Academia de Mayuga Inc.

Leviste Laurel Batangas

G7

ENGLISH
UNIT II

Resource:
BREAKING GROUND
through
ENGLISH
Philippine Literature

1
 Believing Myself

Keep Believing In Yourself

Jason Blume

Every goal that has been reached

began
with just one step… and the belief
that it could be attained.
Dreams really can come true, but
they are most often the result of
hard work, determination, and
persistence.
When the end the journey seems
impossible to reach, all you need
to do is take one more step.
When the road becomes hard
to travel and it feels as if you’ll
never reach the end…
Look deep inside your hearth
and you will find strength you
never new you had.

As God’s masterpiece of creation, you have to believe in yourself – know yourself,

be honest with yourself, know what are important to you, and find out your strength and
weaknesses. Deep inside you lies unlimited potential. Just believe in yourself, believe in
your power to create, to dream, and to take the risk.

2
 My dreams

Lesson 1
Dreams are images in your mind. They are fantasies, goals, inventions,
hopes, visions heart’s desires. They can be fun to imagine, they keep you going;
they can give you hope. But they still only dreams, until you make them real.
-Barbara Cage

3
 LISTENING COMPREHENSION
Objective:
 Note specific elements of the narrative listened to.
 Summarize key information from the text.

ELEMENTS OF A NARRATIVE
Listen as your teacher reads “The Legend of the Chocolate Hills of Bohol”. As you listen, answer the
following questions.
1. Who are the characters in the story?
________________________________________________________________________
2. Where did the story happen?
________________________________________________________________________
3. What are the problems in the story?
________________________________________________________________________
4. When did the story happen?
________________________________________________________________________

SIX ELEMENTS OF A NARRATIVE

1. Plot: the sequence of events that take place in a story.
2. Setting: the time and place in which the events of a story take place.
3. Characterization: the methods used to present the personality of a character in a narrative.
4. Atmosphere: the general mood or feeling established in a piece of literature.
Atmosphere is created through word choice and pacing.
- Word choice—the author uses words that make the reader feel a certain way.
A spooky atmosphere is created in “The Tell-Tale Heart” through the use of words like “hideous,”
“marro,” “chilled,” and “nervous.”
- Pacing – the author controls the speed at which we read through sentence length, punctuation,
repetition of words and other techniques.
5. Point of View: who is narrating the story (2 main types: First Person, Third Person)
- First Person: the narrator uses “I” to tell the action, and is involved in the story.
- Third Person: the story is told from a perspective outside the story. The characters are referred
to by name, or as he, she or they.
6. Conflict: the central problem that drives the action of the story. (two main types)
- Internal: the conflict happens in a character’s mind. A character with guilty conscience is an
example of internal conflict.
- External: the conflict happens between characters, or between a character and some outside
force, like nature. Sherlock Holmes pursuing a criminal is an example of external conflict.
Source: (http://www.mtabe.k12.vt.us)

Try IT!
Listen as your teacher reads a story. While listening, complete the grid.

Setting Atmosphere Point of View Conflict Characters Plot

4
 ORAL LANGUAGE FLUENCY

Objective: Narrate specific personal experiences related to the ideas presented in a selection.

NARRATING PERSONAL EXPERIENCE

Each of you has different experiences to share. Some of these are interesting, some are sad, some
are happy, and some are embarrassing. And when you hear someone telling his or her personal experience,
you can even relate; you want to narrate also personal experience.
Narrating one’s personal experience is a part of social communication and relationship. You exchange
personal experiences with your classmates, with friends, family members and with your teachers. To make
your narration more effective take note of the following:
 Think of a Memorable Event
-A personal narrative can focus on any event, whether it is one that lasted a few seconds or spanned
a few years. Your topic can reflect your personality, or it can reveal an event that shaped your outlook
and opinions. Your story should have a clear point. If nothing comes to mind, try one of these
examples:
 A learning experience that challenged and changed you;
 A new discovery that came about in an interesting way;
 Something funny that happened to you or your family;
 A lesson you learned the hard way.
 Planning Your Narrative
-Start this process with a brainstorming session, taking a few moments to scribble down several
memorable events from your life. Remember, this doesn’t have to be high drama: Your event could
be anything from blowing your first bubble gum bubble to getting lost in the woods. If you think your
life doesn't have that many interesting events, try to come up with one or more examples for each of
the following:
 Times you laughed the hardest
 Times you felt sorry for your actions
 Painful memories
 Times you were surprised
 Scariest moments
- Next, look over your list of events and narrow your choices by selecting those that have a clear
chronological pattern, and those that would enable you to use colorful, entertaining, or
interesting details and descriptions.
- Finally, decide if your topic has a point. A funny story might represent irony in life or a lesson
learned in a comical way; a scary story might demonstrate how you learned from a mistake.
Decide on the point of your final topic and keep it in mind as you write.
 Show, Don’t Tell
- Your story should be written in the first-person point of view. In a narrative, the writer is the
storyteller, so you can write this through your own eyes and ears. Make the reader experience
what you experienced—not just read what you experienced.
- Do this by imagining that you are reliving your event. As you think about your story, describe on
paper what you see, hear, smell, and feel, as follows:
 Describing Action
 Don’t say: “My sister ran off.”
 Instead say: “My sister jumped a foot in the air and disappeared behind the closest
tree.”
 Describing Moods
 Don’t say: “Everyone felt on edge.”
 Instead say: “We are all afraid to breathe. Nobody made a sound.”
 Elements to Conclude
- Write your story in chronological order. Make a brief outline showing the sequence of events before
you begin to write the narrative. This will keep you on track. Your story should include the following:
 Characters: Who are the people involved in your story? What are their significant character
traits?
5
  Tense: Your story already happened, so, generally, write in the past tense. Some writers are
effective in telling stories in the present tense—but that usually isn't a good idea.
 Voice: Are you attempting to be funny, somber, or serious? Are you telling the story of your
5-year-old self?
 Conflict: Any good story should have a conflict, which can come in many forms. Conflict can
be between you and your neighbor’s dog, or it can be two feelings you are experiencing at
one time, like guilt versus the need to be popular.
 Descriptive language: Make an effort to broaden your vocabulary and use expressions,
techniques, and words that you don’t normally use. This will make your paper more
entertaining and interesting, and it will make you a better writer.
 Your main point: The story you write should come to a satisfying or interesting end. Do not
attempt to describe an obvious lesson directly—it should come from observations and
discoveries.
 Don't say: "I learned not to make judgments about people based on their appearances."
 Instead, say: "Maybe the next time I bump into an elderly lady with greenish skin and a
large, crooked nose, I'll greet her with a smile. Even if she is clutching a warped and twisted
broomstick."

Try IT!

Read the passage below. Then narrate your personal experience related to the ideas presented.
Follow the guidelines in narrating a personal experience.

