English 10: Quarter 2 - Week 8

ENGLISH 10
Quarter 2 – Week 8
Finding Information
Name of Student: _____________________________

Grade 10 Section: _____________________________
LOVELY MAE L. ESPARCIA and KEVIN DAN A. MATURAN

Teachers
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MODULE 2 WEEK 8
Explicit vs. Implicit: What’s the Difference?
What I Need to Know
In this lesson, you will work on reading information to get explicitly and implicitly stated information (EN10RC-IIf-13.1).
This lesson focuses on the difference between explicit and implicit information. At the end of it you are expected to:
a. define explicit and implicit information;
b. identify explicit and implicit information from the texts; and
c. relate the text to real-life situations.
What I Know
Directions: Answer the following questions. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. When something is implied (not clearly stated) in a piece of writing, it is often referred to as what sort of information?
A. explicit information B. firsthand information
C. general information D. implicit information
2. When something is clearly and directly stated in the text, it is referred to as what type of information?
“The artesian well will be built here right away”, former President Ramon Magsaysay said. The commanding
officer was commanded by the former President Ramon Magsaysay to get pumps and pipes from the military
organizations supply storehouse. He demanded that it should be delivered to the area as soon as possible. He
requested the battalion to bring in the bulldozer, the armed forces, and the trainees, and
gather the civilians for labor.
3. The text implicitly stated that President Ramon Magsaysay was __________.
A. a man of action B. a man of disguise
C. a man of principle D. a man of values
4.The statement “The artesian well will be built here right away” as directly stated in the text is a/an ___________.
5. Another way of thinking about implicit information would be to compare it to what?

A. drawing conclusions B. guessing
C. inferencing D. predicting
6. Jenny wants to buy a new pair of shoes but she doesn’t have enough money. Which question from the list below
would be considered explicit?
A. Why can’t she buy the shoes?
B. How is Jenny going to raise the money?
C. Where does she plan to buy the shoes?
D. Why does she need a new pair of shoes?
Practice was over. Samuel asked his coach leave the lights in the gym so he could stay a little longer. He stayed
for another three hours practicing shooting and dribbling.
7. Which of the following is an implicit information?

A. Samuel is afraid of the dark.
B. Samuel wanted to be a teacher.
C. Samuel was a dedicated athlete.
D. Samuel stayed for another three hours practicing shooting and dribbling.
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8. What information below is a good example of explicit information?
A. Samuel is afraid of the dark.
B. Samuel wanted to be a teacher.
C. Samuel was a dedicated athlete.
D. Samuel stayed for another three hours practicing shooting and dribbling.
9. Why would an author put implicit information into one of their stories?
A. To upset the reader with a lack of information.
B. To make the reader think deeper about the story.
C. To show their writing superiority over the rest of us.
D. Because the author couldn’t squeeze it into the story properly.
Marvin was getting ready to walk to school. He quickly took his bag, put on his coat and waved goodbye to his
mother. “I love you. Be careful", his mother said.
10. Which of the following is a good example of explicit information?

A. Marvin was late to school.
B. Marvin lives close to the school.
C. Marvin is excited about going to school.
D. Marvin put on his coat and grabbed his backpack.
11. Which of the following is implicit information in the story above?

A. Marvin was late to school.
B. Marvin lives close to the school.
C. Marvin is excited about going to school.
D. Marvin was in Kindergarten or 1st grade.
12. Jayson overslept and missed the bus. He looked at his alarm clock and it read 8:30 A.M. He was more than 1 hour
late for school. He walked into the kitchen and ate a slice of bread. What can be inferred about Jayson?
A. He is hungry.
B. He could care less that he’s late.
C. He is nervous about being tardy.
D. He is in a huge rush to make it to school.
13. Since it was getting late, the team decided to go home and get some rest. The lead singer decided she wanted to
stay a little longer and practice some of the new songs. What can be a piece of implicit information in this story?
A. It was getting late.
B. The team needed some rest.
C. The team has some new songs.
D. The lead singer has great dedication.
Mr. Samson hurried out of the house so he wasn’t late for work. He wore a pair of trousers with bib and
brace and carried a toolkit with wrenches in it. He hopped in his truck and drove off. The sign on his truck said,
“Pipe Maters.”
14. Identify the explicit information in the passage.

A. Mr. Samson enjoys his job.
B. Mr. Samson is an auto mechanic.
C. Mr. Samson works as a plumber.
D. Mr. Samson hurried out of the house so he wasn’t late for work.
15. Identify the implicit information in the passage above.

A. Mr. Samson is a plumber.
B. Mr. Samson enjoys his job.
C. Mr. Samson is a truck salesman.
D. Mr. Samson is an auto mechanic.
What’s New
Activity. Read Between the Lines

Directions: Read the short story below entitled The Grasshopper and the Ant and reflect on the question given below.
130
The Grasshopper and the Ant
The Grasshopper laughed at the Ant and said,

“Stop your silly work and have fun with me!”
“No”, said the Ant. I am gathering food for winter. You must do that too.”
“Ha ha ha! Right now, I have plenty to eat. Why should I worry now?”,
laughed the Grasshopper.
How would you describe the Ant and the Grasshopper?

What Is It
Explicit vs. Implicit
Information is one's knowledge of facts or details about a subject, event, or issue. It can be obtained from different
sources. The type of information can be differentiated as explicit or implicit.
Explicit information is when a particular information is clearly and directly stated in the text. The meaning is
obvious to anyone reading the statement. With explicit information, you see the text explained and it can help clear up
confusions. There is no need to look for clues. If the information is written, it is explicit.
Example: “The Grasshopper laughed at the Ant.”
While implicit information is when the actual, explicit meaning isn’t directly stated, it is implied. It is not expressed
clearly. To find implicit information in what is read, you will have to think about what you read. Implicit information is not
written. It is taken from the facts based on the clues given in the text.
Example: The Grasshopper is lazy.
Even though it is not stated in the story that the Grasshopper is lazy, there are clues in the story that will lead us to
believe that he is lazy. The first clue is that the Grasshopper call the Ant’s work “silly”. Because he calls it silly, it must mean
he does not want to do any work and is therefore lazy. The second clue is the Grasshopper asks the Ant why he needs to
worry. This means he is relaxed and not concerned with getting any more food, so he’s not willing to work harder.
Example:
“Anne prepared herself to sleep; the night was stormy and dark; outside her window were the trees swaying
wildly and the waterspouts were overflowing.”
The phrase “it was dark and stormy night”, uses explicit information that leaves no room for debate. The reader
cannot assume, by any stretch of the imagination, that the story is in fact taking place on a sunny morning.
“The trees were swaying wildly outside Anne’s window as she prepared for bed, and the gutters were overflowing.”
Even though it’s not stated directly in the text, the reference to Anne preparing for bed leads us to believe it’s nighttime, and
the swaying trees and overflowing gutters are additional implicit clues that it is stormy.
So, if you can point to it in the text, it is EXPLICIT information. If you can use the explicit information in the text as
clues in inferences you make, it is IMPLICIT information.
Were you able to grasp the discussion? Are you now ready to answer the activities?
Let’s try!
What’s More
The Explicit and Otherwise
Directions: Read the text. Tell whether the piece of information is Explicit or Implicit. Use a separate sheet of paper for
your answers.
“Tough it up man. It’s just a little bruise. We gonna get you home now,” Kyle said,
his voice alternating between error and toughness. He and Liza pulled Ken up from the
ground. “Can you walk, man?”
Ken put one foot down, then tried the other. He felt embarrassed, cried out, then
suddenly collapsed against his brother. “I can’t,” he said, shaking his head. Kyle took
several deep breaths. Sweat poured off his face.
Kyle looked at Liza. The rest of the boys had somehow disappeared. “We gotta
carry him, man”. Liza nodded. They lifted Ken between them and carried him home, down
the same road, which now seemed even hotter.
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__________ 1. Ken hurt his foot playing basketball. __________6. Ken was sweating.
__________ 2. Ken could not walk. __________7. Kyle was annoyed that Ken got hurt.
__________ 3. Kyle told Ken to “tough it up”. __________ 8. Ken was sad and depressed that his foot was hurt.
__________ 4. Liza and Kyle picked Ken up. _________ 9. Kyle took several deep breaths.
__________5. Liza and Kyle carried Ken home. _________10. Liza, Ken and Kyle are all best friends.
Assessment
Directions: Read each item carefully. Choose the letter of the best answer. Use separate sheet of paper.
1. Which of the following is NOT true about explicit information?

A. Explicit information is not written in the text.
B. Explicit information helps clear up confusions.
C. Explicit information is something I know is happening.
D. Explicit information is clearly and directly stated in the text.
2. Which of the following is TRUE about implicit information?

A. Implicit information is written in the text.
B. Implicit information doesn’t give clues in the text.
C. Implicit information is not expressed clearly in the text.
D. Implicit information helps the reader go back and find the information directly in the story.
Dianne came out of her room in her apartment building. She ran to the street and held up her arm to hail a
taxi. When she hopped in, she said, “Please take me to 25th Street, Collins Company.
3. Identify the implicit information.

A. Dianne’s car is broken.
B. Diane is going to a mall.
C. Diane lives in a large town.
D. Diane is going on vacation.
4. Identify the explicit information.

A. Diane’s car is broken.
B. Diane is going shopping.
C. Diane lives in a large town.
D. Diane came out of her room in her apartment building.
5. Shane and her cousin walked to the convenience store. Shane bought a pack of chips while her cousin bought a
bottle of water. Which of the following is an explicit question?
A. What did Shane buy?
B. How did they get there?
C. How old is Shane’s cousin?
D. Why did they buy a pack of chips and a bottle of water?
6. Ben looked at her alarm clock. It was 6:00 A.M. He quickly got dressed and grabbed a cup of coffee. He jumped on
his bike and he went away. He was late for school but he wasn’t going to be super late! What implicit information
can you get out of this story?
A. Ben has a bike.
B. Ben is a messy eater.
C. Ben cares about school.
D. Ben could care less about school.
Clarence held his mother’s hand as she crossed the busy parking lot. They walked into a grocery store. His
mom lifted him into the seat of the shopping cart. “Here”, said mom, “You can hold my shopping list.”
7. Identify the explicit information.

A. Clarence’s mom went to the market.
B. Clarence’s mom needs help with shopping.
C. Clarence’s mom often goes to the grocery store.
D. Clarence held his mother’s hand as she crossed the busy parking lot.
8. Identify the implicit information.

A. Clarence had never been to a grocery store.
B. Clarence’s mom needs help with the shopping.
C. Clarence’s mom often goes to the grocery store.
D. Clarence held his mother’s hand as she crossed the busy parking lot.
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9. Hannah needed to finish her English project before 5 P.M. She had everything she needed except her typed report.
She knew that her typed report was 50% of her grade. She was going to fall. What explicit information can you pull
from this story?
A. Hannah is lazy.
B. Hannah ran out of time.
C. Hannah didn’t do the typed report.
D. Hannah already has a high enough grade in English.
10. If Willy wanted to get into a good engineering school then he needs to study hard and talk to people who are already
engineers so that he can know what to expect from engineering school.
What information below is explicit?
A. How can he go to school.
B. Where the engineering school is.
C. Why he chose to go into engineering school.
D. What kind of school does Willy want to attend.
“The artesian well will be built here right away”, former President Ramon Magsaysay said. The commanding
officer was commanded by the former President Ramon Magsaysay to get pumps and pipes from the military
organizations supply storehouse. He demanded that it should be delivered to the area as soon as possible. He
requested the battalion to bring in the bulldozer, the armed forces, and the trainees, and gather the civilians for labor.
11. The underlined sentences are called as __________.

12. The text implicitly stated that President Ramon Magsaysay was __________.
A. a man of action B. a man of disguise
C. a man of principle D. a man of values
Mel and Kim are good friends. They had planned a sleep over at Kim's house.
The two had only recently become good friends though they had been classmates for a
while. Mel packed up his sleeping bag, a pillow, and a few of his favorite toys and
games, and then his mom dropped him off at Kim’s house. Kim met Mel on the porch
and the two did their secret handshake and started playing right away. First they played
Mobile Legends. Next, they played Rules of Survival. Then it started getting dark and
they went inside of Kim’s house. As soon as they walked in the house, Mel’s eyes
starting getting red and itchy. He saw a big white cat sitting on the couch. Then he
started sneezing uncontrollably. “I’m sorry, Kim. I had so much fun, but I need to call my
mom.”
13. Which of the following is explicit information?

A. Mel is allergic to cats.
B. Mel and Kim had a secret handshake.
C. Mel is nervous about spending the night.
D. Mel packed up his sleeping bag, a pillow, and a few of his favorite toys and games.
14. Which of the following is implicit information?

A. Mel is homesick.
B. Mel is allergic to cats.
C. Mel is scared of cats.
D. Mel was looking forward to spending the night at his friend Kim’s house.
15. Another way of thinking about implicit information is to think of it as __________?

