Government Property

NOT FOR SALE

NOT 5
English 11

Quarter 1 - Module 9
(Lesson 25-26)
 Department of Education ● Republic of the PhilippineS

Pretest
I. Directions: Identify whether the following sentences are formal or informal.
1. I look forward to hearing from you.
2. Cheers!
3. I need it ASAP.
4. I’ve made fewer mistakes.
5. What’s going on?
6. I am afraid I will not be able to make it.
7. I regret to inform you of your termination.
8. What’s up?
9. I agree with my colleague that I must practice this.
10. Hit the library.

II. Directions: Arrange the following group of sentences in sequence.

1. A. I took a shower.
B. I got up from bed.
C. I dressed up.
2. A. “My name is Liam.”
B. “It’s nice to meet you, Liam.”
C. “Hi, what’s is your name?”
3. A. The milk spilled out from the glass.
B. Mae hit the table.
C. Cheska chased Mae.
4. A. The bell rings.
B. The students get in their classrooms.
C. The students clean the pathway.
5. A. The rain poured so hard.
B. Rose forgot to bring her umbrella.
C. Rose waited for the rain to stop.
6. A. He landed on his feet.
B. He slid down the slide.
C. Joshua climbed the ladder.
7. A. The twins studied their lessons.
B. The teacher told the class to study.
C. They got perfect score in the quiz.
8. A. He sat under the big tree to rest.
B. Michael went home on foot.
C. He saw a big mango tree.
9. A. She hung them to dry.
B. She rinsed them well.
C. She washed the clothes.
10. A. Wet hands with water.
B. Apply enough soap to cover all hand surfaces.
C. Rub hands palm to palm
Lesson

Use of Formal and Informal

25 English

What’s In

Answer the following questions.

1. How do you talk to your friends?
2. How about to your teacher?

What I need to know

After going through this lesson, you are expected to:

a. use formal and informal English when appropriate to task and

situation; EN5OL-Ic-13.9
b. self-correct when reading; EN5F-Ia-2.9
 What’s New

Read the conversations.

1. Hey, it’s me! How are you?

Hi! I’m good, and you?
I’m great! Do you want to go to the cinema tonight? They are showing Twilight!
Sounds like fun! What time shall we go?
There is a showing at seven o’clock.
Perfect, I’ll buy popcorn if you buy a drink!
Ok, no problem.
See you later!
Cool, see you in a bit.

2. Good morning, this is Carina. May I speak to Mr. Cruz please?

Good morning! Hold on please. I’ll put you through.
Thank you.
You’re welcome.

I’m terribly sorry, Mr. Cruz is not available at the moment. Would you like to leave a
message?
Yes please. Could you tell him that I called?
Yes, of course.
Thank you very much, good day!
Goodbye

Read the conversations again. List the words you mispronounced and read them correctly. Find
out your performance by using the reading rubrics below.

What Is It

Let’s go back to the conversations.

1st conversation

The first conversation was between two friends who planned to watch a
movie in the cinema. As you can observe, the terms or words they used in
the conversation were simple and we usually use them on our everyday
conversation.

2nd conversation
 The second conversation was between Carina, the caller and a staff from
the other line. Their conversation is different from the first conversation.
They used formal language. For example, May I speak to Mr. Cruz
please?

The first conversation is an example of using informal English while the second conversation is
an example of using formal English.

Difference between Formal and Informal English

Formal English Informal English

 Used in official, literary, academic, etc.  Used in everyday,

content. personal conversations.

 Typically used in careful, edited writing —  Typically used in

when the writer has a lot of time to polish his text. “improvised” speech — when
Formal English also occurs in speech, usually when the speaker is speaking without
the speaker is saying something that was prepared preparation, as in a
beforehand (for example, reading the news conversation (in real life or
or delivering an official speech). over the phone). Informal
English also occurs in writing,
usually whenever the writer is
writing quickly and without
editing (for example, in an
Internet chatroom or in quick,
personal e-mails).

 Sentences are longer and more complicated,  Sentences are simpler

for example: Toyota’s US sales bounced back in and shorter, for example: Did
March as substantial discounts helped to win back you see Toyota’s sales figures?
customers who had been shaken by the firm’s mass Looks like the discounts have
safety recalls. actually worked.