Choose To Live Full Out

Abraham Lincoln once said that people are just about as happy as they make up their minds
to be. In other words, people choose whether to be happy or not. This essential message represent
ultimate truth of the Life Max Philosophy, and is one of the realities of life itself. That is, to live a
complete and satisfying life, one must first be happy and content with oneself. This contentment
comes from choosing to live full out-living life to the maximum- knowing that you have done your
best in every situation life offers and excelling to the farthest reaches of your God-given ability under
all circumstances. In essence, this quest for excellence is best attained by faithfully following these
three steps:
 THINK: Decide exactly what you want
 ACT: Just do it-now!
 PERSIST: Keep on doing it.

6
 VOCABULARY DEVELOPMENT

Objective: Distinguish between literal and figurative expressions.

LITERAL AND FIGURATIVE EXPRESSIONS

Read the following sentences.
1. a. Ron is very slow.
b. Ron is a turtle.
2. a. The sun has risen and shines brightly.
b. The sun opens its sleepy eyes and smiles down on the Earth as a new day begins.
The first sentences are expressed literally while the second sentences are expressed figuratively.

Literal and Figurative Language is a distinction in traditional systems for analyzing language. Literal
language refers to words that do not deviate from their defined meaning. Figurative language refers to
words, and group of words, that exaggerate or alter the usual meanings of the component words. Figurative
language may involve analogy to similar concepts or other contexts, and may involve exaggerations. These
alterations result in figures of speech.
In traditional analysis, words in figurative expressions connote additional layers of meaning, while
words in literal expressions denote what they mean to common or dictionary usage. When the human ear
or eyes receives the message, the mind must interpret the data to convert it into meaning.
What are Figuratives? On many occasions, the words may not convey their literal meaning. They
may convey the indirect meaning which may be just the opposite of their literal meanings. Such symbolic
and metaphorical
Examples meanings
of sentences are called
with literal Figuratives.
and figurative They contain the figure of speech.
expressions.
1. a. He is in imminent danger of losing his life.
b. He has the sword of Damocles hanging over his head.
2. a. She is a fearless woman.
b. She is a dare-devil woman.
3. a. The man tried to deceive us.
b. The man threw dusts on our eyes.
4. a. Venus is day-dreaming again.
b. Venus is building castles in the air again.
5. a. That lady is a masculine woman.
b. That lady is an Amazon.

Try IT!
Read the sentences with figurative expressions. Then write their literal meaning. You can use the
internet to find their literal meaning.
1. I think the story is fishy.
________________________________________________________________________
2. Do something and don’t be like a bad egg.
________________________________________________________________________
3. The soldier went to Mindanao and experience baptism of fire.
________________________________________________________________________
4. That man is very courageous because he is about to bell the cat.
________________________________________________________________________
5. My parents are Good Samaritan.
________________________________________________________________________

7
 ENRICHING LITERARY APPRECIATION SKILLS

Objectives: Identify the differences and similarities between tragedy and comedy.

FORMS OF DRAMA
Classical Drama comes in many forms. The more popular ones are: tragedy and comedy.
Tragedy focuses on the tragic view of life. This focuses on the struggle of humans with
necessity. The tragic hero who has a tragic flaw (hamartia) will not allow him to compromise
on his actions. He will have a noble spirit but usually can exhibit excessive pride. Tragedy looks
at life as fate.
Comedy focuses on the comic view of life where there is renewal of the self. There is
no pain involved and there is stability at the end of the drama. Actions or behaviors exhibited
in the play can be ludicrous or humorous – somewhere in between the serious and the absurd.
There is also some exaggeration.

Try IT!
Write a short composition on the differences and similarities between tragedy and comedy. You may
research for more information regarding the two classical forms of drama.
Tragedy Comedy

Differences:

Similarities:

8
 NARRATIVE WRITING

Objective: Identify features of narrative writing.

NARRATIVE WRITING
Narrative writing focuses on telling the story. This may mean telling a fictional story – one that is
made up or it may mean telling a real-life story in such a way that the author follows a plot structure.
Narrative writing can prove a point or state an argument. The forms of narrative writing vary greatly because
it is largely a creative endeavor; novels, short stories, poems, blog posts, and essays can take the form of a
narrative, and while the form of the writing may change, the function of telling a story remains the same.
Narratives can also be fictional events that follow a plot structure which includes introduction or
exposition, rising action, climax, falling action, resolution, or denouement. This structure is sometimes
known as the plot pyramid of the story arc, and it ensures all relevant parts of the story get told.
Characterization or developing a character into a believable and almost real person, is important to the
story, as is developing setting, tone, and relevant themes.
In personal narrative, you re-create an incident that happened to you over a short period of time.
This incident could be an emotional experience, a silly or serious event, or a frighting encounter. Be sure to
include enough specific details to make the incident come alive for your readers.
Suggested steps in writing a narrative (from writers INC)
PREWRITING
1. Choose a subject that is interesting or has appeal to the reader.
2. Gather details that come to your mind when think of the incident.
3. Focus your efforts and decide on a particular feeling or mood that you want to convey in your story.
WRITING AND REVISING
4. Hook your reader and try to start in the middle of the action or introduce the people in your story
and get them talking. Build the action by adding specific details, feelings, suspense- whatever it takes
to hook the reader.
5. Improve your writing and read the first draft (silently and aloud) for overall effectiveness. Revise your
writing as necessary.
EDITING AND FROOFREADING
6. Check your style and accuracy and review your revise writing for style, making sure that all of your
sentences read smoothly and clearly and that you have used the best words to express your ideas.
Then check your work for spelling, grammar, and punctuations errors.
7. Prepare a final copy and proofread it before sharing it.

Try IT!
Recall any interesting experience which you have. Think of the important details, and then write a story
about it. Follow the suggested guidelines in narrative writing.
You will be graded using this rubric below
Features 4 Expert 3 Accomplish 2 Capable 1 Beginner
Piece was written Piece was written Piece had little Piece had no style
Quality of Writing in an extra in an interesting style
ordinary style style
No spelling, Few spelling and A number of So many numbers
Grammar Usage punctuation, or punctuation error, spelling, of spelling,
grammatical errors minor grammatical punctuation, or punctuation, or
error grammatical errors grammatical errors

9
 MAKING CONNECTION
Objective: Use correct determiners
THE DETERMINERS
Read the following sentences. Take not of the italicized words.
1. Once, this country of ours was a vast space ruled by powerful men.
2. Rose walked down the bank to her favorite sport.
3. Her eyes glittered with wrath.
4. That evening she was requested to appear before her father.
5. The days passed uneventfully.

