Professional Documents
Culture Documents
&
Activity Sheets
ENGLISH 10
WORLD LITERATURE
1ST QUARTER
NAME: __________________________________________________________________________
SECTION: _______________________________________________________________________
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in persuasive
texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD
Read the following questions carefully and write the answer before each number.
5. Which is true?
a. Listening and hearing are remarkably similar. b. It is possible to hear without listening.
c. Listening is physical; hearing is psychological. d. It is possible to listen without hearing.
Grammar - Modals.
Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted by each
underlined expression.
9. We will endure even the greatest sufferings that will come our way.
Directions: Determine whether each underlined word is used as an intensive or reflexive pronoun. Write
In for intensive pronoun and Re for reflexive pronoun.
Directions: Read each of the following short passages carefully and copy the letter of the word or phrase
that best completes each numbered item.
17. The main point of the article is best expressed in sentence no. __.
A. 3 C. 10
B. 4 D. 12
18. Exploring the sea of goodness, means you are practicing ______.
A. conscientiousness C. kindness
B. humility D. sympathy
19. The word subtle in Sentence 5 means _________.
A. clear C. refined
B. practical D. strained
20. The kind of evidence used by the writer to support her stand is through____.
A. anecdotes C. statistics
B. examples D. video
Directions: Imagine you are a sales representative persuading the consumers to buy the latest gadget or
product you’re promoting/selling. Write a paragraph convincing the public about the advantages of
*Note: Only submit the checklist of the week’s activities you were supposed to pass. You may cut this so you can
keep track of the things you still need to accomplish for the following weeks.
WEEK 1
ACTIVITY 1. FILL IT IN
ACTIVITY 2. WATCH A CLIP OF A MOTIVATIONAL SPEECH
ACTIVITY 3. INFORMATIVE TALK
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WEEK 2
WEEK 1-3
RESEARCH TITLE
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WEEK 4-6
When one listens for information, the main purpose is to learn and get facts, not to interpret,
analyze, evaluate, or criticize. Listening for information requires the listener to concentrate and exert
conscious effort to understand what he or she is listening to. Mental or written notes of key ideas or
main points are often necessary.
From the information that a listener gets from a listening text, generalizations may be formed. A
generalization is a broad statement based on specific instances, details, or facts. For generalizations to be
valid, they must be supported by evidence provided in the listening text, or by proofs and examples in
real life.
ACTIVITY 1. FILL IT IN. Listen to a radio program, a television program, and an informative
talk of your choice, then, for each category, complete the following table with the information asked
for.
Key Ideas
Key Ideas
“A wise man speaks because he has something to say, a fool speaks because he has to say something.”
What verbal and nonverbal cues make oral communication effective and engaging?
MAIN CONCEPTS
Verbal cues refer to the spoken text itself and to the spoken words;
including the use of powerful or leading statements, questions,
interjections, repetition, contrast, narration, anecdote, examples,
humor, idioms, quotations, or figurative language.
Speaking effectively means being able to use both verbal cues and non-verbal signals to
communicate your message and to engage the attention and interest of your audience or listener. A
speaker who knows how to use verbal and non-verbal signals is effective and engaging.
On one hand, closely related to verbal cues are the speech elements of intonation, pitch, loudness
or volume, pacing and tone of voice. These speech elements, when used effectively, can accentuate and
enhance your spoken words and help your listener focus on what you are saying.
On the other hand, nonverbal signals must match the spoken text in order to avoid confusion in the
message being conveyed. Effective speakers are able to use nonverbal expressions to improve the
quality of communication, to heighten the interest of the listener, and to deepen the effect of the message
on their audience.
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ACTIVITY 3. Watch the video about informational talk on the COVID 19 Delta Variant provided by
your teacher. Then, for your activity, make a 60-second TikTok video summarizing the important points
from the video you had watched. You may also include some advice why you think vaccination is
important against this variant. Send your video to @maybellinegnzls17 on TikTok. Please be guided by
the following rubrics for your performance.
There are several kinds of textual aids, which help in the understanding of a text. Two of these are titles,
advance organizers, diagrams as well as tables and charts. Titles, headings, and subheadings highlight key ideas
in a reading text, breaking it down into its smaller parts and making it easier to read.
A reading text about Biblical literature, for example, may have the following headings and subheadings:
Biblical Genres
Parables
Psalms
Proverbs
Literary Qualities
Writing Styles
Use of Literary Devices
Subjects and Themes
By surveying these headings and subheadings, a reader gets a general idea of what particular parts of the
text are about. Some titles, headings, or subheadings may also help the reader recall some prior or background
knowledge that may have connections to the new information contained in the text.
Similarly, advance organizers serve as a plan of things to be learned prior to reading. Acting primarily as
learning guides, advance organizers allow the reader to anticipate the content of a text and to recall information he
or she is already familiar with. Advance organizers also define a purpose for the reader, directing the latter’s
attention to the important and relevant information that he or she is looking for in the reading text.
What do you KNOW about What do you WANT to know What did you LEARN about
biblical literature? about biblical literature? biblical literature?