 The standard of correctness is higher. Some o

things are considered correct (or at least
acceptable) in informal English, but wrong in
formal English. For example:
o I’ve made less
mistakes. (formal: I’ve made fewer mistakes.)
o She’s liking it. (formal: She likes it.)
o I feel real tired. (formal: I feel
 really tired.)
o You did good. (formal: You did
well.)

 Because informal
English is “improvised”, it
is sloppy. Speakers (and
sometimes writers) often do the
following:
o Use “delaying
expressions” to give themselves
time: Well, I think they should
have asked us first, you know?
o Use “correcting
expressions” to correct
themselves: He’s not well. I
mean, he’s not sick, but he’s
very tired.
o Use “qualifying
expressions” to show that what
they said is not exactly
right: This
whole blogging thing is
getting kind of old.

o  Informal English
contains useful “everyday
phrases”, for example:
o Here you are.
There you go. (when giving
something to someone)
o Excuse me?,
Come again? (to ask someone
to repeat something)
o What do you
mean? (to ask for explanation)
o So, you’re
saying that...? (to ask for
confirmation)
o Exactly!, I
couldn’t agree with you
more. (to agree with someone)
 o By the
way..., Anyway... (to change the
topic)
o See you. Take
care. (to say goodbye)

 A huge number of words and phrases are  A huge number of

used mainly in formal English. For words and phrases are used
example: nevertheless, to disclose, to constitute, to mainly in informal English. For
undertake, daunting, impervious, anew, truly, solac example: dude, freaking, uh-
e, to enchant, frantically, sizeable, to huh, nope (= no), to
clutch, heyday, as it happens, upsurge, retrieval puke, trashy, grownup, awesom
e, to chill out, stuff, hard-up, to
tick somebody off, to sell like
crazy.

 Many (but not all) phrasal verbs are  Phrasal verbs are used
avoided. frequently. For example, in
informal situations, people
usually say found out instead
of discovered, came
across instead
of encountered and got
away instead of escaped.

  Words and phrases are

sometimes pronounced in a
shortened and simplified way,
e.g. Lemme go!, I’m doin’
fine, Whassup?, Whatcha
gonna do?

Source: http://www.antimoon.com/how/formal-informal-english.htm

What’s More
Exercise 1. Read aloud the conversations below by yourself or with someone with you.

1. Conversation Between a Student and the Teacher

Marie: Good morning, may I speak to Mrs. Cruz?

Mrs. Cruz: Speaking, is there anything I can help you with?
Marie: Hello Mrs. Cruz, this is Marie Sanchez. I am calling to ask something about the school
program tomorrow.
Mrs. Cruz: Is it about the family day?
Marie: Yes, Mrs. Cruz. What do we need to bring and what time will the program start?
Mrs. Cruz: You must bring extra shirt and water. Please tell your parents to come to school with
you for we will be having more activities. And the program will start at 8 o’clock in the morning.
Marie: Many thanks, Mrs. Cruz.
Mrs. Cruz: Not a problem. See you tomorrow!
Marie: See you tomorrow, Mrs. Cruz. Goodbye!
Mrs. Cruz: Goodbye!

2. Conversation Between Friends

Jane: Hi, Helen! How’s it going?

Helen: Fine, thanks — and you?
Jane: Just fine. Where are you off to?
Helen: To the library. I’ve got a history exam next week and need to start studying. Ugh.
Jane: Oh, no. Well, I’ll see you later then. Good luck!
Helen: Thanks. See you later.

Read the conversations again. List the words you mispronounced and read them correctly.Find
out your performance by using the reading rubrics below.

Exercise 2. Answer the questions.

1. Which of the conversations on Exercise 1 is using formal English? Why do you say so?
 2. Which of the conversations on Exercise 1 is using informal English? Why?

Exercise 3. Identify the kind of English, formal or informal, can be applied to the following
situations.
1. conversation between the principal and your teacher
2. dialogue among you and your friends
3. delivering an official speech
4. writing for a news report
5. writing a letter to your best friend

What I Have Learned

Directions: Fill in the blanks with words from the box to complete the sentences.