The italicized words are example of determiners. Determiners are words which signal that a noun will
follow, if not immediately, then shortly (the pretty child) they are used in front of nouns to indicate whether
you are referring to something specific or something of a particular type. Some words are always
determiners.
1. The articles- a, an, the
Examples: A new theory about climate change has been proposed.
The new theory about climate change has been discussed thoroughly.
Pollution is considered as an environmental problem.
2. An indefinite pronoun every
Examples: Every child is important.
Every teacher goes to school early.
3. Some possessive pronouns- my, her, his, its, our, your, their, whose
Examples: My assignment is about the peace education.
His project was submitted very early.
Note: This project was his. (his is used as a pronoun)
Whose story did they read?
4. The demonstrative pronouns- that, this, these, those
Examples: This book is very interesting.
Note: I need this. (this is used as a pronoun)
These books are very interesting.
5. Indefinite pronoun- each, either, neither, all, some, many, much, any, few, more, less and so on.
Examples: Each room was visited by the principal.
Either Jess or Harold will join the parade.
All students are required to wear their ID.
They require all. (all is used as a pronoun)
You must take less sugar.
I think you need less. (less is used as a pronoun)
6. Interrogative pronouns- whose, which, what
Examples: We could not identify which car hit the boy.
They want to find out whose car is this.
A car was here, but we could not determine which. (which is used a pronoun)
7. Cardinal numbers- one, two, three and so on.
Examples: I need two pieces of paper.
There are three stars on the Philippine flag.
There were seven children, but we need only five. (five is used as a pronoun)
8. Ordinal numbers- first, second, third and fourth, and so on.
Examples: The first child is very responsible.
No, she is not the third child, she is the first. (first is used as a pronoun)

10
 Try IT!

A. Underline the correct determiner.

1. Could you bring me (those, these) pots I left in the garden?
2. (The, A) doorknob is broken. Please fix it.
3. The doctor advised me to eat (an, this) apple every morning.
4. There aren’t (many, a lot) students in the library.
5. I haven’t got (any, many) pictures in my bedroom.
6. She gave a cookie to (each, a) child.
7. I’ve got to solve (some, any) math problems before I go to sleep.
8. With a bowl of cherries on your lap. (These, Those) cherries are delicious!
9. My mother doesn’t drink (much, many) coffee.
10. I always keep (some, many) money in my wallet for emergencies.

B. Identify whether the italicized word is a determiner or a pronoun.

1. The teacher will surely like that.
2. There are many things which you can do for community.
3. Those plants need a sunlight.
4. The bag is not mine. I think it is his.
5. They should take care of those ten trees along the street.
6. I have my duty as a citizen to keep my surrounding clean.
7. This is our second clean and green project.
8. We need to manifest our commitment in protecting our environment.
9. That is a project of MLSP Organization.
10. Invite all to help us clean our backyard.

11
 My Responsibilities

Lesson 2
In the long run, we shape our lives, and we shape ourselves. The process
never ends until we die. And the choices we make are ultimately our own
responsibility.
-Eleanor Roosevelt

12
 LISTENING COMPREHENSION
Objective: Listen for the sequence of events in a story.

SEQUENCE OF EVENTS IN A STORY

Listen as your teacher reads a story. While listening, write the important parts of the story
chronologically.
Title: ___________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Post-listening Task:
Were you be able to take note of the important events as they happened in the story? A story must
be told following a series of events that are chronologically arranged.
A narrative is basically a story that follows a certain format or sequence. One of its elements is action.
Action refers to what the story is. What is happening? What actions happened in the story? What is the
sequence of events or its plot?

Character- answers the question who. Right from the outset the characters are introduced, and
characterization is established. Characterization stems from two things: what the author says about the
character or what is learned from the character himself or herself base on the actions and dialogs.

Action- refers to the what of the story. What is happening? What actions happen in a story? What is the
sequence of the event? This is otherwise termed as the plot. A plot usually follows the following curve:

x-climax

Try IT!
Listen as your teacher reads another story. As you listen, take note of the important events as they
happened in the story.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

13
 ORAL LANGUAGE FLUENCY

Objective: Identify the similarities and differences of the given selection in terms of topic, method, style,
point of view, and tone used by the writer.

Compare and contrast ideas presented in a selection or a set of selection. Read the following pair of
sentences.
1. a. You are well-fed.
b. You are fat.
2. a. We have to let you go.
b. You are fired.
3. a. He writes a fine hand.
b. He has good handwriting.

Both sentences in every number have the same meaning; they were expressed in different
ways. All sentences in letter a use figurative language while the sentences in letter b use formal language.

COMPARING AND CONTRASTING IDEAS

When you are asked to compare objects, places, people, ideas, you must show their similarities or
common features. On the other hand, when you are asked to make contrast, you must show their
differences.
Compare means to see the similarity and contrast means to see difference. According to various
dictionaries, compare means ‘to represent things or objects in respect of similarity’ and contrast means ‘to
represent things in respect of differences.’
The word compare has been derived from the Latin word ‘comparare’, which means ‘to liken or to
compare.’ The word contrast has been derived from the Latin words ‘contra’ and ‘stare’ which means
‘against’ and ‘to stand’. In Middle English, contrast was used for meaning ‘fight against’ or ‘to withstand’ in
a battle.
In comparing and contrasting sentences, you must have or use you prior knowledge or background
about the ideas so that you can easily and effectively make comparison and contrast about the ideas.

Try IT!
Read and analyze the two selection below. Then show their similarities and differences in terms of
topic, method, style, point of view, and tone used by the writer. Observe proper pacing, stress, intonation
and nonverbal cues in communicating your ideas.

How to Realize the Peaceful and Harmonious World

Many of us believe the peace is a situation where there is no hatred, aggression, fighting, terror or
distrust. For me, it is to a certain extent true but peace in authenticity means an intact balance of inner
existence and internal natural world in the universe. It is universally a state where there is a total absence of
inner suffering and outer pain. Where there is a peace, there is a balance in a world. With presence of peace,
there is an equivalent and whole share of love, friendship, and tolerance, honesty, impartiality and boundary
in the outer world. My vision of a peaceful and harmonious world is which each individual stylishly stands
for peace and justice day by day through treasuring these values that increase while utilizing rather than
exhausting, we can bring the end of physical destruction, injury, oppressions, wars and mental fear or sorrow.
Hence, there will be a state of calm, harmony, healthy and absence of agitation which we call peace and
harmony.
–http://www.studymode.com

14
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

The Roles of Youth in Creating a Peaceful World

Dreams of a peaceful and harmonious world end when the dreamer’s wakes. He had dream of a world
full of happiness where people are strong and healthy, where there are no wars, treats or wars nor rumors
of war, a world where love reigns. He rises to face a world of the precipice, hears news of killings and natural
disasters, of poverty and disease, and goes out to experience discrimination and manifest hatred. He returns
on from a world unlike the ones of his dreams, lies on his bed and dreams again.
We the young people of the world are in great position to make the dreams of peace come to reality.
A United Nations report states that youth make up one quarter of the world’s population. This number
represents a sizeable percentage of people who suffer the brunt of brutal wars, terrorism, and disregarded
religious and ethnic conflict all over the world. The number, however, also shows a formidable group of
people more than enough to take the world beyond the realm of dreams into a place of peace. The vigor and
resourcefulness of youths can provide the necessary complements to strings of various international
organizations such as the UN and UNESCO, and various national governments to build a peaceful world.
–http://www.studymode.com

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

15
 VOCABULARY DEVELOPMENT
Objective: Identify the figures of speech that show comparison

SIMILE, METAPHOR, AND ANALOGY

Take note of the following sentences.
1. I wandered lonely as a cloud… -William Wordsworth
2. The moon was a ghostly galleon tossed upon cloudy seas… -Alfred Noyes
3. I am as graceful as a refrigerator falling down a flight of stairs… -Leonard Pitts

The three sentences are examples of figure of speech that show similarities. The first sentence is an
example of simile; the second sentence is an example of metaphor; and the third is an example of analogy.

