English 9

Periods of Anglo or English Literature:

• 450-1066: Old English (or Anglo-Saxon) Period

- refers to the literature produced from the invasion of Celtic England by Germanic tribes in the
first half of the fifth century to the conquest of England in 1066 by William the Conqueror.
- written literature began to develop from oral tradition, and in the eighth century poetry written
in the vernacular Anglo-Saxon (also known as Old English) appeared.
- Beowulf - a great Germanic epic poem. One of the most well-known eighth century Old
English pieces of literature.
- Caedmon and Cynewulf - Two poets of the Old English Period who wrote on biblical and
religious themes

• 1066-1500: Middle English Period

- consists of the literature produced in the four and a half centuries between the Norman
Conquest of 1066 and about 1500, when the standard literary language, derived from the
dialect of the London area, became recognizable as "modern English."
- The most widely known of these writings are:
1. The Canterbury Tales (Geoffrey Chaucer)
2. Sir Gawain and the Green Knight (anonymous)
3. Morte d'Arthur (Thomas Malory)

• 1500-1660: The Renaissance

- began with English humanists such as Sir Thomas More and Sir Thomas Wyatt and consists
of four subsets: The Elizabethan Age, the Jacobean Age, the Caroline Age, and
the Commonwealth Period (which is also known as the Puritan Interregnum)

• 1558-1603: Elizabethan Age

- Literature coincides with the reign of Elizabeth I, 1558 - 1603. During this time, medieval
tradition was blended with Renaissance optimism. Lyric poetry, prose, and drama were the
major styles of literature that flowered during the Elizabethan Age.
- Some important writers of the Elizabethan Age include William Shakespeare, Christopher
Marlowe, Edmund Spenser, Sir Walter Raleigh, and Ben Jonson.

• 1603-1625: Jacobean Age

- coincides with the reign of James I, 1603 - 1625. During this time the literature became
sophisticated, somber, and conscious of social abuse and rivalry. The Jacobean Age produced
rich prose and drama as well as the King James translation of the Bible. Shakespeare and
Jonson wrote during the Jacobean Age, as well as John Donne, Francis Bacon, and Thomas
Middleton.

• 1625-1649: Caroline Age

- coincides with the reign of Charles I, 1625 - 1649. The writers of this age wrote with
refinement and elegance. This era produced a circle of poets known as the "Cavalier Poets"
and the dramatists of this age were the last to write in the Elizabethan tradition.

• 1649-1660: Commonwealth Period (or Puritan Interregnum)

- includes the literature produced during the time of Puritan leader Oliver Cromwell. This period
produced the political writings of John Milton, Thomas Hobbes' political treatise Leviathan, and
the prose of Andrew Marvell. In September of 1642, the Puritans closed theatres on moral and
 religious grounds. For the next eighteen years the theaters remained closed, accounting for
the lack of drama produced during this time period.

• 1660-1785: The Neoclassical Period

- can be divided into three subsets: the Restoration, the Augustan Age, and the Age of
Sensibility. The literature of this time is known for its use of philosophy, reason, skepticism,
wit, and refinement. The Neoclassical Period also marks the first great age of English literary
criticism.

• 1660-1700: The Restoration

- is marked by the restoration of the monarchy and the triumph of reason and tolerance over
religious and political passion
- Restoration produced an abundance of prose and poetry and the distinctive comedy of
manners known as Restoration comedy
- It was during the Restoration that John Milton published Paradise Lost and Paradise
Regained. Other major writers of the era include John Dryden, John Wilmot 2nd Earl of
Rochester, and John Locke.