A. guessing B. predicting
C. reading between the lines D. using context clues
133
10
Edukasyon sa
Pagpapakatao
Ikalawang Markahan –Modyul 8:
Layunin, Paraan at
Sirkumstansya ng Makataong
Kilos
(Linggo: Ikawalo)
INIHANDA NINA:
GNG. ALICE S. NOCETE
GNG. WILFE F. CUEVAS
GNG. ANNIE P. DULLIN
G. Rodolfo KINILITAN
ESP 10, GURO
Layunin, Paraan at Sirkumstansya ng Makataong Kilos
Alamin
MGA KASANAYANG PAMPAGKATUTO:

Napatutunayan na ang layunin, paraan at sirkumstansya ay nagtatakda ng pagkamabuti o pagkamasama
ng kilos ng tao. EsP10MK-IIh-8.3
Nakapagtataya ng kabutihan o kasamaan ng pasiya o kilos sa isang sitwasyong may dilemma batay sa
layunin, paraan at sirkumstansya nito. EsP10MK-IIh-8.4
Mga Layunin
Sa modyul na ito, inaasahang maipamamalas mo ang sumusunod na kaalaman, kakayahan, at pag-unawa:
K- Naipaliliwanag na ang layunin, paraan, sirkumstansya ang nagtatakda ng pagkamabuti o

pagkamasama ng kilos ng tao.
S- Nakapagsusuri ng sariling kilos ayon sa kabutihan o kasamaan nito batay sa layunin, paraan, at
sirkumstansya.
A- Nakahihinuha ng kabutihan o kasamaan ng pasiya o kilos sa sitwasyong may dilemma batay sa
layunin, paraan, at sirkumstansya nito.
Balikan
Isulat sa iyong kuwaderno ang lahat ng mga konsepto na iyong natutuhan mula sa nakaraang modyul o
pagtalakay. Pagkatapos ay bumuo ng malaking konsepto gamit ang graphic organizer mula sa maliliit na
konsepto na iyong naisulat. Gawin ito sa malikhaing presentasyon.
Mga konseptong natutuhan ko:
Tuklasin
Panuto: Punan ang matrix ayon sa hinihingi sa bawat kolum. Isulat ang sagot sa iyong kuwaderno.
Mga Sitwasyon Pagsusuri ng kabutihan o Pagtataya ng kabutihan o Paliwanag

kasamaan ng kilos batay kasamaan ng kilos
sa layunin, paraan, batay sa layunin, paraan,
sirkumstansya at sirkumstansya at
kahihinatnan nito kalalabasan nito
Halimbawa: Nagkasayahan Layunin: Layunin: Ang pagkakaroon ng
sa selebrasyon sa Magkasiyahan dahil sa Ang pagkakaroon ng kasiyahan sa isang
kaarawan ng kaibigan, pagdiriwang ng kasiyahan ay bahagi ng kaarawan ay hindi
kaya inabot ng gabi sa kaarawan ng kaibigan isang pagdiriwang. masama ngunit
bahay. Hindi pa rin dapat makita ang
tumitigil sa pagkanta gamit Paraan: Paraan: mga limitasyon ng
ang videoke kahit Paggamit ng videoke Hindi masama na kilos upang hindi
natutulog na ang mga para magkantahan gumamit ng videoke makapinsala sa
kapitbahay. upang magkantahan ibang tao na maging
Sirkumstansya: Paggamit ngunit dapat may
dahilan upang
ng videoke sa hating-gabi limitasyon
makaabala o
Sirkumstansya: Ang makagalit sa kanila.
Kahihinatnan:
Nakaabala ito sa mga tao paggamit ng videoke
sa hatinggabi ay hindi
na natutulog
mabuting kilos.
Kahihinatnan: Ang
pagkaabala ng mga
kapitbahay ay hindi
mabuting resulta ng
kantahan.
1. Niyaya ka ng iyong
kamag-aral na huwag
pumasok sa klase at
pumunta sa computer shop
upang maglaro rito.
2. Nakita mo na nalaglag
ang pitaka ng isang babae
sa loob ng simbahan.
Suriin
Ang lahat ng ginagawang kilos ng tao ay may dahilan, batayan, at may kaakibat na pananagutan.
Anuman ang gawing kilos ay may kahihinatnan. Mahalaga na masusing pag-isipan at pagplanuhang mabuti
ang anumang isasagawang kilos dahil mayroon itong katumbas na pananagutan na dapat isaalang-alang.
Kung minsan, nagkakaroon ng suliranin sa pagpapasiya dahil sa kawalan ng kaalaman kung ang pinili
niyang kilos ay mabuti o masama. Kung minsan, dahil sa bilis ng takbo ng isip ng tao ay nakapag-iisip at
nakagagawa siya ng kilos na hindi tinitingnan ang kahihinatnan nito. Ang bawat tao ay kailangang maging
mapanagutan sa anumang kilos na kaniyang pipiliin. Kailangang mapag-isipang mabuti at makita kung ano
ang magiging resulta ng anumang kilos na gagawin.
Kung kaya’t sa pagsasagawa ng kilos gaano man ito kalaki o kaliit, kailangang pag-isipan itong
mabuti at tingnan ang maaaring maidulot nito. Hindi lamang kailangang tingnan ang sarili kundi pati ang
kabutihang panlahat.
Ngayon ay inaanyayahan kita na magnilay. Balikan mo ang iyong mga isinagawang kilos nitong mga
nakaraang araw. Nakikita mo ba ang iyong pananagutan sa kahihinatnan ng mga ito?
Ngayon, lalong lumilinaw na upang maging mabuti ang kilos, nararapat itong nakabatay sa dikta ng
konsensiya batay sa likas na Batas Moral. Ang bawat kilos na iyong gagawin ay kailangang nakatuon sa
pinakahuling layunin at ito ay ang makapiling ang Diyos sa kabilang buhay.
Ang mabuting kilos ay dapat palaging mabuti hindi lamang sa kalikasan nito kundi sa motibo at
sirkumstansya kung paano mo ito ginagawa. Kaya’t mula sa layunin, paraan, at sirkumstansya ng kilos ay
madaling makikita o masusuri ang kabutihan o kasamaan nito.
Sa kabilang banda, itinuturing ding batayan ng paghusga ng kabutihan o kasamaan ng isang kilos
ang bunga o kahihinatnan nito.
Pag-usapan natin ang isang gawi na madalas makita sa paaralan- ang pangongopya. Mula sa mga
pagsusulit hanggang sa pang-araw-araw na takdangaralin, hindi makaiwas ang ilang mag-aaral na gawin
ito. Bakit nga ba? Naghahatid ng mabuting bunga o kahihinatnan ang pangongopya. Maaaring matugunan
nito ang pangangailangang pumasa ang isang mag-aaral, bukod sa maaaring makakuha rin siya ng mataas
na marka. Ngunit hindi maituturing kailanman na mabuting gawain ang mangopya. Hindi sapat na batayan
ang bunga o kahihinatnan sa paghuhusga ng kabutihan o kasamaan ng kilos.
Ang kautusang walang pasubali (Categorical Imperative) “Gawin mo ang iyong

tungkulin alang-alang sa tungkulin.”
Ito ang pananaw na itinaguyod ni Immanuel Kant, isang Alemang pilosopo na naglalayong
ipakita ang tunay na batayan ng mabuting kilos. Bilang batayan sa pagkamabuti o pagkamasama ng isang
kilos, inoobliga ng Kautusang Walang Pasubali na gawin ang tungkulin sa ngalan ng tungkulin. Ngunit hindi
agad maituturing na mabuti o masama ang isang kilos. Nakabatay ito sa dahilan kung bakit ito ginagawa o
gagawin.
Sa bawat sitwasyon na humihingi ng tugon sa pamamagitan ng mabuting kilos, kinakailangang

tayahin ang dahilan ng pagkilos. Ang dahilang ito ang itinuturing na paninindigan. Ang paninindigan ay ang
dahilan ng pagkilos ng tao sa isang sitwasyon.
Pagyamanin
Panuto: Suriin ang bawat sitwasyon sa ibaba at tingnan kung mabuti o masama ang ginawang pasiya o
kilos ng tauhan. Lagyan ng tsek ang kolum ng mabuting kilos kung ikaw ay naniniwala na ito ay mabuti at
lagyan ng ekis ang kolum ng masamang kilos kung naniniwala kang ito ay masama. Isulat sa susunod na
kolum ang iyong paliwanag sa iyong napili. Patunayan na ang layunin, paraan at sirkumstansya ang
nagtatakda ng pagkamabuti o pagkamasama ng kilos ng tao sa iyong paliwanag. Isulat ang iyong sagot sa
iyong kuwaderno.
Mga Sitwasyon Mabuting Kilos Masamang Kilos Paliwanag

1. Nanalo si Mang Philip
bilang barangay captain
sa kanilang lugar. Wala
siyang inaksayang oras
upang ibigay ang sarili sa
kaniyang paglilingkod
nang buong katapatan.
2. Si Mang Gerry ay
matulungin sa kaniyang
mga kapitbahay. Ngunit
lingid sa kaalaman ng
kaniyang mga
tinutulungan, na ang
perang ibinibigay niya sa
mga ito ay galing sa
pagbebenta niya ng
ipinagbabawal na gamot.
Isaisip
Napag - alaman ko na ____________________________________.
Napagtanto ko na _______________________________________
Ang aking gagawin ay ___________________________________

Isagawa
Panuto: Mag-isip ng isang sitwasyon mula sa iyong karanasan na may suliranin (dilemma). Tayahin ang
kabutihan o kasamaan nito batay sa layunin, paraan, sirkumstansya at kahihinatnan nito. Ipakita at
ipabasa ito sa iyong magulang. Anyayahan sila na magbigay ng komento o payo sa iyong ginawa.
Palagyan ito sa kanila ng lagda bilang katibayan na kanilang nabasa ang iyong ginawa.
Suliranin Layunin Paraan Sirkumstansya Kahihinatnan Komento,

Paghuhusga: payo, at lagda
Mabuti o ng magulang
masama ang
kilos? Bakit?
Halimbawa:
Nais ko na Makasagot Pinakopya Kahit alam ko na Maaaring Lagi mong
matulungan ang at pumasa ko sa aming masama ang maghatid ng tatandaan anak
aking kaibigan ang aking pagsusulit magpakopya ay mabuting na kailangang
na pumasa kaibigan sa ginawa ko pa rin kahihinatnan maging
kaya’t pinakopya aming dahil sa awa na ang mapanagutan
ko siya sa aming sa anumang
gagawing baka bumagsak pagpapakopya
pagsusulit. kilos na iyong
pagsusulit. sa pagsusulit ang na pumasa ang
pipiliin.
aking kaibigan at aking kaibigan
Kailangang
makakuha ng at makakuha ng
pag-isipang
mababang marka. mataas na
mabuti at
marka. Ngunit
tingnan ang
hindi
kailanman maaaring
maituturing na maidulot nito.
mabuting
gawain ang
mangopya o
magpakopya
dahil ito ay
masamang
kilos at mali ang
aking
pamamaraan na
ginamit upang
tulungan ang
aking kaibigan.
Tayahin
PANGWAKAS NA PAGTATAYA:
A. Panuto: Basahing mabuti ang bawat pangungusap at unawain ang tanong. Piliin ang pinakaangkop na
sagot at isulat ang titik ng iyong napiling sagot sa iyong kuwaderno.
1. Alin ang mas matatag na batayan ng pagiging mabuti o masama ng isang kilos ayon sa pananaw ni
Immanuel Kant? A. Ang mabuting bunga ng kilos.
B. Ang layunin ng isang mabuting tao.
C. Ang makita ang kilos bilang isang tungkulin.
D. Ang pagsunod sa mga batas na nagtataguyod ng mabuting kilos.
2. Inabot ni Tonton ang isang libong piso matapos kwentahan ni Aling Rosie ang halaga ng binili niya sa
tindahan. Umabot ng halagang Php 879.50 ang kabayaran nito. Nang bilangin niya ang sukli, nalaman
niyang sobra ito ng Php 150.00. Kung ikaw si Tonton , paano mo magagamit dito ang mga natutunan mo
sa pagpapahalaga na gawin ang tamang kilos?
A. Manahimik lang, itago sa bulsa ang sukli at uuwi kaagad.
B. Sasabihin kaagad sa tindera na tama lang ang kanyang sukli.
C. Hindi na iimik, itago sa bulsa ang sukli at magmamadali sa pag-uwi.
D. Ipaalam mo kaagad sa tindera ang katotohanan na sobra ang kanyang sukli.
3. Anong paninindigan ang hindi ipinakikita kung tamad ang isang tao na mag-aral?
A. Ang pag-aaral ay sagot sa kahirapan.
B. Ang pag-aaral ay para sa mga nagnanais yumaman.
C. Ang pag-aaral ay nakatutulong sa pagtuklas sa katotohanan.
D. Ang pag-aaral ay para sa mga matatalino at masisipag pumasok sa paaralan.
4. Ang sumusunod ay dahilan kung bakit hindi maituturing na isang paninindigan ang pangongopya
tuwing may pagsusulit o sa paggawa ng takdang-aralin maliban sa: A. Hindi ito patas sa mga
kaklaseng nag-aaral nang mabuti.
B. Hindi ito katanggap-tanggap sa mga guro na gumaganap sa kanilang tungkulin.
C. Nabibigyan ng pagkakataon ang mag-aaral na pumasa at makakuha ng mataas na marka.
D. Nawawalan ng saysay ang pag-aaral, pagsusulit at paglikha ng orihinal na bagay.
5. Kapag natalo ka sa isang laro, ano ang dapat mong gawin?
A. Malungkot at manghusga.
B. Magalit sa sarili at sisihin ang pagkatalo.
C. Kalimutan ang pagkatalo at batiin ang nanalo.
D. Ipagsigawan na may dayaan sa katatapos lamang na laro.
B. Suriin ang sitwasyon sa ibaba. Tayahin ang kabutihan o kasamaan ng pasya o kilos sa sitwasyong
may dilemma (suliranin) batay sa layunin, paraan at sirkumstansya nito. ( 10 puntos)
1. Bumagyo ng malakas at suspendido ang klase. Nagkataong pumasok kayong tatlo ng iyong mga
kamag-aral. Pinalinis sa inyo ang cabinet ng inyong guro. Nakita ninyo na napakaraming papel kaya
inilagay ninyo ang mga ito sa mga sako. Nagugutom na kayo kaya naisip ng isa mong kamag-aral na
ibenta na lamang ang mga nalikom na sako ng papel. Tama ba ang kanilang pasya? Pangatwiranan.
Karagdagang
Gawain
Panuto:
1. Mula sa mga aral na nakuha mo sa modyul na ito, gumawa ng isang pocket reminder na naglalahad
ng iyong motto upang magbigay paalala sa iyo sa bawat araw bilang motibasyon na gumawa ng
mabuti.
Pamantayan sa pagwawasto:
Mensahe (salita) – 10
Pagiging malikhain – 10
__________________________
20
Bumuo sa Pagsusulat ng Modyul
Manunulat: Luz Marie S. Pantoja Editor: Amancio