Simile
A simile compares two things using the word “as” or “like”. Ann example of a simile would be “you
are as stubborn as a mule” which means to convey the fact that you are being very stubborn. Another
example would be “He is as blind as a bat” meaning he doesn’t see very well.

Similes are widely used by authors, song writers, and poets. Following are some sweet similes:
1. Sweet as the last smile of sunset.
2. Sweet as the twilight notes of the thrush.
3. Sweet as the infant spring.
4. Sweet as a cat with syrup in its paws.
5. Sweet as morning dew upon a rose.

A person or a person’s smile can be compared with the sunset, twilight notes of the thrust, early spring,
cat with paws, and morning dew. To be able to see the similarities, you ask yourself “what characteristics do
the objects have which are similar with the characteristics of the idea or object being compared with?”

Metaphor
Metaphors are analogy where to unlike things are compared but have something in common. It
sounds like you are stating a fact, but you have to think about it for it to make sense.
For example, if you say, “you are the wind beneath my wings” you are not saying that a person can
actually be wind. Instead, you are referring to the support you get from that person.

Metaphors can be humorous while still getting the point across. Others use strange comparisons but
are still effective. Examples include:
1. Don’t be such an airhead (the air is empty; a person who is airheaded lacks seriousness or simple-
minded)
2. The sleeping calico cat is a cushion. (the cat has soft hair which is compared with a soft cushion)
3. The new player is green (growing plants are green, the player is young or inexperienced)
4. He is such a turtle (a turtle is described to be a slow-moving animal; the person is slow)
5. Mama is a sunrise (sunrise gives new life or hope; the refreshes the brightens one’s day; Mama gives
hope to her child and brightens her day)

Analogy
A literary analogy is a comparison in which the subject is compared point by point to something far
different, usually with the idea of clarifying the subject by comparing it to something familiar. Analogies can
provide insights and also imply that the similarities already present between the two subjects can mean even
more similarities.
The main purpose of analogy in English language is to bring out the meaning of a concept so that it
can be understood with ease. It actually creates a division between two elements which may be based on
concepts, relationships, phenomenon and the like. And this division is created with an intention to compare
the two things so that the reader can point out something that can be define their similarity. In other words,

16
analogy aids the reader to perhaps have a visual understanding about the logic of what you are trying to
show or put forth.
There are different types of analogies such as action to performer or vice versa, antonyms, cause and
effect, characteristics, classification, and degree.
Examples:
1. The captain is to ship as the leader is to his tribe (both provide guide and control)
2. A fish is to swimming as bird is to flying (swimming and flying are their means of mobility)
3. What child is to mother, as song is to singer (mother produces and takes care of child; the singer
produces and loves a song)
4. Plowing is to a farmer, sewing is to a tailor (plowing is performed by a farmer, sewing is performed
by a tailor)
5. What wheels are to a cart, a family is to a man (wheels is a part of a cart; a father is a member of a
family)

Try IT!
Analyze the sentences. Identify how the comparison were made. Write simile, metaphor or analogy on
the space before the number. Then explain the comparison made.

__________1. A hot cup of coffee is to winter as a cold glass of water is to summer.

_________________________________________________________________
__________2. Her hair was a bridal veil around her face, shimmering and still.
_________________________________________________________________
__________3. What death is to life, blindness is to vision.
_________________________________________________________________
__________4. The umbrella turned inside out as limply as a flower.
_________________________________________________________________
__________5. A rudder is to ship as a goal is to person
_________________________________________________________________
__________6. She looked like a graceful deer.
_________________________________________________________________
__________7. What strings are to guitar, love is to life.
_________________________________________________________________
__________8. The night is a dark cloak.
_________________________________________________________________
__________9. Cause she looks like a flower, but she stings like a bee.
_________________________________________________________________
__________10. But my heart is a lonely hunter that hunts on a lonely hill.
_________________________________________________________________

17
 ENRICHING LITERARY APPRECIATION SKILLS

Objectives: Identify the characters and their action.

CHARACTER
Character answers the question who. It could be a person or animal that takes part in the action of
a story, play, or other literary works. Right from the outset, the characters are introduced, and
characterization is established. Characterizations stems from two things: what the author says about the
character or what is learned from the character himself or herself based on the actions, emotions, thoughts,
and words.

Example of Characterization: The Monkey and the Turtle

Character Action Thoughts, Words,
Feelings
Turtle Allowing the monkey to Ok, climb to the top so
climb the banana tree we can have the fruits;
to get fruits. it eagerly waited for the
monkey to throw some
bananas
My Impression
The turtle does not
think bad or negative
about others; it is
trusting

Monkey Climbing the banana I’ll climb the banana The monkey is clever
tree and ate all the tree so we can eat the and dishonest
fruits. fruits

Try IT!
Read the short story below. Identify the characters, and then do the activity that follows.