• 1700-1745: The Augustan Age (or Age of Pope)

- derives its name from the brilliant literary period of Vergil and Ovid under the Roman emperor
Augustus (27 B.C. - A.D. 14)
- refers to literature with the predominant characteristics of refinement, clarity, elegance,
and balance of judgment
- Well-known writers include Jonathan Swift, Alexander Pope, and Daniel Defoe
- A significant contribution of this time period included the release of the first English novels by
Defoe, and the "novel of character," Pamela, by Samuel Richardson in 1740

• 1745-1785: The Age of Sensibility (or Age of Johnson)

- literature reflected the worldview of Enlightenment and began to emphasize instinct and
feeling, rather than judgment and restraint
- A growing sympathy for the Middle Ages during the Age of Sensibility sparked an interest in
medieval ballads and folk literature
- Another name for this period is the Age of Johnson because the dominant authors of this
period were Samuel Johnson and his literary and intellectual circle. This period also
produced some of the greatest early novels of the English language, including
Richardson's Clarissa (1748) and Henry Fielding's Tom Jones (1749).

• 1785-1830: The Romantic Period

- began in the late 18th century and lasted until approximately 1832. In general, Romantic
literature can be characterized by its personal nature, its strong use of feeling, its abundant
use of symbolism, and its exploration of nature and the supernatural. In addition, the writings of
the Romantics were considered innovative based on their belief that literature should be
spontaneous, imaginative, personal, and free. The Romantic Period produced a wealth of
authors including Samuel Taylor Coleridge, William Wordsworth, Jane Austen, and Lord
Byron.
- Gothic literature was born. Traits of Gothic literature are dark and gloomy settings and
characters and situations that are fantastic, grotesque, wild, savage, mysterious, and often
melodramatic. Two of the most famous Gothic novelists are Anne Radcliffe and Mary Shelley.

• 1832-1901: The Victorian Period

- began with the accession of Queen Victoria to the throne in 1837, and lasted until her death
in 1901
- Because the Victorian Period of English literature spans over six decades, the year 1870 is
often used to divide the era into "early Victorian" and "late Victorian
- In general, Victorian literature deals with the issues and problems of the day. Some
 contemporary issues that the Victorians dealt with include the social, economic, religious, and
intellectual issues and problems surrounding the Industrial Revolution, growing class tensions,
the early feminist movement, pressures toward political and social reform, and the impact of
Charles Darwin's theory of evolution on philosophy and religion.
- Some of the most recognized authors include Alfred Lord Tennyson, Elizabeth Barrett
Browning, her husband Robert, Matthew Arnold, Charles Dickens, Charlotte Brontë, George
Eliot, and Thomas Hardy.
- Within the Victorian Period, two other literary movements, that of The Pre-
Raphaelites (1848-1860) and the movement of Aestheticism and Decadence (1880-1900),
gained prominence.

• 1848-1860: The Pre-Raphaelites

- In 1848, a group of English artists, including Dante Gabriel Rossetti, formed the "Pre-
Raphaelite Brotherhood." It was the aim of this group to return painting to a style of
truthfulness, simplicity, and religious devotion that had reigned prior to Raphael and the high
Italian Renaissance. Rossetti and his literary circle, which included his sister Christina,
incorporated these ideals into their literature, and the result was that of the literary Pre-
Raphaelites.

• 1880-1901: Aestheticism and Decadence

- The authors of this movement encouraged experimentation and held the view that art is
totally opposed "natural" norms of morality. This style of literature opposed the dominance of
scientific thinking and defied the hostility of society to any art that was not useful or did not
teach moral values. It was from the movement of Aestheticism and Decadence that the
phrase art for art's sake emerged. A well-known author of the English Aestheticism and
Decadence movement is Oscar Wilde.

• 1901-1914: The Edwardian Period

- is named for King Edward VII and spans the time from Queen Victoria's death (1901) to the
beginning of World War I (1914).
- During this time, the British Empire was at its height and the wealthy lived lives of
materialistic luxury. However, four fifths of the English population lived in squalor. The writings
of the Edwardian Period reflect and comment on these social conditions.
- writers such as George Bernard Shaw and H.G. Wells attacked social injustice and the
selfishness of the upper classes.
- Other writers of the time include William Butler Yeats, Joseph Conrad, Rudyard Kipling,
Henry James, and E.M. Forster

• 1910-1936: The Georgian Period

- refers to the period of British Literature that is named for the reign of George V (1910-36).
Many writers of the Edwardian Period continued to write during the Georgian Period.
- This era also produced a group of poets known as the Georgian poets. These writers, now
regarded as minor poets, were published in four anthologies entitled Georgian Poetry,
published by Edward Marsh between 1912 and 1922.
- Georgian poetry tends to focus on rural subject matter and is traditional in technique and
form.