1. __________ English is used in _______ texts and situations – for example, in

___________ documents, _________, ___________, ___________,
_________________ or official __________.
2. _________ English is used in ____________ ____________ and in ___________
letters.

formal  official articles business letters

serious news reports informal conversations
books speeches everyday personal

What I Can Do
Directions: Choose one situation. Make a conversation using the kind of English,
formal or informal, applicable to the chosen situation. Refer to the rubrics below
for your guide.
a. conversation among friends about quarantine days
b. talking to your teacher about the lesson
c. telling your parents about your day
 Lesson

26 Recounting Events
What’s in

Directions: Write something about the topics below.

1. My dream in life

2. What I will do to reach my dream

What I need to know

After going through this lesson, you are expected to:

What’s New
a. recount events effectively; EN5OL-Ig-1.8
b. read aloud grade level appropriate text with an accuracy rate of
95-100%; EN5F-Ib-1.6

What’s New

Vocabulary

3. snare – a device for catching small animals, usually with a rope or wire that
tightens around the animal
4. cannon – a large powerful gun, usually attached to two or four wheels, that was
used in the past to fire heavy stone or metal balls
5. sexton – a person whose job is to take care of a church building and its graveyard,
and sometimes to ring the church bells
6. whip – to bring or take something quickly
7. haste – great speed
Read the story aloud with accuracy.

The Poor Fisherman and His Wife

Philippine Folktale

Many, many years ago a poor fisherman and his wife lived with their three sons in a
village by the sea. One day the old man set his snare in the water not far from his house, and
at night when he went to look at it, he found that he had caught a great white fish. This
startled the old man very much, for had never seen a fish like this before, and it occurred him
that it was the priest of the town.
He ran to his wife as fast as he could and cried:
"My wife, I have caught the priest."
"What?" said the old woman, terrified at the sight her frightened husband.
"I have caught the priest," said the old man again.
They hurried together to the river where the snare was set, and when the old woman saw the
fish, she cried:
"Oh, it is not the priest but the governor."
"No, it is the priest," insisted the old man, and they went home trembling with fear.

That night neither of them was able to sleep for thought of the terrible thing that had
happened and wondering what they should do. Now the next day was a great holiday in the
town. At four o'clock in morning cannons were fired and bells rang loudly. The old man and
woman, hearing all the noise and not knowing the reason for it, thought that their crime had
been discovered, and the people were searching for them to punish them, so they set out as
fast as they could to hide in the woods. On and on they went, stopping only to rest so as to
enable them to resume their flight.

The next morning, they reached the woods near Pilar, where there also was a great
holiday, and the sexton was ringing the bells to call the people to mass. As soon as the old
man and woman heard the bells, they thought the people there had been notified of their
escape, and that they, too, were trying to catch them. So, they turned and started home again.

As they reached their house, the three sons came home with their one horse and tied it
to the trunk of the caramay tree. Presently the bells began to ring again, for it was twelve
o'clock at noon. Not thinking what time of day it was, the old man and woman ran out of
doors in terror, and seeing the horse jumped on its back with the intention of riding to the
next town before anyone could catch them. When they had mounted, they began to whip the
horse. In their haste, they had forgotten to untie the rope which was around the trunk of the
caramay tree. As the horse pulled at the rope fruit fell from the tree upon the old man and
woman. Believing they were shot; they were so frightened that they died.

Source: https://www.univie.ac.at/Voelkerkunde/apsis/aufi/folk/folk-l02.htm
 Comprehension Questions

1. What did the fisherman catch?

2. Where did the story happen?
3. Why did the fisherman and his family leave their town?
4. How did the fisherman and his wife die?
5. If you were the fisherman or his wife, would you also leave your town? Why? Why
not?

What Is It

Let’s go back to the story and recount the events by arranging them.
Events:
 The As the horse pulled at the rope fruit fell from the tree upon the old
man and woman. Believing they were shot; they were so frightened that
8 they died.
 The next morning, they reached the woods near Pilar, where there also
was a great holiday, and the sexton was ringing the bells to call the
people to mass. As soon as the old man and woman heard the bells, they
5 thought the people there had been notified of their escape, and that they,
too, were trying to catch them. So, they turned and started home again.
 One day the old man set his snare in the water not far from his house, and
at night when he went to look at it, he found that he had caught a great
2 white fish. This startled the old man very much, for had never seen a fish
like this before, and it occurred him that it was the priest of the town.
 the next day was a great holiday in the town. At four o'clock in morning
cannons were fired and bells rang loudly. The old man and woman,
4 hearing all the noise and not knowing the reason for it, thought that their
crime had been discovered, and the people were searching for them to
punish them, so they set out as fast as they could to hide in the woods.
 As they reached their house, the three sons came home with their one
horse and tied it to the trunk of the caramay tree. Presently the bells
6 began to ring again, for it was twelve o'clock at noon.
 Many years ago, a poor fisherman and his wife lived with their three sons
in a village by the sea.
1
 That night neither of them was able to sleep for thought of the terrible
thing that had happened and wondering what they should do.
3
 Not thinking what time of day it was, the old man and woman ran out of
doors in terror, and seeing the horse jumped on its back with the intention
7
of riding to the next town before anyone could catch them. When they
had mounted, they began to whip the horse. In their haste, they had
forgotten to untie the rope which was around the trunk of the caramay
tree.
 What’s More