Dealing with the Characters

Character Action Thoughts, Words, My Impression
Feelings

18
 The Legend of the Sampaloc Lake

Once upon a time there lived in the northern side of San Pablo a well-to-do but childless couple. They
had a large garden of tamarind (Sampaloc in tagalog) trees which bore the sweets fruits in all the land. Many
people from far and wide heard of the tamarind trees. And many of them wanted to taste the sweet
tamarind.
The couple felt very proud of their rich possession. They built a fence
around their yard so that no strangers would pick any of the tamarind
fruits. Just to make sure no one could enter their yard, they place a big
watchdog to guard it.
God wanted to test the hospitality of the couple. And so, one day a
fairy, disguised as an old beggar bent and wrinkled by age, approached the
couple’s garden and begged for some fruit.
“Please give me some tamarind fruit. I am hungry!” the old woman pleaded.
The couple did not even look at the old woman.
“Begone! We don’t want to give any of our tamarind fruit away!” replied the couple angrily.
“Please, I am so hungry, and a fruit or two will satisfy me,” the old beggar insisted. “I know your
tamarind trees are laden with most delicious fruits.”
Then without further ado, the old woman came near one of the large trees. She stretched out her
wrinkled, skinny hand to pluck a curly thick pod hanging from one of the lower branches.
Upon seeing what the old beggar had done, the couple grew angry. They become so angry that they
hurried back to their house, let their dog loose, and set it in the poor woman. Alas, the poor woman was
badly bitten.
Patiently, the old woman bore her pain. But before turning away from the inhospitable spot, she
touched the tamarind tree and, looking at the couple, said, “You shall be punished for your selfishness.” Then
she went slowly on her away.
Even before the woman was ought of sight, the sky become overcast. In a short while a terrible storm
broke out and heavy rain fell through the night.
The following morning all was peaceful. The man his wife went out for the daily round as usual. They
had hardly taken a few steps when, to their surprise, instead of the tall green tamarind trees, there stretched
before their unbelieving eyes a vast expanse of water shining in the morning sun.
Still unconvinced about what happened, the couple went forward up to the bank of what now
appeared to be a natural lake. And wonder of wonders, they saw through the transparent water the dark a
mass o tamarind trees still rooted to the sunken ground!
From that day on, the place became known as “Sampaloc Lake” -sampaloc being the tagalog word
for tamarind. Nowadays Sampaloc lake is a tourist spot to which many lovers of nature, bit young old, go in
order to admire the splendor and beauty that it offers.
https://www.phrasebase.com/archive2/philippines/philippine-legends.html

19
 DEVELOPING AND REFINING WRITING SKILLS

Objective: Compose a series of journal entries.

JOURNAL ENTRIES
A journal is a private record of a person’s life. It retells events as they happened and often includes
the personal interests, insights, impressions, observations and feelings of the writer.
It doesn’t take much to keep a journal: a notebook, a handy supply of your favourite pens or pencils
(or a laptop/notebook), and a promise on your part to write regularly. The last point is the main key. Journal
writing works best when it is done on a regular basis.
Journal writing is a great way to practice writing because it is free-writing task. You can work on your
writing fluency, experiment with different forms, or try out new styles. Listed below are a few tips to get you
started.

KINDS OF JOURNAL
Kind Purpose Probable Writing Time
Daily Summary To keep track of everyday event Daily
Journal of personal feelings To express candid feelings and Daily or several times a week
insight
Journal of important events To record key events or Weekly
moments in life
Special-interest journal To record experiences in an area As each occasion arises
of special interest
Learning Log To record what one learns from Every meeting or weekly
lectures, class discussion, group
projects, experiments, and
reading assignments

Journal entries are a series of individual entries. They vary in length, tone, and detail, as the writer’s
experience change. Typically, they include observations about people, places, and things as well as the
writer’s reaction to them. Skilful journal entries contain vivid, colourful details.

Keeping a Journal
Decide on the purpose of your journal, plan your entries by brainstorming and making notes, and
continue to brainstorm for details as you write.

Planning a Journal
1. Review the kinds of journal on the table above, and decide the kind you will keep.
2. Decide how frequently you will make entries.
3. Prewrite each entries by making notes answering the questions “Who?” “What?” “When?” “Where?”
“Why?” and “How?”
4. Brainstorm for descriptive details and pertinent information, and include them in your notes.
5. Include personal observations, insights and feelings that will make your journal a reflection of
yourself.
6. Make a list of ideas or an outline of your entry, making sure that all events follow chronologically.

20
 Try IT!
You decide on a topic which you would like to explore. Then complete the open-ended sentences.

Topic: _______________________________________
1. When?
_________________________________________________________________________________
_________________________________________________________________________________
2. Where?
_________________________________________________________________________________
_________________________________________________________________________________
3. Who?
_________________________________________________________________________________
_________________________________________________________________________________
4. What?
_________________________________________________________________________________
_________________________________________________________________________________
5. My reactions
_________________________________________________________________________________
_________________________________________________________________________________
6. My Purpose in Writing
_________________________________________________________________________________
_________________________________________________________________________________

21
 MAKING CONNECTION

Objectives:
 Write the predicate nominative of the given sentence, including all parts of any compound
nominatives.
 Write the predicate adjective of the given sentence, including all parts of any compound nominatives.

Use varied subject complements

Read the sentence below. Then take note of the italicized words.
1. The eldest child is Jovito.
2. The only source of light is an oil lamp.
3. Tita is still a toddler.
4. The fire was a nightmare.
5. The hero was he.

The italicized words are complements of the subjects. A subject complement is a noun, pronoun, or
adjective that appears with a linking verb and tells something about the subject of the sentence. Take a
look at the sentences again.
1. The eldest child is Jovito. (Jovito is the specific name for the subject eldest child)
2. The only source of light is an oil lamp. (Oil lamp answers the question “what specific lamp is the
source of light?”
3. Tita is still a toddler. (Toddler tells or describes subject which is Tita.)
4. The fire was a nightmare. (Nightmare describes the subject which is fire)
5. The hero was he. (He, a pronoun, identifies the subject which is hero.)

Kinds of Subject Complement

1. Predicate Nominative is a noun or pronoun that appears with a linking verb and renames, identifies,
or explain the subject of a sentence.
Examples:
Most of the people in the party were children or teenagers.
(Children and teenagers rename people; were is the linking verb.)
The party organizer was she.
(She, a pronoun, renames the organizer, was is the linking verb)
2. Predicate Adjective is usually defined as an adjective that follows a linking verb and modifies the
subject of the sentence.
Examples:
The campers looked tired and dirty.
(Tired and dirty are adjectives that describe the subject campers; looked is the linking verb)
Gem was happy about his scholarship.
(Happy is an adjective which describes the subject Gem; was is the linking verb.

22
 Try IT!

A. Write the predicate nominative in each sentence, including all parts of any compound nominatives.
Example: This beach is a good site for fishing and an excellent place for diving.
Answer: site, place
1. Beaches are strips of land bordering an ocean or another body of water.
2. Some of our favorite beaches are barrier beaches.
3. Barrier beaches are generally elongated islands or sandbars.
4. The beach at Coney Island, in New York, is a barrier beach.
5. Beaches along the side of Hawaii are the main attraction for tourists.
6. Waves, tides and the wind will always be a beach’s worst enemy.
7. These elements are primary causes of erosion.
8. Sand dunes are one result of winds and tides.
9. White sand on beach is the product of coral and lime stones deposits.
10. High tides and storms are cause for alarm for beach residents.

B. Write the predicate adjective in each sentence, including all parts of any compound predicate
adjectives.
1. In the cloudless sky, the moon appeared luminous.
2. The moon is closer to the Earth than the sun.
3. Its gravitational pull on the Earth is stronger.
4. The Earth’s oceans are responsive to the pull of the moon.
5. The gravitational pull of the earth is great and constant.
6. Tides are higher at s certain times of the day because of the moon’s pull.
7. Marine life is plentiful at the edge of the sea.
8. These forms of life must be hard and adaptable.
9. The frond of seaweed was smooth and gleaming.
10. The delicate shells on the shore looked unreal.
-source:Writing and Grammar, Prentice Hall

23
 SHAPING RESEARCH AND STUDY SKILLS

Objective: Use a search engine to conduct a guided search on a given topic.