M. Gainsan Jr.
Tagasuri: Amancio M. Gainsan Jr Cita J. Bulangis
Tagaguhit: Luz Marie S. Pantoja
Tagalapat : Amancio M. Gainsan Jr
Tagapamahala:Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar Elmar L. Cabrera
Donre B. Mira, Ed.D. Nilita L. Ragay
Filipino
Ikalawang Markahan – Modyul 8
Mga Akdang Pampanitikan ng
mga Bansa sa Kanluran
( Pangwakas na Gawain)
Gng. Alice S. Nocete

Guro, Filipino 10
Junob National High School
Aralin
4 Ang mga Uri ng Tayutay
Mag-aaral, nasa panghuling aralin tayo ang pagkilala sa tayutay o mga salitang
matatalinghaga. Matutulungan kang mauunawaan ang kahalagahan ng retorika, mga
salitang may malalalim na kahulugan na napapaloob sa Ikalawang Markahan.
Alamin
Ang huling aralin natin ay tungkol sa:

Aralin 4 - Uri ng Tayutay
Matapos gawin ang arlin na ito, ikaw ay inaasahan na:
1. nakikilala ang kahalagahan ng tayutay sa pagsagawa ng sariling akda;
2. nagagamit ang piling tayutay sa pagbuo ng sariling tula.
Tuklasin
Sa bahaging ito, kilalanin natin ang pinakapaksa ng ating talakayan sa araw na ito.
Alam mo bang kung ano ang Tayutay?
Ang tayutay ( figure of Scpeech) ay isang pampanitikang paraan ng pagpapahayag na
ginagamitan ng mga matatalinghagang salita. (Ang mga salita rito ay di- patitik o hindi
tahas ang kahulugan, ginawa ito upang lumikha ng larawan. Maaaring di-
pangkaraniwan ang paglalahad nupang magkaroon ng tangi at higit ang bisa.)
Uri ng Tayutay
Talahanayan 1. Uri ng Tayutay
Uri ng Tayutay Gamit

Pagtutulad Isang payak at lantarang paghahambing ng dalawang bagay
na di- magkatulad.
Pagwawangis Isang paggamit ng pahiwatig na paghahambing.
Pagmamalabis Isang pahayag na may sangkap na paunlad at patas, mula
sa isang karaniwang kalagayan hanggang sa karurukan ng
kahalagahan o kawilihan.
Pagtatao Pagtukoy sa isang bagay na di- nadarama o kaya’y walang
buhay na parang bagang ito’y buhay at kaanyuan.
Suriin
Ang tuon ng ating talakayan ngayon ay ang pagkilala uri ng tayutay na magagamit mo
sa pagsusulat ng sarili mong akda. Masubok natin ang iyong husay sa pag-aalala sa mga
katuturan ng mga uri ng tayutay.
Ang tayutay ay isang pampanitikang paraan sa pagpapahayag. Ginagamitan ito ng mga
salitang hindi lantaran ang kahuluan, yaong salitang matatalinghaga.
May mga uri ang tayutay na na mababasa sa mga akdang tulad ng maikling kuwento,
nobela, dula, at tula. Ang mga salitang ito ang nagbibigay ng makulay at makabuluhang
kahulugan sa akda.
Uri ng tayutay:
a. Pagtutulad- isang pghahambing ng dalawang bagay na magkaiba sa
pangkalahaang anyo subalit may mg magkatulad na katangian.Ginagamitan ng
salitang sumasagisag ng pagkakatulad gaya ng gaya ng, tulad ng, katulad ng,
anaki’y , animo;y, kawangis, kasing- at iba pa.
Halimbawa:
1. Kawangis sa init ng araw ang lagablab ng galit ni Itay nang malamang
nagbulakbol sa pag-aaral si Kuya.
2. Kasimputi ng bulak ang suot na damit ni Criselda.
b. Pagwawangis- naghahambing ng dlawang bagay ngunit tuwiran ang ginagawang
paghahambing. (Isang paggamit ng pahiwatig na paghahambing.
Halimbawa:
1. Ahas sa katrayduran ang matalik mong kaibigan, inagaw ang asawa mo.
2. Kalabaw sa kasipagan iyang si Kuya Delyo ko.
c. Pagmamalabis- pagpapalabis sa normal na paglalarawan upang bigyan ng
kaigtingan ang nais ipahayag.
Halimbawa:
1. Sa sobrang gutom ko, makauubos ako ng tatlong lechong manok nito.
2. Nagdurugo ang puso ni Bhing nang malamang pumanaw na ang nanay.
d. Pagtatao – ito ay paglilipat ng katangian ng isang tao sa mga walang buhay.
1. Lumuluha si hustisya sapagkat labis na ang pang-aabuso ng kapitalista sa
kanilang manggagawa.
2. O! Tukso lumayo at lubayan mo ako
PAGYAMANIN (PERFORMANS TASK)

Hanapin sa bahagi ng tula ng ”Ang aking Pag-ibig” ang mga tayutay na ginamit. Itala sa
iyong papel at kilalanin kung anong uri ng tayutay ito. At ibigay ang nais nitong
ipakahulugan.
iv vi
Kasinlaya ito ng mga lalaking Yaring pag-ibig ko, ang nakakabagay
Dahil sa katwira’y hindi paaapi, Ay ang pag-ibig ko sa maraming banal,
Kasinwagas ito ng mga bayaning Na nang mangawala ay parang nanamlay
Marunog umingos sa mga papuri. Sa pagkabigo ko at paghihinayang.
v vii
Pag-big ko’y isang matinding damdamin Yaring pag-ibig ko ay siyang lahat na
Tulad ng lumbay kong di makayang bathin, Ngiti, luha, buhay at aking hininga!
Noong ako;y isang musmos pa sa turing At kung sa Diyos naman na ipagtalaga
Na ang pananalig ay di masusupil. Malibing ma’y lalong iibigin kita.
1. Tayutay: _____________________________________________
Ipakahulugan: ____________________________________________
2. Tayutay: ___________________________________________
Ipakahulugan: ___________________________________________
3.Tayutay: ___________________________________________
Ipakahulugan: ____________________________________________
4.Tayutay: _____________________________________________
Ipakahulugan: _____________________________________________
5. Tayutay: _____________________________________________
Ipakahulugan : _______________________________________________________
Isagawa (PERFORMANS TASK 10 PTS)
Panuto:Gamitin sa sariling pahayag ang sumusunod sa inyong sagutang papel.

1. Parang araw ________________________________________________
2. Kalapati sa kabaitan _________________________________________
3. Animoy anghel ______________________________________________
4. Saksakan sa ganda ___________________________________________
5. O buhay ____________________________________________________
Tayahin
Panuto: Piliin mula sa pagpipilian ang tamang sagit. Isulat ang titik ng sagot sa inyong
sagutang papel.
1.Tawag sa salitang nag-uugnay sa mga karanasan, pangyayari at bagay-bagay
na alam ng taumbayan.
A. bugtong B. talinghaga
C. tayutay D. salawikain
2.Isang pampanitikang paraan sa pagpapahayag na ginagamitan ng mga
salitang di-patitik o di-tahas ang kahulugan.
A.talata B.talinghaga
C. tayutay D. parirala
3. Paglilipat ng katangian ng isang tao sa mga bagay na walang buhay. Anong
uri ng tayutay ito?
A.Pagmamalabis C. Pagtatao
C Pagtutulad D. Pagwawangis
4. “Ang buhay ng tao ay parang kandila, habang umiikli’y nanatak ang luha.”
A. Pagmamalabis C. Pagtatao
C. Pagtutulad D. Pagwawangis
5.Ang buhay ay gulong minsan nasa ilalim, minsan ay nasa ibabaw.
Halimbawa ito sa tayutay na _______________________.
A. Pagmamalabis B. Pagtatao
6.Ito ay isang paghahambing ng dalawang bagay na magkaiba sa
pangkalahatang anyo subalit may mga magkatulad na katangian.
7.Pagpapalabis sa normal na paglalarawan upang bigyan ng kaigtingan ang
nais ipahayag.
C. Pagtutulad C.Pagwawamgis
8.Ito ay paghahambing ng dalawang bagay ngunit tuwiran ang ginagawang
paghahambing.
9. … nang tipakin mo ang bato ay natayo ang katedral,
nang pukpukin mo ang tanso ay umugong ang batingaw;
Ito ay halimbawa ng tayutay na _________________.
10. Hayan na naman si Buwan, sumisilip sa guwang ng aking bintana.
Ang pahayag na ito ay halimbawa sa tayutay na
_________________.
A. Pagmamalabis B..Pagtatao
11. Kasintaas ng lipad ng agila ang pangarap mo, kay hirap abutin.
Ito ay nasa tayutay na ___________________.
A.. Pagmamalabis B.Pagtatao
12. Namutla sa takot ang bata nang pumasok ang gurong nakasalamin.
Ang pahayag ay nabibilang sa tayutay na ________________
13. Kapayapaan dumito ka na sa aming bayan.
Ang pahayag na ito ay nabibilang sa tayutay ni ______________.
14. Di ko akalain na tinik sa buhay ko ang tinuturing kong matalik na
kaibigan. Ang pahayag na ito ay nasa tayutay na _______________.
C. .Pagtutulad D.Pagwawangis
15. Siya ay katulad ng bituin na laging nagliliwanag at sa madilim na gabi
buhay ko siyang naging tanglaw ko. Ang pariralang may salungguhit sa
pahayag ay nasa tayutay na ________________.
A. Pagmamalabis B.Pagtatao
C. Pagtutulad D.Pagwawangis
Aralin
5 Lingguhang Pangwakas na Gawain
Alamin
Saklaw sa bahaging ito ang pagsususlt ang pagsusulat ng sariling akda na mailathala sa
hatirang pangmadla o sa pahayagang pampaaralan.
Tayahin
Ang ating lagumang gawain sa buong linggo ay pagsusulat.

Susulat kayo ng tatlo hanggang limang talatang opinyon tungkol sa
napapanahong isyu sa ating bansa at mundo .
Nasa talaan ang pagpipiliang paksa
A. Covid 19 B. Ekonomiks C. Edukasyon D. Terrorism bill
Isaalang –alang rubriks sa pagsusulat

Pamantayan 15 15 10 10 Kabuuan
Orihinalidad/Sining/ Estilo
ng Pagkakasulat
Makatotohanan at
Napapanahong Isyu
Kakintalan/Mensahe/Tema
Wasto at angkop na Gamit
ng Gramatika at Retorika
Hikayat at Kawilihin sa
Mambabasa
Kabuuan
Department of Education
Division of Dumaguete City
JUNOB NATIONAL HIGH SCHOOL
Talay, Dumaguete City
MUSIC - 10
Afro-Latin American and Popular Music
INTRODUCTION
Good day! Welcome to the world of music. In this module you will learn about Afro-Latin American and Popular
music and the connection of African music to its dance forms.
You will also learn the different classifications of musical instruments and vocal forms of Latin American music.
Are you prepared for it? Then, be ready to learn and discover the beauty of music.
At the end of the module, you should be able to:

➢ Identify the different genre of Afro-Latin American music
➢ Recognize the musical characteristics and elements used in Afro-Latin American music and Popular music
genre
PRE - ASSESSMENT
The following are examples of Afro-Latin American and Popular music with different genre. Try to recognize each
as to where it belongs. Write the letter of your answer in your Music notebook.
A. Pop music B. African music C. Latin-American music
__________1. Blues __________6. Tango

__________2. Jive __________7. Jazz Rock
__________3. Reggae __________8. Ballads
__________4. Rumba __________9. Disco
__________5. Bossa nova __________10 Rock and Roll
AFRO - LATIN AMERICAN AND POP MUSIC

Sample image Genre Musical Characteristics and
Elements
1. The notes of the blues create an
expressive and soulful sound.
Blues
The blues can communicate various
emotions that evoked misfortune, lost
love, frustration, or loneliness.
2. Is a dance style that originated in the

United States from African - Americans in
Jive the 1930s.
It is often done to a style of big band

music called “swing,” because the
dancers hold hands and swing each
other around.
4
Choose any type of the following musical genre; African music, Latin American music, Jazz, Popular/Pop music, and OPM
and list down three recognizable characteristics and elements used in that particular genre. Write it in your Music
notebook.
1. ___________________________________ 2.
___________________________________
3. ___________________________________
7. Is a genre of dance music that emerged

in the 1970s from United States’ urban
nightlife scene . This popular dance
music is characterized by hypnotic
Disco rhythm, repetitive lyrics, and
electronically produced sounds.
Its sound is typified b y four - four beats,

syncopated baselines, string sections,
horns, electric piano, synthesizers, and
electric rhythm guitars.
8. Is a genre of popular music that
evolved in the United States during the
late 1940s and early 19 5 0 s. It
Rock
originated from musical styles such as
and
gospel , jump blues, jazz, boogie
Roll
woogie, rhythm and blues and country
music .
9. The music of 1960 s to 1970s bands

that inserted ja zz elements into rock
music. A synonym for “jazz fusion and a
Jazz mix of R & B rhythms.
Rock
Music used amplification and electronic
effects, complex time signatures, and
extended instrumental compositions
with lengthy improvisations in the jazz
style.
10. Is a distinctive style of music that
originated in the 18 th and 19 th century
T ango among the European immigrant and
African populations of Argentina during
the development of modern tango
dance.
It is a foremost Argentinian and