Exercise 1. Read the story aloud and recount the events that follow by arranging them.

The Princess and The Pea

by Hans Christian Andersen

NCE upon a time there was a prince who wanted to marry a princess; but she would
have to be a real princess. He travelled all over the world to find one, but nowhere
could he get what he wanted. There were princesses enough, but it was difficult to find
out whether they were real ones.
There was always something about
them that was not as it should be.
So he came home again and was
sad, for he would have liked very
much to have a real princess.
One evening a terrible storm
came on; there was thunder and
lightning, and the rain poured
down in torrents. Suddenly a
knocking was heard at the city
gate, and the old king went to open
it.
It was a princess standing out
there in front of the gate. But, good
gracious! what a sight the rain and the wind had made her look. The water ran down from her
hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she
said that she was a real princess.
“Well, we’ll soon find that out,” thought the old queen. But she said nothing, went into
the bedroom, took all the bedding off the bedstead, and laid a pea on the bottom; then she
took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of
the mattresses.
On this the princess had to lie all night. In the morning she was asked how she had slept.
“Oh, very badly!” said she. “I have scarcely closed my eyes all night. Heaven only
knows what was in the bed, but I was lying on something hard, so that I am black and blue all
over my body. It’s horrible!”
Now they knew that she was a real princess because she had felt the pea right through
the twenty mattresses and the twenty eider-down beds.
Nobody but a real princess could be as sensitive as that.
So the prince took her for his wife, for now he knew that he had a real princess; and the
pea was put in the museum, where it may still be seen, if no one has stolen it.
Source: http://hca.gilead.org.il/princess.html

A. So the prince took her for his wife, for now he knew that he had a real princess;
and the pea was put in the museum, where it may still be seen, if no one has stolen it.

B. Once upon a time there was a prince who wanted to marry a princess; but she
would have to be a real princess. He travelled all over the world to find one, but
nowhere could he get what he wanted.

C. She said nothing, went into the bedroom, took all the bedding off the bedstead, and
laid a pea on the bottom; then she took twenty mattresses and laid them on the pea,
and then twenty eider-down beds on top of the mattresses.

D. One evening a terrible storm came on; there was thunder and lightning, and the
rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the
old king went to open it. It was a princess standing out there in front of the gate.

E. In the morning she was asked how she had slept. She said it was horrible. Now
they knew that she was a real princess because she had felt the pea right through the
twenty mattresses and the twenty eider-down beds. Nobody but a real princess could
be as sensitive as that.

Exercise 2. Read the story aloud and recount the events using a caterpillar organizer.

The Boy Who Cried Wolf

From Aesop’s Fables

A Shepherd Boy tended his master's Sheep near a dark forest not far from the village.
Soon he found life in the pasture very dull. All he could do to amuse himself was to talk to
his dog or play on his shepherd's pipe.

One day as he sat watching the Sheep and the quiet forest, and thinking what he
would do should he see a Wolf, he thought of a plan to amuse himself.
His Master had told him to call for help should a Wolf attack the flock, and the Villagers
would drive it away. So now, though he had not seen anything that even looked like a Wolf,
he ran toward the village shouting at the top of his voice, "Wolf! Wolf!"

As he expected, the Villagers who heard the cry dropped their work and ran in great
excitement to the pasture. But when they got there they found the Boy doubled up with
laughter at the trick he had played on them.
 A few days later the Shepherd Boy again shouted, "Wolf! Wolf!" Again the Villagers
ran to help him, only to be laughed at again.
Then one evening as the sun was setting behind the forest and the shadows were
creeping out over the pasture, a Wolf really did spring from the underbrush and fall upon the
Sheep.
In terror the Boy ran toward the village shouting "Wolf! Wolf!" But though the
Villagers heard the cry, they did not run to help him as they had before. "He cannot fool us
again," they said.