Advance organizers may also be in the form of preview questions that help the reader anticipate the new
information in the reading text.
What is a parable?
Meanwhile, a concept map is a visual model that helps in organizing and classifying ideas. It is like an
outline presented in graphical form. It helps map or arrange ideas and show the relationship between
them. Read the given text.
The ideas and beliefs which the Egyptians held in reference to a future existence are not readily
to be defined, owing to the many difficulties in translating religious text and in harmonizing the
statements made in different works of different periods. Some confusion of details also seems to have
existed in the minds of the Egyptians themselves, which cannot be cleared up until the literature of the
subject has been further studied and until more texts have been published. That the Egyptians believed
in a future life of some kind is certain; and the doctrine of eternal existence is the leading feature of their
religion and is enunciated with the utmost clearness in all periods. Whether this belief had its origin at
Annu, the chief city of the worship of the sun-god, is not certain, but is very probable; for already in the
pyramid texts we find the idea of everlasting life associated with the sun’s existence, and Pepi I is said to
be “the Giver of life, stability, power, health, and all joy of heart, like the Sun, living forever.” The sun
rose each day in renewed strength and vigor, and the renewal of youth in a future life was the aim and
object of every Egyptian believer. To this end all the religious literature of Egypt was composed.
from The Book of the Dead,
The Papyrus of Ani (1985)
By E.A. Wallis Budge
The following is a concept map of the ideas abstracted from the preceding text. Take note of how
the ideas, represented visually and arranged graphically, become clearer and easier to understand.
Egyptian Beliefs
Eternal Existence
Everlasting Life
In addition to diagrams and other visual models, nonlinear versions of a reading text may be in
the form of tables and charts. Ideas may be abstracted from a written text and arranged and presented in
tables and charts. Read the following excerpt about the early years in the history of ancient Rome:
As legend has it, Rome was founded in 753 B.C. by Romulus and Remus, twin sons of Mars, the
god of war. Left to drown in a basket on the Tiber by a king of nearby Alba Longa and rescued by a she-
wolf, the twins lived to defeat that king and found their own city on the river’s banks in 753 B.C. After
killing his brother, Romulus became the first king of Rome, which is named for him. A line of Sabine,
Latin and Etruscan (earlier Italian civilizations) kings followed in a non-hereditary succession.
Rome’s era as a monarchy ended in 509 B.C. with the overthrow of its seventh king, Lucius
Tarquinius Superbus, whom ancient historians portrayed as cruel and tyrannical, compared to his
benevolent predecessors. A popular uprising was said to have arisen over the rape of a virtuous
noblewoman, Lucretia, by the king’s son. Whatever the cause, Rome turned from a monarchy into a
republic, a world derived from res publica, or “property of the people.”
In 450 B.C., the first Roman law code was inscribed on 12 bronze tablets–known as the Twelve
Tables–and publicly displayed in the Roman Forum. These laws included issues of legal procedure, civil
rights and property rights and provided the basis for all future Roman civil law. By around 300 B.C.,
real political power in Rome was centered in the Senate, which at the time included only members of
patrician and wealthy plebeian families.
Though the Gauls sacked and burned Rome in 390 B.C., the Romans rebounded under the
leadership of the military hero Camillus, eventually gaining control of the entire Italian peninsula by
264 B.C. Rome then fought a series of wars known as the Punic Wars with Carthage, a powerful city-
state in northern Africa. The first two Punic Wars ended with Rome in full control of Sicily, the western
Mediterranean and much of Spain. In the Third Punic War (149–146 B.C.), the Romans captured and
destroyed the city of Carthage and sold its surviving inhabitants into slavery, making a section of
northern Africa a Roman province. At the same time, Rome also spread its influence east, defeating
King Philip V of Macedonia in the Macedonian Wars and turning his kingdom into another Roman
province.
See how the important dates and events narrated in the preceding excerpt are arranged in the time
line chart below.
A timeline abstracts historical dates and events from a written text and summarizes them visually in the
order in which they took place. The same dates and events may be presented in a table.
753 BC According to legend, Romulus and Remus founded the city of Rome, with Romulus
becoming its first king after killing his brother.
753-509 BC A line of Sabine, Latin, and Etruscan kings followed in a nonhereditary succession.
509 BC Rome’s era as a monarchy ended in 509 BC with the overthrow of its seventh
king, Lucius Tarquinius Superbus.
Rome turns from monarchy to republic.
450 BC The first Roman law code was inscribed on bronze tablets known as the Twelve Tablets
and displayed publicly in the Roman Forum.
390 BC The Gauls sacked and burned Rome.
264 BC Under the military hero Camillus, Rome rebounded and eventually gained control of
the entire Italian peninsula.
240 BC The first Roman literature appeared with translations of Greek classics into Latin.
149-146 BC In the Third Punic War, the Romans captured and destroyed the city of
Carthage and sold its surviving inhabitants into slavery, making a section of
northern Africa a Roman province.
Rome spread its influence east, defeating King Philip V of Macedonia in the
Macedonian Wars and turning his kingdom into another Roman province.