Uruguayan urban popular song and
dance that is related to the Cuban
contradanza and habanera.
6
PERFORMANCE TASK: SING SING SING
Below are selections of songs based from the different genre of Afro-Latin American and Popular
music. Sing one of the songs of your choice and rate your performance based on the following rubric.
Write your rating in your notebook. Copy the rubric table and compute your scores.
Hakuna matata Bilog na Naman ang Buwan Despacito Ben

Shut Up and Dance Dahil Sa’yo
Para sa Akin A Million Dreams Higher
Kung Di Rin Lang Ikaw Kanta Na Pilipinas Flashlights
Price Tag How Far I’ll Go Bulong
True Colors Ang Huling El Bimbo Bakit Ba Ikaw
5 4 3 2 Poor 1
RUBRIC Very Good Fair Needs
Good Practice
1. I sing with feelings and emotions
2. I sing with correct pitch and rhythm
3. I sing the song with correct melody
4. I interpret the song appropriately based on
its genre
ASSESSMENT
Direction: Read each item carefully and write your answers on your answer sheet.
1. The following genre are examples of Latin-American music influenced by African music EXCEPT__________.
A. Reggae C. OPM
B. Salsa D. Samba
2. Derived from the Medieval French chanson which were originally “dance songs”.
A. Ballads C. Rap
B. Folk Music D. Hip hop
3. It is a genre of popular music that evolved in the United States during the late 1940s and early 1950s.
A. Folk Music C. Rock and Roll
B. Pop Music D. Standard
4. The basis of this musical genre is the rhythmic pattern and syncopation.
A. Rumba C. Ballad
B. Disco D. Salsa
5. It is a popular dance music characterized by hypnotic rhythm, repetitive lyrics, and electronically produced sounds.
A. Tango C. Bossa nova
B. Disco D. Samba
6. Which of the following songs is an example of popular music?
A. Ben C. Girl from Ipanema
B. Rock My Soul D. Beat It
7. What music genre is often done to a style of big band music called swing?
A. Jive B. Hip hop C. Cha cha D. Paso Doble
8. Who is the Philippines’ Queen of Bossa Nova music?
A. Bamboo C. Regine Velasquez
B. Eraserheads D. Sitti Navarro
9. __________ originated from musical styles such as Tango, Jazz, Rhythm and Blues, and Country music.
A. Disco C. Rock and Roll
B. Jive D. Samba
10. Which of the following songs belongs to Reggae music genre?
A. Bilog na Naman ang Buwan C. Ben
B. True Colors D. A Thousand Year
Department of Education
Division of Dumaguete City
MUSIC - 10
Afro-Latin American and Popular Music
ANSWER SHEET
NAME: ____________________________ SECTION: ___________________
PERFROMANCE TASK: SING SING SING
5 4 3 2 Poor 1
RUBRIC Very Good Fair Needs
Good Practice
1. I sing with feelings and emotions
2. I sing with correct pitch and rhythm
3. I sing the song with correct melody
4. I interpret the song appropriately based on
its genre
ASSESSMENT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Science 10
Quarter 2 – Module 8
Generator and Motor Principle
Introductory Message
Welcome to the Science 10 Alternative Delivery Mode (ADM) Module. In this module, you
will learn about generator and motor. This module will lead you to understand how electricity is
generated. It also consists of activities that will enrich your understanding on the application of
generator and motor in our everyday living, and consequently, how electricity affects living things
and the environment.
To the parents:
As vital partners in education, your support to your children’s learning at home is
a great factor to ensure that they will become successful in what they do. As parents, you
are expected to monitor your children’s progress while they are accomplishing the tasks
in this module while at the same time, ensuring that they learn independently.
The objectives set for this learning material will be certainly accomplished with your
steadfast guidance and support.
To the learner:
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
Furthermore, it is our objective that you will have fun while going through this
material. Take charge of your learning pace and in no time, you will successfully meet the
targets and objectives set in this module which are intended for your ultimate development
as a learner and as a person.
We request you to please consider the following additional reminders.
1. Handle the Learning Material with CARE.

2. Do NOT write anything on the LM.
3. Use long bond paper for your answer.
4. Submit the LM and your answer sheets on the designated drop box.
5. Always take down notes at least one page in a notebook in every module as
requirement in performance task to be submitted before the periodical test
6. Make sure to write your name in every output
7. Contact Mrs. Dullin and Ms. Renado (G10 science teachers) for your queries.
Mrs. Dullin - 09953832867 - Globe or messenger account – anie dullin
Ms. Renado _ 09555095341
8. Learning comes from different sources therefore please feel free to research from
other resources found in your places.
9. Your teachers recognized the time and effort you will devote in utilizing this learning
material. Goodluck and GOD BLESS.
Lesson
Force, Motion, and Energy
Generator and Electric Motor
What I Need to Know
In this lesson, you will learn about generator and motor. Specifically, you will:
Explain the operation of a simple electric motor and generator
What I Know
Directions: Analyze every item below and choose the correct answer.
1. What basic principle enables ALL electric generators to operate?
a. Iron is the only element that is magnetic.
b. Opposite electric charges attract and like charges repel.
c. A closed-loop conductor within a changing magnetic field will have an induced
electromotive force.
d. A current-carrying conductor placed within a magnetic field will experience
a magnetic force.
2. What transformation can take place in a ceiling fan’s electric motor?
a. electrical energy into mechanical energy
b. mechanical energy into electrical energy
c. alternating current into direct current
d. direct current into alternating current
3. The secondary coil used in a step-up transformer ___________________.
a. has few loops of wire b. has many loops of wire
b. is connected to the dry cell d. is connected to the circuit breaker
4. A generator must closely resemble _______________
a. a transformer b. a betatron c. an electric motor d. a battery
5. The alternating current in the secondary coil of a transformer is induced by
___________.
a. varying electric field b. a varying magnetic field
c. the iron core of the transformer d. motion of the primary coil
6. The back emf in an electric motor is in maximum when the motor _______.
a. is switched on b. is increasing in speed
c. has reached its maximum speed d. is decreasing in speed
7. The nature of the force responsible for the operation of an electric motor is
____________.
a. electric only b. magnetic only c. both a and b d. either a or b
8. The number of starts for an electric motor in a given period of time should be limited because overheating
of the __________ can occur due to the __________ counter electromotive force produced at low rotor
speeds.
a. windings; high
b. windings; low
c. commutator and/or sliprings; low
d. commutator and/or slip rings; high
9. Which one of the following is the primary reason for limiting the number of motor starts in a given time
period?
a. Minimizes the pitting of contacts in the motor breaker.

b. Prevents overheating of the motor windings.
c. Minimizes axial stresses on the motor bearings.
d. Prevents excessive torsional stresses on the motor shaft.
10. In a certain electric motor, wires that carry a current of 6 A are perpendicular to a magnetic field of 0.5
T. The force per cm on these wires is _________.
a. 0.03 N b. 0.18 N c. 3 N d. 300 N
What’s New
CONCEPT
• In motor, electrical energy is used to rotate the coil to provide mechanical energy
• In generators, mechanical energy is used to rotate the coil to produce electrical energy
Magnet Mechanical input
Electrical
Rotating loop output
• Power stations use generators to supply the needed electrical energy.
• A transformer allows you to change the current and voltage

1. Step-up transformers produce high voltages so that little energy is lost in power lines.
Changing magnetic field Induced magnetic field
10 V
20 V
100
50 turns
Primary coil Secondary coil
2. Step-down transformers reduce voltages before the electricity reaches our home
Changing magnetic field Induced magnetic field
5V
10 V
100 turns
50 turns
Primary coil Secondary coil
3. Primary Voltage/Secondary Voltage = Number of turns on primary/Number of turns

on secondary
𝑽 𝒑𝒓𝒊𝒎𝒂𝒓𝒚 𝑵 𝒑𝒓𝒊𝒎𝒂𝒓𝒚
=
𝑽 𝒔𝒆𝒄𝒐𝒏𝒅𝒂𝒓𝒚 𝑵 𝒔𝒆𝒄𝒐𝒏𝒅𝒂𝒓𝒚
Transformer Symbol
Primary Coil Secondary Coil
Voltage across the Vp Vs Voltage across the

primary coil secondary coil
Number of turns on Np Ns Number of turns on

the primary coil the secondary coil
Soft Iron Core
COOPERATIVE LEARNING
ACTIVITY I: WORDSEARCH RELATED TO GENERATORS AND ELECTRIC
MOTORS
Directions: Arrange the following letters to form words then find the word in the
wordsearch and encircle them.
N P D I M A G N E T R R
T O N Y A X H G L I T O
U G I B N P U K O R O T
R T J T O A N L A Y T A
N O A W C X M N F N A R
S W E P U U S O E N I E
Z R V F W F D M N V S N
L I O C O M E N S K R E
O R I R W V Q B I P V G
J G M H O M R Q B K J L
M E T M N L H F U E Y E
R E N O H P O R C I M I
1. iolc - _______________
2. naymod - _______________
3. luxf - _______________
4. enegrotra - _______________
5. nocuditin - _______________
6. gamten - _______________
7. tsurn - _______________
8. ansfrrotrem - _______________
9. worep - _______________
10. nemtevom - _______________
DEPENDENT PRACTICE
ACTIVITY II: Matching name and pictures
Direction: Find the corresponding picture in column B with the given name in
column.
Name Picture
1. transformer
2. step-up transformer
3. step-down
transformer
4. generator Primary windings Secondary windings
soft iron core
5. motor Primary windings Secondary windings
soft iron core
INDEPENDENT PRACTICE
ACTIVITY III: COMPLETING THE STATEMENT

Direction: Complete the given statement. Write your answer on the spaces
provided.
1. A transformer allows you to change the _______ and ___________.
2. ____________transformers produce ____________voltages so that _____________

is ______________in ______________.
3. _________transformers ______voltages before the electricity reaches our

homes.
4. A generator can be described as an electromagnetic device which
converts. ___________________ to ________________ while an electric motor
convert. ______________to _________________.
5. _________________ use _______________ to supply the needed electrical
energy.
ACTIVITY IV: PROBLEM SOLVING
1. Calculate the output voltage from a transformer when the input voltage is
230 V and the number of turns on the primary coil is 2000 and the number
of turns on the secondary is 100.
Given Quantities: Derived Equation :
Unknown Quantity : Solution:
2. To step-down the AC voltage of 240 V to 12 V, what must be the number of

turns in the secondary coil, if the primary coil has 200 turns?
3. What is the voltage across the secondary coil given the figure below:
25.0 V ~
primary coil secondary coil

50 turns 100 turns

Additional Activity - Technologies with Application of Motor and Generator
1. Speed Control Technology
To ensure road safety and minimize vehicular-related death, buses, and other public utility
vehicles can be equipped with a speed control device that limits the maximum speed by using
electromagnetic brakes in combination with a motor once the limit is exceeded.
Speed control motor packages include the motor, the driver (controller), and a potentiometer
which allows the driver for easy speed control adjustment. When the speed of this motor is controlled, a
tacho-generator connected to the motor detects the speed. It is a magnet connected directly to the
motor shaft and stator coil. The stator coil detects the magnetic field and generates an alternating
current (AC) voltage.
Since this voltage and frequency increase with a rise of the rotational speed, the rotational
speed of the motor is controlled based on this signal.
2. Traffic Light
Vehicles waiting at intersections with coils buried underneath is within an electromagnetic field.
Changes in the field activate the traffic light as programmed.
Typical red-light traffic systems have two induction-loop triggers made of rectangular or
concentric wire loops buried under the road close to the stop line. This wire is connected to an electrical
power source and a meter.
Figure 24. An induction-loop traffic system at a road intersection senses vehicles within its
electromagnetic fields
The current through the wire produces a magnetic field affecting objects around the loop and
the loop itself. When there is another conductive material within the magnetic field, then a changing
induced voltage is detected. This results to changing magnetic flux that triggers the traffic system
according to its programmed mechanism.
3. Metal Detector
Metal detectors trigger the “Bleep! Bleep! Bleep!” sound when objects with parts that are
magnetic in nature move past it. This signal a precious find, a hidden unwanted object or a need for
further security check.
Figure 25. A basic pulse-electromagnetic induction metal detection technique
The transmitter coil is given a pulsed current long enough for the transmitter’s magnetic field to
reach the metal target. The transmitter’s loop current is then turned off. The changing or collapsing
magnetic field induces an electromotive force that induce charges to flow in the metal target. This
induced current creates a reradiated magnetic field that can be detected by a receiver coil located at the
sensor. In some metal detectors, it is the device that is moved over the object. In other detectors, it is
the object or the person that moves pass the machine. Whatever is the case, the current-carrying
transmitting coil creates a changing magnetic field which in turn creates a changing electric field that
creates the secondary magnetic field detected by the receiver coil.
4. Induction Stove
Food cooks faster when heat is conducted directly and almost entirely at the base of the
cooking pot. In induction stoves, current flowing through the copper coil wound underneath the cooking
surface produces an electromagnetic field small enough to surround the base of the cooking pot. The
magnetic field induces an electric current within the base of the metal pot. The metal in the cookware
has electrical resistance that opposes the induced current and causes friction for the pot to heat up.
Figure 26. Induction stove working mechanism

Heat transfer in an induction stove is more efficient than that via the gas stove because almost
all of its heat is conducted directly to the base of the pot unlike in gas stoves where much heat escapes
around the side and heats up the room and the rest of the cooking pot.
Figure 27. In induction cooking, heat loss is lesser than in gas cooking
5. Magnetic Recording
Computer working memories (RAM’s and ROM’s), mass storage memories (magnetic hard disks,
floppy disks, magnetic tape drives, and optical disk drives), and practically all write-able card storage
devices (magnetic cards, smart cards, and flash memory cards) make use of the magneto-optical
characteristic of the recording media to store information.
Figure 28. Read/Write Head of a Disk Player
Exploration Activity
Instruction: Create an additional feature of the following technologies applying motor and generator
principle.
No. Technologies Additional Feature Description
1 Magnetic
Recording
2 Induction Stove
3 Metal detector
4 Traffic Light
5 Speed Control
Technology
10
Technology and
Livelihood Education
Home Economics (Cookery)
Quarter 2 - Module 6- W 16
Preparing and Cooking Seafood Dishes
Department of Education • Republic of the Philippines

Technology & Livelihood Education
Home Economics (Cookery) Grade 10
Alternative Delivery Mode
Quarter 2 - Module 6: Preparing and Cooking Seafood Dishes
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Quarter II: Module 6
Content Standard Performance Standard
The learner demonstrates The learner independently prepares

understanding in preparing and and cooks seafood dishes.
cooking seafood dishes.
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master Preparing and Cooking Seafood Dishes. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is designed to give you knowledge and skills how to handle,
prepare, cook and store seafood dishes. It is divided into five lessons, namely:
Lesson 1: Perform Mise’en Place

Lesson 2: Handle fish and Seafood
Lesson 3: Cook fish and Shellfish
Lesson 4: Plate / Present Fish and Seafood
Lesson 5: Store Fish and Seafood
After going through this module, you are expected to:
1. Prepare the kitchen tools, equipment and ingredients based on required

standard
2. Identify types, varieties, market forms and characteristics of seafood
3. Handle seafood hygienically
4. Clean, cut, and fillet seafood
5. Prepare ingredients according to a given recipe
6. Demonstrate various methods of cooking fish and shellfish
7. Prepare and present fish and seafood dishes
8. Perform guidelines in serving fish and seafood dishes
9. Ensure that trimmings, fish, and seafood are stored hygienically
10. Store seafood in accordance with FIFO operating procedures and
standard storage requirement.
Lesson
Perform Mise’En Place
1
What I Need to Know
Welcome to lesson 1 on this module Perform Mise’En Place!

