romar M. Amador

Teacher I, KNHS

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