ENGLISH 8-First Quarter LAS

8
English
Quarter 1 – Week 1.1
Determining the Meaning of Words
and Expressions that Reflect the Local
Culture by Noting Context Clues
on Definition
English – Grade 8
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 1: Determining the Meaning of Words and Expressions that
Reflect the Local Culture by Noting Context Clues.
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 exemplar 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.
Development and Quality Assurance Teams

Writer: Senen B. Martinez, Jr.
Illustrator: Patrice Nicole D. Villaluz
Layout Artist: Redel A. Mangin
Language Editor: Jonna S. Acma
Content Evaluator: Merjorie G. Dalagan
Layout Evaluator: Argie D. Pingol
Management Team: Felisa B. Batistil
Marizel J. Villaluz
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Rationale
Project PPE (Portfolio Predicated on Exemplar) is a backup contingency response of

the Schools Division of Surigao del Sur for learning delivery and learning resource
which parallel to the on-going endeavors of the higher offices in the Department. It is
the utilization of a lesson exemplar that is streamlined in a teacher-and-learner-friendly
format to cater to the new classroom setup in light of the COVID-19 health crisis. This
exemplar will be paired with a self-contained and self-instructional portfolio.
The portfolio is a deliberate collection of works that highlights a learner’s effort that
would enable him/her to see his/her growth and achievement, ability to reflect on
his/her own work and ability to establish goals for future learning.
Introductory Message
For the teacher:

Welcome to the English- Grade 8-Quarter 1 Exemplar on Determining the Meaning of
Words and Expressions that Reflect the Local Culture by Noting Context Clues!
This exemplar was collaboratively designed, developed and reviewed by educators

from different schools in the Division to assist you in helping the learners meet the
standards anchored on Most Essential Learning Competencies (MELC) set by the
Department while overcoming the constraints in schooling brought by the COVID-19
pandemic.
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.
As a teacher, you are expected to orient the learners on how to use this exemplar in
the fit modality. You also need to keep track of the learners' progress while allowing
them to manage their own learning through portfolio assessment.
For the learner:
Welcome to the English- Grade 8-Quarter 1 Exemplar on Determining the Meaning of

Words and Expressions that Reflect the Local Culture by Noting Context Clues!
This exemplar was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner, either
at home or in school. To help you with this, this exemplar comes with a Weekly Portfolio
Assessment. Your teacher will provide you with a template and you will be given a
privilege to organize the portfolio in your own creative way.
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This exemplar has the following parts and corresponding icons:
This will give you an idea of the competencies you

What I Need to Know
are expected to learn in the module and the
objectives you are expected to realize.
This part includes an activity that aims to check

What I Know
what you already know about the lesson to take.
This section provides a brief discussion of the

What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides activities which will help you

What I Can Do (1,2 & 3)
transfer your new knowledge or skill into real life
situations or concerns.
This task aims to evaluate your level of mastery in

What I Have Learned
achieving the learning objectives.
Answer Key This contains answers to all activities in the module.
This contains instructions about recording your

Portfolio Goal Setting
positive, realistic goals before going through this
exemplar.
This contains instructions about completing the

Portfolio Completion -Your
Growth Clue! components of the portfolio. This also includes a
rubric to guide you of how your portfolio will be
assessed.
At the end of this module you will also find:
References This is a list of all resources used in developing this

exemplar.
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General reminders in using this exemplar:
1. Use the exemplar with care. Do not put unnecessary mark/s on any part of the
exemplar. Use a separate sheet of paper in answering the activities and tasks.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and checking your answers.
4. Finish the task at hand before proceeding to the next.
5. Return this exemplar to your teacher or facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this exemplar, do not
hesitate to consult your teacher, parents, siblings or anybody knowledgeable and
older than you at home. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant competencies.
You can do it!
What I Need to Know
In this exemplar, you will be acquainted with determining the meaning of

words and expressions that reflect the local culture by noting context clues through
definition or explanation. The scope of this exemplar enables you to use it in many
different learning situations. The activities are arranged to follow the standard
sequence of the course.
Most Essential Learning Competency:
Determine the meaning of words and expressions that reflect the local culture by
noting context clues.
EN8V-If-6
Sub-competency:
Determine the meaning of words and expressions that reflect the local culture by
noting context clues on definition.
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Objectives:
After going through this exemplar, you are expected to:
A. Knowledge:
 define context clue;

 identify the part or parts of a text that pose as context clue on
definition;
 determine the meaning of word or expression based on the context
clues used in the text.
B. Skill:
 create a word map to identify the context clues in a given text.
C. Attitude:
 appreciate the way of life, the arts, traditions, culture of the people
of the province of Surigao del Sur by describing them with
appropriate words based on the context clue given.
Using the Portfolio Assessment Template provided by your teacher along with
this exemplar, accomplish now your weekly goal setting. Refer to the objectives
above. Think of positive and realistic goals that you can considerably achieve with
this exemplar. List them as your plans. Remember: Do not proceed with this exemplar
unless you have accomplished your goal setting.
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What I Know
Activity 1: Read the cartoon illustration below. Answer the questions that follow.
Meet Mark – a grade 8 learner like you. He is making his assignment at

home. Can you help him with his problem?
You have to respect the mores of other ethnic groups the way you want
your own customs, culture, traditions and behaviors respected.
Mores???
What does it
mean?
Should I ask
Mom? But I
don’t want to
bother her.
What
shall I do?
1. Have you been in the same situation?

_________________________________________________________________________.
2. If yes, what did you did you do to solve the problem? Write the solutions that
you took.
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.
3. Can you give Mark some tips or advice on how to solve his problem?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
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Activity 2: Choose the letter of the best answer.
1. Do you agree with this statement?

“The only way to find the meaning of an unfamiliar or unusual word is
by looking it up in the dictionary “.
A. Yes
B. No
C. Maybe
D. all the time
2. It refers to the hints or clues to the meaning of a word.
A. Antonym
B. Context clues
C. Definition
D. Synonym
3. It is the statement of the exact meaning of the word, especially

in a dictionary.
A. Definition
B. Discussion
C. Example
D. Explanation
For questions 4 and 5, pick out the letter of the word with the closest meaning to the
underlined word in the sentence.
4. You don’t have to compel people to stay at home if they don’t

want to. They will stay at home willingly if they want to.
A. Bribe
B. Force
C. Smile
D. Test
5. Covid19 virus is rampant that spread worldwide in a short period

of time and killed thousands of people every day.
A. Controlled
B. Famous
C. Lucky
D. Uncontrolled
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What is It
 When was the last time you came across an unfamiliar word while reading? What
did you do to understand it? Did you use a dictionary? Or ask anybody what it
meant? Or just maybe you just figured it out on your own. How?
 What if I told you that you can find the meaning of a certain
word without the aid of a dictionary? Or anyone for that
matter!
 You can do that by using context clues. You will be able to determine the meaning
of words and expressions by noting context clues.
What is Context Clue?
 A context clue is a hint or hints that a writer gives to help you

define a difficult, unfamiliar or unusual word. The clue may
appear within the same sentence as the word to which it refers,
or it may follow in a preceding sentence.
 It is an information that appears near a word or phrase and

offers direct or indirect suggestions about its meaning.
There are four (4) common types of context clues –
1. Context clue by definition;
2. Context clue by synonyms ;
3. Context clue by antonyms;
4. Context clue by example.
NOW REMEMBER!
In this lesson, we will focus only the first type of context clue which is the
context clue on definition.
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So what is context clue by definition?
1. Context Clue by Definition - this is the type of context clue

where the meaning of a particular word is stated or
defined right in the sentence or in the text.
Let us inspect the following sentence.
1. The patient is always somnolent , she feels sleepy all the time that the doctor
gave her medication to keep her awake during the day.
Guide Questions:
1. What word in the sentence is unfamiliar to you?

2. Did you find the find the word somnolent difficult to understand?
3. Let us inspect the word using the table below and see if we can determine its
meaning without the aid of a dictionary.
(1)
What is the encircled somnolent
word?
 How is the patient described?

(2) Answer: The patient is described as ’always
Let us formulate somnolent’.
some questions and
see if these questions  Being always somnolent, how does she feel?
can help us Answer: She feels sleepy all the time.
determine the
meaning of the word  What did the doctor give her?
somnolent Answer: The doctor gave her a medication to keep
her awake during the day.
 Now let us list down some of your answers.

- She feels sleepy all the time.
- The doctor gave her medication to keep her
awake during the day.
 All these statements give you a hint or hints on what

the meaning of somnolent might be. These are what
you call CONTEXT CLUES.
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(3)  From the statements above, what could be the
From the answers to meaning of the word ‘somnolent’?
the questions, what
do you think is the  You are right , somnolent means SLEEPY or DROWSY
meaning of the word
somnolent?  Now, there is one group of words or context clue
which helped you the most in figuring out the
meaning of somnolent. Which line was it?
 You are right the line ‘she feels sleepy all the time’.
 This line defines the word somnolent.
 This is what you call context clue by definition.
2. On Friday, our science class visited the arboretum, a garden dedicated

to the exhibition of trees and plants.
(1)
What is the encircled arboretum
word?
 What type of class visited the arboretum?

Answer: a science class.
(2)  What kind of a place is arboretum?

Let us formulate Answer: a garden
some questions and
see if these questions  What particular things can be found in the
can help us arboretum?
determine the Answer: trees and plants.
meaning of the word
arboretum  Words or group of words like science class, a
garden, trees and plants are called context clues.
 They give you a hint or hints on what the meaning of

arboretum might be. These are what you call
CONTEXT CLUES.
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 From the statements above, what could be the
(3) meaning of the word ‘arboretum’?
From the answers to
the questions, what ANSWER:
do you think is the
meaning of the word A place where trees, and herbaceous plants are
arboretum? cultivated for scientific and educational purposes.
 Does the context clue define the word?

Answer: Yes, the context clue defines it. It also adds
descriptions to the word.
In the examples above, you realized that the meaning of the words are already in
the sentence. You just need to inspect and look closely to be able to find them.
Clearly, it proves to us that indeed Context Clue by Definition is a type of context

clue where the meaning of a particular word is already stated, explained or defined
right in the sentence.
HOW DO YOU SPOT THE CONTEXT CLUE BY DEFINITION?
 It is very easy to spot the context clue by definition.
 Clues to definition include “that is” , “which means” , “in other words”, “which
is” , “defined as” , commas, dashes, and parentheses. We call them words
and punctuations which signal context clues.
Examples:
1. His emaciation, that is, his skeleton-like appearance, was frightening to see.
- “Skeleton-like appearance” is the definition of “emaciation.”

- It immediately follows “that is”. The expression “that is” signals the context
clue.
2. Fluoroscopy, examination with a fluoroscope, has become a common

practice.
- The commas before and after “examination with a fluoroscope” point out
the definition of “fluoroscopy.” The commas signal the context clue.
3. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales.
- The dashes setting off “a short-stemmed clay pipe” point out the definition
of “dudeen.”
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Here are more sentences? See how you are able to spot the connect clue.
1. The manager wanted a weekly inspection, which is a methodical

examination of all the equipment.
2. The dates are listed in chronological order; they start at the beginning and
end with the last event.
3. The doctor's writing was utterly illegible; those writings cannot be read.
4. She heard the cry of the banshee, a spirit that alludes to the death of a
family member.
5. He knew his future was precarious, it is not secure and likely to fall apart.
Context clue that defines Context Clue Signal

Word the word
The signal is the comma ( ,).

The context clue follows the
a methodical examination of comma.
1. inspection
all the equipment.
Another signal is the
expression “which is”
The signal is the semi colon
start at the beginning and ( ; ).
2. chronological The context clue follows the
end with the last event.
semi colon.

those writings cannot be The context clue follows the
3. illegible
read. comma.

a spirit that alludes to the The context clue follows the
4. banshee
death of a family member. comma.

not secure and likely to fall The context clue follows
5. precarious
apart the comma.
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Let us continue by confirm your learning so far by answering the following questions.
You may write your answers to these questions in your journal or reflection notebook
to form part of your portfolio.
1. Did you realize that when confronted with an unfamiliar word, you can
decode or give the correct meaning of the word without any help from the
dictionary or from anyone? (answers may vary)
2. What did you do to find or decode the meaning of the words? (answers
may vary.)
LET US FURTHER STUDY THIS!
From the article ‘Meet the Kamayo People of Surigao del Sur”
By ethnic Group Philippines
March 16, 2019
1. Most of the areas of Hinatuan and Bislig are home to the ethnic group called
Kamayo, who are believed to be the descendants or the family line that comes
as sons and daughters after the elders or ancestors of the Manobos and the
Mandayas.
2. The CARAGA region has an estimated population of more than half a million
indigenous peoples who are the earliest or native inhabitants of the place.
From the article ‘Surigao del Sur’s Festival of Festivals Kicks off in Tandag”
By Erwin M. MascariÑas, Gold Star Daily
June 18, 2019
3. The Ka’ Liga Tu Sur will highlight the different festivals, tourist destinations and
the rich cultural diversity or the uniqueness and differences of the way of life
and traditions among different groups of people in the province of Surigao del
Sur.
From the article ‘Traditional All Saints Day Practices in Tandag, Surigao del Sur’
By Alex Tabloclaon,
4. Before the prayers would start, the head of the family would assign the
various readers, and he would give us each a copy of the libretto, a small
book of prayers and songs, that he had personally typed (with a
typewriter!) years ago.
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5. Once it would get dark, somebody would light a fire just in front of the
mausoleum, a structure like a house built as a place to keep the coffin of
the dead. Using fresh grass creates a lot of smoke. Every member of the
family then steps over the fire, even babies and small children are helped
to do so.
Word / Expression Context clue that defines the word
the family line that comes as sons , daughters after the

1. descendants
elders or ancestors
The earliest or native inhabitants of a place or piece of

2. indigenous
land
the uniqueness and differences of the way of life and
3. cultural diversity
traditions among different groups of people
4. libretto a small book of prayers and songs
a structure like a house built as a place to keep the

5. mausoleum
coffin of the dead
Remember Mark and his problem? What was the word? Can you go back to
that part of this material on page 6?
You have to
respect the
mores of Mores means
other ethnic
the customs,
groups the
culture,
way you
. traditions
want your
own customs, and
culture, behaviors of
traditions and a particular
behaviors group of
respected. people.
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What I Can Do 1
Activity 1
Directions: Read sentences below. Complete the table that follows by writing the
underlined words in column 1 and the context clues in column 2.
Hinatuan Enchanted River
1. The Hinatuan Enchanted River in Mindanao is flawless; a perfect and spotless

salt river that flows into the Pacific Ocean.
2. The river attracts visitors from around the world who want to experience its
pristine and beautiful waters – unspoiled, clean and fresh as new – that locals
have long thought of to be miraculous.
3. Its moniker, a name or label, “Enchanted River”, came from a poem by

Modesto Farolan.
4. In fact, no one is sure exactly where the saltwater emanates from, although
the prevailing theory says it originates from an underground cave system.
5. Whatever the explanation, the clean waters are a natural wonder that has
beguiling powers as it enchants anyone who saw it in mysterious ways.
Column 1 Column 2
Word Context clues which define the word
1.
2.
3.
4.
5.
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Activity 2:
Directions: Pick out the letter with the best or closest meaning to the underlined
words.
1. Flawless
A. Accurate
B. Ideal
C. Perfect
D. Pure
2. Pristine
A. Intact
B. Old
C. Unused
D. Preserved in such a way that it retains its original condition.
3. Moniker
A. A name
B. An alias
C. A new name
D. An old name
4. Emanates
A. Arises
B. Comes from
C. Flows
D. Derives
5. Beguiling
A. Enchanting
B. Entertaining
C. Absorbing
D. Engaging
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What I Can Do 2
Let’s create a word map!
Activity 1: Create a word map on context clues:
On the top box, write the underlined word. Then on boxes below, write the
CONTEXT CLUES or the words/group of words that help you draw out the
meaning of the word in the inner circle. Then answer the questions that follow.
EXAMPLE:
The river attracts visitors from around the world who want to experience its
pristine and beautiful waters – unspoiled to behold , clean to the sight and
fresh as new to the senses – that locals have long thought of to be miraculous.
Pristine
Unspoiled to behold Fresh as new water to

Clean to the sight
the senses
1. What is the best or closest meaning to the word pristine?

A. Old
B. Intact
C. Unused
D. Preserved in such a way that it retains its original condition.
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1. In 2016, the Sirong festival of the historic town of Cantilan was
resurrected. It was brought back after being absent for four years. It is
restored to commemorate the town’s history of Christian heroism.
(SUNSTAR Philippines, July 29, 2020. Rediscovering Culture and Tradition in Cantilan’s Sirong Festival.
Erwin M. Mascarinas. Originally published August 19, 2016).
The word resurrected means ___________.

A. Forgotten
B. Invented
C. Maintained
D. Restored and brought back
2. The festival is a way of remembering that colorful part of Cantilan’s history

where the marauders, a band raiders or group undesirable people who
roamed around to steal or forcefully take things away from the inhabitants,
are depicted to have been driven out by the power the Blessed Mother of
the catholic church.
(SUNSTAR Philippines, July 29, 2020. Rediscovering Culture and Tradition in Cantilan’s Sirong Festival.
Erwin M. Mascarinas. Originally published August 19, 2016). ).
The word marauders means _________.

A. Persons who punish criminals.
B. Persons who donate money for a good cause.
C. A group doing or engaging in criminal activities.
D. Persons recruiting young people to join in criminal activities.
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3. The hallmark of the presentation by the festival participants is the theme of
the apparition or the remarkable and miraculous appearance of the Blessed
Virgin Mary to the local inhabitants. This is considered to be a divine act of
the holy being to reveal a message to the faithful.
(SUNSTAR Philippines, July 29, 2020. Rediscovering culture and tradition in Cantilan’s Sirong Festival.
Erwin M. Mascarinas. Originally published August 19, 2016)
The word apparition means ________.