This lesson is intended to develop your knowledge in tools and equipment
needed in preparing, cooking, and storing seafood products. You will also learn
about classification, characteristics and market forms of fish and shellfish.
At the end of the lesson you are expected to:
 Prepare the kitchen tools, and equipment and ingredients based on

required standard;
 Identify types, varieties, nutritive value, composition, characteristics
and market forms of fish and shellfish;
 Assemble ingredients according to recipes recipe card or enterprise
standard.
A tool can be any item that is used to achieve a goal. Equipment usually
denotesa set of tools that are used to achieve a specific objective. Equipment is only
used by human being. Some kitchen tools used in preparing fish and seafood blade
tweezers, fins shears, fish scales, lobster picks, shellfish knives, bone tweezers and
cutting board. While in cooking we used griller, frying pan, fish steamer, oven, fish
spatula and tong.
Tools and Equipment Needed
Fish bone tweezers- are used for removing small bones from raw
fillet
of fish. The ends perfectly touch, allowing you to grip the most bone
and
pull them out.
Kitchen shear- also known as kitchen scissors, are intended for

cutting, trimming food such as meat and fish.
Shellfish knives-this is a classic looking pocket knife ideal for gently
opening oyster and shellfish.
A cutting board (or chopping board) is a durable board on which to

place material for cutting. The kitchen cutting board is commonly
used in preparing food.
A kitchen knife is any knife that is intended to be used in food

preparation. While much of this work can be accomplish with a few
a few general purposes.
Rubberized gloves-Its primary purpose is the protection of the hand

in performing tasks especially during the preparation of fish.
Brushes made for multiple kitchen tasks. They can be used for
sanitary cleaning or they can be used to clean food, such as fruits,
mushrooms, or shellfish. Kitchen brushes are available in any
shapes.
A spatula is a hand-held tool that is used for lifting, flipping, or

Spreading.
A frying pan, frypan, or skillet is a flat-bottomed pan used for frying,

searing, and browning foods. It is typically 20 to 30 cm (8 to 12 in) in
diameter with relatively low sides that
A grill is a device used for cooking food. With a grill, food is usually
roasted. Some grills use charcoal or wood, and other grills us
propane
gas to cook the food. Using wood or charcoal makes smoke and
changes the flavour of the food.
Tongs-used for picking up pieces of coal and placing them on a fire

without burning fingers or getting them dirty
Plating Plate- Choose your plate wisely by making sure it's big
enough
to allow your food to stand out.
Oven- is a thermally insulated chamber used for the heating, baking,

or drying of a substance, and most commonly used for cooking.
Refrigerator -sometimes called fridge is a machine for keeping items

cold or good (unspoiled) for a longer period of time.
Plastic Packaging for frozen-used for packing frozen products

like fish and meat.
A sheet pan, baking tray or baking sheet is a flat, rectangular

metal pan or ceramic used in an oven.
Fish scale- is a kitchen tools used for taking out the scales of the fish.
Composition and Nutritive Value of Fish
Fish and shellfish contain high quality protein and other essential nutrients and are
important part of a healthful diet. In fact, a well-balanced diet that includes a variety of fish
and shellfish can contribute to heart health and aid in children’s proper growth and
development. Fat Fish are those that are high in fat and lean fish are those are least in fat.
It is important to recognize the kind of fish that we are going to prepare and cook so that we
can know what cooking methods are suitable in that kind of fish to prevent overcooked and
undercooked. Overcooking of seafood can cause loss of flavor and lessen the nutrients
value. Undercooked seafood can leads also into poisoning.
A fish is made up of water, protein, fats and small amount of minerals and vitamins. It has
very little connective tissue. This means that:
1. Fish cooks very quickly, even at low heat.
2. Fish is naturally tender. High heat will result to toughening of protein.
3. Moist-heat methods are used not to create tenderness but to preserve
moistness and provide variety.
4. Cooked fish must be handled very carefully.
Fish are divided into two types:

A. Fat Fish – the term “fatty fish” these are the tastiest and healthiest food from the
sea. Oily fish and full of omega -3 fatty acids such as (salmon, tuna,
trout, mackerel).
B. Lean Fish – are those that are low in fat. (sole, cod, red snapper, bass)
Classifications of Seafood
Fish products are divided into two categories

1. Fin fish – fish with fins and internal skeletons
A. Saltwater fish –
1. Flatfish
Flounder
Sole
2. Round fish
Black sea bars
Bluefish
Cod
Grouper
B. Freshwater fish
Cat fish -round
Eel -round
Tilapia
2. Shell fish – fish with external shells but no internal bone structure. They have hard
outer shells.
Two classifications of Shellfish
A. Mollusks – are soft sea animals
 Bivalves – they have a pair of hinged shells (clams, oysters)
 Univalves – they have a single shell (abalone)
 Cephalopods – (octopus, squid)
B. Crustaceans-are animals with segmented shells and jointed legs

(shrimps, crabs)
Market Forms of Fish
1. Whole round- completely intact, as caught

2. Drawn- viscera removed
3. Steak- cross section slices, each containing a section of

backbone.
4. Dressed-viscera, scales, head, tail and fins are removed.
5. Fillets – boneless side of fish, with or without skin.
6. Butterflied fillets – both sides of a fish still joined, but

with bones removed.
7. Sticks or tranches – cross-section slices of fillet

Characteristics and Market forms of Shellfish
Characteristics
A. Mollusks
 Oysters have rough, irregular shells.
 Flesh of oyster is extremely soft and delicate and contains high percentage of
water.
 Hard-shell clams – can be eaten raw
 Soft-shell clams are called steamers. The usual way to cook is to steam.
 The shells of mussels are not as heavy as clamshells, yellow to orange in color and
 firm but tender when cooked.
 Scallops are creamy white in color and have a sweet flavor.
 Squid is somewhat chewy and are cut up or either fried quickly.
B. Crustaceans
 The lobster shell is dark green or bluish green but turns red when cooked
 Live lobster must be alive when cooked.
Market Forms
A. Mollusks
1. live in the shell
2. shucked – fresh or frozen
3. canned
B. Crustaceans
1. live
2. cooked meat, fresh or frozen.
NAME:_________________________ SECTION:______________
What’s More
A. Directions: Identify the following pictures below and write each function or uses
in one sentence. Write your answer in a separate sheet of paper.
1.) ------------------------------
-------------------------------------------------------------------------------------------------------.
2.) -------------------------------
--------------------------------------------------------------------------------------------------------.
3.) ----------------------------
---------------------------------------------------------------------------------------------------------.
4.) ---------------------------
--------------------------------------------------------------------------------------------------------.
5.) ---------------------------
--------------------------------------------------------------------------------------------------------.
B. Directions: Inside the box are varieties of fish and shellfish. Identify/classify them
according to their characteristics.
Cat fish Blue fish Abalone Flounder Octopus
Squid Shrimps Grouper Tilapia Eel
Crabs Sole Oyster Clams Cod
Salt water fish Fresh water fish Mollusks Crustaceans
2.
3.
4.
5.
C. Direction: Identify the following market form of fish.
1._______________ 2.________________
3. ________________ 4. ________________
5. _______________
NAME:___________________- SECTION:___________________
What I Can Do
A. Your mother task you to prepare and cook (Daing na Bangus) for breakfast.
List down tools and utensils you need to prepare in preparing and cooking
(Daing na Bangus).
1.___________________
2.___________________
3.___________________
4.___________________
5.___________________
B. Draw a market form of Daing na Bangus.

Lesson
Handle Fish and Seafood
2
What I Need to know
Welcome to the next lesson on this module Handle Fish and Seafood!
At the end of this lesson you will able apply knowledge and skills in correct
handling and storing fish and seafood. Since seafood is more perishable than many
food items, the consumer must pay a little more attention to its careful handling.
At the end of this lesson you are expected to:
 Handle seafood hygienically

 Thaw frozen seafood correctly to ensure maximum quality and maintain
nutritional value.
What’s In
Directions: In previous lesson we discussed about the market form fish. Identify the
market form of fish. Write your answer on the space provided.
1.________________ 5. ______________
2._________________ 6. _________________
3.__________________
7._________________
4.__________________
What’s New
As with any type of food it is important to handle seafood safely to reduce

the risk of foodborne illness, often called “food poisoning.” Follow safe handling tips
for buying, preparing, and storing fish and shellfish. You and your family can safely
enjoy the fine taste and good nutrition of seafood. How long your fresh seafood will
last depend on the condition of the product when you purchased it (See selecting
seafood) and on how well you take care of it. When storing fresh seafood, keep it in
the coldest part of the refrigerator. Use a thermometer to make sure your home
refrigerators is operating at 40°F or lower. Fish will lose quality and deteriorate
rapidly with higher storage temperature – so use ice when you can. Always purchase
seafood last during your shopping trip, and bring a cooler to transport it home. If you
have caught your own fish, do not let them sit on the deck until you come back to the
dock. Bury them on ice immediately or use an ice slush with approximately 2 parts
ice to 1 part water to keep your catch cold.
What is It
Checking the freshness of fish and Shellfish

Fin Fish
1. Fresh and mild odor.

2. Eyes are clear, shiny and bulging.
3. Red or pink gills.
4. Texture of flesh is firm or elastic
5. Shiny scales, and tightly cling on skin.
Shellfish
1. Oysters, clams, mussels in the shell must be alive. Tightly closed shells when
jostled.
2. Live or shucked oysters must have a very mild, sweet smell.
3. Discard any mussels that are very light in weight or seem to be hollow.
4. Strong fishy odor or a brownish color is a sign of age or spoilage.
5. Live lobster must be alive when cooked. The meat will be firm and the tail
springs back when straightened.
6. Frozen shrimp should be solidly frozen when received.
7. Glazed shrimp should be shiny with no freezer burn.
8. All shrimps should smell fresh and sweet. A strong fishy or iodine smell
indicates age or spoilage.
9. Live crabs should be kept alive until cooked.

10. Frozen crabmeat should be treated like any other frozen fish.
Handling and Storing of Fish and Shellfish
Fresh Fish
1. Store on crushed ice. Use drip pans to allow for drainage of

melted ice. Change ice daily. Cover container store
in separate box away from other foods. Whole fish should
be
drawn because entrails deteriorate rapidly. Cut fish should
be
wrapped or left in original moisture proof wrap.
2. In refrigerated box at 30° to 34°F (-1° to 1°C.
3. Fresh fish may be stored for 1 to 2 days. If kept longer,
wrap and freeze immediately.
4. Check store fish for freshness just before using
Frozen Fish
1. Frozen products should be frozen, not thawed when received.

2. Items should be well wrapped, with no freezer burn.
3. Store at 0°F (-18°C. or colder.
4. Maximum storage time
Fat fish -- 2 months
Lean fish -- 6 months
5. Rotate stock – first in, first out
Handling and Thawing frozen fish
1. Thaw in refrigerator, never at room temperature. If pressed
for time. If keep in original moisture-proof wrapper and
thaw
under cold water.
2. Small pieces like fillets and steaks can be cooked from
frozen
state to prevent excessive drip loss. Large fish should be
thawed
for even cooking.
3. Fillets that are to be breaded can be partially thawed.
4. Handle thawed fish as fresh fish. Do not refreeze.
5. Breaded, battered and other frozen prepared fish items are
mostly cooked from frozen state.
Shellfish
1. MUSSELS
 Keep refrigerated ( 32°F to 35°F/0° to 2°C) and protect
from light.
 Store in original sack and keep sack damp.
2. SCALLOPS
 KShucked scallops can be cooked without further
preparation.
 eep scallops covered and refrigerated (30°F to 34°F).
Do not let rest directly on ice or they will lose flavor and
become watery.
3. LOBSTERS
 Live lobsters are either live or cup up before cooking.
Live lobsters are plunged head first into boiling water,
then simmered for 5 – 6 minutes. If served hot, they are
drained well and split in half, and claws are cracked.
 Live lobsters can be kept in two ways
1. packed in moist seaweed, kept in a cool place
2. in saltwater
 Cooked lobster meat must be covered and refrigerated
at 30° to 34°F. It is very perishable and should be used
in 1-2 days
4. SHRIMPS
 Kept frozen at 0°F (-18°C). or lower
 Thaw in refrigerator
 Peeled shrimp should be wrapped before placing on ice
 Shrimp served hot must be peeled and deveined before
cooking
 Shrimp to be served cold, must be peeled after cooking
to preserve
flavor.
5. CRABS
 Live crabs should be kept alive until cooked.
 Frozen crabmeat is very perishable when thawed. It
must be treated
like any other froze fish
Name:___________________ SECTION:__________________
What I Have Learned
Directions: Fill in the blank with a missing word in the sentence.