FEATURES OF SECONDARY INFORMATION SOURCES

More often, when you do your assignment or research works, you need sources of information like
books, magazines, journals, articles or commentaries from printed or electronic media. Most of these are
secondary sources.

What is a secondary source?

A secondary source interprets and analyses primary sources. These sources are one or more steps
removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in
them. A secondary source lack the immediacy of a primary record. As materials produced sometime after an
event happened, they contain information that has been interpreted, commented, analysed or processed in
such a way that it no longer conveys the freshness of the original. History textbooks, dictionaries,
encyclopaedia’s, interpretive journal articles, and book reviews are all examples of secondary sources.
Secondary sources are often based on primary sources. One of the most useful secondary resources is the
use of search engine.

Using search engines

With billions of websites online today, there is a lot of information on the Internet. Search engines
make this information easier to find. Let's look at the basics of using a search engine, as well as some
techniques you can use to get better search results.

How to search the Web

There are many different search engines you can use, but some of the most popular include Google,
Yahoo!, and Bing. To perform a search, you'll need to navigate to a search engine in your web browser, type
one or more keywords—also known as search terms—then press Enter on your keyboard. In this example,
we'll search for recipes.
After you run a search, you'll see a list of relevant websites that match your search terms. These are
commonly known as search results. If you see a site that looks interesting, you can click a link to open it. If
the site doesn't have what you need, you can simply return to the results page to look for more options.
Most browsers also allow you to perform a web search directly from your address bar, although some
have a separate search bar next to the address bar. Simply type your search terms and press Enter to run the
search.

Try IT!

Use a search engine to conduct a research about the importance of using secondary information
sources. Note 5 points that you learned from your research.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

24
 My Heroes

Lesson 3
“A hero is an ordinary individual who finds the strength to preserve and
endure in spite of overwhelming obstacles.”
-Christopher Reeve

25
 LISTENING COMPREHENSION

Objective: Determine the tone and mood of the speaker or characters in the narrative listened to

TONE AND MOOD

Listen to the story which your teacher reads. While listening, you answer the questions below.
Elements The attitude of the writer towards the: My attitude towards the:
Characters

Significant Events

Post-listening Task:
The attitude of the writer towards the characters and the events in the story is the tone, while your
attitude towards the characters and the events is the mood of the story. Both tone and mood are elements
of a narrative. Tone is conveyed through the writer’s choice of words and details. Mood is the feeling created
by a literary work. A work might make you feel sad, happy, amused, frightened, or some combinations of
feelings.
Has anyone ever said to you, “Don’t use that tone of voice with me because you sound angry.” Your
tone can change what you intended to say, and it may get negative response from listener. Or has anyone
asked you, “What made you angry?” like you, poems and stories have tones and moods, too.

Try IT!
Listen as your teacher read another story. While listening, you complete the grid below.
Elements Tone Mood
Characters

Significant Events

26
 ORAL LANGUAGE FLUENCY

Objective: Search an example of individual differences using a search engine.

INDIVIDUAL DIFFERENCES
Sometimes, when there are issues or topics discussed in the classroom, there are different reactions
from the class. Why? What are the reasons why people react differently to the very same situation or issue?

In school, Individual differences means the variability in abilities and characteristics among students
at a particular age. These individual differences could be due to level of mentality ability, background
experience and knowledge, motive, purpose, preference of learning and personality. These are the reasons
why students like you learn in various ways also. These also affect your academic, social and behavioural
performance.
Outside the school, in real-life situations, people react differently to the very same issue or topic
because of the following factors: mental ability, background knowledge and experience about the issue, set
of values, personality, motive, purpose, and point of view.

Types of Individual Differences:

1. Physical differences:
 Shortness or tallness of stature, darkness or fairness of complexion, fatness, thinness, or weakness
are various physical individual differences.
2. Differences in intelligence:
 There are differences in intelligence level among different individuals. We can classify the individuals
from super-normal (above 120 I.Q.) to idiots (from 0 to 50 I.Q.) on the basis of their intelligence level.
3. Differences in attitudes:
 Individuals differ in their attitudes towards different people, objects, institutions and authority.
4. Differences in achievement:
 It has been found through achievement tests that individuals differ in their achievement abilities.
These differences are very much visible in reading, writing and in learning mathematics.
 These differences in achievement are even visible among the children who are at the same level of
intelligence. These differences are on account of the differences in the various factors of intelligence
and the differences in the various experiences, interests and educational background.
5. Differences in motor ability:
There are differences in motor ability. These differences are visible at different ages. Some people can
perform mechanical tasks easily, while others, even though they are at the same level, feel much difficulty
in performing these tasks.

Try IT!
Search one example of individual differences using a search engine. Fill in the table below.
Title of individual differences What I know about the topic What I feel and want to say

27
 VOCABULARY DEVELOPMENT

Objective: Identify figures of speech that show contrast

IRONY, OXYMORON, AND PARADOX

Take note of the following sentences.
1. “Water, water, everywhere,
Nor any drop to drink.” The Rime of the Ancient Mariner by Samuel Taylor Coleridge
2. “Yet Brutus says he was ambitious;
And Brutus is an honorable man.” Julius Caesar by William Shakespeare
3. “I like a smuggler. He is the only honest thief.” –Charles Lamb
4. “A faith unfaithful kept him falsely true.” –Alfred Tennyson
5. “The swiftest traveler is he that goes by foot.” –Henry David Thoreau
6. “…that if you love until it hurts, there can be no more hurt, only love.” –Mother Teresa

What do you notice with the sentences above? Are they clearly stated or explained? Are they easy to
understand? The sentences contain figures of speech-Irony, Oxymoron and Paradox- that show contrast.