The Wolf killed a great many of the Boy's sheep and then slipped away into the forest.

Source: http://read.gov/aesop/043.html

Source: https://ecdn.teacherspayteachers.com/thumbitem/Caterpillar-shaped-graphic-organizer-
1534008613/original-587367-1.jpg

Exercise 3. Recount the events of the story you have read or heard. Use appropriate graphic
organizer to show the sequence of the events.
 Rubrics on Recounting Events Using Graphic Organizer

Criteria Poor Fair Good Very Good

Sequence Less than 50% 50% of the 75% of the 100% of the
of the events events are events are events are
are logically logically logically logically
arranged arranged arranged arranged
Relevance More than 50% 50% of the 75 % of the All the events
of the events or events are events or points are important
points are not important are important
important
Usage and The graphic The graphic The graphic The graphic
Completion organizer used organizer used organizer used organizer used
is not is appropriate is appropriate is appropriate
appropriate and but 50% but 75% and 100%
is less than 50% completed. completed. completed.
completed.

What I Have Learned

Arrange the words in the box to form a complete sentence that expresses the
concept that you have learned about recounting of events.

When events recount read, the events you or story of a most heard
account the relevant or in points logically or sequence.

What I Can Do
Directions: Choose one topic applicable to you. Recount the events happened.
Refer to the rubrics below for your guide.
a. My Quarantine Days
b. How I met my Best friend
c. How I Learned Reading
 Summary

 In using English language, we must consider the task or situation. Formal

English is used serious texts and situations like news report, articles,
official documents and speeches. On the other hand, informal English is
used in daily conversation and personal letters.

 In recounting events, it is important to account the relevant events or points

logically or in sequence.

Posttest

Note: Write your answers on a separate paper.

Read the short story.
Oscar Penguin’s New Penguin Suit

Oscar Penguin loved to eat candy, cookies, and jellybeans.

“Oscar, you must stop eating only candy, cookies, and jellybeans,” said his mom one
afternoon.
“Okay, Mom,” said Oscar Penguin.

Oscar Penguin then went into his bedroom, closed the door, and ate a large bag of jellybeans.
“I really love jellybeans,” smiled Oscar.

At dinner that night Oscar was not hungry. He ate two peas, two string beans, and one olive.

As Oscar left the table, he thought, “It’s okay not to eat mom’s food. I have lots of jellybeans
I can eat.”

Then one day Oscar Penguin got a big surprise.

Oscar needed a new penguin suit.

When Oscar went with his mom to get a new penguin suit at the penguin suit store, all the
suits were too small. None of the suits fit Oscar.
Oscar was very upset. He called out, “Mom, what am I going to do? None of the penguin
suits fit me. What am I going to wear?”
Oscar’s mom smiled saying, “Oscar, Let’s go home and talk. I know what you can do to fit
into a new penguin suit.”

When they got home, Oscar’s mom said in a gentle voice, “Oscar, there are three things you
can do to solve your problem:
You can stop eating junk food and sweets.
You can start eating healthy foods like fruits, vegetables, cereal, chicken, and fish.

And you can begin doing a bit of ‘Jiggle, Jiggle, Jogging’ each day.”
“Sure, Mom, I can do those three things,” smiled Oscar. And he did.
Oscar Penguin ate healthy foods, ‘Jiggle, Jiggle, Jogged’ each day, became healthy, strong,
and got a brand-new penguin suit!

Source: http://healthyhabitsmaterialenglish.blogspot.com/2015/07/oscar-penguins-new-
penguin-suit.html

A. Recount the events happened in the story. You may also use any graphic organizers.

B. Recall the story you have read or heard. Recount the events happened and do not
forget to write the title.

C. Identify the kind of English, formal or informal, used in the conversation between
Oscar and his mom. Explain why.

D. Choose one situation. Make a conversation. You may use formal or informal English
depending on the situation.

1. asking permission from your parents to sleepover in your classmate’s house

2. calling the police to report a thief in your neighborhood
3. asking help from your friend with your project