Before preparing a whole fish, it is important to ensure if it is 1.______. The gills
should be moist and bright 2.______or pink. The eyes are 3.________ shiny and
bulging. Texture of the flesh is firm or 4. _____. Fresh fish have a 5.______ scales,
tightly cling on the skin and fresh smell.
Handling shellfish like oyster, clams, and mussels in the shell must be
6.______. Live or shucked oyster must have a very mild and 7. _______smell.
Strong fishy odor or brownish in color is a sign of age or 8. ________. Glazed shrimp
should be shiny with on freezer 9._______. Live crabs and lobster should be kept
alive until it
10. ________.
What I Can Do
You are supposed to buy fish in a wet market. Give at least five characteristics of
fresh fish.
1._____________________________________________________________.
2._____________________________________________________________.
3._____________________________________________________________.
4._____________________________________________________________.
5._____________________________________________________________.
References:
Learning Material: Cookery 10
Technical- Vocational-livelihood- home Economics- Cookery Manual

Module 2 of 2
www.nisbets.co.uk>kitchenwareand knives>Utensils
www.thespruceeats.com>...>Gadgets & Tools site.google.com>site>

the origin-and classification-of fish
www. Danapointfishcompany.com>classification-of-fish
https:://www.gettyimage.com/photoseafood
https:://www.tripadvisor.com./Location Photo Direct link
https:// www.acquaticnation.org/library/Lib-Gen.Fishbar Photo1.php
www.unileverfoodsolution.com.ph>chef-insperation
www.seafoodhealthfacts.org>seafood-safety>seafood
http://standard cooking.com/seven- ways-to present food-like-a-chef
www.course.com>file>lesson2-Prepare and Cook Seafood Dishes

10
Technology and
Livelihood Education
Home Economics (Cookery)
Quarter 2 - Module 6- W17
Department of Education • Republic of the Philippines

Technology & Livelihood Education
Home Economics (Cookery) Grade 10
Alternative Delivery Mode
Quarter 2 - Module 6: Preparing and Cooking Seafood Dishes
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Lesson
Cook Fish and Shellfish
3
What I Need to know
This module is design to teach the learners to cook fish and shellfish. At the
end of the lesson, the learners can be able to apply their knowledge and skill in
preparing/cooking fish and shellfish by following procedures, techniques and
principles.
At the end of this lesson you are expected to:
 Clean , cut , and fillet seafood

 Prepare ingredients according to a given recipe
 Demonstrate various methods of cooking fish and shellfish
What’s In
In previous lesson we discussed already the composition of fish which is very

important why we need to follow the correct procedures in cooking. To have a good
result in cooking, we must follow the correct procedure and cooking techniques in
cooking fish and shellfish.
What’s New
Lean fish
 Lean fish has almost no fat, so it easily becomes dry. It is best served with
sauces to enhance moistness and gives richness.
 Poaching is the moist heat method suited
 Fish should be basted with butter or oil if broiled or baked.
 Lean fish maybe fried or sautéed to gain palatability from added fat.
Fat fish
 The fat in fish, enables them to tolerate more heat without becoming dry.
 Fat fish can be cooked by poaching.
 Fat fish are well suited to broiling and baking. The dry heat methods eliminate
excessive oiliness.
 Large fat fish like salmon, and mackerel may be cooked in fat, but care should
be taken to avoid excessive greasiness.
Shellfish
 Cook oyster just enough to heat thoroughly to keep it juicy and plump.
 Clams become tough and rubbery if overcooked
 Shrimps like other shellfish, become tough and rubbery when cooked at high
temperature.
What is It
A. Scaling Whole Fish
Once your work area and fish are ready, you can begin the actual scaling process.
1. Lay your fish flat on the board or hold it steady in the

water.
2. Hold the fish down firmly with your hand near its head.
3. Begin to rake the scales from the tail towards the

head. They should coming off in clumps.
4. Be sure to remove the scales on both sides of the fish,
as well as scales near the fins, the collar and the tail.
5. When you think you have gotten most of the scales,

rinse the fish off again with water. This will wash away
any loose scales and help you to identify any
remaining scales that need to be removed.
B. Filleting Fish
1. Cut behind the head while angling the knife toward the
front of the fish. There is a lot of good flesh on the top
side where the fillet extends under the bony plate of the
skull and angling the knife will ensure you don’t waste
s2tb it. Cut down to the bone and follow the line through to
just behind the fins.
2. Turn the fish and run the knife just clear of the fins with
slight downward angle. When you feel the knife is
down
to the bone reduce the angle and follow the bone until
you come up against the backbone.
3. Peel the fillet back and run the knife over the backbone
the small lateral fish bones in the process. Stop at this
point.
4. Turn the fish over and repeat the procedure.

5. Repeat the second cut near the dorsal fin with the knife
angled slightly down.
6. Continue this along the length of the fish.
7. Reverse the direction of the filleting knife and follow

bones by "feeling them" with the fillet knife until the fish
backbone is reached.
8. Peel the fillet back and cut around the backbone and
through the small lateral bones. Run the fillet knife right
through to the skin on the underside of the fish.
9. Cut over the belly flap either through or over the belly
bones. It easily cut through here with the razor sharp
filleting knife.
10. Cut any remaining attached sinew or skin. Remove the

first fillet.
11. Flip the fish back to the original side and cut the bones
around the gut cavity.
12. Release the rest of the fillet from the backbone
C. Skinning Fish
When filleting or skinning fish keep the skinning knife clean and wet, this
lubricates the blade and gives a much cleaner cut, more control of the knife and far
less drag on the sides of the blade.
1. Stop when you have an inch or two (25 to 50mm) of

fillet released.
2. Change your grip on the fillet to a secure grip on the

fish skin you created with the first cut .
3. Firmly hold the knife still and at a fixed angle.
4. Wriggle the skin from side to side while pulling

backwards on the tab of fish skin
5. Continue this motion through the fillet. You can see
that even though the skin in the left hand is creased
under the tension it has no effect where the fillet knife
is separating the skin from the fish.
6. The fillet and skin are parted and no fleshes has been
wasted nor have left any skin or scales on the fillet. If
you scroll up you will note the knife has not moved
over the last four fish skinning pictures.
D. Deboning Fish
1. Gentle strokes of a knife angled towards the gut

cavity
will reveal the position and lay of the fine bones.
Follow line, cutting completely through, to release
the
top part of the fillet.
2. The line of fine bones stops around two thirds of the

Down the fillet. At this point put the knife on the
other
side of the line of bones and run the knife up the
fillet
until the point is well under the bones around the
gut cavity.
3. Separate the two and reinsert the knife at an angle

Suitable to cut the flesh from the underside of the B
bones.
4. Keep the knife following close to the fish bones to
recover as recover as much flesh as possible.
The fillet is now deboned and the piece on the right of the picture above is
discarded or washed and put aside with the fish heads and back bones for making
fish stock.
A. Opening Oyster
Hold oyster cup side down and hinge pointed towards you.
1. Insert oyster knife at hinge slowly but firmly and push

the knife between the shells. Use a slight side to side
rocking movement with your knife as you push in.
2. Work tip of knife into the oyster (about 1/2 inch).
3. Twist knife handle to pop oyster open.
4. Push knife into oyster and slice muscle from top shell
5. Open top shell
6. Cut muscle from bottom cup. Turn the meat over for
most professional appearance
B. Opening Clams
1. Scrub clams under cool running water using a stiff

kitchen brush.
2. Over a bowl, hold the clam firmly in your hand and

insert the clam knife between the top shell and bottom
shell. A towel can be used to protect your hand. Work
the knife around to cut through hinge muscle The bowl will
catch the liquor from the clam.
3. Open the shell. Slide the knife between the clam and
the hell. Detach the clam.
4. The clam is now ready to be cooked or eaten raw.
C. Cleaning a Squid
1. Pull off the head 2. Remove the ink sac.
3. Cut tentacles 4.Remove beak from tentacle

Cut Tentacles
5. Pull out the tail tube and cartilage 6. Pull off the skin
7. Cut into ring
D. Cutting Lobster Lengthwise
1. Place the lobster on its back on a tea towel to

prevent slipping.
2. Using a heavy sharp knife, cut right through the

underside of the body and tail, down the center.
3. Turn the lobster around and continue the cut through

the center of the head. Place the lobster on its back on
a tea towel to prevent slipping.
\
4. Using a heavy sharp knife, cut right through the
underside the body and tail, down the center.
A lobster split is not only an attractive style for presentation, but also enables
easy access to the delicious meat inside. Turn the lobster around and continue the
cut through the center of the head.
NAME;_______________________- SECTION___________________
What’s More
Directions: Write the steps in the picture given below.
Scaling Filleting & Opening oyster Cutting lobster Cleaning squid

Deboning in lengthwise
1.____________ 4.__________ 7.__________ 10.__________ 13._________
2.___________ 5.___________ 8.__________ 11.__________ 14.________
3._________ 6._________ 9._________ 12.________ 15.________

Activity 1:
Directions: Given the different recipes and guideline you will demonstrate various
methods of cooking fish and shellfish. You will be evaluated using rubric
below.
Guidelines for Broiling or Grilling Fish

1. Overcooking should be avoided in cooking fish.
2. Select appropriate fish for broiling or grilling.
3. Fat fish and lean fish should be coated with fat before broiling to reduce drying.
4. Lean fish may be dredged in flour before dipping in oil or melted butter. The
flour
helps form a flavourful browned crust.
5. To prevent splitting during cooking, score the skin with a sharp knife. For small
fillet, scoring may not be necessary.
6. Broil fish to order and serve immediately.
7. Broiled fish may be garnished lightly with paprika if more colour is desired.
8. Thick cuts should be turned once during broiling in order to cook evenly. Thin
pieces may be arranged on an oiled pan and broiled on one side only. Lobster
is also broiled without turning.
Guidelines for Sautéing and Pan Frying Fish and Shellfish

1. Lean fish are suited to sautéing because of the added fat.
2. Fat fish can be sautéed with care so as not to become greasy.
3. Breading the fish with flour or starchy products forms a crust that browns
attractively enhances flavour, helps hold the fish and prevent sticking.
4. Use fat, enough to cover the bottom of the pan.
5. Be sure the pan is hot before adding fish. Small items are sautéed over high
heat,
larger items require lower heat to cook evenly.
6. Very large fish may be browned in fat, and finished in an oven, uncovered
7. Brown the most attractive side – the presentation side. 8. Handle fish carefully
during and after cooking to avoid breaking the fish.
Guidelines in Deep-Frying
1. Lean fish, both whole or small portions, and shellfish like shrimps, clams and
oysters are best for deep-frying.
2. Fish to be fried is breaded or buttered to prevent sticking from frying pan.The
batter also provides a crisp, flavourful, and attractive coating.
3. Frozen breaded fish can be fried without thawing.
4. Fried fish is usually served with lemon or cold sauce such as tartar, remoulded
or
cocktail sauce on the side.
5. The oil used should be enough to submerge the food item during frying.
Cooking fish or shellfish by deep frying using the standard breading

procedure
Tools/Equipment Needed:
Stove
Mixing bowls
Ladle
Refrigerator
Baking sheet
Food tong
Ingredients:
1 cup self-rising cornmeal
1/2 cup self-rising flour
3/4 tsp table salt
1/2 tsp powdered white pepper
1/3 tsp cayenne pepper (optional)
1/4 tsp garlic salt
2 tbsp. peanut oil
1 large egg
1 tsp cool tap water
Procedure:
1. Use a small bowl and prepare an egg wash by mixing 1 large egg with 1 tsp of
water.
2. In another bowl, place the cornmeal, flour, salt, pepper, cayenne pepper, garlic,
salt, and blend well. This breading recipe will bread about 2 pounds of fillet.
3. Rinse the fillets and pat dry, then place them into the refrigerator for about
30 minutes.
4. Place the fillets in the egg wash, then the Breading Mix before placing them on
the
prepared cookie sheet.
5. Prepare the cookie sheet by spreading the peanut oil evenly on the sheet.
6. The oven should be pre\-heated to 375. Cook the fillets 5 minutes on each side.
Rubrics
4 Can perform the skill without supervision and with

initiative and adaptability to problem situations.
3 Can perform the skill satisfactorily without assistance or
supervision.
2 Can perform the skill satisfactorily but requires some
assistance and/or supervision.
1 Can perform parts of the skill satisfactorily, but requires
considerable assistance and/or supervision.
Lesson
Plate/Present Fish and Seafood
4
This module will teach you on how you will plate/present fish and seafood.
Part of serving any kind of food is presentation. You don’t have to be a trained chef
to learn basics plating. Plating is the art of presenting food in an attractive way. The
following topics and activities will help you learn the fundamentals plating and
perform it for better understanding.
At the end of the lesson, you are expected to:

 Prepare and present fish and seafood dishes
 Perform Guidelines in serving fish and seafood dishes
What’s In
After cooking food what is your goal? Of course putting your food in a plate. The
question is, how you place your food? When you're plating food, your goal should be
to make the food look attractive and appetizing. This is because people eat with their
eyes first, so if the food looks good, they're more likely to enjoy it. To achieve
restaurant-quality presentation, layer the food and experiment with contrasting colors
and textures to make it as appealing as possible.
What’s New
Plating and presentation refers to the arrangement of food on the plate dressed
with a sauce or topped with garnishing. These simple touches make dishes visually
more appealing. Here are the three fundamentals to know before developing your
plating styles.
Garnishing provide or supply with something ornamental; adorn; decorate to

provide (a food) with something that adds flavor, decorative color, and etc.
What is It
Fundamental of Plating
1. Balance – select foods and garnishes that offer variety and contrast
 color – two or three colors on a plate

 shapes – variety of shapes
 textures – variety of textures
 flavors – that can blend/harmonize the flavor of the food with the
balance of plating and complement it.
 Play with colors and shapes and try combining them – round shapes, cones,
rods, etc.
 Provide a variety of texture. A mix creates an exciting variety of mouth feel
too!
 Balance can also be created by separating. Try serving different parts of the
dish in separate plates to create a visual and flavor balance.
 Keep function and flavor in mind when creating balance. Having too many
unnecessary ingredients can clutter a dish.
2. Portion size
 Choose the Perfect Plate. Choose your plate wisely by making sure it's big
enough to allow your food to stand out, but small enough that your portions
don't look too small.
 Balance the portion sizes of the items on the plate. Serve odd amounts of
food e.g., if you're serving small foods like shrimp, scallops, or bite-sized
appetizers, always give guests odd quantities. Serving 7 Brussels sprouts
instead of 6 creates more visual appeal, and diners will also perceive that
they're getting more food.
 Arrangement on the plate. Plate with a clock in mind. As you begin plating
your ingredients, picture the face of a clock. From the diner's point of view,
your protein should be between 3 and 9, your starch or carbohydrate from 9
and 12, and your vegetable from 12 and 3.
3. Serve hot foods on hot plates. Serve cold foods cold, on cold plates. One of the
most basic functions in any professional kitchen is make sure that plates are
properly heated, chilled, or at room temperature. The degree to which a plate is
heated or chilled is also important. Overheated plates will ruin a sauce, especially
delicate butter sauces like buerre blanc or holladaise. An overheated plate will
also
quickly wilt small salads or fine herbs that accompany hot items. Plates can also
get
too cold. Dressing can congeal or sensitive seasonal greens can "burn."
Therefore,
ensuring that the kitchen has ample storage for storing plates at a proper serving
temperature is vital for the food served on them.
Guidelines to help plating attractive
1. Keep food off the rim of the plate

2. Arrange the items for the convenience of the customer
3. Keep space between items. Each item should have its own identity
4. Maintain unity. Create a centre of attention and relate everything to it.
5. Make every component count.
6. Add gravy or sauce attractively.
7. Keep it simple.
Serving Baked Fish

 Serve baked fish with a sauce or seasoned butter to
enhance moistness and improves palatability.
Serving with lemon also enhances the fish.
 For service, the fish is removed from the dish, the
liquid is strained, degreased, reduced and finished
by adding butter, cream or veloute sauce.
Serving Broiled Lobster
 Serve immediately with melted butter or appropriate
sauce and garnish.
Sautéed and Pan Fried

 Remove the fish with spatula and place on serving
plate with presentation side up.
 Sprinkle fish with lemon juice and chopped parsley.
 Heat raw butter in the sauté pan until it turns light
brown. Pour over fish immediately and serve at
once.
Serving Poached or Simmered Fish in Court

bouillon
 Served poached fish with appropriate sauce, such
as hollandaise for hot fish and a mayonnaise –
based sauce for cold fish. Mild vinaigrette go well
with both hot and cold poached fish.
Serving Poached Fish in Fumet and Wine

 Add fish veloute and heavy cream and bring to boil.
 Adjust seasoning with salt, white pepper and
lemon Reduce the cushion over high heat to about
¼ of its volume.
 juice.
 Strain the sauce.
 Arrange the fish on plates for service, coat with
sauce and serve immediately.
Glazing
Poached fish is sometimes glazed before serving
1. Combine the finished sauce with egg yolk,
hollandaise sauce or lightly whipped cream.
2. Coat the fish with the sauce and run the plate under
Broiler until the sauce is golden brown.
Lesson
5 Store Fish and Seafood
What I Need to know
Welcome to lesson 5 on this module Store Fish and Seafood!
This topic will teach you on how to store fish and seafood. At the end of the
lesson, the learners can be able to apply their knowledge and skills on how to store
fish and seafood in safely procedures. Safe handling and storing of all food should
follow the same basic guidelines. However, seafood is more perishable than many
food items, and the consumer must pay a little more attention to its careful handling.
At the end of the lesson you are expected to:
 Ensure that trimmings fish and seafood are stored hygienically

 Store seafood in accordance with FIFO operating procedures and
standard storage requirement.
What’s In
In previous lesson we discussed about the characteristic of fresh seafood.

Fresh fish and fish fillet can be sold or buy in the wet market.
“ Frozen” may not have all the characteristics of fresh fish (e.g., bright eyes, firm
flesh, red gills, flesh, or bloodlines), however, they should still smell fresh and mild ,
not fishy, sour, or rancid.
What’s New
How long your fresh seafood will last depends on the condition of the product
when you purchased it (See selecting seafood) and on how well you take care of it.
When storing fresh seafood, keep it in the coldest part of the refrigerator. Use a
thermometer to make sure your home refrigerators is operating at 40°F or lower.
Fish will lose quality and deteriorate rapidly with higher storage temperature – so use
ice when you can. Always purchase seafood last during your shopping trip, and bring
a cooler to transport it home. If you have caught your own fish, do not let them sit on
the deck until you come back to the dock. Bury them on ice immediately or use an
ice slush with approximately 2 parts ice to 1 part water to keep your catch cold.
What is It
Storing of Fish and Shellfish
Fresh Fish
1. On crushed ice – use drip pans to allow for drainage

of melted ice. Change ice daily. Cover container or
container or store in separate box away from other
foods. .
a. Whole fish should drawn (that is viscera remove)
as soon as possible because the entrails
deteriorate quickly.
b. Cut fish (fillets, steaks, portions) should be
wrapped or left in original moisture proof wrap
2. Refrigerate at 30° to 34°F (-1° to 1°C...
3. Fish may be stored for 1 to 2 days. If it must be kept longer, you must
wrap and freeze it immediately.
4. Check stored fish for freshness just before you use it. Even if it was fresh
when received, it may not be fresh after few days in storage.
Frozen Fish
1. 1. Store at 0°F (-18°C. or colder.

2. 2. Keep well wrapped to prevent freezer burn
3. 3. Maximum storage time: Fat fish – 2 months;
Lean fish-6 months.
4. Rotate stock – first in, first out.
Shellfish
A. Oyster
1. Keep live oyster in a cold, wet place in the cartons

or sacks.
2. Store fresh shucked oysters in original container
in refrigerator at 30° to 34°F (-1° to 1°C). They
will keep up to 1 week.
3. Keep frozen oysters in freezer at 0°F (-18°C. or colder)
until ready for use.
B. Lobster and Shrimp
1. Store at 0°F (-18°C. or colder).

2. Fresh or thawed shrimp in shell are stored on crush ice,
like whole fish.
3. Peeled shrimp lose soluble nutrients and flavour when
when stored unwrapped on ice. They should be
wrapped
before placing on ice or covered and simply refrigerated.
4. Packed in moist seaweed or in moist, heavy paper, kept
in a cool place.
NAME:__________________- SECTION:_______________
What I Have Learned (Post-test)
Directions: Read the following questions carefully and choose the letter that is best
describes by the statement. Write your answer in a separate sheet.
1. Which of the following are the tool used for removing bone especially in
preparing
fillet?
A. Bone tweezers C. Brushes
B. Baking tray D. Knife
2. Which of the following tools is not used in scaling and deboning fish?
A. Chopping board C. Shellfish
B. Kitchen knife D. Plating plate
3. Which equipment is used for storing food (unspoiled) for longer period of time?
A. Cabinet C. Kitchen ware
B. Fridge D. Storage box
4. Which of the following is intended to be used in preparing food for general
purposes?
A. Bowl C. Kitchen knife
B. Cutting board D. Shell knife
5. Which of the following is a flat-bottomed pan used for frying, searing and
browning of food?
A. Frying pan C. Pressure cooker
B. Grill D. Steamer
6. Which kind of fish has no internal bone structure?
A. Fin fish C. Round fish
B. Freshwater fish D. Shell fish
7. Which of the following fishes is high in fat?
A. Bass C. Mackerel
B. Cod D. Red Snapper
8. Which of the following fish is low in fat?
A. Cod C. Trout
B. Salmon D. Tuna
9. Which is the market form of fish when viscera, head, tail and fins are removed?
A. Butterfly C. Fillet
B. Dressed D. Sticks
10. Which of the following is a freshwater fish?
A. Bluefish C. Grouper
B. Cat fish D. Sole
11. Which market form of fish requires both sides of a fish still joined but
bones are removed?
B. Drawn D. Steak
12. Which of the following market form of fish is completely intact,
B. Drawn D. Whole or round
13. Which of the following is not the market form of mollusks?
A. Mollusks live in shell.
B. Mollusks can be stored in canned
C. Chucked mollusks can be fresh or frozen
D. Mollusks have rough, irregular shells.
14. Which of the following correctly describe the characteristics of mollusks?
A. Oysters have rough, irregular shells.
B. Hard-shell clams can be eaten raw.
C. Scallops are yellow in color and have a sweet flavour.
D. both A and B
15. Which of the following is the characteristics of crustaceans?
A. Oysters have rough, irregular shells.
B. Hard-shell clams can be eaten raw.
C. Scallops are yellow in color and have a sweet flavour.
D. Lobster shell is dark green or bluish green but turns red when cooked
REFERENCES
Learning Material: Cookery 10
Technical- Vocational-livelihood- home Economics- Cookery Manual

Module 2 of 2
www.nisbets.co.uk>kitchenwareand knives>Utensils
www.thespruceeats.com>...>Gadgets & Tools site.google.com>site>

the origin-and classification-of fish
www. Danapointfishcompany.com>classification-of-fish
https:://www.gettyimage.com/photoseafood
https:://www.tripadvisor.com./Location Photo Direct link
https:// www.acquaticnation.org/library/Lib-Gen.Fishbar Photo1.php
www.unileverfoodsolution.com.ph>chef-insperation
www.seafoodhealthfacts.org>seafood-safety>seafood
http://standard cooking.com/seven- ways-to present food-like-a-chef
www.course.com>file>lesson2-Prepare and Cook Seafood Dishes

S.Y. 2020-2021
Mahabang Pagsusulit
ARALING PANLIPUNAN 10
Pangalan:____________________ Marka:__________
Seksiyon:____________________ Petsa:__________
Panuto: Basahin at unawain ang bawat pangungusap. Bilugan ang titik ng

tamang sagot.
1. Ano ang kahulugan ng globalisasyon?

A. Proseso ng pagdaloy o paggalaw ng mga tao, bagay, impormasyon at produkto sa iba’t
ibang direksyon na nananarasan sa iba’t ibang bahagi ng daigdig
B. Malawakang pagbabago sa sistema ng pamamahala sa buong mundo
C. Pagbabago sa ekonomiya at politika na may malaking epekto sa sistema ng pamumuhay ng
mga mamamayan sa buong mundo
D. Mabilis na paggalaw ng mga tao tungo sa pagbabagong political at ekonomikal ng mga
bansa sa mundo.
2. Ano ang pangyayaring lubusang nakapagpabago sa buhay ng tao sa kasalukuyan?

A. Paggawa C. Migrasyon
B. Ekonomiya D. Globalisasyon
3. Isa sa mga kinakaharap na isyu sa paggawa sa Pilipinas ay ang pag-iral ng sistema ng mura at
flexible labor. Alin sa sumusunod na pahayag ang naglalarawan sa konsepto ng mura at
flexible labor?
A. Ito ay paraan ng mga mamumuhunan na bigyan ng kalayaan ang mga manggagawa sa
pagpili ng kanilang magiging posisyon sa kompanya.
B. Ito ay paraan ng mga mamumuhunan na palakihin ang kanilang kinikita at tinutubo sa
pamamagitan ng pagpapatupad na mababang pasahod at paglilimita sa panahon ng paggawa
ng mga manggagawa.
C. Ito ay paraan ng mga mamumuhunan na palakihin ang kanilang kinikita at tinutubo sa
pamamagitan ng pagpapatupad na malaking pasahod at pagpapahaba sa panahon ng
paggawa ng mga manggagawa.
D. Ito ay paraan ng mga mamumuhunan na ipantay ang kanilang kinikita at tinutubo sa
pagpapatupad na malaking pasahod at paglilimita sa panahon ng paggawa ng mga
manggagawa.
4. Mahalaga sa isa manggagawa ang seguridad sa paggawa sa kaniyang pinapasukang kompanya
o trabaho subalit patuloy ang paglaganap ng iskemang subcontracting sa paggawa sa bansa.
Ano ang iskemang subcontracting?
A. Sistema ng pagkuha ng isang kompanya sa isang ahensiya o indibidwal na subcontractor
upang gawin ang isang trabaho o serbisyo sa isang takdang panahon.
B. Iskema ng pagkuha ng isang ahensiya o indibiwal na subcontractor ng isang kompanya

para sa pagsagawa ng isang trabaho o serbisyo.
C. Pag-eempleyo sa isang manggagawa upang gawin ang isang trabaho o serbisyo sa loob ng
6 na buwan.
D. Pagkuha sa isang ahensiya o indibidwal na subcontractor sa isang manggagawa sa loob ng
mas mahabang panahon.
5. Ano ang migrasyon?