Irony
1. “Water, water, everywhere,
Nor any drop to drink.” The Rime of the Ancient Mariner by Samuel Taylor Coleridge
(It is contrasting because water is everywhere, yet there’s nothing to drink)
2. “Yet Brutus says he was ambitious;
And Brutus is an honorable man.” Julius Caesar by William Shakespeare
(being ambitious and honorable are contrasting ideas)

Oxymoron
3. “I like a smuggler. He is the only honest thief.” –Charles Lamb
(a smuggler is also a thief and a thief can never be honest)
4. “A faith unfaithful kept him falsely true.” –Alfred Tennyson
(how can one be false, yet true)

Paradox
5. “The swiftest traveler is he that goes by foot.” –Henry David Thoreau
(literally, travelling by foot is the lowest means of travelling)
6. “…that if you love until it hurts, there can be no more hurt, only love.” –Mother Teresa
7. (to love and being hurt are contrasting feelings)

Irony is a statement or situation where the meaning is contradicted by the appearance or

presentation of the idea; the use of words to convey the opposite of its literal meaning; Adjective: ironic or
ironical. There are different types of Irony such as Ironical statements, coincidental ironies, Situational
ironies.
Oxymoron is a figure of speech that deliberately uses two contradictory ideas. This contradiction
creates a paradoxical image in the reader or listener’s mind that generates a new concept or meaning for
the whole.
Paradox a statement whose two parts seem contradictory yet make sense with more thought. Christ
used paradox in his teaching: “They have ears but hear not.” Or in ordinary conversation, we might use a
paradox, “Deep down he’s really very shallow.” Paradox attracts the reader’s or the listener’s attention and
gives emphasis

28
Examples of Irony
Ironical Statement
1. One of the identical twins says to the other, “You’re ugly!”
2. I saw the fish drowning.
3. Many things can be preserved in alcohol. Dignity is not one them.
Coincidental Ironies
1. Britain’s biggest dog was named Tiny.
2. Two marriage therapists got divorced from each other.
3. Most tobacco company executives don’t smoke.
Situational Irony
1. Posting a video about how boring and useless Facebook is on Facebook.
2. My friend said he can’t go to church because he has a theology test to study for!
3. The firehouse burns down.
4. The police station was rubbed.

Examples of Oxymoron
1. “Modern dancing is so old-fashioned.” –Samuel Goldwyn
2. Her father’s beautifully painful words made her turn her life around.
3. “I am busy doing nothing.” –Oxymoron
4. He was clearly confused at the directions he was given.
5. “I am a deeply superficial person.” –Andy Warhol

Examples of Paradox
1. The great depression of the late 20’s was not a particularly great time for the economy.
2. “A business that makes nothing but money us a poor business.” –Henry Ford
3. When I told her that she sings like a duck being strangled, she immediately dropped the microphone-
sometimes we have to be cruel to be kind.
4. “A little pain never hurt anyone.” –Word Explorations
5. People who like pain for pleasure are probably masochists.

Try IT!
Analyze each sentence. Write on the space before the number whether it contains Irony, Oxymoron or Paradox.
Then explain how the contrast is made or expressed.
__________1. Titanic, which was touted as “100% unsinkable.” Sank on its maiden journey.
_______________________________________________________________
__________2. The deafening sound of silence
_______________________________________________________________
__________3. Coffee City is a city in Texas, mostly visited to buy beers.
_______________________________________________________________
__________4. Freedom is slavery.
_______________________________________________________________
__________5. All alone together
_______________________________________________________________
__________6. It is disgustingly delicious.
_______________________________________________________________
__________7. A man died in his living room.
_______________________________________________________________
__________8. War is peace.
_______________________________________________________________
__________9. Nobody goes to that restaurant; it’s too crowded. (Anonymous)
_______________________________________________________________
__________10. It is a pain for pleasure.
_______________________________________________________________

29
 ENRICHING LITERARY APPRECIATION SKILLS

Objective: Identify the characters, characterization and conflict situation in in given dialogue.

DIALOUGE IN A DRAMA
Drama is a literary composition involving conflict, action crisis and atmosphere designed to be acted
by players on a stage before an audience. This definition may be applied to motion picture drama as well as
to the traditional stage. One of the elements of drama is a dialogue. A dialogue is a conversation between
two or more characters. When reading a dialogue, you must ask yourself, what the characters are implying
or hinting, in addition to what they are stating directly.

In narrative like a novel, the writer tells you a story largely by using narrative passages and, usually,
some descriptions and some dialogues. But a playwright (writer of a drama) must convey the whole story
by dialogue and stage action. Unlike a dialogue in a novel, which might simply give you a feeling for the
character’s personality or manner of speaking, dialogue in a play must carry the whole story.
Furthermore, in a short story or a novel, for example, a writer can tell directly that a man or woman
is mean or good. A playwright has to establish this meanness or goodness by something by character does
or says.
Example: Dialogue from Shadow and Solitude
Gabriela: I am shocked by the nerve of these modern girls. But with this freedom to go out alone whenever
they please, this mixing of the sexes in the schools (co-educational, they call it), these provocative movies-
what other result can you expect?
Marina: Young people in other countries enjoy greater freedom, but the atmosphere there is all security
and confidence. This free air nowadays seems more healthy and wholesome than the cloistered safety of
our grandmothers. The girls of today are learning and strong.
From the above dialogue between Gabriela and Marina, it is not directly stated what kind of women
the sisters are. But one can characterize them based on their words. Gabriela can be described as
conservative and reserve woman; on the contrary, Marina is modern and liberated.

Try IT!
Read the dialogue between the characters, with the appropriate feelings, tone, facial expressions
and non-metal cues. Then describe them or characterize them. In addition, describe the situation and the
conflict or problem based on their dialogue.
Paciano: I will risk my life to save my brother as he risked his to save our land.
(enter Mrs. Rizal from rear)
Mrs. Rizal: Oh, Paciano, don’t risk your life, too. I shall lose Jose and then you! I cannot think of it!
Paciano: No, Mother, you will lose neither. We are going to save him.

Characters Characterization Situation and Conflict

30
 DEVELOPING AND REFINING WRITING SKILLS

Objective: Compose an anecdote based on a significant personal experience.

WRITING AN ANECDOTE
Earlier, it was discussed that a journals is a daily log of one’s thoughts and feelings. It is a personal
exploratory writing that often contains impressions and reflections; a journal is often a source of ideas for
writing. Another interesting personal writing is an anecdote; however, it can be told orally.
An anecdote is a brief story used to illustrate or make a point. It brings situations to life with real
people and specific events with which readers can relate. Often, anecdotes appeal to both the reader’s
logic and emotions.

Purpose of Anecdotes
To Bring Cheer
Sometimes telling a story just make people laugh or brightens the mood. In the example about favourite
recipes, the woman is sharing a tale with her friends or co-workers about a time that she experienced a
disaster in the kitchen. Whether she tried to boil an egg without water or made fudge that turned as a hard
as a rock, the other people are sure to have a good laugh.
To Reminisce
In several of these examples, such as the parents on Christmas morning and the elderly couple, people are
talking about their pasts. They are looking back favourably on moments in their lives and sharing the joy of
that time with others.
To Caution
In the fire safety case, the speaker is trying to show the audience what can happen if they do not follow
proper procedures. Sometimes just laying out rules for individuals is not effective, and they need to hear
frightening stories of dangers that can be avoided by following these regulations.
To Persuade or Inspire
Returning to the examples about tutors and tutoring sessions, the speakers want the students to know
they are there to help, and that they have faced similar struggles. They want the students to know that
there is a possibility of a brighter future if they put the work in.
Of course, anecdotes do not have to serve such specific purposes all the time. They can just be part of a
natural conversation with other people.
Source: http://examples.yourdictionary.com

Suggested Steps in Writing an Anecdote

1. Choose an interesting and specific event for an anecdote, and tell the incidents in a clear
chronological order.
2. Think of a good beginning, a development and a conclusion
3. Determine your reason for sharing it and your audience.
4. As you write, think again about the incident, and search your mind for appropriate descriptive
information that will make the anecdote more interesting.