1. What do you KNOW about the religious 2. What do you WANT to know about the
beliefs of the Early Egyptians? religious beliefs of the Early Egyptians?
ACTIVITY 5. IDEAS IN A DIAGRAM. The following excerpt, taken from the article published by
the Center for Hellenic Studies of Harvard University, contains a characterization of Achilles, the hero
of Iliad from the Greek Mythology. Read it carefully. Use the diagram below to arrange the ideas
presented in the excerpt.
Let us begin with Achilles. Here is a monolithic and fiercely uncompromising man who
actively chooses violent death over life in order to win the kleos ‘glory’ of being remembered forever in
epic poetry (Iliad IX 413). Here is a man of unbending principle who cannot allow his values to be
compromised - not even by the desperate needs of his near and dear friends who are begging him to
bend his will, bend it just enough to save his own people. Here is a man of constant sorrow, who can
never forgive himself for having unwittingly allowed his nearest and dearest friend, Patroklos, to take
his place in battle and be killed in his stead, slaughtered like a sacrificial animal - all on account of his
own refusal to bend his will by coming to the aid of his fellow warriors. Here is a man, finally, of
unspeakable anger, an anger so intense that the poet words it the same way that he words the anger of
the gods, even of Zeus himself.
The gods of the Homeric Iliad take out their anger actively, and this anger is poetically
visualized in the form of destructive fires and floods unleashed by Zeus. The central hero of the Iliad at
first takes out his anger passively, by withdrawing his vital presence from his own people. The hero’s
anger is directed away from the enemy and toward his own people, whose king, Agamemnon, has
insulted Achilles’ honor and demeaned his sense of self. This passive anger of Achilles translates into
the active success of the enemy in the hero’s absence, and the enemy’s success is compared, ironically,
to destructive fires and floods unleashed by Zeus. In this way, the passive anger of the hero translates
symbolically into the active anger of the god. This epic theme, as we will see, is linked with cosmogonic
and anthropogonic themes in myths about primal conflagrations and floods.
Then, in response to the death of Patroklos, Achilles’ anger modulates into an active phase -
active no longer in a symbolic but in a real sense. The hero’s anger is redirected, away from his own
people and back toward his enemy.
This new phase of Achilles’ anger consumes the hero in a paroxysm of self-destructiveness.
His fiery rage plummets him to the depths of brutality, as he begins to view the enemy as the ultimate
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Other, to be hated with such an intensity that Achilles can even bring himself, in a moment of ultimate
fury, to express that most ghastly of desires, to eat the flesh of Hektor, the man he is about to kill. The
Iliad is the story of a hero’s pain, culminating in an anger that degrades him to the level of a savage
animal, to the depths of bestiality. This same pain, however, this same intense feeling of loss, will
ultimately make the savage anger subside in a moment of heroic self-recognition that elevates Achilles
to the highest realms of humanity, of humanism. At the end of the Iliad, as he begins to recognize the
pain of his deadliest enemy, of the Other, he begins to achieve a true recognition of the Self. The anger
is at an end. And the story can end as well.
Source: Nagy, Gregory. “The Epic Hero Center for Hellenic Studies. 2006
https://chs.harvard.edu/CHS/article/display/1302.Accessed 27, April 2019
ACTIVITY 6. NETFLIX HISTORY. Read the text about the history of the Netflix. Construct your
own timeline chart of the important dates and events given in the text.
Netflix is a giant of the internet today, but how did it start and who founded it?
Netflix was first founded in August of 1997 by two serial entrepreneurs, Marc Randolph and Reed Hastings. The
company began out in Scotts Valley, California, and has grown to become one of the world's leading internet
entertainment platforms. When it first opened, Netflix was purely a movie rental service. Users ordered movies on
the Netflix website, and received DVDs in the post. When they were finished with them, they would simply post
them back to Netflix in the envelopes provided.
Netflix launched in April of 1998 as one of the world's first online DVD rental companies. They had only a few
staff, and just under 1000 titles at the time. Netflix debuts a subscription service in 1999, offering unlimited DVD
rentals for one low monthly price. After a year, Netflix introduces a personalized movie recommendation system,
which uses members’ ratings to predict choices for all Netflix members.
In 2003, Netflix hits a new record for the number of members, with more than 1 million. The company also issues
a patent with the U.S. Patent and Trademark Office for its subscription rental service, with some other
extensions. Netflix sees huge growth in member numbers after a few years, reaching 6,3 million subscribers by
the end of 2006. The company also launches its "Netflix Prize", promising a whopping $1 million to the first
person, or team, who can achieve a set accuracy goal in recommending movies based on personal preferences.
Netflix introduced a streaming service, called "Watch Now" in 2007, which allows members to instantly watch
television shows and movies on their personal computers.
Netflix partners with consumer electronics companies to allow streaming on the Xbox 360, Blu-ray disc players,
and TV set-top boxes. So, they ended the year 2008 with around 9.4 million subscribers.