A. Tumutukoy sa proseso ng pag-alis o paglipat mula sa isang lugar
B. Tumutukoy sa proseso ng pag-alis o paglipat sa kaguluhan ng mga mamamayan
C. Tumutukoy sa proseso ng pag-alis o paglipat mula sa isang lugar o teritoryong politikal
patungo sa isang lugar pansamantala man o permanente
D. Tumutukoy sa proseso ng pag-alis o paglipat dulot ng mga hindi inaasahang pangyayari sa
lugar na pinagmulan
6. Suriin ang sumusunod na diyagram at piliin ang angkop na interpretasyon. Bilugan ang titik
ng tamang sagot.
Ekonomikal
Sosyo-kultural Politikal
A. Magkakaugnay ang ekonomiya, politika at sosyo-kultural sa pamumuhay ng tao.

B. Saklaw ng globalisasyon ang aspektong ekonomikal, politikal at kultural.
C. Globalisasyon ang sentro ng pamumuhay ng tao.
D. Globalisasyon ang susi sa suliranin ng lipunan.
7. Ang pagsulpot ng iba’t ibang outsourcing companies na pagmamay-ari ng mga lokal at

dayuhang namumuhunan ay isang manipestasyon ng globalisasyon. Ilan sa mga epekto nito ay
ang sumusunod.
I. Nagkaroon ng karagdagang trabaho ang mga Pilipino.
II. Nabago ang dinamiko (oras, sistema, istruktura) ng paggawa sa maraming kompanya.
III. Naapektuhan ang kalusugan ng maraming manggagawang namamasukan partikular ang mga
call center agents.
IV. Binago ng globalisasyon ang lifestyle ng maraming Pilipino.
Mula sa mga kaisipang nabanggit, ano ang mabubuong konklusyon dito?
A. Nakatulong ang globalisasyon sa pamumuhay ng tao.
B. Tumugon ang globalisasyon sa pangangailangan ng marami.
C. Mayroong mabuti at di-mabuting epekto ang globalisasyon sa pamumuhay ng tao.
D. Suliranin lamang ang idinulot ng globalisasyon sa pamumuhay ng tao.
8. Maaring suriin ang globalisasyon sa iba’t ibang anyo nito maliban sa isa. Ano ito?
A. Ekonomikal
B. Teknolohikal
C. Sosyo-kultural
D. Sikolohikal
9. Alin sa mga pangungusap sa ibaba ang kumakatawan sa pahayag na “binago ng globalisasyon

ang workplace ng mga manggagawang Pilipino”?
A. Pag-angat ang kalidad ng manggagawang Pilipino.
B. Pagdagsa ng mga Business Process Outsourcing (BPO) sa bansa.
C. Paghuhulog, pagbabayad at pagwiwithdraw gamit ang mga Automatic Teller Machince
(ATM).
D. Pagdagsa ng mga produktong dayuhan sa Pilipinas.
10. Sa pagdagsa ng mga dayuhang mamumuhunan sa bansa bunsod ng globalisasyon ipinatupad

nila ang mura at flexible labor sa bansa na nakaapekto sa kalagayan ng mga manggagawang
Pilipino. Alin sa mga pahayag ang dahilan ng paglaganap nila nito sa bansa?
A. Pag-iwas ang mga mamumuhunan sa krisis dulot ng labis ng produksiyon sa iba’t ibang
krisis.
B. Maipantay ang sweldo ng mga manggagawang Pilipino sa ibang bansa.
C. Makabuo pa ng maraming trabaho para sa mga manggagawang Pilipino.
D. Maibaba ang presyo sa mga produktong iluluwas na gawa sa bansa sa pandaigdaigang

kalakalan.
11. Mahalaga na maproteksyunan ang kalagayan ng mga manggagawang Pilipino laban sa

mababang pasahod at di-makatarungang pagtanggal sa kanila sa trabaho dulot ng kawalan ng
seguridad sa paggawa. Paano ito maisasakatuparan ng mga manggagawang Pilipino?
A. Pag-boycott sa mga produktong dayuhan at pangangampanya sa mga mamamayan ng
pagkondena sa mga ito.
B. Pakikipag-usap ng mga samahan ng mga manggagawa sa mga kapatalista o may-ari ng
kompanya sa pamamagitan ng tapat at makabuluhang Collective Bargaining Agreement
(CBA).
C. Pagsasagawa ng picket at rally laban sa kompanya at kapitalista
D. Pagsabotahe, paninira at panununog sa mga planta o kagamitan ng kompanya
12. Suriin ang mga pangungusap sa ibaba. Tukuyin kung anong pangkalahatang obserbasyon sa
migrasyon ang inilalarawan dito
I. Maraming mag-aaral na mga Vietnamese at Koreans ang nagpupunta sa Pilipinas.
II. Sa paglago ng BPO sa bansa, kaalinsabay nito ang pagdating ng mga Indians bilang
managers ng mga industriyang nabanggit.
A. Globalisasyon ng migrasyon
B. Mabilisang paglaki ng globalisasyon
C. Peminisasyon ng globalisasyon
D. Migration transition
13. Bakit maituturing na panlipunang isyu ang globalisasyon?

A. Tuwiran nitong binago, binabago at hinahamon ang pamumuhay at mga “perennial” na
institusyon na matagal ng naitatag
B. Patuloy na pagbabago sa kalakarang pamumuhay ng mga mamamayan
C. Nagdudulot ng masamang epekto sa panlipunan, ekonomikal at pulitikal na aspekto.
D. Naaapektuhan nito ang mga maliit na industriya at mas higit na pinaunlad ang mga
malalaking industriya.
14. Paano nakapagpapabilis sa integrasyon ng mga bansa ang globalisasyon?

A. Makikita sa globalisasyon ang mabilis na ugnayan ng mga bansa
B. Dahil sa globalisasyon mabilis na tumutugon ang mga bansa sa mga banta na magdudulot
ng kapinsalaan.
C. Dahil sa globalisasyon nagkakaroon ng mabilis na palitan ng impormasyon at
kolaborasyon ang mga bansa
D. Makikita sa globalisasyon ang paghiwa-hiwalay ng mga bansa sa daigdig.
15. Ilan sa mga dahilan ng permanenteng migrasyon ay ang paghahanap ng mga sumusunod
maliban sa isa. Ano ito?
A. Hanapuhay
B. Turismo
C. Edukasyon
D. Tirahan
16. Isa sa mga hamon ng globalisasyon sa bansa ay ang pagbabagp sa workplace ng mga
manggagawa, binago rin nito ang sistema ng pagpili sa mga manggawa. Alin sa sumusunod
na pahayag ang nagpapatunay ng pagbabagong ito?
A. Humigpit ang pagproseso sa pagpasok ng mga dayuhang kompanya, produkto at serbisyo
sa bansa kaya’t kinailangan ng mga world class workers.
B. Tumaas ang kalidad ng mga lokal na produkto sa pandaigdaigang pamilihan kaya’t
kinailangang mag-angkat ng mga eksperto sa ibang bansa para sanayin ang mga lokal na
manggagawa.
C. Humirap ang kalagayan ng mga dayuhang kompanya sa pagpasok sa bansa kaya’t
kinailangang pababain ang sweldo ng mga lokal na manggagawa.
D. Naging malaya ang pagpasok ng mga dayuhang kompanya sa bansa dahil sa mababang
pagpapasweldo at pagngonguntrata lamang sa mga lokal na manggagawa.
17. Malaki ang naging papel ng globalisasyon sa pagdagsa ng mga dayuhang kompanya,
produkto at paggawa sa bansa. Ayon sa ulat ng DTI noong 2010 may pinakamalaking
paglago dito ay sa sektor ng serbisyo na kung saan ang nanguna ang industriya ng BPO. Sa
kabilang dako patuloy namang bumababa ang paglago ng sektor ng agrikultura. Anong
konklusiyon ang mahihinuha sa pahayag na ito?

A. Mababa ang pagpapasweldo, pabagu-bago ang paggawa sa bansa at ang lengguwaheng
English ang isa sa pangunahing wika na madali sa mga Pilipino.
B. Malaki ang naitulong ng pagdagsa ng makabagong gadget sa bansa kaya madaling
makasabay ang mga Pilipino sa mga sebisyong on-line.
C. Magaling ang mga Pilipino sa larangan ng teknolohiya at impormasyon.
D. Karamihan sa mga kabataang Pilipino ay kumukuha ng kurso na may kinalaman sa BPO.
18. Ayon sa Ulat ng International Labor Organization o ILO noong 1992 at 1997 mas dumarami
na ang bilang ng na-eempleyo sa bansa bilang kaswal o kontraktuwal kaysa sa pagiging
regular o permanente bunsod ng mga polisiya tungkol sa flexible working arrangements ng
pamahalaan sa mga pribadong kompanya sa hanay ng sektor ng serbisyo, sub-sektor nito at
ng mga TNCs. Ano ang iyong mahihinuha sa ulat na ito?
A. Ito ay bunsod ng mataas na pamantayan ng mga dayuhang kompanya sa pagpili ng mga
manggagawa upang maging regular.
B. Ito ay bunsod ng mahigpit na patakaran ng pamahalaan sa mga dayuhang kompanya sa
Pilipinas kaya’t mura at flexible ang paggawa sa bansa.
C. Ito ay bunsod ng pinaluwag na mga patakaran ng pamahalaan kagaya ng pagpayag sa
iskemang subcontracting at tax incentives upang makahikayat ng mas maraming dayuang
kompanya na magtayo ng mga negosyo at serbisyo sa bansa.
D. Ito ay bunsod ng matinding pangangailangan ng trabaho sa bansa kaya’t kahit mura at
flexible labor ay hinayaan ng pamahalaan na magpatupad ang mga pribadong kompanya na
gawing kaswal ang mga manggagawang Pilipino.
19. Noong taong 2013, nagmula sa Asya ang pinakamalaking bilang ng mga imigrante na
lumabas ng kanilang bansa. Ano ang mahihinuha rito?
A. Kakaunti ang oportunidad na makakuha ng mga mamamayan sa Asya.
B. Kahirapan ang mas namamayani sa Asya at hindi kaginhawahan ng pamumuhay.
C. Mas malaki ang oportunidad sa labas ng Asya
D. Mas kinakakitaan ng malaking oportunidad ng mga Asyano ang ibang lugar bunga ng
iba’t ibang hanapbuhay na mapapasukan na angkop sa kanilang natapos
20. Maaaring uriin ang outsourcing sa mga sumusunod maliban sa isa. Ano ito?
A. Nearshoring
B. Offshoring
C. Onshoring
D. Inshoring

English 10: Quarter 2 - Week 8

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English 10: Quarter 2 - Week 8

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ENGLISH 10

Name of Student: _____________________________

LOVELY MAE L. ESPARCIA and KEVIN DAN A. MATURAN

Explicit vs. Implicit: What’s the Difference?

What I Need to Know

5. Another way of thinking about implicit information would be to compare it to what?

7. Which of the following is an implicit information?

10. Which of the following is a good example of explicit information?

11. Which of the following is implicit information in the story above?

14. Identify the explicit information in the passage.

15. Identify the implicit information in the passage above.

Activity. Read Between the Lines

The Grasshopper laughed at the Ant and said,

How would you describe the Ant and the Grasshopper?

Explicit vs. Implicit

Example: “The Grasshopper laughed at the Ant.”

Example: The Grasshopper is lazy.

1. Which of the following is NOT true about explicit information?

2. Which of the following is TRUE about implicit information?

3. Identify the implicit information.

4. Identify the explicit information.

7. Identify the explicit information.

8. Identify the implicit information.

11. The underlined sentences are called as __________.

13. Which of the following is explicit information?

14. Which of the following is implicit information?

15. Another way of thinking about implicit information is to think of it as __________?

MGA KASANAYANG PAMPAGKATUTO:

K- Naipaliliwanag na ang layunin, paraan, sirkumstansya ang nagtatakda ng pagkamabuti o

Mga konseptong natutuhan ko:

Mga Sitwasyon Pagsusuri ng kabutihan o Pagtataya ng kabutihan o Paliwanag

Ang kautusang walang pasubali (Categorical Imperative) “Gawin mo ang iyong

Sa bawat sitwasyon na humihingi ng tugon sa pamamagitan ng mabuting kilos, kinakailangang

Mga Sitwasyon Mabuting Kilos Masamang Kilos Paliwanag

Napag - alaman ko na ____________________________________.

Ang aking gagawin ay ___________________________________

Suliranin Layunin Paraan Sirkumstansya Kahihinatnan Komento,

Bumuo sa Pagsusulat ng Modyul

Manunulat: Luz Marie S. Pantoja Editor: Amancio

Gng. Alice S. Nocete

4 Ang mga Uri ng Tayutay

Ang huling aralin natin ay tungkol sa:

Talahanayan 1. Uri ng Tayutay

Uri ng Tayutay Gamit

PAGYAMANIN (PERFORMANS TASK)

Isagawa (PERFORMANS TASK 10 PTS)

Panuto:Gamitin sa sariling pahayag ang sumusunod sa inyong sagutang papel.

5 Lingguhang Pangwakas na Gawain

Ang ating lagumang gawain sa buong linggo ay pagsusulat.

A. Covid 19 B. Ekonomiks C. Edukasyon D. Terrorism bill

Isaalang –alang rubriks sa pagsusulat

At the end of the module, you should be able to:

A. Pop music B. African music C. Latin-American music

__________1. Blues __________6. Tango

AFRO - LATIN AMERICAN AND POP MUSIC

2. Is a dance style that originated in the

It is often done to a style of big band

7. Is a genre of dance music that emerged

Its sound is typified b y four - four beats,

9. The music of 1960 s to 1970s bands

It is a foremost Argentinian and

Hakuna matata Bilog na Naman ang Buwan Despacito Ben

PERFROMANCE TASK: SING SING SING

1. Blues 6. Tango

1. A transformer allows you to change the _ and _____.

2. transformers produce voltages so that _

3. ___transformers voltages before the electricity reaches our