Checklist for Revising an Anecdote

1. Is this anecdote complete in itself or part of a longer composition?
2. Does it focus on one major incident?
3. Do the incident follow chronological order with a clear beginning, middle and ending?
4. Will readers understand why you have shared this event with them? Does the conclusion made that
clear?
5. Do descriptive details and dialogue enliven the anecdote?
6. Is the point of view consistent? Is it first person?

31
Example:
Example Explanation
Last week, I saw a young woman, with two small This an anecdote is an example of caution that will
children, who was seriously injured when a teenage teach us a lesson to be careful in crossing the street.
driver ran a red light. Luckily, the mother and the
children survived, but the young mother is still in the
hospital.

Try IT!
Think of an anecdote that you can write, perhaps an event from your recent past. Then write about
it; explain your reason for sharing it. Follow the example above.
Example Explanation

32
 MAKING CONNECTION

Objective: Use varied verb complements

VERB COMPLEMENTATION FORMS

Read the following sentences. Then take note of the underlined words.
1. Father Ernesto told them that they will take measures.
2. They all understand the purpose.
3. They planned to save Jose Rizal.
4. Bonifacio offered help.
5. Rizal and Josephine found happiness.

Verbs are either linking verbs or action verbs. And action verbs are classified as either transitive or
intransitive. Intransitive verbs are action verbs that do not take other words to make their meaning complete,
while verbs that do not take other words to make their meaning complete, while verbs that need other words
to make them complete or their complements are called transitive verbs.
The sample sentences are transitive verbs and the underlined words are their complements. As discussed
earlier, a complement is a word or group of words that completes the meaning of the predicate of a sentence.
There are three different forms of verb complementation. These are:
1. Direct Object (DO) – it is usually defined as a word or group of words that receives the action of the
verb. It follows the action verb and answer the question what? Or whom?
Examples:
V DO
The teacher wrote the answer. (What did the teacher write? Answer: answer)
V DO
The students called their teacher. (Whom did they call? Answer: teacher)

Note: Direct objects may be nouns, pronouns, phrases, or clauses.

a. The boy can ride a bicycle, but not very well. (noun)
b. My classmate told me about the project. (pronoun)
c. They enjoy playing with their schoolmates. (prepositional phrase)
d. Everyone wishes to join the party. (infinitive pronoun)
e. They like watching horror films. (gerund phrase)
f. Everyone is aware that germs can cause disease. (clause)

2. Indirect Object (IO) - it is usually defined as a word that tells for whom or to whom the action of the
verb is done. It is commonly placed before the direct object. It is a noun or pronoun that appears with
a direct object and names the person or thing that something is given to or done to. Indirect objects
are common with such verbs as ask, bring, buy, give, lend, make, promise, show, teach, tell, and write.
Examples: IO DO
V
Mother promised me a cake for my birthday. (Me is a pronoun)
V IO DO
Father made the children a pizza. (Children is a noun)

Note: Remember that a sentence must contain a direct object in order to have an indirect object. No
sentence may have an indirect alone. Not all sentences with direct objects, however, have indirect object.

3. Objective complement (OC) – It a special kind of complement that follows a direct object which
describes or renames the object. It is either an adjective or a noun. Objective complements follow
only a few action verbs: make, consider, choose, elect, appoint, name, call, voted, think, prove, and
find. To determine whether a word is an objective complement, say the verb and the direct object
then ask what?

33
 Examples: V DO OC
The students consider the task challenging. (Challenging is an adjective)
Consider task what? Answer: Challenging
V DO OC
The class elected Diego president. (President is a noun)

Try IT!
A. List the direct object or compound direct object in each sentence below.
Example: Japanese workers spend long hours on the job.
Answer: hours
1. Japan owes much of its economic success to its workers.
2. Japanese workers often express loyalty and respect toward their companies.
3. They take the great pride in their companies’ success.
4. They work longer hours and take fewer vacations than Western workers.
5. How ho Japanese companies treat their workers?
6. Large companies often offer incentives to attract and keep workers.
7. Which benefits do workers appreciate most?
8. Many workers receive free housing or medical care.
9. These benefits keep workers happy.
10. As a result, Japanese workers produce more goods more goods than workers in the most countries
do.

B. Write each indirect object, including any compound indirect objects. If a sentence has no indirect
object, write none.
Example: They sent Mark and Elizabeth travel brochures.
Answer: Mark, Elizabeth
1. Mark’s parents bought him plane tickets to Tokyo for his birthday.
2. He ask his boss for a leave of absence.
3. The company granted Mark’s eight weeks.
4. His friend let him a suitcase large enough for his long journey.
5. As his plane lifted off, Mark felt a rush of excitement and nervousness.
6. While away, Mark wrote his parents a letter every week.
7. He told them the culture and people of Japan.
8. A guide gave him a complete tour of the city.
9. Mark visited Tokyo’s financial and commercial centers.
10. When Mark returned, he showed his friends pictures of Tokyo.

C. Write the objective complement in each sentence, including all parts of any compound objective
complements.
Example: Mr. Matsuto made his reply very short.
Answer: short
1. The Japanese consider the emperor the symbol of their nation.
2. They once thought their emperor sacred and inviolable.
3. Japan’s 1947 constitution declared the emperor’s position ceremonial
4. The constitution named the prime minister the head of the state.
5. In 1988, Japan declared Akihito emperor.

34
 ENRICHING LITERATY APPRECIATION SKILLS

Objective:
 Navigate a website using essential features using the given topic.
 Answer some questions about the story.

There is a story in Philippine folklore about a mango tree and a bamboo

tree. Not being able to agree as to which was the stronger of the two was, they
called upon the wind to make the decision. It has a title “Pliant like a Bamboo.” In
this story you will find out some characteristics of Filipino people enanimated by
a bamboo tree and a mango tree.

Try IT!
Navigate a website where you can search the story of “Pliant like a Bamboo.” Read this story to answer
some specific questions about it.

1. Who is the author of the story?

_________________________________________________________________________________
_________________________________________________________________________________
2. What are the two trees being compared in the story?
_________________________________________________________________________________
_________________________________________________________________________________
3. What are the characteristics of the bamboo tree?
_________________________________________________________________________________
_________________________________________________________________________________
4. What are the characteristics of the mango tree?
_________________________________________________________________________________
_________________________________________________________________________________
5. What are the tree personality of Filipinos like a bamboo tree?
_________________________________________________________________________________
_________________________________________________________________________________
6-10. What is the moral lesson that you learned from the story?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

35