Netflix is available on the Apple iPad, iPhone and iPod Touch, the Nintendo Wii, and other Internet-connected
devices at this point. Netflix launches its service in Canada. The year of 2010 ends with more than 20 million
subscribers on the books.
Netflix received 31 primetime Emmy nominations in 2013 including outstanding drama series, comedy series and
documentary or nonfiction special for “House of Cards”, “Orange Is the New Black”, and “The Square”
respectively. Netflix was the first internet TV network nominated for the Primetime Emmy.
2016 is a big year for Netflix as they to another 130 countries around the world, bringing its reach to a total
of 190 countries. It also offers programming in 21 languages. They also unveil their ‘Download’ feature, which
allows members to download TV shows and movies for offline viewing.
In March 2018, Netflix employees launched a phone playing the original series "Star Trek: Discovery" into space.
This stunt was to celebrate the service now being available in more than 190 countries around the world.
In 2019, Netflix wins four Academy Awards for Best Director, Best Foreign Language Film and Best
Cinematography for "ROMA," and Best Documentary Short Subject for "Period. End of Sentence."
To date, Netflix's subscriber base has grown to well over 180 million, with 70 million or so from the United States
alone.
Visual communication has varied forms that serve different purposes. Many of these forms
consist of moving images such as films, television, and video.
Visual forms such as news broadcast or documentaries are primarily made for the purpose of
disseminating information or raising the awareness of their audience about current political, social,
economic, moral, and other issues. While most movies and television shows are made to entertain, some
are meant to stir their viewers’ imagination or to refine their audience artistic sense. Online videos,
which have grown exponentially in number and have gained widespread viewership, are as varied in
purpose as they are in kind and value.
In assessing the value and effectiveness of these visual forms, it is important that the viewer
recognizes and understands the purpose for which they are created. The value of a visual work may be
measured by how relevant and meaningful its purpose is and by how effectively it fulfills its purpose.
ACTIVITY 7. WATCH IT. Watch the following videos by Project Nightfall – they are already provided by your
teacher, just look for it in your file folder and it has the same name as the number in the activity. Identify the
purpose of each video, and assess the value and effectiveness according to purpose.
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For your follow-up activity, make another TikTok video of yourself performing the
following tongue twisters.
“If Freaky Fred found fifty feet of fruit and fed forty feet to his friend Frank,
how many feet of fruit did Freaky Fred find?”
“Integrity is telling myself the truth. And honesty is telling the truth to other people.”
― Spencer Johnson
Any viewing material needs to go through a process of critical thinking. Any student or learner
has to be careful in considering or accepting any text read or listened to. The term critical does not mean
being on the look for mistakes and/or flaws nor does it mean disapproval or negative. It means the
application of skillful judgment as to the soundness, completeness, truth and merit of the material
viewed.
1. Do you think the information presented in the video is accurate? Why or why not?
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2. Do you think the video contains claims or statements that provide sources?
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3. What makes the video relevant or not relevant for you? Explain.
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Active listening is a well-known concept and yet most folks still practice it. It
works and helps to create a trusting relationship. There might be five steps of
active listening:
1. Receive the message.
2. Understand it.
3. Evaluate it.
4. Remembering it.
5. Responding to it.
HOW?
-Make eye contact.
-Keep an open mind.
-Don’t be a sentence grabber (finishing sentences)
-Try to picture.
-Remember key words and phrases.
-Put yourself in their shoes.
-Mimicry, nonverbal/verbal.
ACTIVITY 10. ACTIVE LISTENING. As a warm-up activity, listen to the short audio clip provided
by your teacher. It is a scenario from a call center company where the customer is calling in for
assistance. Listen attentively and answer the questions that follow.
2. What question did the agent ask to try to help the customer?
5. If you were the agent, what would you have done differently?
“I am more important than the words around me. Pay attention to my meaning.”
Emphasis in writing is important because it helps readers to easily recognize the main points from the
text. There are words and expressions that emphasize a point. Some of those words and expressions are
conjunctions, adverb/conjunctive adverbs, and parenthetical expressions. So what are these words and
expressions?
Conjunction
A conjunction is a word that joins words, phrases, or sentences. Some conjunctions are for, and, nor, but,
or, yet, etc.
Examples:
Conjunctive adverbs
A conjunctive adverb is an adverb which connects two independent clauses. It shows cause and effect,
sequence, contrast, comparison, or other relationships. The adverbs and adverbial phrases that fit the criteria for a
conjunctive adverb are always modifiers of the predicate in the first independent clause. The following are
examples of conjunctive adverbs:
Parenthetical Expressions
A parenthetical expression is a phrase or clause that is inserted within the sentence. It interrupts another
phrase or clause. Note that the expressions are enclosed in pairs of punctuation marks, commas or parentheses or
dashes. Some of the parenthetical expressions are:
after all at any rate on the contrary I believe in fact in the first place
generally speaking on the other hand for example for instance as a consequence as a result
Examples:
ACTIVITY 11. GRAMMAR ACTIVITY. Pick the correct word to complete the sentence.