• 1914-1945: The Modern Period

- literature written since the beginning of World War I in 1914
- The authors of the Modern Period have experimented with subject matter, form, and style
and have produced achievements in all literary genres. Poets of the period include Yeats, T.S.
Eliot, Dylan Thomas, and Seamus Heaney. Novelists include James Joyce, D.H. Lawrence,
and Virginia Woolf. Dramatists include Noel Coward and Samuel Beckett.
 • 1945-present: Postmodern Period
- Following World War II (1939-1945), the Postmodern Period of English Literature
developed. Post modernism blends literary genres and styles and attempts to break free of
modernist forms.

Periods of American Literature:

• 1607-1776: Colonial Period
- spans the time between the founding of the first settlement at Jamestown to the outbreak of
the Revolution.
- writings centered on religious, practical, or historical themes
- most influential writers include John Winthrop, Cotton Mather, Benjamin Franklin, and
Anne Bradstreet.

• 1765-1790: The Revolutionary Age

- some of the greatest documents of American history were authored
- In 1776, Thomas Paine authored Common Sense and Thomas Jefferson wrote The
Declaration of Independence.
- In 1781, The Articles of Confederation were ratified.
- Between 1787 and 1788, Alexander Hamilton, James Madison, and John Jay wrote The
Federalist Papers
- The Constitution of the United States was drafted and in 1789 it was ratified.

• 1775-1828: The Early National Period

- saw the beginnings of literature that could be truly identified as "American".
- writers of this new American literature wrote in the English style, but the settings, themes,
and characters were authentically American
- most recognized writers of this time are Washington Irving, James Fenimore Cooper,
and Edgar Allan Poe

• 1828-1865: The Romantic Period (Also known as: The American Renaissance or The
Age of Transcendentalism)
- writers of this period produced works of originality and excellence that helped shape the
ideas, ideals, and literary aims of many American writers
- Writers of the American Romantic Period include Ralph Waldo Emerson, Henry David
Thoreau, Edgar Allan Poe, Herman Melville, Nathaniel Hawthorne, Harriet Beecher
Stowe, Henry Wadsworth Longfellow, Emily Dickinson, and Walt Whitman

• 1865-1900: The Realistic Period

- The major form of literature produced in this era was realistic fiction
- realistic fiction focuses on the ordinary and commonplace
- major writers of the Realistic Period include Mark Twain, Henry James, Bret Harte, and
Kate Chopin.

• 1900-1914: The Naturalistic Period

- Naturalism claims to give an even more accurate depiction of life than realism.
- Naturalistic writings try to present subjects with scientific objectivity. . These writings are
often frank, crude, and tragic.
- Stephen Crane, Jack London, and Theodore Dreiser are the most studied American
Naturalists.

• 1914-1939: American Modernist Period

- Like their British counterparts, the American Modernists experimented with subject matter,
form, and style and produced achievements in all literary genres.
 - Some well-known American Modernist Poets include Robert Frost, William Carlos
Williams, Edna St. Vincent Millay, and E.E. Cummings.
- American Modernist Prose Writers are Edith Wharton, Sinclair Lewis, and Willa Cather

• 1920s: Jazz Age, Harlem Renaissance

- F. Scott Fitzgerald is considered a writer of The Jazz Age
- Langston Hughes and W.E.B. DuBois writers of The Harlem Renaissance

• 1920s, 1930s: The "Lost Generation"

- Gertrude Stein, T.S. Eliot, Ezra Pound, and Ernest Hemingway writers of The Lost
Generation
- The Great Depression marked the end of the American Modernist Period, and writers such
as William Faulkner, John Steinbeck, and Eugene O'Neill dealt with the social and political
issues of the time in their literary works.

• 1939-present: The Contemporary Period

- This period includes an abundance of important American literary figures spanning from
World War II into the New Millennium. These writers include, but are not limited to, Eudora
Welty, John Updike, Kurt Vonnegut, Sylvia Plath, Arthur Miller, Tennessee Williams,
Ralph Ellison, Gwendolyn Brooks, Zora Neal Hurston, Alice Walker, Toni Morrison, and
Maya Angelou.

• 1950s: Beat Writers

- a vigorous anti-establishment, and anti-traditional literary movement emerged
- main writers of this movement, Allen Ginsberg and Jack Kerouac, are called Beat Writers

• 1960s, 1970s: Counterculture

- Much writing of the 1960s and 1970s, referred to as Counterculture Writing, continued the
literary ideals of the Beat Movement, but in a more extreme and fevered manner.

Literature And Its Importance

WHAT IS LITERATURE?
✓ Can be defined as pieces of writing that are valued as work of art especially novels, plays, and
poems (Oxford dictionary)
✓ The body of written works of a language, period, or culture.
✓ Imaginative or creative writing, especially of recognized artistic value: Literature must be an
analysis of experience and a synthesis of the findings into a unity" (Rebecca West).
✓ The art or occupation of a literary writer.

IMPORTANCE OF LITERATURE
✓ Literature improves command of language.
✓ It teaches about the life, cultures, and experiences of other people.
✓ It gives you information about other parts of the world.
✓ It entertains you and provides useful occupation in your free time.
✓ It helps you compare your experiences with the experiences of people or characters that you read.
✓ It gives you useful information to other subjects like history and social studies.
The Seven Ages of Man
The Author: William Shakespeare

• was an English poet and playwright who is considered one of the greatest writers to ever use the
English language
• also, the most famous playwright in the world, with his plays being translated over 50 languages
and performed across the globe for audiences of all ages
• Known colloquially as "The Bard" or "The Bard of Avon”
• was also an actor and the creator of the Globe Theatre, a historical theatre, and company that is
visited by hundreds of thousands of tourists every year
• wrote 154 sonnets and 37 plays
• born in Stratford-upon-Avon, England, in April 1564. The exact date of his birth is not recorded,
but it is most often celebrated around the world on 23 April. Shakespeare’s baptism is recorded in
the Parish Register at Holy Trinity Church, Stratford-upon-Avon on Wednesday 26 April 1564.
• son of John Shakespeare, an alderman, and Mary Arden, the daughter of the family's landlord and
a well-respected farmer.
• married Anne Hathaway on November 28, 1582. Hathaway gave birth to the couple's first child
six months later, a daughter named Susanna, with twins, named Hamnet and Judith, following two
years later in 1585.
• died on April 23, 1616, and was buried at the Holy Trinity Church in Stratford two days later, with
a curse written on his tombstone to ward of those who would disturb his bones. He was 52 years
old at the time of his death.

➢ “Good friend for Jesus’ sake forbear,

To dig the dust enclosed here.
Blessed be the man that spares these stones,
And cursed be he that moves my bones.”
- Written in Shakespeare’s tombstone

WORKS OF SHAKESPEARE
COMEDIES TRAGEDIES HISTORIES SONNETS

• All's Well That Ends • Antony and • Henry IV, Part I • Sonnet 1
Well Cleopatra • Henry IV, Part II • Sonnet 130
• As You Like It • Coriolanus • Henry V • Sonnet 17
• Comedy of Errors • Cymbeline • Henry VI, Part I • Sonnet 116
• Love's Labour's • Hamlet • Henry VI, Part II • Sonnet 129
Lost • Julius Caesar • Henry VI, Part III • Sonnet 55
• Measure for • King Lear • Henry VIII • Sonnet 18
Measure • Macbeth • King John • Sonnet 59
• Merchant of Venice • Othello • Pericles • Sonnet 60
• Merry Wives of • Romeo and Juliet • Richard II • Sonnet 65
Windsor • Timon of Athens • Richard III
• Midsummer Night's • Titus Andronicus
Dream • Troilus and
• Much Ado about Cressida
Nothing
• Taming of the Shrew
• Tempest
• Twelfth Night
• Two Gentlemen of
Verona
• Winter's Tale
Unlocking of Unfamiliar Words
1. Mewling - (especially of a baby) cry feebly or querulously; whimper.
2. Puking - vomit
3. Satchel - a bag carried on the shoulder by a long strap and typically closed by a flap
4. Woeful - characterized by, expressive of, or causing sorrow or misery
5. Pantaloon – a thin, foolish old man
6. Oblivion - the state of being unaware or unconscious of what is happening
7. Sans - without

Reading Text
All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms.
Then, the whining school-boy with his satchel
And shining morning face, creeping like a snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then, a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden, and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then, the justice,
In fair round belly, with a good capon lined,
With eyes severe, and beard of formal cut,
Full of wise saws, and modern instances,
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.’
Sound Devices in Poetry (End Rhyme, Internal Rhyme, and Onomatopoeia)

Poetry
✓ from the Greek poiesis, a "making" or "creating “
✓ is a form of literary art in which language is used for its aesthetic and evocative qualities in
addition to, or in lieu of, its ostensible meaning. Poetry may be written independently, as discrete
poems, or may occur in conjunction with other arts, as in poetic drama, hymns or lyrics.

Sound Devices
✓ resources used by poets to convey and reinforce the meaning or experience of poetry through the
skillful use of sound.

Rhyme
✓ The basic definition of rhyme is two words that sound alike. Rhyme helps to unify a poem; it also
repeats a sound that links one concept to another, thus helping to determine the structure of a
poem.

Some additional key details about rhyme:

✓ Rhyme is used in poetry, as well as in songwriting, not just because it's pleasant to hear, but
because the repetition of sounds (especially when it's consistent) lends a sense of rhythm and
order to the language.
✓ Contrary to what many people think, words don't have to share perfectly identical sounds in order
to qualify as a type of rhyme. Many words that share similar sounds—including some words that
only share a single letter.
✓ Poems that use rhymes at the end of each line often do so according to a repeating, predetermined
pattern called a rhyme scheme.

Rhyme according to their placement within lines:

✓ End Rhyme - is any rhyme that occurs at the end of a line of verse, in the final word or syllables.
This is by far the most common type of rhyme used in poetry.

Examples:
1. “Roses are red, violets are blue,
Sugar is sweet, and so are you.”

2. “The ladies men admire, I’ve heard,

Would shudder at a wicked word.”

NOTE: The words highlighted in green are end rhymes.

Some additional key details about end rhymes:

✓ End rhyme is so common and noticeable in poetry that some people may not know that other types
of rhyme (such as internal rhyme) even exist!
✓ End rhyme does not require that two subsequent lines rhyme with each other. Rather, it just
requires that rhymes occur in some pattern in the last word of some number of lines of poetry. A
poem that alternates rhymes in the last word of every other line is still using end-rhyme.
✓ Another term for end rhyme is "tail rhyme" or "terminal rhyme."

Identify the end rhymes!

✓ Because I could not stop for Death –

He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
- Dickinson’s Because I Could Not Stop for Death
 ✓ On the fifteenth of May, in the jungle of Nool,
In the heat of the day, in the cool of the pool,
He was splashing... enjoying the jungle's great joys...
When Horton the elephant heard a small noise.
- Dr. Seuss’s Horton Hears a Who

✓ These days, I haven't been sleepin'

Stayin' up playin' back myself leavin'
When your birthday passed and I didn't call
Then I think about summer, all the beautiful times
I watched you laughin' from the passenger's side
And realized I loved you in the fall
- Taylor Swift’s Back to December

✓ Internal Rhyme - is rhyme that occurs in the middle of lines of poetry, instead of at the ends of
lines. A single line of poetry can contain internal rhyme (with multiple words in the same line
rhyming), or the rhyming words can occur across multiple lines.

Examples:
✓ I drove myself to the lake and dove into the water (internal rhymes in a single line)
✓ I drove myself to the lake
and dove into the water. (internal rhymes across multiple lines)

Some additional key details about internal rhyme:

✓ Internal rhymes are defined by the position of the rhyme within the line of poetry. The
placement of rhymes in the middle of lines is what distinguishes internal rhymes from end
rhymes.
✓ Internal rhyme is also sometimes referred to as "middle rhyme."
✓ Internal rhymes can appear in any type of poetry, regardless of whether the poem has a
strict rhyme scheme or meter.

Identify the internal rhymes!

✓ Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore—
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”
- Edgar Allan Poe’s The Raven

✓ Double, double toil and trouble;

Fire burn, and caldron bubble.
Scale of dragon; tooth of wolf;
Witches' mummy; maw and gulf...
- Shakespeare’s Macbeth

✓ Hey Jude, don't make it bad

Take a sad song and make it better
Remember to let her into your heart
Then you can start to make it better
- The Beatles’ Hey Jude
 ✓ Onomatopoeia - is a sound device used by poets to suggest actions, movements, and meanings.

Examples:

✓ The “boom” of a firework exploding

✓ the “tick tock” of a clock
✓ the “ding dong” of a doorbell

Some additional key details about onomatopoeia:

✓ Onomatopoeia can use real words, made-up words, or just letters used to represent raw sounds
(as “Zzzzzz” represents someone sleeping or snoring).
✓ Advertising, branding, and slogans often use onomatopoeia: “Snap, crackle, pop.”
✓ Onomatopoeia can differ across cultures and languages, even when referring to the same sound.
A dog’s “woof” in English is a dog’s “bau” in Italian.

Identify the onomatopoeia!

✓ Be not afeard. The isle is full of noises,

Sounds, and sweet airs that give delight and hurt not.
Sometimes a thousand twangling instruments
Will hum about mine ears, and sometime voices...
-Shakespeare’s The Tempest

Classification of Verbs
VERB
✓ expresses action, an occurrence or a state of being.

Examples:
run, walk, dance, think, sing, eat, cook, jump

CLASSIFICATION or TYPE

1. Action Verbs - are words that express actions (run, think, eat) which can be either transitive or
intransitive.
- expresses either physical or mental activity

Examples:

a. Joe felt the waving strands of kelp.

b. The author wrote a book.
c. She dances gracefully.

2. Linking Verbs - are words that connect the subject to a noun or an adjective that often renames
or describes the subject. (is, are, am, was, were)

Examples:

a. Joe felt calm at the seashore.

b. He is a lawyer.
c. It seems that we will lose the game.
 3. Helping Verbs - are used before the main verb to convey additional information about the
function of the main verb. (can, may, must)

Examples:

a. I am reading Gulliver’s Travels. (am –helping verb; reading -main verb)

b. We should have been listening instead of talking. (should have been –helping verb; listening -
main verb)

c. Did she paint the house? (did –helping verb; paint –main verb)

d. You can use my old books as your reference. (can – helping verb; use – main verb)

Pop Modals
MODALS
✓ are (auxiliary) helping verbs that are usually used with another verb to express ideas such as
permission, prohibition, obligation, ability, necessity, possibility and more.

POP MODALS

A. PERMISSION
Use can or could to indicate whether someone has permission to do something or not.

✓ Can is used to say that someone is allowed to do something.

Examples:
1. You can use my new bike. (giving permission)
2. Can I be your partner? (asking permission)

✓ Could is more formal and polite than can. It is used to say that someone was allowed to do
something in the past.
✓
Examples:
1. He could borrow my cell phone.
2. She could have used my Messenger account.

✓ May is the most formal way to ask for and give permission.
Examples:
1. May I see your ID?
2. Customers may request an order receipt right after the delivery.

✓ Might
Examples:
1. He asked if he might visit you on Sunday.
2. They want to know if they might come later.

B. OBLIGATION
Use have to and must to express obligation. There is a slight difference between the way you use
them.

✓ Must expresses a strong obligation or necessity.

Examples:
1. I must submit my projects before the deadline.
2. You must finish your module on Tuesday or you will lose 90 percent of your grade.
 NOTE: Use had to to express obligation in the past.

Example: I had to pay three thousand pesos for the process of my driver’s license.

✓ Have to shows that the obligation comes from someone else, not the speaker. This is usually
referring to a rule or law.

Examples:
1. We have to wear complete uniforms when we’re in school.
2. (Student to teacher) When do we have to return the module?

NOTE: don’t have to is used to show that there is no obligation. (not compulsory)

Examples:
1. You don't have to bring anything when you visit me.
2. They don't have to join us.

✓ Should suggests personal obligation. Weaker than “must”.

Examples:
1. We should patronize Philippine products.
2. Locals should guide tourists in their area.

C. PROHIBITION
Use can't and mustn't to show that something is prohibited. (not allowed)

✓ Can't (cannot) is used to say that they do NOT have permission.

Examples:
1. We can't wear caps in class.
2. They can't enter the area for coronavirus patients.

✓ Mustn't/Must not
Use must not to talk about what is not permitted. It is common on public signs and notices
informing people of rules and laws.

Examples:
1. Visitors mustn’t go around the prohibited area in the hospital.
2. Personal belongings must not be left unattended.

Use mustn't particularly when the prohibition comes from the speaker.

Examples:
1. (Parent to child) You mustn't say things like that to someone older than you.
2. (Teacher to student) You mustn't be absent tomorrow.

✓ May not is the formal way to prohibit something.

Examples:
1. She may not enter the supermarket without quarantine pass.
2. Senior citizens may not go out unless necessary.
Conditional Sentences
Conditional sentences tell a possible situation in which the circumstance mentioned in the main clause may
happen or occur if the conditions mentioned in the if-clause are met. They may begin with a main clause
followed by the if-clause.

Types of Conditional Sentences

A. First Conditional Sentence (Future)
- is a structure you use when you want to talk about possibilities in the present or in the future.
- Is used to refer to the present or future where the situation is real
- Refers to a possible condition and its probable result

Structure:
If-clause = if +simple present tense of the verb + comma
Main clause = subject + will/shall/can/may + base verb

Example Explanation
If it is sunny tomorrow, I will go out for a walk.
It is possible that it will be sunny tomorrow. If
this happens, I will go out for a walk.
I will be very thankful if you come to my It is possible that you will attend my wedding. If
wedding. this happens, I will be very thankful.

**Please take note that if you put the main clause first, then you don’t need the comma.

Here are more examples of sentences using Type 1 conditional.

a. If you feed macadamia nuts to dogs, they will die.

b. If you mix the colors blue and yellow, you will produce green.
c. Gwen shall cut her hair if you ask her to.

B. Second Conditional Sentence (Past /Unreal)

-talks about a particular condition in the future and the possible result of this condition. However,
there is an unreal possibility that this condition will happen.
- Is used to refer to a time that is now or anytime, and a situation that is unreal
- Refers to a hypothetical condition and its probable result

Structure:
If-clause = if +simple past tense of the verb + comma
Main clause = subject + would/should/could/might + base verb

Example Explanation
If I won the Bb. Pilipinas title, I would treat all It is possible that I would treat all my friends on
my friends. the condition that I will win the Bb. Pilipinas
title.
I could be sick if I didn’t take care of myself. It is possible that I could be sick if I will not take
care of myself.

Look at these other examples of sentences using Type 2 conditional.

a. If you added the numbers 1 to 100 continuously, you would get a total of 5 050.
b. If you avoided too much of the sweet stuff, you would lose more weight.
c. She could learn French if she went to France earlier.
 C. Third Conditional Sentence (For No Possibility)
- talks about a condition in the past that did not happen. That is why there is no possibility for this
condition. The third conditional is also like a dream, but with no possibility of the dream coming
true.
- Is used to refer to a time that is in the past, and a situation that is contrary to reality
- Refers to an unreal past condition and its probable past result

Structure:
If-clause = if + had + past participle of the verb + comma
Main clause = subject + would have/should have/could have/might have + past participle of the verb

Example Explanation
If I had won the Bb. Pilipinas title, I would have It is possible that I would treat all my friends on
treated all my friends. the condition that I will win the Bb. Pilipinas
title.
I would have saved more money if I had It is possible that I could be sick if I will not take
controlled my spending. care of myself.

Here are other examples of sentences using Type 3 conditional.

a. If I had known that M&M’s chocolates stand for Mars & Murrie, I would have told you right away.
b. If we had bought face masks earlier, we would not have spent too much.
c. I should have uploaded more videos if I had created a TikTok account.

Oral Language Fluency

Communication

• The root of the word communication in Latin is communicare which means to share or to make
common.
• Is defined as the process of understanding and sharing meaning (Pearson & Nelson, 2000)
• An act of conveying meanings from one entity or group to another through the use of mutually
understood signs, symbols, and semiotic rules. (Wikipedia)

Types of Communication
• Verbal communication is the use of words to share messages with other people. The term spoken
or oral communication is also used to describe face-to-face conversations or communicating
through distance delivery mode such as telephone calls, radio broadcasts or television shows.
However, written works like books, e-mails, journals, letters, and newspapers, for instance, are also
considered as examples of verbal communication because words are used to convey the message of
the writers.

• Nonverbal communication is the transmission of feelings and attitude that add impression in
order to convey intended messages without words. They are sent thru nonverbal ways such as eye
contact, facial expressions, gestures, posture, and distance. It is common knowledge that how we
deliver our thoughts is as important as what we actually say them.
Communicative Styles
According to Martin Joos, a linguist and German professor, communicative or speech style is a form
of language that the speaker uses which is characterized by degree or level of formality. He identified the
styles in five classes or types. These are frozen, formal, consultative, casual, and intimate.
Communicative Styles Definition/Description Examples
• Poems
The format is ceremonial, unchanging,
• Plays
and may even be ancient in nature. The
• Declamations
Frozen language used is highly established. The
• Laws
speaker does not need responses or
• Vows
reactions from the listeners.
• pledge
The sentence structures are well-
organized and include technical • speeches, such as SONA,
Formal vocabulary. The speaker is welcome address,
straightforward in communicating announcements
information.
The style involves spontaneous speech. It • group discussion, e.g., in
is characterized as semi-formal. The school, business or
Consultative conversation is a two-way process, where companies;
the speaker considers the remark or • patient- doctor
observation of the audience. conversation
The conversation takes place between
• phone calls
friends or among group of people who
• letters to friends
are familiar with each other. The style is
Casual • chats
informal because it has interval and
• emails
allows the use of slang in daily
• blogs
conversation.
• conversation between
Nonverbal messages are shared among
couples
people who have known each other a
• conversation between
Intimate long time and have common experiences.
close friends
It is private in nature may include self-
• sharing secrets
talk.
• close family reunion talks

Adverbs
Adverbs - are words used to modify a verb, an adjective, or another adverb.

Types of Adverbs

• Adverbs of manner are used to tell the way in which something happens. They mainly modify verbs
and are formed by adding –ly to their equivalent adjectives. However, there are adverbs of manner
which do not end in –ly such as fast, hard, straight, and well.
Example:
“What number are you calling, Madam?” the operator asked patiently.
 • Adverbs of degree modify verbs, adjectives or other adverbs by showing their intensity or extent.
Some examples are almost, completely, enough, extremely, just, nearly, quite, completely, too, very.

Example:
After repacking the relief goods, the volunteer worker was exhausted completely.

• Adverbs of place tell where something happens such as above, everywhere, here, nowhere, and
there. They modify verbs in the sentence.
Example:
People have started to work from home almost everywhere.

• Adverbs of time identify when the verb took place. Examples of these are: now, nowadays,
yesterday, monthly, and lately.
Example:
The new normal nowadays is staying at home, wearing a mask, and observing social distancing.

• Adverbs of frequency explain how often the verb occurs. They are placed right before the main
verb in the sentence that they modify. For example, usually, never, oftentimes, repeatedly, and
constantly.
Example:
The Department of Health constantly reminds the public that washing of hands is best way to prevent
contagion due to the virus.