A. The arrival of God to earth.
B. The manifestation of God’s love.
C. The fulfilment of true of a promise by God.
D. The appearance or visitation of a divine being to humans.
4. Kamina is a girl from the Manobo tribe. When her family decided to move to
the city they found a need to acculturate. They need to adjust to their new
environment and adapt to a new way of life. They even realized that they
need to learn and imitate how the city people conduct their day to day
routines.
What is the best or closest meaning to the word acculturate?

A. To convert to another religion.
B. To teach other people about the one’s own culture and traditions.
C. To teach other people about the one’s own culture and traditions.
D. To blend, copy and adapt to the environment, traits and social
behaviors of another group.
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5. The Kamayo ethnic group is a population of small group of people with the
same beliefs, culture and traditions, inhabiting the province of Surigao del Sur
on the eastern coast of Mindanao.
What is the best or closest meaning to the expression ethnic group?

A. A small group of people who share the same livelihood.
B. A small group of people who are in conflict with each other.
C. A small group of tribal people who have relocated to the city.
D. A small group of native people inhabiting a common ancestral land and
sharing the same way of life.
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What I Can Do 3
Activity 1
Here are some images which depicts the arts, traditions, culture or the way of
life of the people of the province of Surigao del Sur. Pick out some words or
expressions which best describes or interprets each picture.
Directions. Complete the sentence by filling in the blanks. Take note of the
part/parts of the sentence which helped you made your choice.
1. The Sirong Festival is an ethnic Mardi Gras Parade. The festivity is a major highlight
during the annual town fiesta in honor of the Immaculate Conception of the
Virgin Mary. Hence, this celebrates and takes pride of the ____________and
________________ of the townspeople.
A. Health and vigor

B. Peace and quite
C. Faith and religiousness
D. Love of peace and freedom
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2. Hinatuan’s signature Festival of Lights and Sights dubbed as Sigahay Ganahay
Festival has been a tradition of the municipality, where trees around Public Plaza,
Children’s Park and Rizal Park are decorated and lighted to bring ___________and
___________ to the holiday season
A. Cheers and joys

B. Dances and songs
C. Families and guests
D. Parties and merriments
3. The province of Surigao del Sur is blessed by nature. Its waters are teeming with
marine life. To ensure our sustainable future, we must _____________ and
________________ our healthy marine or water system.
A. Clean and disinfect

B. Protect and preserve
C. Praise and compliment
D. Promote and advertise
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4. Aside from its wealth of natural resources, the province of Surigao del Sur can
boast of delightful structures and monuments like the historic cannon at Cantilan
Park. This one historical ________________ and _________________ the province has
to offer.
A. Background and setting

B. Scenery and surrounding
C. Environment and landscape
D. Attraction and piece of interest
5. The century-old Churches of San Agustin in the town of Hinatuan and the San
Nicolas de Tolentino Cathedral in Tandag were able to stand the damaging
effects of time. These _____________ and ____________ structures are wonders to
behold.
A. Big and solid

B. New and colorful
C. Shining and bright
D. Old and magnificent
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What I Have Learned
Directions: Read the questions carefully. Write the letter of the correct answer.
1. What is a context clue?
A. It is learning how to read

B. It is asking your teacher of the meaning of an unfamiliar word.
C. It is a hint that a good reader uses to find the meaning of an
unfamiliar word.
D. It is the action of using the dictionary to look up the meaning of
an unfamiliar word
2. When you are reading and come to an unfamiliar or unusual word, what
should you do first?
A. Look for clues in the text.

B. Skip it and keep reading.
C. Look it up in the dictionary
D. Ask someone of its meaning.
3. When people contravene – disobey or violate a law in the Philippines - they

can expect to be arrested by the police.
What does the word contravene mean?

A. Break the law
B. Follow the law
C. Read the law
D. Recite the law
4. I ambled through the park taking my time watching the little children playing
at the slides.
What does the word ambled mean?

A. Walk fast
B. Walk hurriedly
C. Walk in a zigzag manner
D. Walk or move at a slow or relaxed way
5. The news about an old lady positive with corona virus was a fabrication. Now
the man spreading the rumor and false information is in big trouble.
What does the word fabrication mean?

A. Intervention
B. Lie
C. Story
D. Truth
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6. Police officers often must interrogate witnesses, that is, the officers must
interview their witnesses and try to get truthful answers.
A. Ask permission
B. Ask questions
C. Examine
D. Quiz
7. Taylor was very conspicuous in his bright red shirt and yellow pants – he is
very noticeable and attracts too much attention.
A. Clearly visible
B. Difficult to see
C. Observable
D. Very attractive
8. The ancient Chinese used the abacus, a device with movable beads that
can be used as a calculator.
A. A new wooden device

B. A new mathematical gadget
C. A computer made from China
D. An equipment for computing that belong to the olden days
9. I wonder if the fruit was edible, or fit to be eaten.
A. Delicious food
B. Nutritious food
C. An expensive food
D. A food that is safe to eat.
10. Kathy was looking for a strong but light material to use for making her water
jugs. Unfortunately, all she found are porous materials – they are all leaky and
cannot hold the water in
A porous material is one that ________.

A. Protects you in pouring rain
B. Allows liquids to flow through it
C. Is necessary for making water jugs
D. Is good for holding things that you pour.
11. I am going to rescind the permission I gave you to use my computer!” T. J.

announced angrily. “I am reversing and taking back my permission because
you don’t know how to take care of things”
What does the word rescind mean?

A. Cancel
B. Celebrate
C. Continue
D. Repeat
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12. Which of the following may signal a context clue by definition?
A. A comma ( , )
B. A period ( . )
C. The word ‘because’
D. The expression ‘for this reason’
13. Which of the following best describes the context clue by definition?
A. The context clue by definition provides illustrations of the new

word to suggest its meaning.
B. The context clue by definition spells out the meaning of a
particular word in a direct manner.
C. The context clue by definition gives information about the
unfamiliar word to suggest its meaning
D. The context clue by definition uses a word or phrase with similar
meaning to suggest the meaning of a particular word.
14. Which of the following statement is true?
A. A sentence never contains a context clue.

B. A sentence always contains a context clue.
C. A sentence sometimes contains a context clue.
D. A sentence is not complete without a context clue.
15. Which of the following statements is true?
A. A context clues is always just one word.

B. A context clue always defines a word.
C. Context clues are very difficult to recognize because there are
no signals that point to them.
D. Usually, but not always, a context clue by definition follows the
unfamiliar word and comes after a comma or a dash.
26
Portfolio Completion – Your Growth Clue!
You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your efforts
here enables you to see and reflect on your growth and achievement and
your ability to establish goals just to learn. Upon completion of your portfolio,
please be guided of the rubric below.
Rubric for Portfolio Assessment
LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are
10
ability nor level of are positive and are positive and attainable and growth-
development. realistic. realistic oriented
2. Test Self Shows little Shows adequate Shows good Shows very good and
Evaluation evidence of evidence of evidence of clear evidence of
reflection and self- reflection and self- reflection and self- reflection and self- 10
assessment. assessment. assessment. assessment with
documentation.
3. The Scientist in Provides little Provides adequate Provides good Provides clear
Me evidence of growth evidences of performance or evidence of
and achievement. growth and general performance or
10
achievement. improvement in continued
achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
5. Chemistry Watch Links most of the Links a number of Links analysis to the Links analysis to the
analysis to the analysis to the lessons properly. lessons completely.
10
lessons lessons slightly.
inadequately.
6. “A…Ganu’n Pala Explains the Explains the Explains the Explains the
‘yon” misconception and misconception and misconception and misconception and
10
the concept the concept the concept the concept aptly.
inadequately. somewhat. adequately.
7. Chemistry Indicates little Indicates adequate Indicates clear Indicates distinct
Connection evidence of evidence of evidence of evidence of
10
(optional) creativity/analytical creativity/analytical creativity/analytical creativity/analytical
work. work. work. work.
[1-2] [3] [4] [5]
8. Overall Submits some of Submits most of Presents all items in Presents thorough,
Presentation the items in a the items. Portfolio a chronological clear and complete
disorganized form. is well presented. form. Portfolio is items. Portfolio is neat 5
Portfolio looks well organized. and elegant.
slapdash.
9. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
5
Submission. days). days). days).
Total 80
29
References
This is a list of all sources used in developing this exemplar.
https://en.wikipedia.org/wiki/Category:Culture_of_Surigao_del_Sur
https://www.dictionary.com/e/context-clues/
https://www.mdc.edu/kendall/collegeprep/documents2/context%20cluesrev8192.pdf
https://courses.lumenlearning.com/vccs-enf102-17fa/chapter/text-context-clues/
https://examples.yourdictionary.com/examples-of-context-clues.html
https://www.k12reader.com/subject/reading-skills/context-clues/
https://www.sunstar.com.ph/article/92959/Local-News/Rediscovering-culture-and-tradition-in-
Cantilans-Sirong-Festival-
https://www.atlasobscura.com/places/hinatuan-enchanted-river
http://www.ethnicgroupsphilippines.com/2019/03/16/meet-the-kamayo-people-of-surigao-del-sur/
https://www.vigattintourism.com/tourism/articles/Milestone-of-Surigao-Del-Sur
https://www.solitarywanderer.com/traditional-all-saints-day-practices-in-tandag-surigao-del-sur/
30
8
English
Quarter 1 – Week 1.2
Determining the Meaning of Words
and Expressions that Reflect the Local
Culture by Noting Context Clues
on Synonyms and Antonyms

What I Need to Know

What I Know

What is It
This section provides activities which will help you

transfer your new knowledge or skill into real life
situations or concerns.

What I Have Learned
This contains instructions about recording your

exemplar.
This contains instructions about completing the

Growth Clue! components of the portfolio. This also includes a
assessed.
References This is a list of all resources used in developing

this exemplar.
3
You can do it!
What I Need to Know
In this exemplar, you will be acquainted with determining the meaning of words
and expressions that reflect the local culture by noting context clues through
definition or explanation. The scope of this exemplar enables you to use it in many
different learning situations. The activities are arranged to follow the standard
sequence of the course.
Determine the meaning of words and expressions that reflect the local culture
by noting context clues. EN8V-If-6
Sub-competency:
by noting context clues on synonyms and antonyms.
4
Objectives:
A. Knowledge:
 Define context clues by synonyms and antonyms;

 Identify the part or parts of a text that pose as context clues by
synonym and antonym;
 Determine the meaning of word or expression based on the
context clues used in the text.
B. Skill:
 Supply the sentences with the appropriate synonym and antonym

context to complete and establish its meaning ; and
C. Attitude:
 Appreciate the rich architectural heritage of the Province of

Surigao del Sur by describing them with appropriate words based on
the context clue given.
5
What I Know
ACTIVITY 1:
1. Which of the following does not belong to the group?

A. Boiling
B. Chilly
C. Cold
D. Icy
2. Which is not a positive or ideal trait?

A. Dishonesty
B. Honesty
C. Impoliteness
D. Reliability
3. Which of the following pair of words are antonyms?

A. Agree : Consent
B. Eternal : Mortal
C. Enormous : Huge
D. Old : Ancient
4. Which of the following pair of words are synonyms?

A. Abroad : Overseas
B. Add : Subtract
C. Guilty : Innocent
D. Insult : Compliment
5. Which of the following words is associated to white.

A. Clean
B. Danger
C. Death
D. Hate
6
What is It
INTRODUCTORY ACTIVITY:
Before we formally go to the main lesson, read the following sentences.
1. I’m furious with him.

2. It was the first time I saw my sister ecstatic.
3. I could see that she was reluctant.
4. She is a covetous person.
5. Don’t be skittish.
Can you tell the meaning of the underlined words above? Maybe you know the
meaning of one or two but not all of them. Or maybe, just maybe, not one is familiar
at all.
Are there parts in the sentences which help you determine the meaning of the words?
No, there are none.
What if we will place an emoticon beside each sentence to represent the underlined
word? Take some time to figure it out.
1. I’m furious with him.
2. It was the first time I saw my sister ecstatic.
3. I could see that she was reluctant.
5. Don’t be skittish.
7
Let us then put a word beside the emoticon. What did you notice?
The word which describes the feeling shown by the emoticon also means exactly the
same as the underlined word.
1. I’m furious with him. angry
2. It was the first time I saw my sister ecstatic. excited
3. I could see that she was reluctant. unsure

envious
5. Don’t be skittish. shy
By now you are able to determine the meaning of the underlined word with the help
the emoticons and by the words describing the emoticons.
Now look at the underlined words and the encircled words.
Furious = angry Ecstatic = excited Reluctant = unsure
Covetous = envious Skittish = shy
The encircled word means exactly the same as the underlined word. And the
underlined word means exactly the same as the encircled word. They are equivalent
or similar words.
The emoticons, therefore, were like context clues which helped you figure out the
meaning of the underlined words?
8
But what if there are no EMOTICONS to help you? Would you still be able to
figure out the meaning of an unfamiliar or difficult words?
Yes , you can!

. And you will be taught how to do
that through this exemplar.
LESSON PROPER:
In your previous lesson, you have learned the following about Context Clues:
 Context clues are hints that the author gives to help define a difficult or
unusual word;
 The clue may appear within the same sentence as the word to which it
refers, or it may follow in a preceding sentence;
 It is an information that appears near a word or phrase and offers direct or
indirect suggestions about its meaning.
You have also learned that there are common types of context clues namely:
1. Context clues by definition;
2. Context clues by synonyms;

3. Context clues by antonyms; and
4. Context clues by example.
In this exemplar, you will be learning more about Context Clues. However, you
must always remember that this exemplar will focus specifically on the Context
Clues by Synonyms and Antonyms.
9
WHAT ARE SYNONYMS
Synonyms are two or more words having the same or nearly the same meaning as
the other or others.
Here are some examples:
 laugh - giggle
 destroyed - ruined
 confusing - puzzling
 fix - repair
WHAT IS CONTEXT CLUE BY SYNONYM?
KEY POINT #1
Context Clue by Synonyms
This is the type of context clue where the author uses a word that means the same,
nearly the same or similar to the unfamiliar word in the same or in the preceding
sentence.
Now, let us inspect the following sentence.
1. The plan was kept clandestine. No one knew about the plan for it was
kept a tight secret.
Guide Questions:
2. Did you find the word clandestine difficult to understand?
10
(1)
What is the encircled clandestine
word?
 How was the plan described?

Answer: The plan was describes as
(2) “clandestine”
Let us formulate some
questions and see if  Did anyone know about the plan?
these questions can Answer: No, no one knew about the plan.
help us determine the
meaning of the word  Why didn’t anyone know about the plan?
clandestine Answer: Because it was kept a tight secret.
 Very good.
 Now can you see two words that says something

about the plan?
Answer: There are two words that say something
about the plan – clandestine and secret.
The plan was clandestine.

The plan was kept a tight secret.
(3)  You are right! The words clandestine and secret

From the answers to both describe or say something the plan.
the questions, what
do you think is the  Now, can you see the word which means the
meaning of the word same as clandestine?
clandestine? Answer: The word which means the same as
clandestine is secret.
 You are right. The meaning of clandestine is

secret. Just as the meaning of secret is
clandestine.
 They are similar words. Hence, we call them

SYNONYMS.
11
Let us have another sentence.
2. Having a mentor is helpful when you are beginning a new job. An adviser
that is both wise and experienced can greatly assist your career.
(1)
What is the encircled mentor
word?
(2)  What can a mentor do?

Let us formulate some Answer: A mentor can help in you knew job.
questions and see if
these questions can  What can an adviser do?
help us determine the Answer: An adviser can assist in your career.
meaning of the word
 Is there a difference between what a mentor and what
mentor
an adviser can do?
Answer: No, there is no difference on what they can do.
(3)  Since there is no difference between what an adviser

From the answers to and a mentor can do then they are similar.
the questions, what  A mentor is an adviser. An adviser is a mentor.
do you think is the
meaning of the word  We call mentor and adviser SYNONYMS.
mentor?
KEY POINT #2
PAUSE and THINK
1. In the context clue by synonym , the unfamiliar word and the context word
are synonymous with each other or have the same meaning;
2. In this type of context clue, the context word itself is the meaning of the
unfamiliar word.
Here is an illustration of Key Point 2
1. The plan was kept clandestine. No one knew about the plan for it was kept
a tight secret.
2. Having a mentor is helpful when you are beginning a new job. An adviser
that is both wise and experienced can greatly assist your career.
Synonym Context Meaning of the Unfamiliar
Unfamiliar Word
Clue Word Word
clandestine kept a secret secret
An adviser that is both
mentor adviser
wise and experienced
12
Understanding the general idea of the sentence and inspecting the words and
expressions surrounding the unfamiliar word will help you figure out its meaning.
But not only that, more help is available! There are other parts in the sentence which
will further help you locate the context clue by synonym.
HOW DO YOU SPOT THE CONTEXT CLUE BY SYNONYM?
It is very easy to spot context clue by synonyms because there are punctuations or
words that are used to signal their presence.
WORDS & PUNCTUATIONS THAT SIGNAL THE

TYPE OF CONTEXT CLUE
PRESENCE OF SYNONYM CONTEXT CLUE
 Synonym Commas (,), Semicolon (;), Dashes (-),
Parenthesis ( )
Some signal words used are: the, or, that is, or in
other words.
Examples of Synonym Context Clue with signals
1. After seeing the picture of the starving children during this pandemic, we felt
compassion or pity for their suffering.
- “pity” is the synonym of “compassion”

- It follows the signal word “or”.
2. The monster’s face was hideous – scary to look at.
- The dashes before the word “scary” point out the synonym of the word
hideous.
- The punctuation signal used is a dash (-).
TRY TO APPLY WHAT YOU HAVE LEARNED THROUGH THIS EXERCISE:
Directions:
a. Identify the context clues by synonym.

b. Identify the context clue signals; and
c. Determine the meaning of the underlined words.
1. He was the most hapless person Laura had ever known. In other words, he had
been very unlucky.
2. “Spot” was an apt name for the dog - a fitting name because he had brown
spots on his fur.
3. The bird’s indigo feathers are so pretty to look at. The feathers’ deep blue color
shine in the dark.
13
Context Clue Context clues by Meaning of the
Unfamiliar Word
Signal synonym Unfamiliar Word
1. hapless In other words unlucky unlucky
2. apt - (dash) fitting fitting
3. indigo The feathers’ deep blue deep
 In the above sentences, the meaning of hapless is unlucky, the meaning of apt
is fitting, and the meaning of indigo is deep blue.
 Did you realize that the meaning of the unfamiliar word is already in the same
or preceding sentence? (answer may vary)
It can be gleaned from the examples above that the similar meanings of
the unfamiliar words are already in the text. You just need to study and
examine the sentences to be able to decode the meaning of the
unfamiliar words.
Indeed, by using synonym context clue, you are able to find the similar
meaning of the unfamiliar word in the same or in the preceding sentence.
YOU ARE DONE WITH CONTET CLUE BY SYNONYM.

LET US NOW GO TO THE NEXT –
THE CONTEXT CLUE BY ANTONYMN.
WHAT ARE ANTONYMS?
Antonyms are two or more words having opposite or contrasting meanings as

the other or others.
Here are some examples:
 hide - show
 tall - short
 right - wrong
 attack - defend
14
WHAT IS CONTEXT CLUE BY ANTONYM?
KEY POINT #3
Context Clue by Antonym
This is the type of context clue where the author uses a word or phrase that means
the opposite of an unfamiliar word in the same or in the preceding sentence.
Now, let us see how the definition of the antonym applies to the sentence that follows.
1. Unlike his indolent bother Donald, Keith is a very hardworking young man
who spends most of his time at the farm.
(1)
What is the encircled indolent
word?
 Who are mentioned in the sentence?

Answer: Donald and Keith.
 How are they described?

Answer: Donald is described as indolent while
Keith is described as hardworking.
 Being hardworking, where does Keith spend

most of his time?
(2) Answer: Keith spends most of his time at the
Let us formulate some farm.
questions and see if
these questions can  What do you think Keith does at the farm?
help us determine the Answer: I think he does a lot of work at the farm.
meaning of the word
indolent  What is your basis for saying Keith does a lot of
work at the farm?
Answer: The sentence says he is very
hardworking. Meaning he works hard.
 Very good! Now, is Keith’s the same as his

brother Donald?
Answer: No, Keith is not the same as his brother
Donald.
15
 Is there a particular word in the sentence which
tells you that Donald is not the same as his
brother?
Answer: Yes, the word ‘UNLIKE’. It says unlike his
indolent brother Donald.
 How is Keith Described again?

Answer: Keith is described as hardworking?
 What about Donald, how is he described?

Answer: Donald is described as indolent.
(3)  So from your answers above, are the words

From the answers to hardworking and indolent similar in meaning?
the questions, what Answer: No they do not have similar meanings?
do you think is the
meaning of the word  In that case, are they synonyms or antonyms?
indolent? Answer: ANTONYMS.
 Why are they antonyms?

Answer: Hardworking and Indolent are
antonyms because they have opposite or
contrasting meanings.
 So, if hardworking is the opposite of indolent,

what could be the meaning of indolent?
Answer: The meaning of indolent is lazy.
 Very good. Hardworking is the antonym of

indolent. Therefore the meaning of INDOLENT is
LAZY. You are able to figure it out because of
the word hardworking.
KEY POINT #4
PAUSE and THINK
1. In determining the meaning of an unfamiliar word using the context clue by

antonym, the context clue word (which is an antonym to the unfamiliar
word) is not really the meaning of the unfamiliar word. It is only a clue to
the meaning of the word;
2. The opposite meaning of the context clue word is the real meaning of the
unfamiliar word.
16
Here is an illustration of Key Point 4
Unfamiliar Word Antonym Context Meaning of the Unfamiliar

Clue Word Word
hardworking lazy
indolent (hardworking is not the (Lazy , which is the
meaning of Indolent) opposite of Hardworking ,
is the meaning of Indolent
Here are other examples:
1. Our sweltering summer days were quickly replaced by the cold flashes of fall.
2. Marty is gregarious, unlike his brother who is quiet and shy.
3. Some think that rules are unimportant, but they are vital when playing
a game.
Context Clue Word Meaning of the Unfamiliar Word

Unfamiliar Word /
(Antonym of the (which is the opposite word of the
expression
Unfamiliar word) context clue )
sweltering summer days Cold flashes of fall hot days
gregarious quiet and shy outgoing and friendly
vital unimportant important
HOW DO YOU SPOT THE CONTEXT CLUE BY ANTONYM?
It is very easy to spot context clue by antonym because there are punctuations or
words that are used to signal the presence of the context clue by synonym.
WORDS & PUNCTUATIONS THAT SIGNAL THE

TYPE OF CONTEXT CLUE
PRESENCE OF SYNONYM CONTEXT CLUE
 Antonym
But, however, although, otherwise, unless,
instead of, on the contrary, on the other hand,
while and unlike.
17
TRY TO APPLY WHAT YOU HAVE LEARNED THROUGH THIS EXERCISE:
Directions:
A. Identify the context clues by antonym.

B. Identify the context clue signals; and
C. Determine the meaning of the underlined words.
1. Unlike my last employee who had integrity to spare, you have nothing more
than duplicity and will not receive recommendation from me for another job.
2. The class completed the easy grammar test in thirty minutes, but the arduous
math test took the entire class period.
3. Robin’s pet parrot was so loquacious, contrary to Jack’s pet who said very
little.
Unfamiliar Word / Word that Context Clue Meaning of the

expression signals Word Unfamiliar Word
context clue (Antonym of the (which is the opposite
by antonym Unfamiliar word) word of the context clue)
duplicity unlike integrity dishonesty
arduous but easy difficult

loquacious contrary said very little talkative
 Have you realized that the meanings of the unfamiliar words are already in
the same or preceding sentence? (answer may vary)
Notice that sometimes, similar and opposite meanings of the

unfamiliar word are already in the context. Again, you just need
to study and examine the sentences to be able to decode the
meaning of the unfamiliar words.
18
What I Can Do 1
ACTIVITY 1.
DIRECTIONS: Read each sentence carefully. Complete the table that follows by
writing the underlined words in column 1, the context clues signal in
column 2, the context clue words and expressions in column 3, and the
type of context clue in column 4.
1. Surigao Del Sur is filled with astounding or amazing tourist spots.
2. The Enchanted River of Hinatuan in the province of Surigao del Sur possesses
such an innate beauty - a natural charm that is very delightful to the senses.
3. The river has beguiled many tourists. It seems to have charmed them to want
to come back for more.
4. The young girl was very aloof. However, she sometimes seemed sociable
and approachable.
5. My twin cousins puzzle me a lot - Mia is very antagonistic while Mae is very
agreeable and pleasant.
Column 1 Column 2 Column 3 Column 4

Word Context Clue signal Context Clue words Type of Context
or expressions Clue
1.
2.
3.
4.
5.
19
What I Can Do 2
ACTIVITY 1 Building Blocks of Words
DIRECTIONS: Read each sentence carefully and supply it with the appropriate
Synonym or Antonym Context Clue words from the word pool to make
the sentences complete and clear. Choose the letter of the correct
answer.
Then Fill in the blocks with the correct information:
 Top Block : Write the underlined word

 Middle Block : Write the word antonym or synonym
 Bottom Block: The meaning of the word taken from the word pool.
Word Pool
* under the earth’s surface
* financial loss
* large
* obstacle
* salty
1. Beneath the crystalline waters of the Enchanted River, there is a subterranean

or __________________ cave.
Is a/an ________________ for
which means ______________________
20
2. The prevailing theory states that this brackish or _______________ water comes
from an underground cave system.
Is a/an ________________ for
which means __________________
3. Linda is such a rich woman. However, she always gives a paltry sum to the
charity although she could afford to share a _______ amount of donation.
Is a/an ________________ for
4. Investments in the stock market can be lucrative. On the other hand, they can
also result in great _________________.
Is a/an ________________ for
5. Using cell phone while driving is an impediment or ________________ to safe

driving.
Is a/an ________________ for
Which means __________________
21
What I Can Do 3
ACTIVITY 1
DIRECTIONS: Read the selection below. Sentences have been culled out
from it. Choose the statement which best represent or
contextualizes the meaning of the sentence.
(SUNSTAR Philippines, Milestone of Surigao Del Sur. Jane Dacumos. Originally Published July 16, 2012).
Aside from its wealth of natural resources, the province of Surigao del Sur boasts
of century-old structures, monuments - shrine, and churches to satisfy the discerning
taste of history and culture buffs. The 175-year old Church of San Agustin in the town
of Hinatuan, the San Nicolas de Tolentino Cathedral in Tandag, the municipal halls,
and town plazas backed up by rich and colorful stories of how these edifices or
building structures were able to stand despite the ravages (disaster) of time. These are
just some of the cultural and historical attractions the province has to offer.
Here in the Philippines, we have a lot of good destinations during Lenten

season. In Surigao del Sur, the Stations of the Cross is indeed an ideal place to those
who want rejuvenation or renewal and reflect on how Jesus Christ sacrificed himself
to save mankind. It is a climb uphill with a chapel atop the mountain overlooking the
Pacific Ocean.
The Immaculate Conception Parish is one of the best-designed Catholic

Churches in the country, located at the heart of Cantilan. Beside it is a remnants of
an old church constructed in the 1700s in which its’ remains was converted into park.
1. The monuments could satisfy the discerning taste of the history and culture
buffs.
A. The monuments would be worth preserving for tourists.

B. The monuments should be interesting topic for conversations.
C. The shrines would be interesting objects for study by historians and
researchers.
D. The shrines would be of great interest and liking to people who
appreciate history and culture.
22
2. The 175-year old church of San Agustin in the town of Hinatuan, the San
Nicolas de Tolentino Cathedral in Tandag are witnesses to rich and colorful
stories of our history.
A. The very old religious structures used to be bright and colorful but
faded through time.
B. The very old religious structures have been painted and repainted
many times in the past.
C. The very old religious structures have been part of the lives of
different Filipino generations.
D. The very old religious structures have seen and survived many historic
events experienced many generations of Filipinos.
3. In Surigao del Sur, the Stations of the Cross is indeed an ideal place to those
who want rejuvenation of faith.
A. The stations of the Cross is a good place for fixing faith.

B. The stations of the Cross is a good place for renewing faith.
C. The stations of the cross is a good place for developing faith.
D. The stations of the Cross is a good place for establishing faith.
4. These edifices or building structures were able to stand the ravages of time.
A. The building structures remained and survived the earthquakes and

other calamities.
B. The building structures remained and stayed unchanged in spite of
the passing of more than a hundred of years.
C. The building structures remained and survived in spite of many wars
and calamities that had happened in the past.
D. The building structures remained on the same ground and were
never moved in spite of the passing of more than a hundred of years.
5. Beside the Immaculate Concepcion Parish of Cantilan are remnants of an old

church constructed in the 1700s in which its’ remains was converted into park.
A. The old park of the town was converted into a church.

B. The place where the Immaculate Conception Parish was
constructed used to be a park.
C. There used to be a park beside the place where the Immaculate
Conception Parish stands today.
D. There used to be a church beside the place where the Immaculate
Conception Parish stands today.
23
What I Have Learned
DIRECTIONS: Read the sentences below and pick out the letter with correct answer.
1. The smell from the refrigerator was very foul, but the freezer smelled fresh.
Foul means _______.

A. Smelled nice
B. Smelled bad
C. Smelled good
D. Smelled strong
2. Which statement is true about antonym context clue?
A. The antonym context clue is the real meaning of the unfamiliar word.
B. The antonym context clue and the unfamiliar word have the same meaning.
C. The opposite word of the context clue is the meaning of the unfamiliar word.
D. The antonym context clue cannot be used as a tool in figuring out the
meaning of an unfamiliar word.
3. Which pair of words may signal context clue?
A. Words and numbers

B. Words and punctuations
C. Punctuations and numbers
D. All of these
4. The cat scuttled quickly from the room. It ran quickly upon seeing the dog.
Scuttled means _______.

A. Ran fast
B. Ran slowly
C. Ran around
D. Ran a short distance
5. It is a type of context clue where in the author uses words and phrases that have
similar meanings to help the reader understand the meaning of the unfamiliar
word.
A. Antonym context clues

B. Definition context clues
C. Synonym context clues
D. Opposite meaning
24
6. The minuscule, tiny puppy had a difficult time walking up the large staircases.
Minuscule means _______.

A. big
B. large
C. little
D. short
7. Which of the following follows the correct steps in determining meaning through
context clue.
I. Make an educated guess on the meaning of the word utilizing your

knowledge on context clue.
II. Read the sentence thoroughly.
III. Locate the context clue with the help of the context signal.
IV. Analyze how all the words and expressions contribute to the general idea of
the sentence.
A. I - II - III - IV
B. II - III - IV - I
C. II – IV - III – I
D. IV - II - III - I
8. It is a type of context clue where the author uses words and phrases that have
opposite meanings to help the r reader understand the meaning of the unfamiliar
word.
A. Antonym context clues

B. Definition context clues
C. Synonym context clues
D. Opposite meaning
9. Which statement is true about synonym context clue?
A. The synonym context clue is the direct meaning of the unfamiliar word.
B. The synonym context clue is the opposite meaning of the unfamiliar word.
C. The synonym context clue and the unfamiliar word have different
meanings.
D. The synonym context clue cannot be used to determine the meaning of
the unfamiliar word
10. The man was sent to the penitentiary. He will stay in prison for ten long years.
Penitentiary is _______.
A. A place for criminals.

B. A place for policemen.
C. A place for street children.
D. A place for factory workers.
25
11. The events for the conference were listed in chronological order. They began in
order with the first event of the day and ended with the closing ceremonies in the
evening.
Which pair of words pose as context clues by antonym?

A. began : ended
B. order : closing
C. first : order
D. events : evening
12. The book of logic contained many conundrums or mind exercising puzzles.
Conundrums and puzzles are ________.

A. Antonyms
B. Synonyms
C. Definitions
D. Opposite ords
13. In spite of eating too much, the dog remained tall and thin. It is still as lanky as it
was before.
Which statement is true?

A. The dog eats a lot.
B. The dog eats little.
C. The dog is tall and thin.
D. The dog is old.
14. I meandered through the woods so I got home very late.
Meandered means _______.

A. To take an indirect path
B. To take a straight path
C. To take the wrong path
D. To take the right path
15. Shane was filled with mortification - a feeling of great shame because of her
careless remark.
Mortification means _______.

A. happiness
B. embarrassment
C. joy
D. honor
26
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
28
References
This is a list of all sources used in developing this exemplar.
https:?//resources.readingvine.com/what -are-the-different-types-of-context-
clues/
https://www.cpp.edu/ramp/program-material/context-clues.shtml
Prentice Hall Writing and Grammar Communication in Action Gold Level pg.
789
https://www.warrencountryschools.org/userfiles/1593/Context%20multiple%20
choice%20exercise.pdf
https://rappler.com/life-and-style/travel/enchanted-river-hinatuan-surigao-
del-sur-facts
https://atlasobscura.com/places/hinatuan-enchanted-river
Introductory Activity for What It Is. Original design by Senen B. Martinez, Jr.
Hinatuan National Comprehensive High School, Hinatuan, Surigao del Sur.
29
English
First Quarter – Week 1.3
Determining the Meaning of Words and
Expressions that Reflect the Local Culture
by Noting Context Clues on Example

What I Need to Know

What I Know

What is It
This section provides an activities which will help

you transfer your new knowledge or skill into real
life situations or concerns.

What I Have Learned
This contain instructions about recording your

exemplar.
This contain instructions about completing the

components of the portfolio. This also includes a
Growth Clue!
assessed.
References This is a list of all sources used in

developing this exemplar.
3
You can do it!
What I Need to Know
and expressions that reflect the local culture by noting clues. The scope of this
exemplar enables you to use it in many different learning situations. The activities are
arranged to follow the standard sequence of the course.

by noting context clues.
Sub-competency:
Determining the meaning of words and expressions that reflect the local culture
by noting context clues on Example.
4
Objectives:
A. Knowledge:
 identify the part or parts of a text that pose as context clue or
clues by example;
 determine the meaning of word or expression based on the
context clues used in the text.
B. Skill:
 create a word map to identify the context clues in a given text.
C. Attitude:
 manifest judiciousness and fairness by making appropriate
choices and judgments on situations that involve cultural
differences.
5
What I Know
Activity 1: Which of the following statements are true about context clues?
DIRECTIONS: Put (check) before the statement which you think is true.
Put X before the statement which you think is not true.
1. Context clues help us define unfamiliar and difficult words in a text.

2. Context clues help us to become better and perceptive readers.
3. Context clues come in handy when a dictionary or the internet is not
available for use.
4. Context clues are always present in a sentence.
5. The context is always placed at the beginning of the sentence.
Activity 2:
DIRECTIONS: Match Column A with Column B. Which Group of words in Column A

logically relates to the word in Column B.
Column A Column B
Group A
 ancient pots ,
________ 1. Bloom jewelry from the
past , tools used by
our forefathers
Group B
________ 2. Marine Product  earrings , bracelets ,
anklets
Group C
________ 3. Artifacts  Sampaguita , Rose ,
Gumamela
Group D
________ 4. Bijouterie  evening gowns,
t-shirts, pants
Group E
________ 5. Apparel
 clams, fish , crabs
Questions:
1. How did you come up with your answers? (answers may vary)
2. Did you ask for help to figure out the correct answers or did you do it all by
yourself? (answers may vary)
6
What is It
In your previous lessons you have learned about context clues and its three (3) types:
a. Context clue by definition

b. Context clue by synonym
c. Context clue by antonym
Today will continue learning how to determine the meaning of words and expressions
– especially those that reflect local culture - by noting context clues. However, this
time it will be another type of context clue – the Context Clue by Example.
Before we proceed, let me remind you

of the meaning of context clue.
What is a Context Clue?
A context clue is a hint or hints that a

writer gives to help you define a difficult
or unusual word. The clue may appear
within the same sentence as the word to
which it refers, or it may follow in a
preceding sentence.
It is an information that appears near a

word or phrase and offers direct or
indirect suggestions about its meaning.
NOW REMEMBER!
In this lesson, we will focus only the FOURTH (4 th) type of context clue
which is the context clue by EXAMPLE.
1. Context clue by definition;
2. Context clue by synonyms ;
3. Context clue by antonyms;
4. Context clue by example.
7
So what is Context Clue by Example ?
Context Clue by Example

 This is the type of context clue where the meaning of a particular
word is given by providing specific names and terms in reference to
the word.
 A type of context clue where a general term is broken into specific

terms.
Keeping in mind the above definition, let us inspect the following sentence:
1. Paula was suspended from school because of several infractions of the rules,
including smoking in the bathroom, bullying her classmates and dressing
improperly.
Guide Questions:
2. Did you find the find the word infractions difficult to understand?
(1)
What is the encircled infractions
word?
 Why was Paula suspended from school?

Answer: Paula was suspended from school because
she committed infractions.
 Infractions of what?
Answer: Infractions of the rules.
 Who do you think made the rules?
Answer: The school made the rules.
(2)
Let us formulate some  Did Paula follow the rules of the school?
questions and see if Answer: No, Paula did not follow the rules of the school.
these questions can
 Can you give examples of the things Paula did which
prove she did not follow the rules?
meaning of the word
Answer: Smoking in the bathroom, bullying her
infraction.
classmates and dressing improperly.
 The statements smoking in the bathroom, bullying her

classmates and dressing improperly are EXAMPLES of
INFRACTIONS.
8
 From the statements above, what could you conclude
as meaning of the word infraction?
(3)  You are right! The word infraction means violation of the
From the answers to law or rule or breaking of the law or rule.
the questions, what
do you think is the  You are able to arrive at the right answer because the
meaning of the word sentence provided examples of actions of Paula which
infraction? show infractions of the breaking or the violating of the
rules of the school.
Let us have another illustration with the next sentence.
2. Celestial bodies, such as the sun, moon, and stars, are governed by predictable
laws.
(1)
What is the encircled Celestial bodies
word?
(2)  What are examples of Celestial Bodies?
Let us formulate some Answer: The sun, moon and stars are examples of
questions and see if celestial bodies.
these questions can
help us determine the  Why do you say they are examples of celestial bodies?
meaning of the word Answer: Because of the expression “such as”. The
celestial bodies. expression “such as” also mean “for example”.
(3)  From the statements above, what could be the meaning
From the answers to of celestial bodies?
the questions, what
do you think is the  You are right! Celestial bodies mean objects that can be
meaning of celestial found in the outer space. They are also called heavenly
bodies? bodies.
3. I knew Mark’s ailurophobia was in full force because he began trembling and
stuttering when he saw my cat, Ludwig, sneak out from under the bed.
(1)
What is the encircled ailurophobia
word?
 What did Mark see?
Answer: Mark saw the cat.
(2)
Let us formulate some  What happened to Mark when he saw the cat?
questions and see if Answer: Mark began trembling and stuttering when saw
these questions can the cat.
meaning of the word  So how did the cat make him feel?
ailurophobia Answer: The cat made him feel so afraid. He was very
afraid that he trembled and stuttered.
9
(3)
From the answers to  From the statements above, what could be the meaning
the questions, what of ailurophobia?
do you think is the
meaning of  You are right! Ailurophobia means fear of cats.
ailurophobia?
HOW DO YOU SPOT OR RECOGNIZE THE CONTEXT CLUE BY EXAMPLE?
 It is very easy to spot the context clue by example.
 Most context clues by example follow the expressions example, for example,
for instance, including, such as, specifically, like and to illustrate among others.
These words signal the presence context clues by example.
These signals will help you locate or spot context clues by

example. When you are able to find the context clues by
example, you are able to figure out the specifics of the
unfamiliar word. When you are able to figure out the specifics
of the unfamiliar word, you are able to figure out its meaning!
Here are example of sentences containing signals that alert you to the presence
of context clue by example:
1. Object such as candles, flashlights, and lamps can illuminate the room.
2. Biomes on Earth include the plants and animals in the grasslands, the plants
and animals in the deserts, and the plants and animals in the rain forests.
3. Animals from the equine group, like horses and zebras, are hoofed mammals.
4. Vicissitudes, such as a change of circumstances in life, reversal of good

fortune, and the unfolding of unfortunate events in life, can change a person
forever.
5. Thespians, in the persons of Sharon Cuneta, John Lloyd Cruz, and Judy Ann
Santos, appeared in award winning movies and television shows.
10
Focus your attention to the table below and see how the parts of the above
sentences are broken down and distributed properly in the columns.
(2) (3) (4)

(1) Context Context clue that Meaning of the
Unfamiliar Words Clue provide examples or unfamiliar words listed
Signals specifics to the word down in column 1
candles, flashlights,
1. Illuminate such as to light up
and lamps
the plants and
animals in the A biome is an area of the
grassland, the plants planet that can be
2. Biomes include and animals in the classified according to
deserts, the plants the plants and animals
and animals in the that live in it.
rain forest
Resembling to or relating
3. Equine Like Horses and zebras
to a horse or the horse
family.
A change of
circumstances in life, A change of
reversal of good circumstances or fortune,
4. Vicissitudes such as
fortune , unfolding of typically one that is
unfortunate events in unwelcome or
life unpleasant
Sharon Cuneta, John An actor or actress
in the especially relating to
5. Thespians Lloyd , Judy Ann
persons of drama or theater
Santos
11
What I Can Do 1
Activity 1
DIRECTIONS: Read the sentences carefully. On the table below, write the
underlined words in column 1 and the context clues by example in
column 2.
1. Delicacies like Patatas de Galletas of Hinatuan and Tikod Amo of Lianga are
foods that are highly desired and are not easily found in other places.
2. Marine products like crabs, shrimps and lobster are very abundant in the
province of Surigao del Sur.
3. Dialects like Kamayo, Ata Manobo and Surigaonon are spoken only in a
particular region in the province of Surigao by small groups of people.
4. There are many forms of transportations in Tandag City that can get you to
Bislig City, such as bus, vans and multi cabs.
5. Nowadays, people are posting their belongings on Facebook for bartering, like
bags in exchange of jewelry or jewelry in exchange of furniture.
Word Context clues by example
1.
2.
3.
4.
5.
Activity 2
DIRECTIONS: Refer to table which you filled-out in activity 1. Use your answers in
column 2 to help you figure out the meaning of the underlined words
below.
1. Delicacies
A. Common products found in any place.
B. Specialty products of a particular place.
C. Expensive products of a particular place.
D. Free products for tourist visiting a particular place.
12
2. Marine products
A. Sea animals
B. Sea dwellers
C. Water lilies
D. Water sports
3. Dialects
A. A language use by the whole nation.
B. A particular language spoken in the municipality.
C. A universal language spoken by the whole world.
D. A particular form of language used in specific region or social
group.
4. Transportations
A. A place for parking vehicles.
B. System for measuring distance.
C. System for moving people or things.
D. A place for passengers waiting for rides.
5. Bartering
A. To buy goods using money
B. To invest money on online shop.
C. To obtain goods without the use of money.
D. To exchange goods and services without the use of money.
What I Can Do 2
DIRECTIONS: Read the sentences that follow. On the box, write the
underlined words in. Then on the circles, write the CONTEXT
CLUES found in each sentence.
1. The restaurant’s ambience, like the calming effect of the scented candles and
sentimental sound of the old love songs floating in the air made it a perfect
place for Valentine’s Day.
What is the closest meaning of the word ambience?

A. Atmosphere
B. Climate
C. Emotion
D. Weather
13
2. The Filipino fiesta has its native roots originating from ancient rituals, such as
celebrating a bountiful harvest by thanking the gods, offering a dance to
please the gods for the gift of pregnancy, and expressing gratitude to the
creator for favors granted in the past.
Which word best means rituals?

A. Beliefs
B. Ceremonies
C. Practices
D. Traditions
3. The town of Lianga in Surigao del sur is abundant with crustaceans such as
crabs, lobsters and shrimp.
What does the word crustacean mean?

A. Marine animals with scales and fins.
B. Marine animal without scales and fins.
C. Marine animals that live in fresh water.
D. A marine animals with outer shell and have many legs.
14
4. The predominant flora that grow in the surrounding area of Tinuy-an Falls are
ferns, orchids, and vines.
What does flora mean?

A. Bamboos around the area.
B. Trees that grow around the area.
C. Grass that grow of a particular area.
D. Plants that grow on a particular area.
5. Carrie was just 8 years old, her family relocated to America. When she turned
17, her mother brought her back to the Philippines with the hope of
immersing her back to Filipino culture and traditions. To do this they let her eat
authentic Filipino food like adobo, they taught her how to do mano or say po
and opo as a way of respecting the elders and taught her Filipino folk dances
like tinikling.
The word immersing as used in the text means:

A. Forcing a person to experience the way of life of a particular
community.
B. Teaching a person how to appreciate and respect the different
cultures around.
C. Encouraging a person to learn, understand and absorb the culture of a
particular community.
D. The act of going through and absorbing the experiences, situations and
conditions of a particular group in a particular place.
15
What I Can Do 3
DIRECTIONS: Read the texts below. Each text involves a conflict that stems from
cultural difference. Choose the best option to resolve the conflict. Put a
( ) check beside the letter of your answer.
1. Malik a 16 year old boy of Muslim descent came to visit his Christian cousins one
summer. Since his arrival, Rico noticed that their aunt Merced has been preparing
halal foods which include chicken, fish and vegetable dishes with no pork, pork oil
or pork-based ingredients. Rico, complained to Aunt Merced of the special
treatment given to Rico.
What should Aunt Merced tell Rico?

A. Aunt Merced must not entertain Rico’s complain.
B. Aunt Merced must tell Rico that Malik is a visitor. It is their duty to be
hospitable and caring toward him.
C. Aunt Merced must tell Rico that she must not feel bad, after all he can also
eat what she has prepared for Rico. It is not only for Rico but for everybody
in the family.
D. Aunt Merced must tell Rico that different groups of people have different
traditions and religions. Rico’s religion prohibits him from eating pork. She
must encourage Rico to respect the beliefs of others band to embrace
differences as a sign of goodwill and respect.
According to the text Halal food means:

A. The food that Muslims avoid to eat.
B. Food that Muslims are allowed to eat.
C. The favorite food of the Muslim people
D. Any food made from pork and vegetables
2. Mika, a grade 8 student of a private school noticed that some of her Non-Catholic
classmates never join school activities conducted during Saturdays. She
complained why it is compulsory for students like her to attend while others are
excused. She found it an unfair practice for their attendances to be strictly checked
and their participations heavily monitored.
What will you tell Mika?

A. I will encourage Mika to keep on complaining. The rules must apply to
everybody.
B. I will explain to Mika that the school is right excusing students from
Saturday activities for reason of religion. Everyone has the constitutional
right to free exercise of religion. If Saturday is their worship day, then they
must be allowed to do it without discrimination.
C. I will advise Mika to post her complaints on her Facebook account to
gain support from other students.
D. I will not say anything. Everybody at school is my friend. Besides, I
don’t want the school administrators to be mad at me.
16
Compulsory as used in the text means:
A. directed to participate
B. enjoined to participate
C. obligated to participate
D. encouraged to participate
3. Maria went to see the cultural festivity of her neighboring town which is held annually
to showcase its rich cultural heritage. Being an animal right advocate , she was upset
to see that live pigs used as props during the dance-drama presentations are
literally put to death in front of the spectators to make realistic the dramatization
of early pagan rituals which include reciting mysterious incantations and calling
for the presence of spirits.
What is the best action available for Maria to take?

A. Maria must right never watch the festivity again to avoid being upset.
B. Maria must confront the organizers in the middle of the event and make
a public condemnation of the act.
C. Maria must not do anything since the act of killing the animals was done
to make the cultural presentation realistic. It was for the sake of art.
D. Maria must make a letter of request to the event organizers and inform
them of the animal welfare act which prohibits anyone from hurting,
torturing and unnecessary killing of animals. She must request them to
stop the practice to avoid legal penalties. If they do not listen then she
will report it to proper authorities.
Based on the text, early pagan rituals mean ________.

A. Ceremonies and rites held in the church.
B. Ceremonies and rites officiated by a catholic priest.
C. Thanksgiving ceremonies and rites of the Catholic Church.
D. Ceremonies and rites conducted by the early non-Catholic tribal groups.
What I Have Learned
Multiple Choice
DIRECTIONS: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It is a hint or a clue found in the sentence that helps the reader define an
unfamiliar word.
A. Antonym
B. Context clue
C. Example
D. Synonym
17
2. A type of context clue that provides specific names and details to a
general term.
A. Context clue by antonym

B. Context clue by definition
C. Context clue by example
D. Context clue by synonym
3. According to the folklore on Tinuy-an Falls, the Magdiwata Mountain

settlers were enslaved by cruel masters coming from the hinterlands of
Agusan. They were mistreated and made to do hard manual labor.
A. Forced to adapt to a new culture.

B. Forced to convert into another religion.
C. Forced to turn one’s back from his old beliefs and traditions.
D. Forced to perform extremely difficult work against one’s will.
4. The professor was a favorite among the students at the college. His sagacity as
helpful to them as they pursued their degrees. The professor was known to use
his experience, insight, and common sense to help students pursue their
education.
A. Negligence
B. Silliness
C. Thoughtlessness
D. Wisdom
5. Precipitation, such as rain and snow and drizzle, falls from the sky.
A. Water sprayed from a hose

B. Water that falls from the sky
C. Water flowing down the river.
D. Water poured from a sprinkler can.
6. Luminous objects like the sun and powerful spot lights are difficult to
look at directly. What is the word luminous mean?
A. Bright
B. Clear
C. Colorful
D. Shining
7. Beverages such as cola, juice and water could satisfy thirst.
A. Drink
B. Food
C. Refreshments
D. Sweets
18
8. When a person moved permanently to a particular community he must
acculturate , such as learning to speak the community’s language, adapt their
way of life and even adjust to their behaviors.
A. To convert to another religion
B. To teach other people about the one’s own culture and traditions.
C. To discourage oneself and other people to respect the traditions of
other groups.
D. To blend and adapt to the environment, traits and social behaviors of
another group.
9. Some of the ethnic group, such as Kamayo, Manobo and Mandaya are small
group of inhabitants with distinct culture- are living in Surigao del Sur.
A. A small group of people who share the same religion.
B. A small group of people who shared in the same house.
C. A small group of people who shared the same value of life.
D. A small group of native people who share a common cultural
background or descent.
10. Anne is considered weird for the way she looked – she walks around town on
a pair of loose rainbow-colored jeans, wears very big and thick eyeglasses and
colors her hair bright orange.
A. A very ordinary and boring character
B. A fashionable and elegant character
C. A strange and extraordinary character
D. A funny and very entertaining character
11. Which of the group of words or expressions below does not signal context clue
by example?
A. Such as
B. For example
C. For instance
D. In other word
12. Which of the following best illustrates good reading habit?

A. Consulting the dictionary every time you stumble upon an unfamiliar
word.
B. Stopping when you come across a difficult word and then move on to
the next part of the text.
C. Inspecting the words or expressions that surround the difficult word and
see how they relate to the difficult word.
D. All of these.
13. Which is the proper arrangement of the following steps in determining the
meaning of a particular word using context clues in the sentence?
I. Inspect the words that come before and after the unfamiliar word.
II. Read the sentence
III. Stop momentarily upon stumbling an unfamiliar word.
IV. Make an educated guess of the meaning of the word utilizing your
knowledge on context clues.
19
A. I-II-III-IV
B. II-III-I-IV
C. III-I-IV-II
D. IV-III-II-I
14. What is the best way to spot the context clue by example?
A. By looking for the word or group of words that signal the context clue.
B. By looking for the word or group of words that introduced the context
clue.
C. By looking for the word or group of words that describes the subject of
the sentence.
D. All of these
15. If after using context clues you could not still decide on the meaning of the
word nor establish the relationship of the word to the main idea of the text,
what is the most logical thing to do?
A. Give up. I have little time to spare.
B. I have a dictionary. It’s time to look its meaning up.
C. Ask my younger brother for help. Maybe he knows better.
D. Call my teacher on the phone. She is always ready to help.
20
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
22
References
http://www.ethnicgroupsphilippines.com/2019/03/16/meet-the-kamayo-people-of-
surigao-del-sur/
https://www.slideshare.net/JessLeMere/context-clues-powerpoint
https://www.vigattintourism.com/tourism/articles/Tinuy-An-Falls-Philippines-Little-
Niagara-Falls
https://www.edhelper.com/language/Context_Clues601.html
https://www.edhelper.com/language/Context_Clues609.html
Activity for What Can I Do 3. Original Reading Text Exercises by Senen B. Martinez, Jr.
Hinatuan National Comprehensive High School, Hinatuan, Surigao del Sur.
23
English
First Quarter – Week 3 and 4
Using Modal Verbs Appropriately

What I Need to Know

What I Know

What is It


What I Have Learned

exemplar.

Growth Clue!
assessed.

3
What I Need to Know
Use modals verbs, noun and adverbs appropriately.
Sub-competency:
Use modal verbs appropriately
Objectives:
A. Knowledge:
 Define modal verbs;
 Identify the types of modal verbs;
 Determine the uses of each type;
B. Skill:
 Use each type of modal appropriately;
 Construct sentences using modal verbs;
C. Attitude:
 Express appreciation of the message of the poem presented.
4
What I Know
DIRECTIONS: From your garden, harvest the nine auxiliary verbs and put them inside
the basket. Write your answers on a separate sheet of paper.
might
should
above
will swim
shall
run
walk may talk
can
must
could
would
5
What is It
Study the statements below and examine each of them.
Statement A Statement B
Ericka can drive a Ericka might be too
car. young to apply for
a driver’s license.
Guide questions:
 What have you noticed in statements 1 and 2?
 How do they differ in meaning?
If you are not familiar to these underlined words, don’t worry! This is what you
will be learning in this exemplar.
Read again the two statements and examine them.
Statement 1:
 Ericka can drive a car.
Statement 2:
 Ericka might be too young to apply for a driver’s license.
6
Sentences 1 and 2 have different meanings. Sentence 1 states an ability that Ericka
can drive a car. However, Sentence 2 expresses the possibility that Ericka might not
get a driver’s license due to her young age even if she can drive already.
The presence of can and might changes the meaning of the sentences. These
words are example of modal verbs.
So, what is a Modal verb?
Modal verbs
 type of auxiliary (helping) verbs that are used to express: ability,
possibility, obligation, permission, request, and advice.
 It can express attitude to what we say
To clearly understand modal verbs and their uses, examine the list with sample
sentences given below:
Use Modal Sample sentence
1. Ability Can , could Daniella can dance

gracefully.
I could run fast when I

was in sixth grade.
2. Possibility may, might, could It may rain today.
It might rain so take an

umbrella.
What? You could have

lost your umbrella.
3. Strong obligation Must You must wear a

seatbelt when you
drive.
7
4. Permission can, may, could, might May I borrow your book?
Might I asked your age?
Can I go outside?
Could I use your

bathroom please?
5. Request will, would, could Will you open the door?
Would you study with me?
Could you carry my

things?
6. Advice and Shall, should You should get a haircut.

suggestion
Shall I bake cookies?
8
What I Can Do 1
DIRECTIONS: Identify how the modal verb in Column A is used in the sentence. Look
for your answers in Column B. write your answers in a separate sheet of
paper.
COLUMN A COLUMN B
1. Renel John can write a poem very well. A. Request

2. You must follow the rules and regulations. B. Suggestion
3. I could sing high notes when I was ten. C. Obligation
4. Will you help me please? D. Permission
5. You should say sorry. E. Ability
6. You may have another cookie if you like. F. Advice
7. Would you buy me pizza? G. Possibility
8. You may take your seat.
9. This might be true.
10. Shall we start the meeting at 5pm?
What I Can Do 2
DIRECTIONS: Fill in the blank with the correct modal verb in order to complete the
sentences. Select the appropriate modal verb from the parentheses.
1. Daniel (must, can, will) speak three languages.

2. (Will, shall, could) it be true?
3. (Shall, will, may) I stay here?
4. What time (can, might, shall) we meet.
5. (can, may, will) you please slice the cake.
6. You (could, would, should) get some rest.
7. I (may, would, could) walk five kilometers when I was fourteen years old.
8. It (can, might, will) snow tomorrow.
9. (Must, Would, should) you lend me your books?
10. All person (must, would, could) stay at home during enhanced community
quarantine.
11. He (can, will, might) be accepted for the job.
12. It (would, can, could) get very cold there at night.
13. You (should, must, would) stop at the red light.
14. (Should, Shall, May) I come in?
15. (May, Could, Would) you hand me the book.
9
What I Can Do 3
DIRECTIONS: Read the poem below, please find the answers to the following
questions:
If only . . .
I should have… tied my laces

I would have… kept my boots
on
I could have… scored that
goal
I might… try harder next time

I can…take the penalty shots
I will… help my team to win
I. In a one whole sheet of paper, answer the following questions. (2

points each)
1. Explain the line, “I could have… “scored that goal”.
2. What is the function of Could ?
3. Explain the line, “I can… take the penalty shots”.
4. What is the function of can?
5. Based on the poem, what must the speaker do to win?
II. Explanation:
1. What moral can you learn from the poem? Explain briefly. (5
points)
10
What I Have Learned
DIRECTIONS: Choose among the choices the best answer to the questions. Write the
letter of the correct answer.
1. Can it be a false accusation?

A. Ask permission
B. Obligation
C. Possibility
D. Request
2. He must be on time to make a good impression.

A. Ability
B. Advice
C. Obligation
D. Request
3. Which statements are true about modal verbs

i. type of auxiliary (helping) verb
ii. expresses ability, and possibility
iii. expresses permission, request, and advice
iv. expresses ability, possibility and obligation
A. i and ii
B. i, ii, and iii
C. ii, iii, iv
D. i, iii, iv
4. If you go to China you __________ get a visa.

A. Can
B. Could
C. Must
D. Will
5. Which of the following modal verbs expresses ability?

A. Can and could
B. Can, may, and shall
C. Can, could and would
D. Will, can, and could
6. Which makes modal verbs different from other auxiliary verbs?

A. It helps enrich our language.
B. It expresses an attitude to what we say.
C. It makes our sentences more appealing to the readers.
D. It provides additional information to what you’re describing.
11
7. You should see a doctor.
A. Advice
B. Obligation
C. Possibility
D. Request
8. Which of the following modal verbs expresses request?

A. Will, can, might
B. Could, will, may
C. Shall, may, and will
D. Could, will, and would
9. They might attend the party.

A. Ability
B. Advice
C. Possibility
D. Request
10. Which of the following modal verbs expresses permission?

A. May, will, shall, and can
B. Might, shall, can, and could
C. Might, may, can, and could
D. May, would, can, and could
11. Modal verbs can change the meaning of sentences.

A. True
B. False
C. Maybe
D. Undecided
12. _________ I please have some tea?

A. Can
B. Could
C. Shall
D. Would
13. Which of the following modal verbs expresses advice or suggestion?

A. Shall and should
B. Will, shall, should
C. Will, shall, should, and could
D. Will, shall, should, and would
14. Which of the following modal verbs expresses an obligation?

A. Can and must
B. Must
C. Shall and must
D. Will and must
15. Which of the following expresses possibility?
A. May, might, and could
B. May, might, could, should
C. May, might, could, and would
12
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
14
References
https://istock.com
https://pinterest.com
https://shop.scholastic.co.uk
https://www.woodwordenglish.com
15
English
First Quarter – Week 3 and 4
Using Nouns as Subject
and Subject Complement

What I Need to Know

What I Know

What is It


What I Have Learned

exemplar.

Growth Clue!
assessed.

3
What I Need to Know
Use modals verbs, nouns and adverbs appropriately
Sub-competency:
Use noun as subject and subject complement
Objectives:
A. Knowledge: Identify noun as subject and noun as subject complement

used in sentences;
B. Skill: Construct sentences with nouns used as subjects and nouns used
as subject complements; and,
C. Attitude: Appreciate the importance of the people and things around

us by using noun as subject and subject complement appropriately.
4
What I Know
I know that you have idea what these images are called. But before we
proceed, answer first the 5 questions below.
DIRECTION: Choose the letter of the correct answer.
1. What is noun?
A. A word that expresses a sudden or strong feeling.
B. It is a name of a person, place, thing, animal, etc.
C. It modifies a verb, adjective and another adverb in a sentence.
D. It gives a relationship to a word and another word in a sentence.
2. It is a noun that usually follows after a linking verb.

A. Appositive
B. Indirect Object
C. Subject
D. Subject complement
5
3. It tells who or what a sentence is about.
A. Appositive
B. Indirect Object
C. Subject
4. This is a name or word used in directly addressing the person.

A. Direct Address
B. Direct Object
C. Object of Preposition
D. Subject
5. It renames or describes the subject. It also completes the meaning of

the subject.
A. Appositive
B. Direct Object
C. Subject
What is It
Wherever we are, we meet different persons, we go to various places, we

discover new things and we experience diverse feelings, right? Try to look around you.
Everything that surrounds us has its unique name and these names are called nouns.
Today we are going to understand, identify and appreciate few functions of

nouns. Are you now ready? Let’s start!
Nouns
 are names. It could be a name of a person, place, thing, animal, feeling,
idea, technology, and anything.
Nouns have different functions when used in sentences.
 Noun as subject
 Noun as subject complement
 Noun as direct object
 Noun as object complement
 Noun as indirect object
 Noun as appositive
 Noun as object of the preposition
6
NOW REMEMBER
In this lesson, we will focus only on the two functions, these are noun as subject
and noun as subject complement.
Noun as Subject of the Sentence

 A noun used as the subject.
 Tells “who” or “what” about the verb
Examples:
 Father works in a farm.
Question: Who works in the farm?
Noun as Subject: Father
 The lady walks gracefully.
Question: Who walks gracefully?

Noun as Subject: lady
 Miss Cruz goes to school early.

Question: Who goes to school
early?
Noun as Subject: Miss Cruz
In the three examples, it could be understood that father, lady and Miss
Cruz are nouns. Can you tell why? Exactly! They are names of persons. We
all know that nouns are names. It could be a name of a person, place,
thing, animal, feeling, idea, technology, and anything. And in this case,
father, lady and Miss Cruz nouns used as subject of the sentence, since they
tell us the “who” or “what” about the verb. Usually a noun used as a subject
is found in the beginning of the sentence.
Noun as Subject Complement

 A noun which usually follows a linking verb.
 Complements the subject by either renaming it or describing it
 Completes the meaning of the subject
(Note: A linking verb is a verb used to link a subject to a new identity or

description. Common examples are to be, to become, to appear, to feel, to look, to
smell, and to taste.)
7
Examples:
Subject Complement
Subject linking verb subject complement
The box is a present.
Identifies
In this example present is a noun used a subject complement because it follows the
linking verb and identifies or describes the subject the box. The box and present is the
same thing.
Subject linking verb subject complement
Ben is a policeman.
identifies
In this example policeman is a noun used a subject complement because it follows

the linking verb and identifies or describes the subject Ben. Ben and policeman is
the same person.
Let’s have more examples:
 I am he.
(The subject complement is he. The linking verb is am (the verb to be). The subject
complement identifies the subject I.)
 Michael Jackson was a great singer.

(The subject complement is singer. The linking verb is was (the verb to be). The
subject complement identifies the subject Michael Jackson.)
Do you understand now what is noun as subject? How about noun as subject
complement?
Please try your best in answering the following, okay? Good luck!
8
What I Can Do 1
Let’s underline and encircle!
DIRECTION: Underline the noun used in the sentence as Subject.
1. The student danced gracefully.

2. John jumped over the fence.
3. Anna is pretty.
4. The movie was fascinating.
5. Enchanted River is one of the beautiful spots in Hinatuan.
DIRECTION: Encircle the noun used in the sentence as Subject Complement.
6. English is my favorite subject.

7. Crystals are minerals that often grow on rock walls.
8. Julie Taymor is a director.
9. Jane Addams, Nelson Mandela, and Jimmy Carter have been recipients of
the Nobel Peace Prize.
10. My uncle is a doctor.
What I Can Do 2
Noun as Subject or Noun as Subject Complement?
DIRECTION: Identify the word in bold in each sentence whether it is Noun as Subject
or Noun as Subject Complement.
1. Boracay is known for its resorts and beaches.

2. The class won fifty dollars at the fair.
3. Brandon is a gifted athlete.
4. The dog chases the cat through the yard.
5. Bradley rode his bike to school today.
6. The tenant seems a reliable person.
7. Peyton takes his book back to the library.
8. That university is full of scholars.
9. Joe is a lover of apples.
10. The president of the class is a champion in tennis.
9
11. Katie cheered when her team won the game.
12. The children play football at recess.
13. Kelly painted her bedroom pink and purple.
14. The venue for the meeting is the Avisha Suites.
15. Paulita Bautista is my mother.
What I Can Do 3
Let’s appreciate!
DIRECTION: Complete each sentence by choosing from the choices in parenthesis

the appropriate noun as subject to be used.
1. Our ___________ are the front liners.

(heroes, deliverers, redeemers)
2. The ___________ implemented various actions including a community

quarantine in Metro Manila which expanded to Luzon as well as other parts of
the country.
(China, Italy, Philippines)
3. ___________ is a process of growing.

(Giving, Understanding, Helping)
10
4. ___________ help humans by giving oxygen so humans can breathe.
(Animals, Trees, Technologies)
5. ___________ is the most essential requirement for sustenance of human life.

(Food, Money, Career)
DIRECTION: Select from the word pool the appropriate noun as subject complement
to be used in order to complete the sentences.
6. Rodrigo Roa Duterte is the ___________ of the Philippines.
7. Animals are amazing ___________.
8. According to Stephen King, “Books are a uniquely portable _________.”
9. Hospitals are very important ___________.
10. Love is a feeling of strong or constant ___________ for a person.
things facilities affection
president magic places
11
What I Have Learned
1. These are names of persons, places, things, animals, etc.

A. Adverbs
B. Nouns
C. Pronouns
D. Verbs
2. It tells “who” or “what” about the verb.

A. Noun as Subject
B. Noun as Direct Address
C. Noun as Object of Preposition
D. Noun as Subject Complement
3. It completes the meaning of the subject.

A. Noun as Subject
4. ___________ are everywhere.

A. Adverbs
B. Nouns
C. Pronouns
D. Verbs
5. It complements the subject by either renaming it or describing it.
A. Noun as Subject
DIRECTION: Distinguish each underlined word whether it is Noun as Subject or Noun

as Subject Complement.
6. Paul rolled his wheelchair up the ramp.

7. The Empire State Building in New York City was once the tallest structure in the
world.
8. Abraham Lincoln served as president during the Civil War.
9. Harry bought several souvenirs.
10. My mom calls Pizza Pantry for a quick delivery.
11. The librarian recommended Treasure Island.
12. Friendship and loyalty are two important qualities.
13. Several cities have baseball teams.
14. My friend’s pet is a dalmation puppy.
15. The yurt is a Mongolian house.
12
13
What I Have Learned
1. B
2. A What I Can Do 3
3. D
1. heroes
4. B
2. Philippines
5. D
3. Understanding
6. Noun as Subject
4. Trees
7. Noun as SC
5. Food
8. Noun as SC
6. president
9. Noun as Subject
7. things
10. Noun as Subject
8. magic
11. Noun as Subject
9. facilities
12. Noun as SC 10. affection
13. Noun as Subject
14. Noun as SC
What I Can Do 2 15. Noun as SC
1. Noun as Subject
2. Noun as Subject
3. Noun as SC
What I Can Do 1 What I know
4. Noun as Subject
5. Noun as Subject 1. student 1. B
6. Noun as SC 2. John 2. D
7. Noun as Subject 3. Anna 3. C
8. Noun as SC 4. movie 4. B
9. Noun as SC 5. Enchanted River 5. D
10. Noun as SC 6. subject
11. Noun as Subject 7. minerals
12. Noun as Subject 8. director and
13. Noun as Subject designer
14. Noun as SC 9. recipients
15. Noun as SC 10. present
Answer Key
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
14
References
https://istock.com
https://pinterest.com
https://shop.scholastic.co.uk
https://www.woodwordenglish.com
15
English
First Quarter – Week 3 & 4
Using Adverbs of Time and
Adverbs of Frequency
This will give you an idea of the competencies

What I Need to Know
you are expected to learn in the module and
the objectives you are expected to realize.
What I Know
what you already know about the lesson to
take.
What is It
This section provides an activities which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This task aims to evaluate your level of mastery

What I Have Learned
in achieving the learning objectives.
Answer Key This contains answers to all activities in the

module.

positive, realistic goals before going through
this exemplar.
components of the portfolio. This also includes
Growth Clue!
a rubric to guide you of how your portfolio will
be assessed.

3
What I Need to Know
Use modal verbs, nouns and adverbs appropriately.
Sub-competency:
Adverb of Frequency and time
Objectives:
A. Knowledge:
 identify adverbs of time and adverbs of frequency;
 determine the uses of each type;
B. Skill:
 use each type of adverbs appropriately;
C. Attitude:
 express the importance of using adverbs of time and
adverbs of frequency.
Using the Portfolio Assessment Template provided by your teacher

along with this exemplar, accomplish now your weekly goal setting. Refer to
the objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.
4
What I Know
Directions: Transfer the following adverbs according to the given categories.

Place them inside the containers. Sort until you can find five adverbs
for each containers.
When How often
-before lunch -always
-3p.m. -midnight
-weekly - last year -never
-quarterly -tonight -hourly
- up -north -down
5
What is It
Take a look at the picture. Do you always eat dinner with your family? How
often do you eat together? Or when do you eat together? Well, I know you all do.
In the previous exemplar, you learned about adverbs and the first two types
of it; adverb of manner and adverb of place. Today, you will be learning the third
and the fourth type of adverbs.
Are you ready for another learning experience? Let’s get started!
Look closely at the given adverbs in the box below.
Examples:
Yesterday Today Last year
Now Tomorrow Before
Yet Lately Ago
Guide questions:
1. To what do the following words refer to?
2. What type of adverbs were given above?
6
Yes, the following words refer to time. And we call these words as adverbs of
time.
So, what is an adverb of Time?
Adverb of Time
 tells us when something happens

 answers the question when
 usually placed at the end of a sentence
Below are examples of adverbs of time when used in a sentence. Study

closely each of the sentences.
 The family is having a dinner now.
To identify if an adverb is an adverb of time, try to ask the question

when.
Question: When did the family have a dinner?
Answer: Now
Thus, now is an example of an adverb of time because it answers the question

when and tells when the action is/will be carried out.
This time, study again another sentence using adverb of time.
 The mother cooked the pasta deliciously last night.
Try to ask the question when again

Question: When did the mother cook the pasta?
Answer: last night.
Therefore, last night is an example of adverb of time because it answers the

question when and tells when the action was carried out.
7
Now that you have already learned what adverb of place is, let us proceed
to another type of adverb.
Are you ready?
Look closely at the given adverbs in the box below.
Examples:
hourly monthly seldom usually
normally sometimes often once always
occasionally never seldom normally
Guide questions:
1. When do we usually use the following words?

2. What type of adverbs are these?
Exactly, we use these words to indicate routine or repeated activities or to tell

how often we do the actions or activities.
And we call these words as Adverbs of Frequency.
So, what is an adverb of frequency?
Adverb of Frequency
 is used to express time or how often something occurs.
Take note:
 There are adverbs of frequency that describe definite frequency such

as weekly, daily, or yearly.
 An adverb describing indefinite frequency doesn’t specify an exact

time frame; examples are sometimes, often, and rarely.
 Remember if a sentence has only one verb; place the adverb of

frequency in the middle of the sentence so that is positioned after the
subject but before the verb.
8
Now, try to examine the following sentences. Observe how adverbs were
used in the sentence.
Express how often
 Mom always cooks food for dinner.
subject Adverb of verb

Frequency
To identify if the adverb is an adverb of frequency, ask the question,” how often”.
Question: How often does Mom cook food for dinner?

Answer: always
Therefore, always is an example of adverb of frequency because it tells us how

often mom cooks for dinner.
Take a look at another example given below.
My parents seldom skipped a family dinner.
adverb of frequency
The same with what you did previously, try to ask the question, how often.
Question: How often do my parents skip a family dinner?

Answer: seldom
.
Therefore, seldom is an example of adverb of frequency because it expresses
how often a certain action is done.
Do not be confused with the adverb of time and the adverb of frequency.
Always remember, adverb of time answers the question when while adverb of
frequency answers the question how often.
9
What I Can Do 1
DIRECTIONS: Underline the adverbs used in the sentence and identify what type of
adverb it is. Write AT for adverb of time and AF for adverb of
frequency. Answers will be written on the space provided before the
number.
_______ 1. Janice arrived two days ago.

_______ 2. I occasionally eat junk food.
_______ 3. We get paid hourly.
_______ 4. We usually go the park on Sundays.
_______ 5. My father regularly reads the Bible.
_______ 6. I seldom go to the park.
_______ 7. He will come tomorrow.
_______ 8. He is old and rarely hangs out.
_______ 9. She takes the kid to the park always.
_______ 10. They often go to the beach.
What I Can Do 2
DIRECTIONS: Complete the sentences using the correct type of adverbs. Write your
answers in the blank.
1. I ______________ skipped a meal in my entire life.

A. Always
B. Never
C. Ocassionally
D. Sometimes
2. Kim ____________ watches horror movies.

A. Rarely
B. Always
C. Every day
D. Tonight
3. (1) John (2) go (3) always (4) to bed (5) before 10p.m.
A. 1, 3, 2, 4, 5
B. 1, 5, 3, 2, 4
C. 1, 5, 2, 3, 4
D. 1, 5, 2, 3, 4
10
4. (1) usually (2) shop (3) I (4) on (5) for groceries (6) Sunday
A. 3, 2, 5, 1, 4, 6
B. 3, 2, 4, 6, 1, 5
C. 3, 2, 1, 5, 4, 6
D. 3, 1, 2, 5, 4, 6
5. (1) on (2) do (3) weekdays? (4) often (5) you (6) travel
A. 2, 5, 4, 6, 1, 3
B. 2, 5, 6, 4, 1, 3
C. 2, 5, 6, 1, 3, 4
D. 2, 5, 6, 1, 4, 3
6. I will visit Mom this coming _____________.

A. Afternoon
B. Always
C. Monday
D. Weekly
7. He ________ sleeps late ____________.

A. Sometimes, tonight
B. Sometimes, yesterday
C. Sometimes, at night
D. Sometimes, last night
8. Zebbie goes to school ____________.

A. Always
B. At 7 a.m.
C. Hourly
D. Weekly
9. Uncle ________ spends birthday with colleagues.

A. Always
B. Never
C. Occasionally
D. Usually
10. Jaira studied her lesson ____________.

A. Last night
B. This time
C. Tomorrow
D. Tonight
11. Ramjhon ___________ goes to the gym after work.

A. Always
B. Never
C. Normally
D. Seldom
11
12. Bebeb _____ forgets a name.
A. Always
B. Daily
C. Never
D. Often
13. Dad arrived ____________.

A. Always
B. Before dinner
C. Every night
D. Tomorrow
14. Mike will buy shoes _______________.

A. Every week
B. Monthly
C. Tomorrow
D. Yesterday
15. I _________ drink coffee in the morning.

A. Often
B. Rarely
C. Seldom
D. Sometimes
12
What I Can Do 3
A. Sort the adverbs in the word bank below into two different types. Sort until you
have found five adverbs of each kind.
Adverbs of Time Adverb of Frequency

1. 1.
2. Types of 2.
3. Adverbs 3.
4. 4.
5. 5.
WORD BANK
Awkwardly often Next week
sometimes anywhere After lunch
powerfully Occasionally seldom
never quickly east
up normally Next door
7AM happily tomorrow
Terribly accidentally now
B. Write a short paragraph about the importance of using adverbs of time

and frequency. (5points)
13
What I Have Learned
DIRECTIONS: Select the best answer among the given choices. Write the letter and
the word of your answers in your test notebooks.
1. An adverb of frequency answers the question_______________.

A. How
B. How often
C. When
D. Why
2. I ______ submit my projects before the deadline.

A. Always
B. Never
C. Occasionally
D. Often
3. An adverb of time answers the question ________________.

A. How
B. How often
C. When
D. Where
4. Arrange the following words to form a correct sentence.

Lorence, gets , usually, up , on, late, morning, Saturday
A. Lorence gets up usually late on Saturday morning.

B. Lorence gets usually up late on morning Saturday.
C. Lorence usually gets up late on Saturday morning.
D. Lorence gets usually late up on Saturday morning.
5. Adverb of frequency tells us ___________________

A. Why something happens
B. How something happens
C. How often something happens
D. What time something happens
6. Adverb of time tells us __________________.

A. Why something happens
B. Where did things happen
C. When something happens
D. How often something happens
7. I bought my new dress at the mall _________.

A. Next week
B. Now
C. Tomorrow
D. Yesterday
14
8. An adverb of time is usually placed at ______________.
A. End of sentences
B. Beginning of sentences
C. Middle of the sentences
D. Anywhere in the sentences
9. Arrange the following words to form a correct sentence.

Often , have, visited , they, Philippines
A. Often they visited Philippines.
B. Philippines often they visited.
C. They have often visited Philippines.
D. They often have visited Philippines.
10. If a sentence has one verb, an adverb of frequency is placed at

____________________.
A. The middle or after the subject and before the verb.
B. The middle or after the verb and before the subject .
C. The beginning or after a subject and before the verb.
D. The beginning of after the verb and before the subject.
11. Anna visits her dentist _____________.

A. Daily
B. Every week
C. Every year
D. Monthly
12. If a sentence has two verbs, an adverb of frequency is placed

_______________.
A. After the main verb
B. After the main subject
C. Before the subject
D. Before the main verb
13. Joshua ___________ makes a mistake.

A. Always
B. Occasionally
C. Often
D. Rarely
14. Which among the following set of adverbs are examples of definite
frequency?
A. Daily, seldom, often
B. Always, never, weekly
C. Weekly, daily, or yearly
D. Sometimes, occasionally, rarely
15. Which among the set of adverbs are examples of indefinite frequency?
A. Daily, seldom, often
B. Always, never, weekly
C. Weekly, daily, or yearly
D. Sometimes, occasionally, rarely
15
collection of your works with the help of the exemplar. Highlighting your
efforts here enables you to see and reflect on your growth and achievement
and your ability to establish goals just to learn. Upon completion of your
portfolio, please be guided of the rubric below.
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
17
References
https://www.enchantingmarketing.com/how-to-use-adverbs/
https://www.gingersoftware.com
18
English
First Quarter – Week 6
Use a Range of Verbs and Adjectives
to Convey Emotional Response or
Reaction to an Issue to Persuade

What I Need to Know

What I Know

What is It


What I Have Learned

exemplar.

Growth Clue!
assessed.

3
You can do it!
What I Need to Know
and expressions that reflect the local culture by noting clues. The scope of this
exemplar enables you to use it in many different learning situations. The activities are
arranged to follow the standard sequence of the course.
Use a range of verbs, adjectives and adverbs to convey emotional response

or reaction to an issue to persuade.
Sub-competency:
Use a range of verbs and adjectives to convey emotional response or reaction

to an issue to persuade.
4
Objectives:
A. Knowledge:
 Define and comprehend emotive language;

 Identify verbs and adjectives that are useful to and appropriate for
emotive language;
B. Skill:
 Use verbs and adjectives to boost the intensity and the emotional
appeal of a response or a statement.
c. Attitude:
 Express oneself emotively by using appropriate verbs and adjectives

in a situation involving the Filipino youth and his family.
5
What I Know
1. Which of the following is a combination of an adjective and a noun?

A. Look into
B. Pitch in
C. Reach out
D. Rolling stone
2. Which of the following is a combination of a verb and a preposition?

A. Blue skies
B. Choose from
C. Loud noise
D. Summer day
3. How many adjectives are there in this sentence?

He wears a new blue silk shirt.
A. 2
B. 3
C. 4
D. 5
4. Which of the following adjectives shows the strongest emotion or feeling?

A. Afraid
B. Fearful
C. Scared
D. Terrified
5. The storm frightened the children.

Which word in the sentence shows emotion?
A. Children
B. Frightened
C. Storm
D. The
6
What is It
Study the figure below and answer the questions that follow.
I am angry! I am angry!
Angry Man 1 Angry Man 2

Figure 1
Questions: Write your answers on your notebook.
1. How do the two men feel? _________________________________________________

2. Can you tell if one is angrier than the other? ________________________________
3. How or Why? ______________________________________________________________
Now consider the next figure.
I am angry! I am angry!
Angry Man 1 Angry Man 2

Figure 2
Questions: Write your answers on your notebook.
1. Can you now tell if one is angrier than the other? ___________________________
2. If yes, then who is angrier between the two men? ___________________________
3. How were you able to tell? _________________________________________________
7
If you chose Angry Man 2 as the angrier person, you are right!
His facial expression is more intense. His teeth are gnashing.
His eyes are piercing and blazing. His eyebrows are more
raised. His expression is scary.
It is the facial expression of Angry Man 2 which made you

identify him as the ‘angrier’ person.
But what if there were no figures or drawings to help you see through
feelings and emotions. What if all you have were words. How would
you recognize the deepness and the intensity of a feeling or emotion?
Consider this scenario:

You have three friends who felt sorry for what they did to you. They all wanted to
apologize. Here’s what each has to say.
I am sorry. I am extremely I am truly sorry for

sorry. hurting your
feelings.
Andrew Ben Charlie
QUESTIONS: Write your answers on your notebook.
1. Rank the apologies as 1st, 2nd and 3rd. With 1st as your most liked apology and
3rd as your least liked apology:
1st: ________________ 2nd: ______________ 3rd: ______________
2. What is the basis for your ranking?

___________________________________________________________________________
3. Whose apology would you easily accept? __________________________________
4. Why? _______________________________________________________________
8
You probably liked Charlie’s apology best because he described his apology
as “true” and even acknowledged hurting your feelings.
You probably considered his apology as more sincere, deeper and more
emotional.
When your friends apologized, you felt something.

Your feeling is called EMOTIONAL RESPONSE.
What is Emotional Response?

Emotional response is -
 your reaction or what you feel to something that has happened;
 your reaction or what you feel to something that you have seen;
 your reaction or what you feel to something that you have heard;
 your reaction or what you feel to something that you have experienced;

In this exemplar you will learn the following:

a. Use a RANGE OF VERBS to convey or show
emotional response or reaction to an issue or
situation and to persuade
b. Use a RANGE OF ADVERBS to convey or show
emotional response or reaction to an issue and to
persuade.
9
Conveying or showing emotional response or reaction to a situation or issue
by using a RANGE of VERBS
Consider the following situations (under the column situation) and see how you would
probably feel (emotion) and react (action).
Your possible feeling Your possible action

Situation / issue
or emotion or reaction
1. There are people who

are arrested even opposition make a protest
without court warrant.
2. You saw a snake going

inside your kitchen. fear / afraid run
3. You have a very strict

teacher who wants her
students to stand always alert stand quickly
quickly when their
names are called.
4. You received a failing

grade. sad cried
5. You saw your friend fell

from the stairs. surprised could not move
6. You heard a very

talented man sang. admiration applaud him
Let us try to make sentences conveying or showing your reactions or emotions to the
situations.
1. I object to warrantless arrest.

(verb)
2. I hate the act of arresting people without warrant from the court.
(verb)
3. I run out of the kitchen when I saw the snake.
(verb)
4. The snake scared me.
(verb)
5. I stood up when my teacher called me.
(verb)
6. I cried upon seeing my failing grade in mathematics.
(verb)
10
7. I could not move when I saw my friend fell from the stairs.
(modal verb) (verb)
8. The young man was singing to us.
(verb phrase)
9. We all liked the way he sang to us.
(verb)
10. I always thought of the night I attended his concert.
(verb)
Look at the underlined words. They are all verbs. But they are verbs which showed
your reaction or feelings toward a situation. We call them EMOTIONAL RESPONSE
VERBS.
An "emotional response verb” is a verb that expresses an action or a state of

an emotional or psychological nature. With an emotional response verb,
generally someone feels something. Examples of emotional response verbs are
the following:
amuse, annoy, baffle, bewilder, bore, confuse, depress, disappoint, excite,

frighten, frustrate, interest, motivate, overwhelm, please, puzzle, shock, surprise.
These VERBS are used to “EMOTE”.
Meaning, they are used to EXPRESS OR PORTRAY AN EMOTION FOR A

DRAMATIC OR MORE EFFECTIVE and PERSUASIVE EFFECT.
THIS PORTAYAL OF AN EMOTION IN SPEAKING OR WRITING IS CALLED

‘EMOTIVE LANGUAGE’
WHAT IS EMOTIVE LANGUAGE?
Emotive language is the term used when certain word choices are made to evoke an
emotional response.
Emotive language often aims to persuade the reader or listener to share the writer or
speaker’s point of view, using language to stimulate an emotional reaction. In this
case, the word that we use is VERB.
11
Now, suppose we make some changes in the sentences by replacing the verbs with
other words or expressions.
Column A Column B
(Original Sentences) (Sentence Rewrites)
1. I object to warrantless arrest.  I take a stand against warrantless

arrest.
 I oppose warrantless arrest.
2. I hate the act of arresting people  I condemn the act of arresting

without warrant from the court. people without warrant from the
court.
 I despise the act of arresting
people without warrant from the
court.
3. I run out of the kitchen when I  I bolted out of the kitchen when I
saw the snake. saw the snake.
4. The snake scared me.  The snake terrified me.
5. I stood up when my teacher  I sprang to my feet when my

called me. teacher called me.
6. I cried upon seeing my failing  I wept upon seeing my failing

grade in mathematics. grade in mathematics.
7. I could not move when I saw my  I was paralyzed when I saw my

friend fell from the stairs friend tumbled down the stairs
8. I felt like he was singing to me.  I felt like he was serenading me.
9. We all liked the way he sang to  We all adored the way he sang
us. to us.
10. I will always remember the night I  I will always reminisce and dream
went to his concert. of the night I went to his concert.
12
QUESTIONS:
1. Do the sentences in column A have the same meanings to the sentences in

column B?
___________________________________________________________________________
2. Which set of sentences shows more emotions and feelings?
___________________________________________________________________________
3. Which set of sentences is more effective at evoking emotions and feelings
from the reader?
___________________________________________________________________________
4. Why do you say so?
___________________________________________________________________________
___________________________________________________________________________
LOOK AT THE SET OF VERBS ONCE AGAIN
The words may mean the same, but their intensity and emotions, and the
responses they evoke, are of different levels. Words in column B are more expressive
and emotional. Verbs in Column A are on the lower level of range of emotions while
Verbs in Column B are on the higher level of range of emotions.
Column A Column B
Take a stand against
object to
oppose
condemn
hate
despise
run bolted
scared terrified
stood up quickly sprang to my feet
cried wept
could not move paralyzed

fell tumbled down
was singing was serenading
liked adore
remember reminisce and dream
13
Here are other examples:
1. The glass fell and broke into pieces.
 There are two verbs here – fell and broke.

 ‘Fell’ or ‘fall’ means to move downward without control.
 But what if we say ‘crashed down’? Isn’t there more action and
image of helplessness?
 The other verb is ‘broke’. But what if we say ‘shattered’? Do you
feel more force, violence and sense of explosion?
 Hence, for purpose of expressing an action that has more
emotional and psychological effect to the reader we can say –
The glass crashed down and shattered into pieces.

The glass tumbled down and shattered into pieces.
2. Jack ate the food
 In this sentence the verb is ate which is the past tense of eat.
 What if we say ‘devour’ which means to eat hungrily and
quickly?
Jack devoured the food.

Jack gobbled down the food.
14
NOT ALL WORDS ARE CREATED EQUAL!
Some words are more intense than the others. Words are just like people –
some are more emotional, intense and expressive than the others.
Do you have such friends? Well, we have such words below.
INTENSITY
OF HAPPY SAD ANGRY AFRAID ASHAMED
FEELING
Elated Depressed Terrified Remorseful

Furious
Excited Agonized Horrified Defamed
Enraged
Overjoyed Dejected Scared stiff Worthless
Outraged
Thrilled Miserable Petrified Disgraced
Boiling
Exuberant Sorrowful Fearful Dishonored
Seething
Ecstatic Frantic Mortified
Loathsome
Fired up Shocked
Betrayed
Passionate
HIGH
Cheerful Apprehensive
Heartbroken Mad Apologetic
Gratified Threatened
Somber Frustrated Guilty
Good Insecure
Distressed Agitated Embarrassed
Relieved Uneasy
Melancholy Disgusted Secretive
Satisfied Intimidated
Upset
Glowing
MEDIUM
Glad bashful
Unhappy Annoyed Cautious
Contented regretful
Moody Irritated Nervous
Pleasant uncomfortable
Blue Uptight Worried
Tender pitied
Disappointed Touchy Timid
Pleased silly
Dissatisfied Unsure
Mellow
LOW
YOU ARE DONE WITH USING RANGE OF VERBS TO CONVEY

EMOTIONAL RESPONSE OR REACTION TO SITUATIONS OR ISSUES.
NOW, IT’S TIME FOR ADJECTIVES.
15
Conveying or showing emotional response or reaction to a situation or issue
by using a RANGE of ADJECTIVES
INTRODUCTORY ACTIVITY:
Inspect the sentence below:

1. The bees fly over the flowers.
(noun) (verb) (noun)
The sentence above is very simple and ordinary. Not much is going on. You only see
bees flying over the flowers.
Now, consider the next sentence.
2. A swarm of busy golden bees fly over the fragrant and pretty little
flowers.
Do you see how the sentence has changed?
The second sentence evokes more feelings and imagination from the reader.
How is this achieved? The sentence is made more appealing to the senses and
emotions by adding adjectives to the sentence. Try to identify the said adjectives by
doing the activity below.
ACTIVITY 1: Read the sentence in the box and then complete the table below.
Write your answers on your notebook
A swarm of busy golden bees fly over the fragrant and pretty little flowers.
1. Which words describe or tell something about the bees?
ADJECTIVES
NOUN
(Words that describe the bees)
Bees _________ , ________
16
2. Which words describe or tell something about the flowers?
ADJECTIVES
NOUN
(Words that describe the flower)
Flower __________ , _________, ________
ACTIVITY 2: Refer to your answers above and answer the questions that follow. Write
your answers on your notebook.
1. Which adjective tells of action or movement? _______________________________

2. Which adjective tells of color? _____________________________________________
3. Which adjective tells of smell? _____________________________________________
4. Which adjectives describe appearance? ___________________________________
5. Which adjective tells of size? _______________________________________________
Answers: Activity 1
1. Words that describe bees are busy and golden
2. Words that describe flowers are fragrant, pretty and little.
Answers: Activity 2
1. Busy 2. Golden 3. Fragrant 4. Pretty 5. Little
The activity aims to remind you that an adjective describes or

modifies noun/s and pronoun/s in a sentence. It normally indicates
quality, size, shape, duration, feelings, contents, and more about a
noun or pronoun.
Adjectives usually provide relevant information about the

nouns/pronouns. They modify/describe by answering the
questions: What kind? How many? Which one? How much? Adjectives
enrich your writing by adding precision and originality to it.
In the early part of this material, you learned how to make a sentence more
expressive and emotionally appealing by using verbs of higher intensity.
17
THIS TIME WE WILL FURTHER IMPROVE THE SENTENCES AND INCREASE ITS INTENSITY
EVEN MORE BY USING A RANGE OF ADJECTIVES.
Example:
1. I object to warrantless arrest.
Sentence with an enhanced verb  I take a stand against warrantless

(1st Rewrite) arrest
Sentence with added adjectives  I strongly take a stand against the

(2nd Rewrite) oppressive warrantless arrest.
Notice how the word ‘strongly’ was inserted to intensify the verb. The word
‘oppressive’ was added to describe ‘warrantless arrest’. The additions further
gave emotional intensity to the sentence.
Example:
2. I run out of the kitchen when I saw the snake.
Sentence with an enhanced verb

 I bolted out of the kitchen when I
(1st Rewrite)
saw the snake.
 I bolted out of the kitchen when I
Sentence with added adjectives
(2nd Rewrite) saw the deadly and terrifying snake.
Notice how the adjectives ‘deadly’ and ‘terrifying’ were added to describe the
‘snake’. It makes the snake scarier.
Example:
3. I stood up when my teacher called me.
Sentence with an enhanced verb

 I sprang to my feet when my
(1st Rewrite)
teacher called me.
 I sprang to my feet when my
Sentence with added adjectives
extremely strict and old-fashioned
(2nd Rewrite)
teacher called me.
The teacher is described as ‘extremely strict’ and ‘old-fashioned’. The adjectives even
gave a clue why you sprang to your feet. They established the personality of the
teacher. It makes the sentence colorful.
18
Example:
4. I could not move when I saw my friend fell from the stairs
Sentence with an enhanced verb  I was paralyzed when I saw my

(1st Rewrite) friend tumbled down the stairs
Sentence with added adjectives  I was paralyzed when I saw my
(2nd Rewrite) completely helpless friend tumbled
down the tall and winding stairs.
The adjectives ‘tall’ and ‘winding’ describe the stairs while ‘completely
helpless’ describes the noun friend.
Indeed, verbs and adjectives when properly utilized can help you create
powerful and emotionally charged statements. They are like crayons or paints that
can create beautiful images with bright colors.
When you write or speak to respond to a certain issue you must use verbs and
adjectives to make your statements and arguments clear and emotionally moving.
19
What I Can Do 1
DIRECTIONS: Below are groups of words. Identify the most intense and the
least intense verbs or adjectives in every group. There are two
answers for every number. Write first the letter of the most intense
and then the letter of the least intense.
1. Most intense is ________

Least intense is _______
A. Delighted
B. Ecstatic
C. Glad
D. Joyful

A. Angry
B. Furious
C. Impatient
D. Mad

A. Blasting
B. Noisy
C. Roaring
D. Thunderous

A. Attractive
B. Gorgeous
C. Lovely
D. Pleasing

A. Beat
B. Hit
C. Smash
D. Strike
20
What I Can Do 2
DIRECTIONS: Fill in the blank with the most emotive word. Choose the word which
shows the most intense or expressive emotion.
1. He _________ the group without saying anything.

A. Abandoned
B. Dismissed
C. Gave up
D. Left
2. He ______ his head ________ against the wall.

A. Banged: Violently
B. Bumped: Strongly
C. Hit: Firmly
D. Pushed: Quickly
3. They are moving very fast.

A. Briskly
B. Rapidly
C. Swiftly
D. At lightning speed
4. The ________ cat _________ the fence to _______ from the dog.
A. Scared – hopped away – hide
B. Fearful – bounced up – turn away
C. Terrified - leaped over – get away
D. Nervous – skipped over – walk away
5. He was killed without pity.

Which is a more emotive restatement of the sentence above.
A. He was eliminated cruelly.
B. His life was taken mercilessly.
C. He was assassinated harshly.
D. He was murdered in cold blood.
21
What I Can Do 3
DIRECTIONS: Below is an issue we are all familiar about. Make an emotional response
by filling in the blanks with the appropriate verbs and adjectives.
ISSUE: THE SCARY FACTS ABOUT TEENAGE DRUG ABUSE
Some teens may end up trying different drugs out of curiosity and peer
pressure. Responsible parenting and the presence of strict measures and
support programs are needed to help young people stay away from
drug abuse.
It is important for parents, the school and the community to recognize

the warning signs and intervene early on to prevent drug abuse from
turning into an addiction.
A. Parents must ___________ an ____________ ____________ bond

(1) (2) (3)
with their children by ___________ spending _____________ and

(4) (5)
________________ time with them.

(6)
CHOICES:
wonderful quality create
strong exceedingly consistently
B. ________________ parents must ____________ an ______________

(7) (8) (9)
and _____________ conversation with their children about the

(10)
Dangers of drug abuse.
CHOICES:
create broad-minded open honest
22
What I Have Learned
1. Which of the following is the main purpose of using emotive language?

A. To inform the readers.
B. To entertain the readers.
C. To arouse the feelings of the readers.
D. To define the meaning of unfamiliar words.
2. Which of the following statements is false?

A. Verbs are action words.
B. Words have different degrees of strength and intensity.
C. Adjectives are used to describe or modify a noun or pronoun.
D. Words have equal strength and intensity in stimulating the feelings of
readers.
3. Which of the following groups of words contain verbs that show feelings and
emotions?
A. run – jog – sprint – race
B. loved – desired – craved – yearned
C. strolled – walked – hiked – marched
D. happy – excited – overjoyed – contented
4. Which of the following groups of words contain adjectives that show feelings and
emotions?
A. fairer – fair – fairest – just
B. good – better – best – fine
C. peaceful – restful – pleasant – relaxing
D. very – exceptionally – highly – significantly
5. The defenseless protesters were injured during the violent protest.

Which pair of words is emotive?
A. violent – injured
B. protesters – violent
C. injured – defenders
D. defenseless – violent
6. An eyewitness saw the cold-blooded murder of an innocent man.

Which pair of adjectives is emotive?
A. murder – eyewitness
B. eyewitness – innocent
C. innocent – cold-blooded
D. cold-blooded – eyewitness
23
7. A person was injured when a motorcycle accidentally rammed into him.
Which of the following words can best replace the noun ‘person’?
A. An old man
B. A pedestrian
C. Awaiting passenger
D. An innocent bystander
8. Which of the following verbs is the most intense?

A. Agonize
B. Hurt
C. Suffer
D. Endure
9. Take your time. You don’t get a bonus for finishing early.
Which of the following means the same as the underlined expression?
A. Don’t hurry.
B. Rest for a while.
C. Get some sleep.
D. Get some fresh air.
10. Which sentence is the most emotive?

A. Teen goes viral after an act of generosity is caught on film.
B. Kind teen shoots to popularity after act of kindness was filmed.
C. Teen becomes popular after an act of charity is caught on film.
D. Local teen hero skyrockets to fame after an act of kindness is caught on
film.
11 – 15. Fill in the blanks with the appropriate words to create an emotive sentence.
Choose from the words bellow.
relieved ecstatic very joyfully safely
She was _____________ ____________ when her puppy returned

(11) (12)
_____________ home, _____________ bounding into her arms and

(13) (14)
licking ___________ tears from her face.

(15)
24
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
26
References
https://writingexplained.org/grammar-dictionary/emotive-
language#:~:text=Emotive%20language%20pertains%20to%20word,are%20example
s%20of%20emotive%20language.
https://reversedictionary.org/wordsfor/intensity
https://www.academia.edu/2134843/Tense_aspect_verb_meaning_and_perception
_of_emotional_intensity_by_native_and_non_native_users_of_English
http://changingminds.org/techniques/language/persuasive/intensifiers.htm
https://bobangus.com/action-words/
27
English
Using Signals that Indicate Coherence
This will give you an idea of the competencies

What I Need to Know
you are expected to learn in the module and
the objectives you are expected to realize.
What I Know
what you already know about the lesson to
take.
What is It
This section provides an activity which will help
This task aims to evaluate your level of mastery

What I Have Learned
in achieving the learning objectives.

module.

exemplar.
Growth Clue!
assessed.
References This is a list of all sources used in developing

this exemplar.
3
You can do it!
What I Need to Know
Identify and use signals that indicate coherence
Sub-competency:
Use Signals that Indicate Coherence
Objectives:
A. Knowledge:
Tell the types and functions/uses of signal words that indicate
coherence.
B. Skill:
Use signal words in writing to indicate coherence.
C. Attitude:
Express the importance of using signal words in a sentence or
paragraph;
4
Show concern on an issue affecting the community.
What I Know
Read the following sentences carefully and select the correct answer.
1. We have a mouse in the ( Unfortunately, Therefore )

house. _______, we should
get a cat.
2. Juliet got into a car ( Furthermore, As a result )
accident. _____, her
insurance rate increased.
3. Julius is very athletic and ( However, In addition )
plays on the school
basketball team. ____, his
brother just stays at home
and plays video games all
day.
4. There are many ( Such as, For Example )
occupations today. _____,
you can become a doctor,
engineer, teacher, artist,
athlete, musician, or chef,
just to name a few.
5. Eating well will help you live ( Moreover, As a result )
a healthier life. ______,
exercising every day is also
highly recommended.
5
What is It
In your previous lesson you learned about the different signal words that indicate
coherence and able to identify what type of transitional devices they belong to. In
this exemplar you will learn how these coherence signals shall be used in a sentence
and paragraph.
Signal/Transition words make the reading experience smoother because they explain
the relation between two sentences.
Take a look at the common types and functions of signal/transition words below:
1. To compare/To contrast- points out alternatives or differences
To compare To contrast
 likewise  however
 similarly  in contrast
 equally  in/by comparison
 in the same way  on the other hand
 and  but
 both... and  whereas
 not only... but also  while
 neither... nor
 just as
Examples:
My best friend loves dancing, in the same way that she likes singing.
Eric says he prefers Mathematics but he excels in Science.
2. To show concession - shows an unexpected result. They are similar to but not
the same as contrast transitions.
 However
 But
 Yet
 Although
 Even Though
 Though
 Nevertheless
 Nonetheless
 still
6
Example:
Although the sun was shining, he took an umbrella to work. [The sun shining means
taking an umbrella is unexpected.]
3. To introduce cause or effect – shows the consequences of an action.
 for this reason

 as a result
 as a consequence
 consequently
 hence
 thus
 therefore
 because
 due to
 since
 accordingly
 consequently
Examples:
He is crying, therefore he must be hurting.

Teresa slept late last night; consequently, she didn’t wake up early.
4. To give an example – introduces evidence
 for example
 for instance
 in this case
 such as (+ noun)
 like
 an example of (+ noun)
 to demonstrate
Example:
The store sells gadgets, such as cellphones, tablets and laptops.
7
5. To show chronological order – helps define time
 first, second, etc.  gradually

 first of all  after that
 then  since
 next  then
 now  after
 then  as
 soon  as soon as
 last  before
 finally  since
 previously  until
 meanwhile  when
 while
Example:
Finally, my cousin completed her course in Medicine, she was previously

enrolled in Law.
6. To conclude/ To summarize - restates ideas
 all in all  as can be seen

 in brief  given this point
 to summarize
 in conclusion
 to sum up
 in short  so
 in summary
Examples:
She found the evening boring and uninteresting, in short, she did not
enjoy the show.
To summarize, we need better leaders.
8
7. To introduce additional ideas/ To reinforce - adds information or reinforces
ideas
 also  in fact
 besides  indeed
 furthermore  of course
 in addition  clearly
 moreover  and
 additionally  nor
Examples:
Texting while driving is dangerous; moreover it’s illegal.

Covid19 has affected the lives of many people; in fact, many business
establishments closed permanently.
Remember!
Signal/Transition words can be used within a single sentence, between
two different sentences, paragraphs, or even between paragraphs to
achieve coherence or unity of ideas.
What I Can Do 1
DIRECTIONS: Complete the short story below with appropriate signal/transition

words. Write your answers in a separate sheet of paper.
Mary could not go out with me 1. _____ I invited Anne instead. Anne was
very happy to accept my invitation 2. _____ the film was very popular. Anne 3.
____ I had a good time 4. _____ next day Mary was very angry. "Do you love
me 5. _____ do you love Anne?" she asked me. "I like both you 6._____ Anne," I
answered. "Look!" said Mary. "Either you go out with me 7._____ you go out with
Anne. You can't love both me 8._____ Anne at the same time." "Why not?" I
answered. "9.____ it's not fair." I asked Mary if she would go out with me tonight
10._____ she said that she had a new boyfriend 11._____ didn't want to see me
again 12._____ I didn't really love her. I phoned Anne 13._____ she said she was
busy 14._____ now I'm alone. 15._____ everything was messed up.
9
What I Can Do 2
Direction: Put the events in chronological order. Then, use the linking words from the
box to join the sentences.
Task A
 He reached her. She was beginning to drown.

 He managed to pull her back to the shore and save her.
 He saw that she was in trouble. He dived in to save her.
 Bon was sunbathing on the beach. He saw a woman waving at him.
 He thought she was just being friendly.
1. _____________________________________.
2. _____________________________________.
3. _____________________________________.
4. _____________________________________.
5. _____________________________________.
Task B
Finally / When / At First / Then / Immediately / By the Time
Fred was sunbathing on the beach _____he saw a woman waving at him.____ he
thought she was just being friendly. _____he saw that she was in trouble.
Immediately he dived in to save her. _____he reached her, she was beginning to
drown. ____, he managed to pull her back to the shore and save her.
10
What I Can Do 3
DIRECTIONS: Write a two paragraph essay about your thoughts or how you feel
about the health crisis (Covid19) our country is facing. Use
signal/transition devices in writing your essay. Underline the signal
words used. (15 points)
What I Have Learned
DIRECTION: Choose the letter of an appropriate answer for each item.
1. High level positions are stressful at times; ______, the financial rewards make
these positions very desirable indeed.
A. Consequently
B. For example
C. In addition
D. On the other hand
2. John has a creative talent as a composer; _____, he is a successful arranger.

A. Moreover
B. Now that
C. Owing to
D. Though
3. _____how long you've been using tobacco, you can still overcome your
addiction to smoking.
A. Although
B. Even though
C. However
D. No matter
4. _____they tried hard, the students could not complete the project in time as
they were lacking in skills and knowledge.
A. Although
B. As
C. Despite
D. Since
11
5. She feels like giving up her job ____ the consequences she will face.
A. Although
B. As a result
C. Much as
D. Regardless of
6. ____you fail, you will have the satisfaction of knowing that you tried.
A. But for
B. Even if
C. Provided
D. Unlike
7. ____a person tries very hard to suppress the obsession; it continues to reoccur
in an uncontrollable fashion.
A. Besides
B. Even though
C. Nevertheless
D. No matter
8. As a "part of speech" _____ are used to link words, phrases or sentences.

A. Devices
B. Phrase
C. Signal Devices
D. Transition words
9. The transition words like also, and, likewise, adds information, reinforce ideas,
and express agreement with preceding material.
A. Addition
B. Conclusion
C. Contrast
D. For example
10. Transition phrases like but, rather and or, express that there is evidence to
the contrary or point out alternatives, and thus introduce a change the line of
reasoning.
A. Comparison
B. Conclusion
C. Contrast
D. Illustration
11. These transitional phrases present specific conditions or intentions.

A. Condition/Purpose
B. Contrast
C. Illustration
D. Order
12. These transitional devices (like especially) are used to introduce support, to
indicate importance so that an idea is cued to the reader.
A. Addition
B. Cause and Effect
C. Emphasis/For example
D. Order
12
13. Some of these transition words (thus, then, accordingly, consequently,
therefore, henceforth) are time words that are used to show that after a
particular time.
A. Cause and Effect/Result
B. Comparison
C. Contrast
D. Emphasis
14. These transition words and phrases conclude, summarize and / or restate ideas,
or indicate a final general statement.
A. Addition
B. Illustration
C. Order/Sequence
D. Summary/Conclusion
15. These transitional words (like finally) have the function of limiting, restricting,
and defining time.
A. Addition
B. Contrast
C. Emphasis
D. Order/Sequence
13
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
15
References
https://www.smart-words.org/linking-words/transition-words.html
http://englishuphfon.weebly.com/practice-using-cohesive-devices.html
16
English
Identifying Signals
that Indicate Coherence
This will give you an idea of the

What I Need to Know
competencies you are expected to learn in
the exemplar and the objectives you are
expected to realize.
This part includes an activity that aims to

What I Know
check what you already know about the
lesson to take.

What is It
This section provides activities which will help

you transfer your new knowledge or skill into
real life situations or concerns.
This task aims to evaluate your level of

What I Have Learned
mastery in achieving the learning objectives.

module.
This contains instructions about recording

your positive, realistic goals before going
through this exemplar.
This contains instructions about completing
Growth Clue! the components of the portfolio. This also
includes a rubric to guide you on how your
portfolio will be assessed.
References This is a list of all sources used in developing

this exemplar.
3
What I Need to Know
In this exemplar, you will be acquainted with identifying and use signals that indicate
coherence. The scope of this exemplar enables you to use it in many different
learning situations. The activities are arranged to follow the standard sequence of
the course.
Identify and use signals that indicate Coherence
Sub-competency:
Identifying signals that indicate Coherence

(MELC unpacked)
Objectives
A. Knowledge
 Recognize words that signal coherence in a given text;
 Classify words that signal coherence;
B. Skill
 Place the coherence signals accordingly; and
C. Attitude
 Give importance of using coherence signals in a given text.
Using the Portfolio Assessment Template provided by your teacher along with this
exemplar, accomplish now your weekly goal setting. Refer to the objectives above.
Think of positive and realistic goals that you can considerably achieve with this
exemplar. List them as your plans. Remember: Do not proceed with this exemplar
4
What I Know
Activity 1
Directions: Read the story and answer the questions below.
Steps to Make Spaghetti
1)___________ collect the ingredients. 2)__________ put water into the pot
and turn on the stove. 3)___________ you wait, start cooking the sauce. When
the water is boiling, put the noodles into the pot. 4)___________ ten minutes,
drain the noodles with a colander. 5)___________, add the sauce and cheese.
1. Which word fits best #1?

A. Finally B. First C. Next D. Second
2. Which words could fill #2?

A. First or Finally B. Lastly C. Next or First D. Next or Then
3. Which words fits best #3?

A. Finally B. Next C. Then D. While
4. Which words could fit #4?

A. After B. Next C. Second D. While
5. Which word fits best # 5?

A. Finally B. First C. Then D. While
5
What is it
Did you enjoy filling in the appropriate words in the given passage? Some says that
writers do not fully take into account what a writer owes to his or her readers. Among
other things, they struggle with establishing clear and meaningful relationships among
the ideas. Now, let us begin unleashing your potential in recognizing word signals that
indicate coherence.
 Read and inspect all the statements in Column A.

 Which statement in Column A relates reasonably to column B?
COLUMN A COLUMN B
_____1. Jee Cris is an only child. A. A book can be boring.
_____2. My cat was hungry. B. He is very independent
_____3. A book can be a lot of fun. C. it helps to make you more attractive.
_____4. Her wallet fell on the floor. D. It had not eaten breakfast that day.
_____5. Eating well is important for good E. A photo of her boyfriend came out of it.
health.
Now, consider each sentence in column A and how it relates to the sentence in
column B.
Sentence 1:
Jee Cris is an only child.
Thus, the sentence talks about being an only child. Now what do you think will an only
child do? You are right! As an only child, you will become independent in terms of
caring of yourself and making some decisions that you think are right for you.
So, the answer is letter B.
Sentence 2:
My cat was hungry.
So, why do you think the cat was hungry? That’s right, it had not eaten since breakfast
that day. So the answer is letter D.
6
Sentence 3:
A book can be a lot of fun.
Some books are interesting, some are not. What do you think is the reason? That’s
right, for some books can be boring. So the answer is letter A.
Sentence 4:
Her wallet fell on the floor.
What might happen when someone’s wallet fell to the floor? There are things that
might slip off like a photo. So the answer is letter E.
Sentence 5:
Eating well is important for good health.
Thus good eating habits boost your confidence and it will make you look more
attractive. So the answer is letter C.
Now you were able to identify the right answers because of the logical connection
between each sentences. It means that the two sentences have relationship in terms
of ideas and logic.
Let us now rearrange the sentences in column B following the arrangement of the
correct answers that you gave.
1. Jee Cris is an only child.  He is very independent.
2. My cat was hungry.  It had not eaten breakfast that

day.
3. A book can be a lot of fun.  A book can be boring
4. Her wallet fell on the floor.  A photo of her boyfriend came

out of it.
5. Eating is important for good health.  It helps to make you more

attractive.
Example A
1. Jee Cris is an only child and he is very independent.

2. Jee Cris is an only child however he is very independent.
3. Jee Cris is an only child thus he is very independent.
7
Example B:
1. My cat was hungry because it had not eaten breakfast that day.
2. My cat was hungry since it had not eaten breakfast that day.
Example C
1. A book can be a lot of fun however a book can be boring.

2. A book can be a lot of fun and yet a book can be boring.
Example D
1. Her wallet fell on the floor and a photo of her boyfriend came out of it.
2. Her wallet fell on the floor then a photo of her boyfriend came out of it.
Example E
1. Eating is important for good health and it helps make you more attractive.
2. Eating is important for good health in addition it helps make you more
attractive.
3. Eating is important for good health moreover it helps make you more
attractive.
Guide questions:
1. What was the first thing you did before arranging the sentences?
Yes, that’s right the first thing to do is to look for the main idea. Knowing the main idea
gives you a cue on what signal words can be used.
Now let us list down those signal words that are used on the above examples.
And however thus and yet

then moreover In addition
since because
8
In this lesson, we will focus on Identifying Signal Words that Indicate Coherence.
Coherence/Transitional Devices
- is the technique of making words, phrases, and sentences move smoothly and
logically from one to the other, that reader will be able to see the consistent
relationship between them.
However, these signal words belong to certain groups/devices. Now let us arrange
these signal words into their respective groups.
And,
GROUP A In Addition, ADDITION
Moreover, Then
However, And Yet,
GROUP B Because CONTRAST
Thus, Since, So,

GROUP C Hence, CAUSE and EFFECT
Consequently
Such As, For
GROUP D Instance, For ILLUSTRATION
Example
First, Second,
GROUP E Finally, At This Time ORDER/SEQUENCE
Like, In The Same

GROUP F Manner, Likewise, COMPARE
Too
9
What I Can Do 1
Task 1: LINK THEM

Directions: Link the following sentences with the appropriate transitions indicated in
the table below. You may write your answers to this activity on your
activity notebook. Add all necessary punctuations. An example is done
for you.
Example:
Moreover, finally, for example, on the contrary
 More Filipinos deal with financial problem during the pandemic. More and
more Filipinos were striving for living and health.
 More and more Filipinos deal with financial problem during the
pandemic. Moreover, more and more Filipinos were striving for living and
health.
addition contrast exemplification result
Moreover However For example therefore
In addition On the other

hand
Furthermore although
also
Restate these sentences to make the flow of thoughts smooth and effective. Choose
the appropriate transitional devices in the table above.
1. Breath in the air of 2nd class Hinatuan wooded environment. Live a harmonious
nature lifestyle.
2. Make your home a secured community, in the bosom of nature. Be like a river
flowing effortlessly to its destinations.
3. Planning a menu that is easy for you to prepare and serve allows you to have
a grand time. It’s the best way to enjoy entertaining visitors.
4. Enjoy the taste of lower sugar possibilities. Take advantage of 10% less sugar in
your diet.
5. Joecer enjoys playing drums. He has a place where he can practice without
disturbing others.
10
TASK 2 – NAME THEM
Directions: Read the following sentences. Identify whether the underlined signal
words are addition, contrast, compare or result Write your answer on a
separate sheet.
Example;
 Even though I am very allergic to flowers, my boyfriend bought a

bouquet of roses.
Answer: Contrast
Begin here:
1. Julius bought a new sidecar; so IN LIKE MANNER the rest of her friends did the
same thing.
2. Juliet likes camping in the mountains. IN ADDITION, Juliet is an experienced
hiker.
3. Warrent went to pick up Gina BEFORE he stopped by Jollibee's for lunch.
4. LIKE her grandmother, Krista loves the Gallaudet Homecoming football game.
5. It is raining today THUS; we are not going to the beach.
What I Can Do 2
Task 3: SORT THEM OUT

Directions: Look at the words and divide them into the categories below. Write down
your answers on a sheet of paper.
Thus Because
before In the same way
Furthermore meanwhile At this time
Addition Compare Contrast Cause and Order/sequence
Effect
1. 3. 5. 7. 9.
2. 4. 6. 8. 10.
11
Task 4 – PAIR THEM
Directions: Give an example of cohesive devices in each of the given word.
Examples: also – addition

Because - contrast
Begin here:
1. after
2. as a result
3. next
4. and yet
5. furthermore
What I Can Do 3
Task 5: COMPLETE THEM

Directions: Complete the given sentences by filling up the box the most
appropriate signal words below.
1. Marialyn bought a new dress last year. She did not wear it.
2. Sheryl likes budots dance. Sarah likes budots dance,
3. Cow, Goat are herbivore animals.
4. to Loades stone Island, the Britannia Coast in Lianga has beautiful

beaches.
5. My friends were hiking in Alameda farm during their vacations my

family and I were enjoying the attractions of Panaraga Beach at the
municipality of Barobo.
While unlike however both too similar also
12
What I Have Learned
What are your realizations as you journey through this lesson? Before moving forward,
reflect on the important points that you found helpful and challenging by completing
the sentences.
After doing all the activities in this module, I learned that signals that indicate
coherence are __________________________________________________________________.
I realized that I need to improve my _______________________________________________.
I believe that using signals that indicate coherence is important because

__________________________________________________________________________________
_________________________________________________________________________________.
Multiple Choice.
Directions: Choose the letter that correctly identifies the nature of the underlined
coherence signals in each of the following sentences. Write the chosen
letter on a separate sheet of paper.
1. A lockdown was imposed in some parts of Mangagoy, Bislig City, so several

businesses had to close down for months.
A. Addition B. Comparison C. Order/Sequence D. Time
2. Even though most Filipinos are primarily concerned about AIDS it should be
remembered that it is now nearly a worldwide disease.
A. Addition B. Comparison C. Contrast D. Time
3. Miranda will probably be a late bloomer socially, just like her older sisters.
4. Boring tasks can be more pleasant. For instance, set up a very comfortable area
and play a relaxing music while you work.
A. Comparison B. Contrast C.Illustration/Example D.Order/Sequence
5. Jee Cris forced the six-pack of canned goods into the bottom of the bag, tearing
it. Then he said, “I guess you’ll have to carry the bag from the bottom.”
A. Comparison B. Contrast C. Order/Sequence D. Time
6. Some Scientists predicted the Corona Plague years back. Moreover in early 2000’s
there are movies related to it.
A. Addition B. Contrast C. Order/Sequence D. Time
7. Some people in Surigao del Sur built their houses very close to the shoreline.
Consequently, they have had to spend a lot of money to protect their properties.
13
8. Running can make people aware of their surroundings, such as the scent of rice
field and the trees.
A. Addition B. Cause and Effect C. contrast D. Illustration/Example
9. Residents complain bitterly about potholes in the streets, yet these same people
resist paying higher taxes.
10. PLDT Home Prepaid had a large number of responses in a short time. Moreover, it
can connect to two times with other devices with its fastest internet connection.
11. __________ the invention of smart phones, students probably spent more of their
leisure time in reading.
A. Because B. Before C. Nevertheless D. So
12. If you’re having get together, try to do as much in advance as possible. __________,
set the table the day before.
A. Consequently B. For instance C. In contrast D. Similarly
13. __________ I’m very allergic to cats, my mother bought a bunch of cats.
A. Because B. Even though C. Just as D. Until
14. My grandmother loves to say, “You’re as nervous __________ a long-tailed cat in a

roomful of rocking chairs.”
A. After B. As C. As a result D. Before
15. __________ Ellen’s car stereo was on full blast, I could see his lips moving, but I had
no idea what she was saying.
A. After B. Because C. Just as D. Moreover
14
You now go back to your portfolio and work on the other components that follow your
Goal Setting. Remember that your portfolio is a deliberate collection of your works
with the help of the exemplar. Highlighting your efforts here enables you to see and
reflect on your growth and achievement and your ability to establish goals just to
learn. Upon completion of your portfolio, please be guided of the rubric below.
LEVELS
10
documentation.
10
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
10
inadequately.
10
10
[1-2] [3] [4] [5]
slapdash.
5
Total 80
16
References
https://www.academia.edu/5598596/
https://nyelvkonyvbolt.hu/uploads/files/ImproveFirstUse.pdf
https://www.slideshare.net/timberlakon/coherence-and-cohesion?next_slideshow=1
Elements of Language fourth Course
HOLT, RINEHART and WINSTON Pp-374
https://examples.yourdictionary.com/examples-of-transitional-words-and-
phrases.html
http://englishuphfon.weebly.com/practice-using-cohesive-devices.html.
17

ENGLISH 8-First Quarter LAS

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8

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Development and Quality Assurance Teams

Project PPE (Portfolio Predicated on Exemplar) is a backup contingency response of

For the teacher:

This exemplar was collaboratively designed, developed and reviewed by educators

For the learner:

Welcome to the English- Grade 8-Quarter 1 Exemplar on Determining the Meaning of

This will give you an idea of the competencies you

This part includes an activity that aims to check

This section provides a brief discussion of the

This section provides activities which will help you

This task aims to evaluate your level of mastery in

Answer Key This contains answers to all activities in the module.

This contains instructions about recording your

This contains instructions about completing the

At the end of this module you will also find:

References This is a list of all resources used in developing this

2. Read the instruction carefully before doing each task.

4. Finish the task at hand before proceeding to the next.

What I Need to Know

In this exemplar, you will be acquainted with determining the meaning of

Most Essential Learning Competency:

After going through this exemplar, you are expected to:

 define context clue;

 create a word map to identify the context clues in a given text.

Portfolio Goal Setting

Meet Mark – a grade 8 learner like you. He is making his assignment at

1. Have you been in the same situation?

1. Do you agree with this statement?

2. It refers to the hints or clues to the meaning of a word.

3. It is the statement of the exact meaning of the word, especially

4. You don’t have to compel people to stay at home if they don’t

5. Covid19 virus is rampant that spread worldwide in a short period

What is Context Clue?

 A context clue is a hint or hints that a writer gives to help you

 It is an information that appears near a word or phrase and

There are four (4) common types of context clues –

1. Context clue by definition;

2. Context clue by synonyms ;

3. Context clue by antonyms;

4. Context clue by example.

1. Context Clue by Definition - this is the type of context clue

Let us inspect the following sentence.

1. What word in the sentence is unfamiliar to you?

 How is the patient described?

 Now let us list down some of your answers.

 All these statements give you a hint or hints on what

 This line defines the word somnolent.

 This is what you call context clue by definition.

2. On Friday, our science class visited the arboretum, a garden dedicated

 What type of class visited the arboretum?

(2)  What kind of a place is arboretum?

 They give you a hint or hints on what the meaning of

 Does the context clue define the word?

Clearly, it proves to us that indeed Context Clue by Definition is a type of context

HOW DO YOU SPOT THE CONTEXT CLUE BY DEFINITION?

 It is very easy to spot the context clue by definition.

- “Skeleton-like appearance” is the definition of “emaciation.”

2. Fluoroscopy, examination with a fluoroscope, has become a common

3. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales.

1. The manager wanted a weekly inspection, which is a methodical

Context clue that defines Context Clue Signal

The signal is the comma ( ,).