1. The city was unprepared for the big snowstorm. (Consequently, In like manner, Moreover) all major
highways are closed.
2. Paul didn’t go to baseball practice yesterday (hence, still, and) he stayed at home to prepare for his
exams.
3. The tone of the letter, (furthermore, however, so) brought tears to Fiona’s eyes.
5. Always speak the truth (however, in order to, next) to avoid problems in life.
Read each of the following sentences and pay close attention to the parenthetical expressions. Rewrite
each sentence, underline the parenthetical expression and insert commas properly and when needed.
Nowadays, social media is one of the tools for information and entertainment. However, it could
also be a source of some fake news, cyber- bullying, etc. As a student, what should you do to become a
responsible social media user? Write a 150-word essay on how to use social media responsibly. Do not
forget to use words or expressions that emphasize your points and underline them in your essay. Be
guided by the rubrics below.
“To assess the quality of thoughts of people, don't listen to their words, but watch their actions.”
TEXT TYPES
Narrative Descriptive Expository Persuasive
- is any account of a - usually focuses on - is an informational - is any text where the
series of related events describing a single text, are non-fiction main purpose is to
or experiences, whether location, object, event, texts that give facts and present a point of view
person, or place. It information about a and seeks to persuade a
nonfictional or fictional.
endeavors to engage all topic. These academic reader. A persuasive
Narratives can be five of the reader's texts are common in text can be an argument,
presented through a senses to evoke the subjects such as exposition, discussion,
sequence of written or sights, sounds, smells, science, history and review or even an
spoken words, still or tastes, and feel of the social sciences. ... advertisement.
moving images, or any text's subject. Expository texts use
combination of these. different text structures
and more complex
grammar to get
information across than
narratives.
For example, you have a back pack. Dump everything out of your bag and
check the contents out. Take a good look into the content of your bag and decide
what three things are the most important. Take your time to think about things
that might be necessary to keep in the bag. You will realize that you carried
around a lot of items that are not as important as others and may not be needed.
Reading is pretty much similar to this scenario. Writers add a lot of extra information and it is important
to determine the most important information to remember.
Read a book or text and write down twenty of the most important words that you think are important in
understanding what they have just read. Then, write an explanation for each word on why you chose
each one.
Evaluating is a very important component of writing because students tend to add in extra
information when it is not needed. Students could be assigned to paper to write and then be required to
proof read for their most important information and take out less important information where is it not
needed to comprehend the paper.
Authority. Who is the author or creator (who is responsible for the intellectual content) and what
are his or her credentials?
Accuracy/Quality. Is the information provided specific?
Objectivity.
Currency.
Coverage.
The Philippines’ hosting of the ASEAN Summit this year is significant because it coincides with
the organization’s 50th anniversary. That the ASEAN has existed and grown (it only had five members
at its founding) for half a century, despite some setbacks such as intermittent tensions mostly arising
from conflicting territorial claims, can only mean the viability of regional cooperation in this part of the
world.
The move toward further integration in the region has had its share of cynics. To the dismay of
those who believe in protectionism and national self-sufficiency, it means the lifting of some of the
remaining trade restrictions, and the continued promotion of labor migration. The undue liberalization
of trade has, for example, proved detrimental to local manufacturers and workers who have to deal with
the influx of goods and services from other countries, which are generally offered at lower prices. The
call for integration has also placed pressure on member states into hastily implementing policies instead
of doing it at their own pace or until the systemic requirements have been put in place. One can cite, for
instance, the addition of two more years in the Philippine educational system, notwithstanding the major
repercussions (say, additional costs on the part of parents sending their children to school and the
dislodgement of tenured college teachers) and perennial concerns such as the shortage of classrooms,
school buildings, and teaching personnel which have raised doubts about the readiness of the country’s
educational system for integration.
On a more positive note, the ASEAN has also served as a platform for dialogue among the
member states, cognizant that cooperation is a better option than isolationism. Likewise, the
organization has been viewed as a buffer against the growing might of China and, as ever, the panto-
The promise of regional integration is too seductive to be ignored. Efforts are underway
towards incorporating elements of this integration into the educational systems of the ASEAN member
states. But such an education should be one in which there will be as much space for dialogue and
cooperation as for creative and critical interrogation. But will there be space for critical discourse in an
ASEAN-inspired education? If so, how can such critical interventions not be incompatible with
dialogue and integration? What will be the role of the humanities and the social sciences, the
traditional foci of critical studies, in a regional organization that seems to operate according to the
logic of political economy? I try to articulate below some of the strategies through which critical
education could insert itself into the praxis of regional integration.
Anticolonial Histories
The very provenance of ASEAN member states lends itself to a critical positionality. One
cannot speak of the emergence of these states without invoking, in particular, the struggle against
centuries of colonialism: Malaysia (which used to include Singapore) and Myanmar against Britain;
Indonesia against the Netherlands; Indochina against France; the Philippines against Spain and, later,
against the United States. If developing a kind of ASEAN consciousness through education is an
essential element of integration, such an endeavor should necessarily include the histories fraught with
the challenges posed by Western colonial powers. If problematizing an ASEAN identity under the
conditions of integration is in order, then it should also critically take stock of how colonialism shaped
—and perchance continues to shape—the peoples and the cultures of the region. One can interrogate,
for example, how the natives were represented according to the colonizers’ Orientalist optics, which
complemented the use of draconian measures to maintain the colonizers’ stranglehold on the region for
many years. What is suggested, therefore, is the teaching of the ASEAN history and character that
should not fail to highlight the (counter)memories of the region’s rich and colorful anticolonial past.
This should necessarily involve familiarizing ASEAN students with the lives and teachings of great
heroes and leaders from the region like Jose Rizal, Ho Chi Minh, Sukarno, and Lee Kwan Yew, and see
their implications to us in the present.
The relative economic progress enjoyed by Southeast Asian states after colonialism has not
wiped out certain features of the region’s colonial past. For example, many societies in South East
Asia, with the exception of Singapore, remain largely agricultural. In this regard, peasant or rural
studies may still be a source of academic interest, intersecting politics, history, and culture in a region
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where a big cross section of the population continues to wrest its living from the soil. Inspiration may
be drawn from groundbreaking studies on peasant movements—including chiliastic groups—that played
no minor role in the region’s struggle against colonialism and imperialism, even if they lay outside the
acknowledged centers of power and revolutionary activity. Filipino Reynaldo Ileto’s Pasyon at
Rebolusyon illustrates this kind of counterhistoriography that dispenses with historical linearity and the
traditional concentration on big events and personages, and instead sheds critical light on popular
chiliastic movements whose anticolonial struggles took, as it were, uncanny trajectories. Some of the
peasant groups that Ileto cites interwove Biblical readings, local myths, and the gnawing desire for
independence in waging their own brand of revolution. Another example the story of Myanmar’s Saya
San and his leadership of an anti-British millenarian rebellion in the 1930s which remains a source of
ceaseless fascination among contemporary scholars. Such proud moments, it goes without saying,
should have their rightful place in an integrative, but also critical, ASEAN social history.
Given the rapid industrialization being experienced by the ASEAN member states, critical
attention should be paid to workers who serve as the lifeblood of any given society. Add to this the
unabated promotion of labor export in the name of globalization. These developments, however, are not
without complications, for many workers do not receive a fair share of the wealth they themselves
create, their importance undervalued in many respects and worse, their basic rights violated. Such
paradoxes necessitate a critical engagement—that is, with these obvious cracks in the metanarrative of
progress. If the ASEAN is to foster inclusive growth, more attention ought to be paid to these social
cleavages and ‘little stories’ that are often relegated to the peripheries, among them the stories of abuse
and exploitation experienced by workers. I can cite in particular the stories of some Overseas Filipino
Workers (OFWs) who do not only negotiate strong feelings of alienation and longing for home, but also
confront abuse in varied forms. These critical articulations should find their way into the curriculum,
not really to cast a pall over the trend of development in the region, but to devote some space to groups
and voices often set aside by the credo of progress.
Because it aims to be relevant, the pedagogy of the 21st century calls for the fusion of the local
and the global. But critical discourse should also be part of the equation because 21st-century
education, in order to hold relevance, should be relentlessly democratizing, viewing learners and
mentors as intellectuals in their own right, who do not just absorb or transmit knowledge, but unmask
their connections to past or current relations of power.
Source: Moratilla, Noel. “ASEAN Integration and Critical Education.” University of the Philippines
Asian Center, 21 November 2017. https://www.ac.upd.edu.ph/index.php/resources/news-
announcements/980-asean-education-critical-education-noel-moratilla. Accessed 9 August 2019
Evaluative Questions:
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2. Is the article helpful to other researchers and the general public? Why?
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5. Did the author use an appropriate writing style/register? Why do you say so?
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Activity 14. SHORT STORY EVALUATION. Read the short story below entitled “Thank You
Ma’am by Langston Hughes. Then evaluate the short story using the criteria provided right after it.
She was a large woman with a large purse that had everything in it
but hammer and nails. It had a long strap, and she carried it slung
across her shoulder. It was about eleven o’clock at night, and she
was walking alone, when a boy ran up behind her and tried to
snatch her purse. The strap broke with the single tug the boy gave
it from behind. But the boy’s weight and the weight of the purse
combined caused him to lose his balance so, instead of taking off
full blast as he had hoped, the boy fell on his back on the sidewalk,
and his legs flew up. The large woman simply turned around and
kicked him rightsquare in his blue-jeaned sitter. Then she reached
down, picked the boy up by his shirt front, and shook him until his
teeth rattled.
After that the woman said, “Pick up my pocketbook, boy, and give
it here.”
She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she
said, “Now ain’t you ashamed of yourself?”
“If I turn you loose, will you run?” asked the woman.
“Then I won’t turn you loose,” said the woman. She did not release him.
“Um-hum! And your face is dirty. I got a great mind to wash your face for you.
Ain’t you got nobody home to tell you to wash your face?”
“Then it will get washed this evening,” said the large woman starting up the street, dragging the
frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.
The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right
now is to wash your face. Are you hungry?”
“No’m,” said the being dragged boy. “I just want you to turn me loose.”
“Was I bothering you when I turned that corner?” asked the woman.
“No’m.”
“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to
last awhile, you got another thought coming. When I get through with you, sir, you are going to
remember Mrs. Luella Bates Washington Jones.”
Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in
front of her, put a half-nelson about his neck, and continued to drag him up the street. When she got to
her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear
of the house. She switched on the light and left the door open. The boy could hear other roomers
laughing and talking in the large house. Some of their doors were open, too, so he knew he and the
woman were not alone.
The woman still had him by the neck in the middle of her room.
“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him
loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the
sink.
“You gonna take me to jail?” asked the boy, bending over the sink.
“Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get home to
cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your supper either, late
as it be. Have you?”
“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my
pocketbook.”
If you were Roger, would you trust Mrs. Jones right away?
“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates
Washington Jones. “You could of asked me.”
“M’am?”
The water dripping from his face, the boy looked at her. There was a long pause. A very long pause.
After he had dried his face and not knowing what else to do dried it again, the boy turned around,
wondering what next. The door was open. He could make a dash for it down the hall. He could run, run,
run, run, run!
The woman was sitting on the day-bed. After a while she said, “I were young once and I wanted things I
could not get.”
There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned.
The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going
to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause. Silence.
“I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So
you set down while I fix us something to eat. You might run that comb through your hair so you will
look presentable.”
In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went
behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she
watch her purse which she left behind her on the daybed. But the boy took care to sit on the far side of
the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did
not trust the woman not to trust him. And he did not want to be mistrusted now.
“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or something?”
“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I was going to make
cocoa out of this canned milk I got here.”
She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The
woman did not ask the boy anything about where he lived, or his folks, or anything else that would
embarrass him.
Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the
work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she
cut him a half of her ten-cent cake.
When they were finished eating she got up and said, “Now, here, take this ten dollars and buy yourself
some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor
nobody else’s—because shoes come by devilish like that will burn your feet. I got to get my rest now.
But I wish you would behave yourself, son, from here on in.”
She led him down the hall to the front door and opened it. “Good-night! Behave yourself, boy!” she
said, looking out into the street.
The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella Bates Washington
Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the
door. He barely managed to say “Thank you” before she shut the door. And he never saw her again.
Before you go ahead and evaluate a spoken text using a set of criteria, it is extremely important
for you to understand the concepts of what constitutes a good speech. There are also some tips included
in this lesson for you to try out and follow to improve your English speaking skills.
Be very clear about the message you Use communication strategies to make
want to communicate. That is your goal. your English sound more natural.
Cohesion is the way your text is linked together. Cohesion shouldn’t be confused with coherence.
Coherence, simply put, is whether or not your text makes sense. Cohesion is how well parts of your text
— words, sentences, paragraphs — fit together. Tips on how to make it coherent and cohesive:
Breath from your diaphragm – take a deep breath into your belly, not your chest.
Open your mouth – if you want to project and be heard, you need to open your mouth. It
sounds simple, but many people do not practice this.
Blow bubbles – this is a great exercise to practice sustaining your breath when you speak.
Play with your vocal range by singing in the shower – yes, you read correctly!
Go fast and slow – similar to the exercise above. Practice reading something
reallyfastwithouttakingabreak…and then. Slow it. Right. Down.
Use your hands – I find that when I gesticulate with my hands, I come across more energetic.
If you naturally don’t gesticulate a lot, that’s ok. Instead, focus on relaxing your body.
Believe your voice deserves to be heard. Yes, your mindset is so important for tying all of this
together.
In prescriptive grammar, correctness is the notion that certain words, word forms, and syntactic structures meet
the standards and conventions (that is, the "rules") prescribed by traditional grammarians. Contrast correctness
with grammatical error. Here are some tips for you:
Write.
Activity 15. RATE HERMIONE! Using all the information from this lesson as your reference, watch
and rate the speech below using the set of criteria provided.
Emma Watson is a British actress and model whose most notable role is that of
Hermione Granger in the Harry Potter film series. Watch Emma's speech in a special
event for UN Women’s HeForShe campaign. The HeForShe campaign is a solidarity
movement for gender equality which calls upon men and boys to help end the persisting
inequalities faced by women and girls globally. Link: https://www.youtube.com/watch?
v=nIwU-9ZTTJc
Criteria 5 4 3 2 1
Fluency Smooth and fluid Smooth and fluid Speech is Speech is Speech is
speech; few to no speech; few relatively smooth; frequently slow, hesitant
Additional Comments:
Reflexive pronouns and intensive pronouns are kind of like identical twins. They look the same, but
they’re actually different. Both of them end in –self or –selves.
These pronouns are objects that are used to refer to the subject of
the sentence. They are a necessary part of the sentence.
Notice that these pronouns must be used with an antecedent. An antecedent is the word that a pronoun is
referring to. Since these pronouns always refer to the subject of the sentence, their antecedents will always be the
subject. Also note that a reflexive pronoun always refer back to the doer of the action in a sentence.
Intensive pronouns are used to emphasize another noun or pronoun. They are also called emphatic
appositives. That means that they do not need to refer to the subject. They can refer to any old noun or pronoun in
the sentence.
Directions: Write an “R” on the line if the pronoun in the sentence is reflexive. Write an “I” on the line
if the pronoun is intensive.
Construct your own sentences using the following pronouns as reflexive and intensive pronouns.
1. (him)
Reflexive:
Intensive:
2. (her)
Reflexive:
Intensive:
3. (them)
Reflexive:
Intensive:
4. (my)
Reflexive:
Intensive:
Intensive:
Modals are auxillary or helping verbs. Like other helping verbs, modals combine with the base form of
another verb to form verb phrases. When paired with other verbs, the modals can, could, may, might, will, shall,
should, must, and ought to may express the following:
Lack of ability
Being so shaken, Eurylochus could not speak a word.
Andromache cannot bear a life without Hector.
Prohibition
But home you may not go unless you take a strange way round to come to the cold homes of
Death and pale Persephone.
One must not dine with Circe if he feared her spells.
Activity 18. MODAL EXPRESS! Underline the modal and write what it expresses.
Activity 19. MODAL WRITING. Use an appropriate modal to express what is indicated in the
parentheses.
1. (habit)
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2. (necessity)
___________________________________________________________________________________________
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3. (likelihood)
___________________________________________________________________________________________
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4. (permission)
___________________________________________________________________________________________
___________________________________________________________________________________________
5. (wish)
___________________________________________________________________________________________
___________________________________________________________________________________________
6. (obligation)
___________________________________________________________________________________________
___________________________________________________________________________________________
7. (lack of ability)
___________________________________________________________________________________________
___________________________________________________________________________________________
8. (future time)
___________________________________________________________________________________________
___________________________________________________________________________________________
9. (strong belief)
___________________________________________________________________________________________
___________________________________________________________________________________________
10. (ability)
___________________________________________________________________________________________
*This is your final task for the quarter but be reminded that this is more than just a performance task, as
it is a synthesis of all the things that you had learned in this quarter.
You are going to deliver a two-minute persuasive speech about your stance on the vaccination
against COVID 19, do you agree or disagree and why?
INSTRUCTIONS:
Go back to our previous lessons and use them as a guide in your steps in doing the performance
task.
Before delivering your speech, you have to make a written draft first. Write down if you agree or
disagree and the reason why. Do not forget your goal in this speech: to persuade!
To back up your claims, make some research about it. Watch videos, listen for information, and
read articles about it. Go back on how to evaluate the accuracy, relevance, and soundness of the
information you had gathered.
Use words and expressions that emphasize a point in your speech.
Use some reflexive or intensive pronouns as well as modals in your speech and underline them in
your written copy.
DO NOT PLAGIARIZE! Write this on your own instead of just searching the net and copying
a speech to deliver. I have a system that checks the percentage of plagiarism in your work and if
it is detected that you did that, YOUR WORK WILL NOT BE GRADED!
Take note of the tips for improving your English speaking skills in this quarter.
Make use of the different verbal and non-verbal strategies in your speech.
If possible, you may also use any textual aid that you think could help your audience understand
your speech better.
Submit the written copy of your speech ONE DAY BEFORE you send your video. I will give
an update about the time and date it is supposed to be submitted and when the deadline is.
You will be rated according to the criteria that follows:
E.A.Wallis Budge. The Book of the Dead – The Papyrus of Ani (1985). Retrieved July 6, 2020.
Moratilla, Noel. "ASEAN Integration and Critical Education:" An Essay by Noel Moratilla, PhD. Accessed July 11, 2020.
https://www.ac.upd.edu.ph/index.php/resources/news-announcements/980-asean-education-critical-education-noel-moratilla
DepEd Grade 9 Learning Material. Thank You Ma’am by Langston Hughes, p.200-203. Accessed July 11, 2020.
Fluency | LearnEnglish Teens - British Council. Tips on Improving Speech Tone. Accessed July 15, 2020.
https://www.britannica.com/topic/tone-speech
How to Improve Coherence and Cohesion in a Speech. Accessed July 15, 2020
https://ieltsonlinetests.com/writing-tips/how-improve-coherence-and-cohesion-ielts-task-2
Wyson, J.D, Estipona, M.I, Magbitang, V.A. (2020). Language in Literature – World Literature 10. Sto. Domingo, Quezon
City. Vibal Group Inc.
Abarabar, M.T, Estipona, M.I.B.P, Galvez, N.M Jr., Magbitang, V.A.D, Ribo, L.M, (2016). Language in Literature – World
Literature 10. 1253 G. Araneta Avenue, Quezon City. Vibal Group Inc.
NERISSA S. DELOS REYES, MAEd, SMRIEdr DR. RAMON E. WOO, JR., CPA, DFRIEdr
VP/Basic Education Principal Dean of Studies
Noted by: