Defining terms in English lessons

English
Quarter 2 - Module 1
Defining a Term
Department of Education ● Republic of the Philippines
1
Parts and Patterns
Lesson of Definitions
1
What I Need to Know
In this lesson, you will learn to observe correct grammar in making
definitions. Specifically, you are expected to
a. identify parts of a definition;
b. use sentence patterns in writing definitions; and
c. demonstrate appreciation of certain virtues.
What’s New
Task 1. Find How They’re Defined
Directions: Read the selection in the box and find out how the author
defines anti-life acts.
Anti-life acts are measures that seek to terminate life wilfully and
consciously. Today, there are four generally recognized anti-life acts which bear
scrutiny: abortion, euthanasia, terrorism, and capital punishment. Abortion is
referred to as the termination of pregnancy before the fetus reaches 20 weeks of
gestation. Euthanasia connotes the act of causing death painlessly so as to end
the suffering of patients who have no chance of recovery. Meanwhile, the act of
using force, violence, or threat to demoralize, intimidate, or subjugate others is
known as terrorism. Lastly, capital punishment is defined as the death penalty
imposed on persons found guilty of major crimes against persons and properties.
How does the author define the following terms? On your activity notebook, provide
a one-sentence definition for each term.
 Anti-life acts
 Abortion
 Euthanasia
 Terrorism
 Capital punishment
What Is It
Writing Definitions
When you define a term, you actually answer the question “What is A?”
Definitions are commonly used in expository writing such as researches, scientific
and legal texts. It is also used in essays and other text types in order to make ideas
and concepts clearer.
Full definitions are composed of a term to define, the general class to which
the term belongs and a distinguishing characteristic which separates the term
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from the other members of the same class. A definition uses one of these two
patterns.
Pattern 1:
Term = class + distinguishing characteristics
is/are which/that…
A is defined as B of v+ing/N… C
refers to by which…
denotes for…
V+en
Examples:
Freedom is the ability to do what is right.
Family is a group of people who are bound together by love.
Biology is a branch of science dealing with the study of life.
Pattern 2:
Class + distinguishing = term
characteristics
which/that is/are called

of V+ing/N is/are
B by which… C is/are known A
for… as
V+en…
Examples:
The ability to do what is right is freedom.
A group of people who are bound together by love is called family.
A branch of science dealing with the study of life is biology.
Note: An article (The, A, An) may or may not be added at the beginning of each
sentence. V on the structure refers to Verb.
What’s More
Task 2. Fill it out
Directions: Go back to the definitions of anti-life acts. Fill out the chart below with
the parts of each definition. Do this on your activity notebook.
Term Class Distinguishing Characteristic Pattern
Used
Anti-life
acts
Euthanasia
Abortion
Terrorism
Capital
punishment
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Task 3. Definition or Not?
Directions: On your activity notebook, copy each sentence below. Write D if the
sentence is a definition and ND if it is not a definition. If you answer D (definition),
circle the term defined, box the class, and underline the distinguishing characteristic.
1. A square is a polygon that has four equal sides.
2. A microscope is needed to conduct experiments with microorganisms.
3. Scientists work with clearly defined objectives.
4. Photosynthesis is the process by which plants make their own food.
5. Understanding human genetics is important in medical sciences.
6. Her father is a well-known surgeon working in a huge hospital.
7. Abortion is illegal in the Philippines.
8. Mammals that have backbones are called vertebrates.
9. Matter is anything that occupies space and has mass.
10. Compounds are chemical substances formed by combining elements.
Task 4. Define Me
Directions: Write a full definition from each given set of terms to define, general
class, and distinguishing characteristics below. Give two sentences following the
patterns you have learned. Do this on your activity notebook.
Example: triangle – polygon- three sides
Pattern 1: A triangle is a polygon that has three sides.
Pattern 2: A polygon that has three sides is called a triangle.
1. chair – furniture – used for sitting
2. haiku – a poem – composed of seventeen syllables in three line
3. semantics – the science – deals with meaning in language
4. thermometer – an instrument – used to measure temperature
5. playwright – a person – writes plays
What I Have Learned

Task 5. Parts and Patterns
Directions: On your activity notebook, answer the following questions to
encapsulate your learning.
1. What are the three main parts of a definition?
2. What are the two patterns in writing full definitions?
What I Can Do
Task 7. A Virtue that Defines You
Directions: Love, Humility, Wisdom, Faith, or Perseverance? Choose the virtue
which you think is the most important. Using the table, provide the class to where it
belongs and a distinguishing characteristic that separates it from the rest. Then, write
a definition of the word using the two patterns. Do this on your activity notebook.
Term Class Distinguishing characteristic
Full Definition
Pattern 1:
Pattern 2:
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Assessment
Task 8. High Definition
Directions: Read each item carefully and write of the letter of the correct answer on
your answer activity notebook.
1. Which of the following sentences is a definition?
A. The people are warned against going out despite the relaxed quarantine
measures.
B. Antibodies are primary forms of immune response to diseases caused by
viruses or bacteria.
C. Rapid tests are done to find out if a specific antibody is found in a
suspected or probable COVID-19 case.
D. As of the moment, there is still no available COVID-19 vaccine but many
countries are already working for it.
For 2 & 3
Economics is the social science concerned chiefly with description and
analysis of production, distribution, and consumption of goods and services. It
is the study of how man’s material needs are supplied, or how scarce
resources are utilized.
These needs may include goods ranging from necessities (home, food and
clothing) to luxuries (color TV, electric razor) and services (medical care,
transportation, and dry cleaning).
Economists or specialists in economics divide much of their subject into
how goods and services are produced and how they are distributed.
2. Which paragraph gives the definition of economics?

A. 1 B. 2 C. 3 D. none
3. Based on its definition, to what general class does economics belong?
A. earth science B. natural science
C. political science D. social science
For number 4-6, study this definition.

Matter is anything that occupies space and has mass.
I II III IV
4. Which part is the term defined?
A. I B. II C. III D. IV
5. Which part is the class?
6. Which part is the distinguishing characteristic?
For 7-10, form a definition out of the given phrases inside the box. Choose the best
order.
7.
A. is defined as 4. endangers persons or property
B. in a manner that 5. the operation of motor vehicle
C. aggressive driving
A. 3-1-2-4-5 B. 3-1-5-2-4
C. 5-1-3-2-4 D. 5-1-2-4-3
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8.
1. a square 2. a polygon 3. is called
4. with 5. four sides
A. 1-2-3-4-5 B. 1-3-2-5-4
C. 2-3-1-5-4 D. 2-4-5-3-1
9.
1. carbohydrate 2. a compound 3. is
4. carbon, hydrogen, and oxygen 5. composed of
A. 1-2-3-5-4 B. 1-3-2-5-4
C. 2-1-3-5-4 D. 2-3-5-1-4
10.
1. metamorphosis 2. a physical transformation
3. undergone by various animals 4.is called
5. during development after the embryonic stage
A. 1-4-3-2-5 B. 2-3-5-4-1
C. 3-5-2-4-1 D. 5-3-2-4-1
Congratulations! You have successfully finished one lesson. Now, brace yourself for
Lesson 2.
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Lesson The Grammar of Definitions
2
What I Need to Know
In this lesson, you will learn to observe correct grammar in making
definitions (EN10G-IIe-29). Specifically, you are expected to
a. use relative clause and participial and prepositional phrase in
defining a term;
b. shorten full definitions by transforming relative clauses into
phrases; and
c. demonstrate appreciation of certain virtues.
What’s New
Task 1. Two-in-One
Directions: Study the two definitions of one term and answer the questions that
follow. Write the letter of the correct answer on your activity notebook.
I. Anti-life acts are measures that are intended to terminate life wilfully
and consciously.
II. Anti-life acts are measures intended to terminate life wilfully and
consciously.
1. What part of the definition is the underlined words?
A. class B. distinguishing characteristics C. term
2. Which definition uses a relative clause?
A. Sentence I B. Sentence II
3. Which sentence uses a participial phrase?
4. Which one is the shortened form of the definition?
What Is It
Writing Grammatically Correct Definitions

An important skill to develop in order to make grammatically correct definitions is
the use of relation pronouns as well as participial and prepositional phrases in stating
the distinguishing characteristic of the term defined.
Study these examples:
A. Anti-life acts are measures which are intended to terminate life wilfully and
consciously.
B. Anti-life acts are measures intended to terminate life wilfully and consciously.
In the examples above, the distinguishing characteristics are underlined. In
Example A, the distinguishing characteristic is a relative clause beginning with the
word which (a relative pronoun).
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These are the relative pronouns which you can use.
 that
 which
 who
 when
 where
 wherein
 whereby
 by which
On the other hand, the distinguishing characteristic of the term defined in
Example B is a participial phrase beginning with intended (a present participle). Here
are the types of phrases which you can use.
 Present participial phrase (beginning with +ing form of the verb)
 Past participial phrase (beginning with the +ed/d/en form of the verb
 Prepositional phrase (beginning with a preposition such as for, to, etc.)
What’s More
Task 2. Combine to Define
Directions: Combine the two sentences in each item to come up with a full
definition. Change the second sentence into a clause that begins with which, who, or
that. Do this on your activity notebook.
Example:
Chemistry is a science.
Chemistry deals with the study of the composition and properties of
substances.
Combined sentence:
Chemistry is a science that deals with the study of the composition and
properties of substances.
1. A computer is an electronic system
A computer is designed to manipulate and store data.
2. A printer is a computer hardware.
A printer is used to produce printed output.
3. Internet is a global computer network.
Internet connects users with service networks such as the World Wide Web.
4. A modem is a device.
A modem connects computers via a telephone line.
5. A software is a program, routine and symbolic language.
A software is essential to the operation and maintenance of a computer.
Task 3. Just Keep It Short
Directions: Full definitions can be shortened by changing the relative clause into a
participial phrase. Shorten the full definitions below by removing the relative pronoun
(which, that, who) and by changing the verb into its -ing or –ed (-en) form or by
removing which/that/who is. Do this on your activity notebook.
Example: Pragmatics is the branch of linguistics that deals with the study of
language use rather than structure.
Shortened: Pragmatics is the branch of linguistics dealing with the study of
language use rather than structure.
1. Atmosphere is a mixture of gases that surrounds the earth.
2. Dialysis is a medical process that is used to treat patients with kidney disease.
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3. Ultrasound is a technique that uses high-frequency sound waves for medical
diagnosis.
4. An antidote is a substance that counteracts the effects of a toxin.
5. A probiotic is a substance that contains beneficial microorganisms.
What I Have Learned

Task 4. You Complete Me
Directions: To sum up what you have learned in this lesson, complete the
sentences. Do this on your activity notebook.
1. The distinguishing characteristic of a term defined usually begins with .
2. Distinguishing characteristics in full definitions begin with .
3. Distinguishing characteristics in shortened definitions begin with
.
What I Can Do
Task 5. Either Long or Short
Directions: Go back to the definition you have formulated in Lesson 1 (What I Can
Do). Still using the two patterns in defining a term, write a shortened version if you
have written the full definition or write the full version if you have written the
shortened form.
Pattern 1:
Pattern 2:
Assessment
Directions: Choose the correct expression to complete each definition. Write the
letter of the correct answer on your activity notebook.
1. Self-respect is a quality of character one’s own weaknesses and
strengths with dignity.
A. recognize B. recognized
C. which recognizes D. which is recognized
2. Strength of character is a trait by a person’s will power, self-restraint, and
determination.
A. reveal B. revealed
C. which reveals D. which revealed
3. A leader refers to one competence in management, rapport with his
followers and innate ability to adjust and act to varied situations.
A. exhibit B. exhibited
C. who exhibits D. who exhibited
4. Anger is a negative emotion a person’s ability to think logically.
A. paralyze B. paralyzing C. paralyzes D. paralyzed
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5. Courtesy is a positive trait personal interaction very pleasant.
A. that make B. that makes C. that made D. that is made
6. Success is a goal by service granted.
A. that measure B. that measures C. that measured D. that is measured
7. Dialysis is a medical process to treat patients with kidney disease.
A. used B. using C. that used D. that uses
8. Psychology is a science with human mind, mental states, and human
behaviour.
A. deal B. dealing C. deals D. dealt
9. A printer is a computer hardware to produce a hard copy of an output.
A. use B. using C. that is used D. that uses
10. A probiotic is a substance beneficial microorganisms.
A. contain B. contained C. that is contained D. that contains
Good job! You have successfully finished another lesson.
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Technical vs. Operational
Lesson Definitions
3
What I Need to Know
This lesson will prepare you to give technical and operational definitions
(EN10V-IIa-13.9). Specifically, you are expected to
a. distinguish technical from operational definitions;
b. write technical definitions; and
c. show appreciation of clarity in communication.
What’s New
Task 1. Heavy Weight
Directions: Study these definitions of the term weight. Then, answer by writing on
your activity notebook the letter of the correct answer.
A. Weight refers to a measurement of gravitational force acting on an object.
B. Weight refers to the numbers appearing on a weighing scale when a thing is
placed on it.
1. Which definition provides an abstract definition of the term weight?
2. Which one gives a more concrete definition which can be easily observed and
measured?
3. Which do you think is the technical definition?
4. Which one is the operational definition?
What Is It
What is a technical definition?

A technical definition is a definition that explains what a technical terminology
or concept means to make communication in a specific field clearer. It tends to be
abstract, conceptual or theoretical. It is usually provided by experts in the field; so, if
you need to write a technical definition of a concept, you can always look for what
experts say about it.
Example:
World Bank (2013) defines financial capability as:
[…] an individual’s capability to move in one’s best financial welfare, given
socio-economic and environmental conditions. It includes the financial
literacy, skills, attitudes, and behaviors of individual consumers in relation to
the management of their resources, and selecting, and availing of financial
services that best suit their needs (WB, 2013a).
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What is an operational definition?
An operational definition is a statement describing how a specific term or
concept is measured, or how a condition or object can be recognized. It tells you
either what to observe or what to do. The word “operational” means to describe what
to do in a certain context. Operational definitions must be clear, concrete, and
precise to let a reader know exactly what to measure or observe.
Examples:
The fastest runner is the one who reaches the finish line before all the other
runners.
The financial capability of the respondents refers to their average score on a
12-item Likert-scale.
Directions: Now, try to check your understanding on the two types of definition. On
your activity notebook, write TD if the description refers to Technical Definition and
OD if it refers to Operational Definition.
1. Tells you what to do and what to observe
2. Tells you what the term theoretically means
3. Tends to be abstract, conceptual and theoretical
4. Provides concrete and clear definition
5. Usually provided by experts
6. Based in context
What’s More
Task 2. Technical or Operational?
Directions: Write TD on your activity notebook if the definition is technical and OD if
it is Operational.
1. Substances that cause the litmus paper to turn pink are acids.
2. A compound that can donate a proton or accept a pair of electrons to form a
covalent bond with a base is an acid.
3. Pulse refers to the number of beats on a person’s wrist counted in 1 minute.
4. Pulse is the regular expansion and contraction of an artery, caused by the heart
pumping blood through the body.
5. Weight refers to a measurement of gravitational force acting on an object.
6. Weight refers to the numbers that can be seen when a thing is put on a
weighing scale.
7. Working women are women engaged in full time paid employment, working at
least 40 hours or more per week.
8. Heart is a hollow muscular organ pumping blood around the body, in humans,
situated in the center of the chest with its apex directed to the left.
9. Krondl (1990) states that convenience foods are those having service added to
main ingredients to decrease the amount of time to prepare required when
cooking at home.
10. Extensive reading is program wherein a learner reads at least 10 books every
week for comprehension.
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What I Have Learned
Task 3. The Difference
Directions: To concretize your understanding on the differences between
technical and operational definitions, complete the sentences below. Do this on your
activity notebook.
1. A technical definition tells you . It is usually

. When you write technical
definitions, you can .
2. An operational definition tells you . It is usually

.
What I Can Do
Task 4. Technically Speaking
Directions: Give a technical definition of the term child abuse. You may use the
Internet or your books for the definition and be sure to include the source. Do this on
your activity notebook.
Term to define Technical Definition
Child abuse
Source:
Assessment
Directions: Write T on you activity notebook if the statement is TRUE and F if it is
FALSE.
1. A technical definition tells you what to do.
2. A technical definition gives concrete and clear descriptions.
3. A technical definition is usually given by experts in the field which can cited as
a source.
4. An operational definition is usually theoretical and conceptual.
5. An operational definition gives observable and measurable descriptions.
Directions: On your activity notebook, write TD if the definition is technical and OD if
it is operational.
6. Intelligence refers to the respondents’ average score on the Stanford-Binet
Intelligence Test.
7. Hunger denotes a distressful feeling after twenty-four hours or more without
access to food.
8. A virus is a submicroscopic parasitic particle of a nucleic acid surrounded by
protein which can only reproduce within a host cell.
9. Guilt is the participants’ score on a self-reported guilt with a scale of 1-10.
10. Staab (1990) defines a successful whole-language teacher as “an individual
who creates an exciting print environment and allows children to engage in
meaningful literacy experiences”.
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Lesson Writing Operational Definitions
4
What I Need to Know
Developing your skill in writing operational definitions will help you achieve
clarity in written or oral communication. In this lesson, you will learn to give technical
and operational definitions (EN10V-IIa-13.9). Specifically you are expected to:
a. write operational definitions; and
b. demonstrate the importance of community involvement.
What’s New
Task 1. Clearing Up Confusions
Directions: Suppose you and your group are tasked to distribute food packs to the
needy people in your community. To make the distribution fast, you have decided to
form five smaller groups. How would you make sure all of you will not be confused
as to who will be given or not? Can you suggest an operational definition of the term
needy people?
Write it on your activity notebook.
What Is It
How to Write an Operational Definition

The main goal of an operational definition is to provide clear and easily
communicated meaning to a concept by identifying how it is measured and applied in
a particular context (Deming, 2001).
This definition emphasizes two significant points about an operational
definition:
 It provides a precise meaning to the term or concept, forming a
"common language" among people.
 It defines how a term or concept is used when applied in a specific
situation. This is based on the fact that words can differ in meanings to
different people and in different situations.
Remember that when you write an operational definition, it is very important to

consider the context or the situation involved where the term is used. For example,
different people can operationally define ‘a clean table’ depending on their
occupation.
For an office worker: A clean table refers to one that is not cluttered.
For a waiter: A clean table refers to one that has been wiped
with damp cloth and a detergent.
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For a medical practitioner: A clean table refers to one that has been
disinfected with an antibacterial agent to avoid the
spread of contagion.
So, when you define a term operationally, you can ask yourself, “Does this
definition give concrete description of what to observe or how to do things?”
What’s More
Task 2. Define Operationally
Directions: On your activity notebook, write an operational definition for each
underlined idea. Questions are given after each situation to guide you.
1. Only the poorest of the poor received the cash assistance from the government.
Who are the poorest of the poor?
The term poorest of the poor refers to families
2. Students who are good readers are assigned to tutor their peers.
What observable characteristics do good readers have?
Good readers are learners
3. You can be protected from infectious diseases by washing your hands
thoroughly.
What does washing your hands thoroughly mean? What materials are used and
how long is the washing done?
Washing your hands thoroughly means
4. Chronically absent learners usually have low performance in math.

When do we call a student a chronically absent learner? How many days in a
month are they absent?
The term chronically absent learners refer to those who
What is a performance in math? How is it measured?
Performance in math refers to
5. Students who show outstanding academic performance will be given a
scholarship.
What does an outstanding performance mean? What is the basis?
Outstanding scholastic performance means having
What I Have Learned

Task 3. Complete Me
Directions: On your activity notebook, complete the sentence:
A well-written operational definition
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What I Can Do
Task 4. Defining Community Quarantines
Directions: In the light of the COVID-19 pandemic, do you think your community
should be under total lockdown, Enhanced Community Quarantine (ECQ), Modified
ECQ, General Community Quarantine (GCQ), or Modified GCQ? Justify your answer
and be sure to provide an operational definition for the classification that suits your
community. Write your answer on your activity notebook.
Assessment
Task 5. Operational or Not?
Directions: On your activity notebook, write O if the definition is operational and NO
if it is not operational.
1. A suspected COVID-19 case refers to a patient with symptoms of the disease

and has travel history or exposure to a COVID-19 positive patient.
2. Intelligence is the ability to learn or understand from experience.
3. Being friendly means voluntarily helping at least five people a day.
4. A frustration reader is one whose score in the reading comprehension test is
below 75%.
5. Punishment is a harsh or injurious treatment for an offense.
Congratulations! You have successfully finished the last lesson in this module.
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Assessment
Directions: Read each item carefully and write the letter of the correct
answer on your activity notebook.
1. Which sentence is an operational definition of the term extensive reading?
A. According to Williams (1984), extensive reading is a rapid reading of a
relatively longer printed text.
B. Extensive reading refers to the reading program wherein a learner reads at
least ten books every week for comprehension.
C. Extensive reading denotes reading huge quantities of easily comprehensible
texts without doing any required language tasks after reading.
D. The practice of reading voluminous sets of materials for general
comprehension, to gain enjoyment from reading the text is called extensive
reading.
2. Which of the following is a technical definition?
A. The most recent survey on financial capability among the Filipinos was
conducted by the World Bank in 2015.
B. According to World Bank (2013), financial capability is the internal capacity of
an individual to act for his best financial interest, given the socio-economic
and environmental situations.
C. Respondents’ financial capability refers to their average score on a 10-item
Likert-scale survey questions involving overall satisfaction with their financial
welfare.
D. In 2009, Colmar Brunton comprehensively surveyed the financial knowledge,
financial planning, debt management, saving, and investing skills among the
participants.
3. Which word or group of words is the general class in the definition below?
Chemistry is a science that deals with the properties of matter
A B C D
4. Which of the following sentences is a definition?
A. Man’s needs include goods ranging from basic necessities to luxuries and
services.
B. Economists study how man’s material needs are supplied, or how scarce
resources are utilized.
C. Economists divide much of their subject into how goods and services are
produced and how they are distributed.
D. Economics is the social science concerned with analysis of production,
distribution, and consumption of goods and services.
5. Which of the following sentences provides a definition?
A. According to Swan (2005) grammar is a set of devices necessary to express
specific kinds of intended meaning.
B. Brown (2000) reported that studies of error feedback for correction have not
yet reached a consensus as to the most effective way for error correction.
C. Nelson (2014) observed that grammar Nazis received more negative views
compared to those who show other skills like mathematical computations.
D. In the context of language teaching and learning, Cook (2001) reported that a
classic debate remained whether grammar should be explicitly taught to the
students.
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Choose the correct expression to complete each definition.
6. Abortion the termination of pregnancy
A. defines B. defined C. is defined D. is defined as
7. Mammals backbones are called vertebrates.
A. had B. has C. have D. having
8. Any act painless death to end the suffering of patients who have no
chance of recovery is called euthanasia.
A. cause B. caused C. that causes D. that is caused
9. Success is a goal by service granted.
A. that measure B. that measures C. that measured D. that is measured
10. Dialysis is a medical process to treat patients with kidney disease.
A. used B. using C. that used D. that uses
For 11-12, form a definition out of the given phrases in the box. Just choose the best
arrangement.
11.
1. capital punishment 4. the death penalty
2. imposed on persons 5. is called
3. found guilty of major crimes against persons and property.
A. 1-5-4-3-2 B. 4-1-2-3-5
C. 1-4-5-3-2 D. 4-2-3-5-1
12.
1. any act 2. that 3. can be defined as 4. terrorism
5. uses force, violence, or threat to demoralize or intimidate
A. 1-2-3-4-5 B. 4-3-1-2-5
C. 3-2-1-5-4 D. 5-4-3-1-2
Write A if the definition is Technical and B if it is Operational.
13. Pulse is the regular expansion and contraction of an artery, caused by the heart
pumping blood through the body.
14. Weight refers to the numbers appearing when an object is put on a weighing
scale.
15. Working women are women engaged in full time paid employment, working at
least 40 hours or more per week.
Great job! Congratulations for completing this module!
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Lesson Features of an Argumentative Essay
1
What I Need to Know
In this lesson, you will learn to identify the features an
argumentative essay. Specifically, you are expected to
a. distinguish author’s claim and
b. identify details that support the author’s claim in an argumentative
essay.
What’s New
Read the sample argumentative essay below and find out what it tries
to convince the reader about libraries.
As online learning becomes more common and more resources are converted
to digital forms, some people have suggested that public libraries should be shut
down and, in their place, everyone should be given an iPad with an e-reader
subscription.
Proponents of this idea state that it will save local cities and towns money
because libraries are expensive to maintain. They also believe it will encourage more
people to read because they won’t have to travel to a library to get a book; they can
simply click on what they want to read and access the material wherever they may
be. They could also access more materials because libraries won’t have to buy hard
copies of books; they can simply download as many digital copies as they need.
However, it would be a serious mistake to replace libraries with tablets. First,
digital books and resources are associated with less learning and more problems
than printed resources. A study done on tablet versus book reading found that
people read 20-30% slower on tablets, retain less information, and understand only
10% less of what they read compared to people who read the same information in
print. Additionally, staring too long at a screen has been shown to cause numerous
health problems, including blurred vision, dizziness, dry eyes and headaches among
others at much higher instances than reading print does. People who use tablets and
mobile devices excessively also have a higher incidence of more serious health
issues such as fatigue, shoulder and back pain, carpal tunnel syndrome, and muscle
strain. I know that whenever I read from my e-reader for too long, my eyes begin to
feel tired and my neck hurts. We should not add to these problems by giving people,
especially young people, more reasons to look at screens.
Second, it is incredibly narrow-minded to assume that the only service
libraries offer is book lending. Libraries have a multitude of benefits, and quite a
number are only available if the library has a physical location. Some of these
include acting as a quiet study space, giving people a way to converse with their
neighbors, holding classes on a variety of topics, providing jobs and keeping the
community connected. One neighborhood found that, after a local library instituted
events such as play times for toddlers and parents, job fairs for teenagers, and
meeting spaces for senior citizens, over a third of residents reported feeling more
connected to their community. Similarly, a Pew survey conducted in 2015 found that
nearly two-thirds of American adults feel that closing their local library would have a
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2
major impact on their community. People see libraries as a way to get in touch with
others and get their questions answered.
While replacing libraries with tablets may seem like a simple solution, it would
encourage people to spend even more time looking at digital screens, despite the
myriad issues surrounding them. It would also end access to many benefits of
libraries that people have come to rely on. In many areas, libraries are such an
important part of the community network that they could never be replaced by a
simple object.
-Excerpt from Sarikas’ 3 Strong Argumentative Essay Examples, Analyzed
On your activity notebook, write the letter of the correct answer.

1. What is the main idea (thesis) of the essay?
A. The use of digital books and resources should not be allowed because they
are harmful.
B. All public physical libraries should be closed because it is not practical to
operate them.
C. It is a serious mistake to replace public physical libraries with electronic
gadgets like tablets.
D. Public libraries offer valuable and irreplaceable services to the local
communities.
2. How does the essay begin?
A. By presenting the thesis statement
B. By presenting the overview of the opposing arguments
C. By elaborating the benefits of public physical libraries
D. By explaining the disadvantages of using online resources
3. In which paragraph is the thesis statement found?
A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 D. Paragraph 4
4. Which two reasons are cited to support the main idea of the essay?
I. Some people have suggested that public libraries should be shut down.
II. The closure of public libraries will save local cities and towns money
because libraries are expensive to maintain.
III. Digital books and resources are associated with less learning and more
problems than print resources.
IV. Libraries have a multitude of benefits, and many are only available if
the library has a physical location.
A. I & II B. I & III C. II & IV D. III & IV
What Is It
What is an Argumentative Essay?

You have just read an argumentative essay. An argumentative essay is a
persuasive form of writing. It aims to change the mind of the reader by convincing
the reader to agree with the writer’s point of view.
Features of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and logical. It
usually assumes that the reader disagrees with the writer. An effective
argumentative essay has the following features:
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2
1. It clearly states a claim or position on an issue.
2. It provides reasons including facts and opinions and supports these reasons
with evidences to prove its point.
3. It also presents opposing views (counterarguments) and explains their
weakness.
Take note of the following terms related to argumentative essay.
A claim refers to the author's position on an issue or problem. This is usually the
thesis statement or main idea of an argumentative essay.
Support is any material that is used to prove a claim. This usually consists of
reasons and evidence.
Reasons are statements made to justify an action, decision, or belief.
Evidence is the specific references, quotations, examples, and opinions that
support a claim. It may include statistics, personal experience, or opinions of experts.
Counterargument is an argument made to oppose another argument. A good
argument anticipates opposing claims and provides counterarguments to disprove or
answer them.
What’s More
A. Go back to the essay. Identify the main idea (thesis statement), the
reasons and the supporting details presented in the essay. Do this on
Counterargument/Opposing idea (What do other people think about the
issue?)
Author’s Claim/Thesis statement/Main idea (What does the essay try to

convince you?)
Reason Supporting Details/Evidence

Reason 1:
Reason 2:
B. What types of evidence are presented in explaining the reasons? On your activity
notebook, mark check (/) those that are found in the essay and mark (x) those that
are not.
Statistics Direct quotations from experts
Scientific studies Examples
Personal experience
What I Have Learned

What are the features of an argumentative essay?
Answer this question briefly on your activity notebook.
An argumentative essay _
_
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3
What I Can Do
You are to convince your friend to stop smoking cigarettes. You need to
clearly present your claim or position and support it with reasons and evidences. On
your activity notebook, write them down using the outline below.
You claim or position:
Reason 1:
Reason 2:
Assessment
1. What is the purpose of an argumentative essay?

A. To convince the reader B. To entertain people
C. To narrate an event D. To teach a lesson
2. Which is NOT a feature of an argumentative essay?
A. It states the claim or position of the author.
B. It narrates an event in a chronological order.
C. It provides reasons and supporting evidence.
D. It presents opposing views and explains its weakness.
3. Statistics, expert opinion, quotation and personal experience can be used in
an argumentative essay as _.
A. author's claim B. main idea
C. supporting evidences D. topic sentence
4. To be more convincing, the main idea of the essay should be supported by
_.
A. clear statement of opposing views
B. detailed discussion of current events
C. logical reasons and evidences
D. narration of a personal experience
5. Which is NOT necessary in an argumentative essay?
A. claim
B. evidences
C. narration
D. reasons
6. What is a counterargument?
A. A contradictory opinion
B. A supporting opinion
C. The weakness of the author’s claim
D. Details supporting the author’s claim
Congratulations! You have just successfully finished this lesson.
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4
Lesson Parts of an Argumentative Essay
2
What I Need to Know
In this lesson, you will learn to identify the parts and features of an
argumentative essays. Specifically, you are expected to
a. identify how introduction, body, and conclusion are structured and
b. distinguish author’s position and supporting details in an
argumentative essay.
What’s New
Suppose you are taking a jeepney or a bus ride with an aggressive
driver. You are so afraid an accident will happen. What will you do? What will you tell
the driver?
Read the argumentative essay below and find out why “Aggressive Driving
Should Be Avoided”?
Aggressive Driving Should be Avoided

By Louis Mizell
Aggressive driving is a phenomenon, which has only recently got the public
worried. The National Highway Traffic Safety Council (NHTSC) defines aggressive
driving as the “operation of a motor vehicle in a manner that endangers or is likely to
endanger persons or property.” Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield, improper turns, running
stop signs, tail gaiting, careless driving, and speeding are examples of aggressive
driving. Such actions are dangerous to other road users. Aggressive driving should
be avoided because it causes crashes, injuries and fatalities.
The first reason why aggressive driving should be avoided is it causes
crashes. According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tail gaiting
caused crashes as a result of their aggressive driving. Moreover, “running red light,”
“improper passing,” and “overtaking on the left” topped other categories of
aggressive driving in contributing to traffic crashes.
Another reason why aggressive driving should be avoided is it causes injuries.
NHSTC states that the percentages of the injuries caused by aggressive driving are,
in almost all categories of aggressive driving, above 100 percent.
Aggressive driving also causes fatalities. “Overtaking on the left” appears to
be the most important contributing factor in traffic fatalities as it relates to aggressive
driving. “Improper lane change,” “running stop sign,” and running red light” rank
second through four in terms of their contribution to traffic fatalities.
The above evidence shows that aggressive driving causes crash injuries and
fatalities. Hence, aggressive driving should be avoided. Since the opening on the
North-South Highway, the number of kilometers of roads in the country has
increased by one percent while the number of vehicle miles driven has increased by
35 percent. More cars and more drivers are also on the road leading to more
aggressive drivers.
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5
From the argumentative essay “Aggressive Driving Should Be Avoided”,
identify its parts by rewriting the essential statements (topic sentence or main idea of
each paragraph) in. Do this on your activity notebook.
Title:
Introduction (Paragraph 1):
Body (Paragraph 2,3, & 4):
Paragraph 2: _
Paragraph 3: _
Paragraph 4: _
Conclusion (Paragraph 5):
What Is It
Parts of an Argumentative Essay
An argumentative essay, like any other essays, has three parts: body,
introduction, and conclusion.
1. Introduction. The first part is the introductory paragraph. It presents the
problem and gives the background information needed for the argument and
the thesis statement or the main idea of the essay.
2. Body. The body of the argumentative essay contains the reasons. Each
paragraph talks about one reason which includes facts or opinions. The
reason is included in the topic sentence and is supported by details or
materials. These supporting materials can be examples, statistics, personal
experiences, quotations, etc.
3. Conclusion. The conclusion restates the main claim and gives one or two
general statements that exactly summarize the arguments and support the
main premise.
What’s More
A. Reason Out
The essay presented the three reason why aggressive driving should be
avoided. On your activity notebook, complete the table with those reasons
and their explanations.
Reason Explanation/Supporting Evidence

1.
2.
3.
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6
What I Have Learned
Complete the table with the necessary details to be written each part of
an argumentative essay. Do this on your activity notebook.
Parts What to write
Introduction
Body
Conclusion
What I Can Do
On your activity notebook, make an outline of an argumentative essay.
You can use the issue on cigarette smoking that you explored in Lesson 1 (What I
Can Do) as your topic. You are also free to choose any other topic.
Topic:
Parts Important Ideas
Introduction
Body
Conclusion
Assessment
Read the essay below and answer the questions that follow.
(1) According to veterinarian and animal-rights advocate Dr. Michael W. Fox, more
than 100 million animals are used each year in laboratory tests. These animals are
used to study such things as the causes and effects of illnesses to test drugs. This
unnecessary and cruel animal testing must be stopped.
(2) The most important reason to stop this testing is that it’s wrong to make living
creatures suffer. Even though they can’t talk or use tools as people do, animals have
feelings. Zoologist Ann Speirs says that animals may suffer even more than people
do, because they can’t understand what’s happening to them.
(3) People who favor animal research argue that the medical advances gained
justify animal experimentation. They also say that the suffering experienced by the
animals is minor. People like that are dumber than any guinea pig or rat.
(4) Another important reason to stop this testing is that everybody knows it isn’t
reliable. Many drugs that help animals are harmful to people. One example is the
drug thalidomide. After it was tested in animals in the 1950s and early 1960s, it was
given to pregnant women. More than 10,000 of these women gave birth to
handicapped babies. The process works the other way, too. Many drugs that help
people kill animals. Two common examples are penicillin and aspirin.
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7
(5) Animal testing also affects the environment. The Animal Protection Service says
that a quarter million chimpanzees, monkeys, and baboons are taken from their
natural homes and used in laboratory experiments every year. Those animals will
never be able to reproduce, and whole species may become extinct.
(6) A final reason for not using animals in experiments is that there are other
research methods available. Two examples are using bits of animal tissue and cells
and using computer models.
(7) In conclusion, animal testing has to stop because it just can’t go.
Source: McDougl Littell Literature
Write the letter of the correct answer on your activity notebook.
1. What is the claim or the author's position of the essay?

A. Animals are used in laboratories.
B. Animal testing should be stopped.
C. Veterinarians are against using animals in laboratories.
D. Veterinarians say animals are useful in laboratories.
2. In which paragraphs is the claim or the author’s position in the essay found?
A. Paragraphs 1 & 2 B. Paragraphs 1 & 4
C. Paragraphs 1 & 5 D. Paragraphs 1 & 7
3. What is presented in paragraph 5?

A. An argument that animals should be used in testing
B. Claim that animals should not be used in laboratories
C. Reason and evidence that animals should not be used in testing
D. The author's claim, reason and evidence about animal testing
4. What is the purpose of paragraph 3?

A. present the claim or the author’s position
B. present the counterargument and attack it
C. present evidence of the usefulness of animal testing
D. present the a reason why animals testing is bad
5. How many reasons why animals should not be used in experiments are
presented in the essay?
A. 2 B. 4 C. 6 D. 8
6. What type of evidence is used in this sentence?

Zoologist Ann Speirs says that animals may suffer even more than
people do, because they can’t understand what’s happening to them.
A. example B. expert opinion
C. personal experience D. statistics
Another well-done job! Congratulations! You’re now ready for the next lesson.
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8
Lesson Formulating a Claim
3
What I Need to Know
In this lesson, you will learn to formulate claims of fact, value, and policy
(EN10WC-IIb-13.2). Specifically, you are expected to
a. determine how claim is formulated; and
b. write a claim of fact, value and policy from a given set of details.
What’s New
Arguments and opinions are everywhere. It is common to see friends

sharing their views on controversial issues. Politicians convince voters to vote
for them and they explain why they deserve their votes. Advertisements have
certain claims that a certain product can solve your problems. You, too, for
sure have already tried expressing what you think on certain issues .
Try to write your own opinion on the issues or questions below.
1. What should students do to
obtain quality education at this
time of COVID-19 pandemic?
2. Is wearing face mask

necessary for all people? Why
or why not?
3. Is it a crime to post on social

media a threat to the life of the
president?
What Is It
What is a claim?
You make a claim if you answered the three questions above. A claim or the
writer’s or speaker’s position on an issue is an important element of an argument.
A claim is your opinion on a controversial issue. Remember your opinion
cannot be wrong and the only way you can mess up is to poorly support your
opinion.
The topics above are asking three specific types of questions: questions of
fact, value, and policy which require you to make claims of fact, value, and policy.
28
9
Question of Fact
This type of question asks you to make a claim of fact. It asks you about the
truthfulness or falsehood of something.
Example:
Is it a crime or not to post on social media a threat to the life of the president?
The answer is either “Yes” or “No” and your claim becomes convincing if you
provide a logical reason and evidence.
Question of Value
This question asks you to make a claim of value or to talk about the relative
merit (goodness or badness) of something. Here you are usually asked to choose
between things, ideas, beliefs or actions, and explain why you do so.
Example:
Is wearing face mask necessary for all people? Why or why not?
Questions of Policy
This question asks you to explain what should be done on a certain issue.
Take note of the key word which is usually “should” or any equivalent.
The question asks the writer to make a plan of action or a claim of policy to
solve some sort of problem. The answer is a breakdown of the plan and a
justification that it fixes the problem.
Example:
What should students do to obtain quality education at this time of COVID-19
pandemic? (Plan and justify.)
Now, you are ready to do more activities.
What’s More
A. Tell whether the sentence is a claim of fact, claim of value, or claim of policy.
1. Wearing a face mask is part of the new normal.
2. The government should provide assistance to those who lost their jobs.
3. Face-to-face classroom instruction is more beneficial than distance learning.
4. Internet connectivity is necessary to continue working even when you stay at

home.
5. Frequent hand washing prevents the spread of viruses.
B. Write a claim for the given supporting details below. The first one is done for you.
1. A review of 46 studies of motorcycle helmets and helmet laws reported that
every study comparing helmeted and non-helmeted crash victims found that
helmeted riders had lower fatality rates, ranging from 28 percent to 7 percent
lower.
Claim: Wearing helmet is a must for motorcycle riders.
2. If you do not smoke, or if you quit smoking, you greatly reduce your risk for
diseases and early death. You also protect the health of others by preventing
exposure to second hand smoke.
Claim:
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3. “They say that death penalty is inhuman. But what is so human about killing
an 18-year-old child or raping her? Drugs have reduced human killing into
bestial state.” (President Duterte)
Claim:
4. Eating iron-rich rice prevents anemia and protects the body from infections.
The new rice mix seeks to lessen if not totally eliminate malnutrition in the
country, particularly iron-deficiency anemia, through the introduction of iron
fortificant to rice.
Claim:
5. With access to internet, unlimited information is just right at the tip of one’s
finger to keep abreast with what’s happening in and around the world. This
means better training for our student writers and more chances of winning
competitions.
Claim:
What I Have Learned

Complete the sentences on your activity notebook.
A claim refers to .
The three types of claim are _
_
What I Can Do
Go back to the topic you explored and outlined in Lesson 2 (What I Can Do).
Formulate claims of fact, value, or policy. Write your answer on your activity
notebook.
Topic
Claim of Fact
Claim of Value
Claim of Policy
Assessment
Read each item carefully and write the letter of the correct answer on
1. Which is a question of fact?
A. Are Filipinos saddened by the closure of the TV network?
B. Does ABS-CBN help improve the life of the Filipinos?
C. What are the possible effects of the ABS-CBN shutdown?
D. Which is more beneficial – to watch TV or play outside?
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2. Which is a claim of policy?
A. Covid-19 pandemic has a tremendous negative effect on world economy.
B. Governments need to provide financial assistance to families during a
lockdown.
C. Staying at home is beneficial to prevent the spread of the deadly corona
virus disease.
D. The origin of COVID-19 still remains uncertain but the WHO says it’s most
probably from animals.
3. If you want to convince others with your claim, what should you do?
A. Make your claim longer and more detailed.
B. Support it with reasons and evidences.
C. Tell people you are serious with your claim.
D. Write using effective literary and sound devices.
For Items 4-7, read the paragraph in the box.

Male adolescents should be given extra attention by adults because
during adolescence boys are more likely to suffer from mental health
problems than girls. Most of the deadliest and longest lasting mental
problems experienced by children are experienced by adolescent males.
For example, there are six male adolescent schizophrenics for every one
female. Adolescent autistic males outnumber females two to one.
4. What is the claim in the paragraph above?
A. Male adolescents are better than females in terms of mental health.
B. Male adolescents need help from adults in handling mental health
problems.
C. Both males and females have mental health issues that need attention.
D. Both males and females have good mental dispositions during
adolescence.
5. What type of claim is made in the paragraph?
A. claim of expertise B. claim of fact
C. claim of policy D. claim of value
6. What reason is provided to support the claim?
A. Boys are more prone to mental health problems.
B. Girls are more likely to experience mental health problems.
C. Both boys and girls can suffer from mental health problems.
D. There are ways to help adolescents develop good mental health.
7. What type of evidence is presented to support the claim?
A. expert opinion B. personal experience
C. quotation D. statistics
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12
Lesson Supporting Claims with Evidences
4
What I Need to Know
In this lesson, you will learn to formulate claims of fact, value, and policy
(EN10WC-IIb-13.2). Specifically, you are expected to
a. write a claim of fact, value or policy from a given set of details; and
b. provide reasons and evidences to support a claim.
What’s New
Suppose you want to ease quarantine measures in your community. How
would you do it? How would you make it convincing? Write your answer on your
activity notebook.
What Is It
How to formulate a claim of fact, value, or policy
A claim is usually supported by reasons and evidences as illustrated below.
You can write a paragraph by formulating a clear and logical claim

supported by a reason and evidence. Likewise, you can develop an essay by
formulating a single claim which is supported by one or more reasons with
corresponding evidences. The convincing power of your claim depends on the
quality of your reasons and evidences which can be facts or opinions or a
combination of both based on statistics, experience, examples, quotations,
expert opinion etc.
32
Study this example.
Topic: The danger of COVID-19

Question of Fact: Is COVID-19 dangerous?
Claim of Fact: COVID-19 is dangerous.
Reason: It is highly infectious and fatal.
Evidence: According to the WHO, a carrier of the virus can infect 3
to 4 people; the virus has infected almost 3 million and
killed over 300,000 worldwide.
From the outline above, a three-star paragraph can be written like the one in
the box below.
Claim of Fact Reason
COVID-19 is dangerous because it is highly infectious and

fatal. The World Health Organization reports that a carrier of the
virus can infect at least three to four persons and the infection
increases exponentially. Recently, the number of infected people
around the world has reached more than three million in only five Evidence
months. Statistics also show that more than 10% of the infected
people can die of the disease. It has already killed over 300,000
people with the most number of cases and deaths in the United
States despite the country’s state-of-the-art medical facilities and
health care system.
What’s More
Complete the outline and write a short paragraph. Do this on your activity notebook.
A. Topic: Universal wearing of face mask
Question of Policy: Should all people be required to wear face mask
when they go outside their homes? Why?
Claim of Policy: All people should be required to wear face mask
when they go outside their homes.
Reason: Universal wearing of face mask prevents the
spread of COVID-19.
Evidence:
_
_
Paragraph:
33
B. Topic: Handwashing
Question of Value: Why is frequent hand washing important?
Claim of Value: Frequent handwashing is important.
Reason:
_
_
Evidence:
_
_
Paragraph:
What I Have Learned

Complete the sentence.
For a claim to be convincing, it must _ _ _
_ .
What I Can Do
Go back to the claims you have formulate in Lesson 3 (What I Can Do).
Choose the claim which you think is the most appropriate for the issue. Then,
provide reasons and evidences to support your claim. Don’t forget that you need to
do research to gather evidence. Do this on your activity notebook.
Topic:
You claim or position:
Reason:
Evidence:
34
Assessment
1. What claim can be formulated out of the given supporting details below?
Stress and anxiety caused by bullying can make it more difficult for
young people to learn. It can affect concentration levels and decrease
ability to focus. It has also caused a high number of absenteeism and
dropout in schools.
A. Bullying can become a major barrier to learning.
B. Bullying is rampant in public schools nationwide.
C. Bullying has become almost impossible to solve.
D. Bullying causes damage to learners’ mental health.
The Spanish flu pandemic in 1918 infected 500 million people and
killed around 50-100 million, which at the time was around 5 percent of
the world’s population. More people died from this pandemic than
soldiers from countries involved in World War I.
A. Flu can be very dangerous.
B. Flu comes from different origins.
C. There is no available flu vaccine.
D. There are different types of flu.
On average, a Filipino pays 1,000 for his Internet connection.
Meanwhile, the global average is about 250, with most of these already
being high-speed connections.
A. Internet costs higher in the Philippines than in other countries.
B. Internet is faster in the Philippines than in other countries.
C. Internet should be considered a universal necessity.
D. Internet speed should be improved in this country.
Summary
In summary, an argumentative essay is written to convince or persuade the
reader to agree with what the writer believes. To achieve this purpose, there must be
a clear statement of the author’s position on the issue, also known as claim. The
claim can be a claim of fact, value, or policy. It is usually presented in the
introductory paragraph and restated in the conclusion.
There must be substantial supporting details which include reasons and
evidences derived from researches, statistics, expert opinion, personal experience
an examples to make the claim more convincing. These are thoroughly discussed in
the body of the essay.
You are now ready to take the post-test. Best of luck.
35
Assessment: (Post-Test)
Read each item carefully and, on your activity notebook, write the letter
of the correct answer.
1. An argumentative essay is written to _ .
A. impress others B. persuade the readers
C. provide useful information D. teach an important lesson
2. Which is NOT needed in an argumentative essay?
A. author's claim or position on an issue
B. narration of a personal experience
C. possible opposing ideas and opinions
D. reasons and evidences as supporting details
3. To be more convincing, the claim of the essay should be supported by
_.
A. clear statement of opposing views
B. detailed discussion of current events
C. logical reasons and evidences
D. narration of a personal experience
4. What does the introductory paragraph of an argumentative essay usually

present?
A. opposing arguments B. restatement of the main idea
C. supporting evidences D. thesis statement or main claim
5. In which part of an argumentative essay are the reasons supporting the
author's claim discussed?
A. body B. conclusion C. introduction D. title
6. In an argumentative essay, the author's claim or position is usually first stated
in the .
A. body B. conclusion C. evidence D. introduction
7. In which part of an essay can this sentence be found?
So, with all these in mind, there is no doubt that we should support
the liquor ban.
A. body B. conclusion C. evidence D. introduction
8. What is the author's claim on the issue of liquor ban in the paragraph below?
The imposition of the liquor ban in this Barangay has
received both thumbs up and thumbs down. But, definitely, it is
commendable and our local officials deserve a standing ovation
for possessing a political will in implementing a not-so-popular
ordinance.
A. The liquor ban is not a popular ordinance.
B. The liquor ban is almost impossible to implement.
C. Its imposition has received both criticism and praises.
D. It is good and the officials deserve praises for its implementation.
For items 9-11, read the paragraph below.

Drunkenness gives nothing but headache (both literally and
figuratively). Up to 80% of police reports involving domestic
violence and vehicular accidents are attributed to drinking
36
alcoholic beverages. Likewise health experts provide very
long list of deadly diseases like cancer of the lung, liver,
intestine, and stomach which are caused by excessive
drinking.
9. What does the paragraph above present?

A. An argument opposing liquor ban imposition
B. Common reasons of drunkenness among Filipinos
C. Legal sanctions against those who are caught drinking.
D. Reasons and evidences against drunkenness
10. In which part of the essay is the paragraph most probably found?
A. body B. conclusion C. introduction D. topic sentence
11. What claim can be formulated from the given supporting details in the box?
A. Drinking is not a problem as long as it is done in moderation.
B. Drunkenness causes many health and socioeconomic problems.
C. Drinking alcoholic beverages helps increase government revenues.
D. Drunkenness is a common trait among Filipinos from all walks of life.
12. Which is a claim of policy?

A. Schools should improve their hand washing and sanitation facilities.
B. You can protect yourself from disease through frequent hand washing.
C. Washing your hands with water and soap kills viruses that causes
diseases.
D. Hand washing activities can be costly but it’s one way to ensure public
safety.
13. If you want to convince others with your claim, what should you do?
A. Make your claim longer and more detailed.
B. Support it with reasons and evidences.
C. Tell people you are serious with your claim.
D. Write using effective literary and sound devices.
14. Given the supporting details below, what claim can be formulated?
If a full breakfast is taken in the morning, you will not eat more at
lunch and supper. In a recent study, people who eat more at
breakfast lose 17.8 pounds more than people who eat more at
dinner in just three months
A. A good breakfast makes you energetic the whole day.
B. Taking a good breakfast in the morning prevents obesity.
C. Many people are obese because they don’t take breakfast.
D. More amount of food is usually consumed during breakfast.
15. What type of evidence does the writer use in the paragraph below?
A review of 46 studies of motorcycle helmets and helmet laws
reported that every study comparing helmeted and non-helmeted
crash victims found that helmeted riders had lower fatality rates,
ranging from 28 percent to 7 percent lower.
A. emotion B. example C. opinion D. research
Yahoo! You have successfully finished this module.
37
English
Quarter 2 - Module 3
Argumentative Essay: Writing It Right

38
What I Need to Know
In this module, you are expected to do the following:
1. Use words and expressions to affirm or negate (EN10G-IIe-28)
a. Use adverbs of negation and affirmation; and
b. Affirm or negate a given statement or situation.
2. Use patterns and techniques in developing an argument (EN10WC-IIc-13.3)
a. Identify different patterns and techniques of developing an argument
b. Outline the flow of an argument using appropriate pattern and
techniques
3. Compose an argumentative essay (EN10WC-IIh-13)
a. Write a thought provoking introduction
b. Present reasons and evidence in a logical manner
c. Write a strong conclusion
d. Finalize a copy of the argumentative essay
Lesson
Taking Sides:
1 Affirming and Negating
What I Need to Know

In this lesson, you will learn to use words and expressions to affirm or
negate. Specifically, you are expected to
a. use adverbs of negation and affirmation; and
b. affirm or negate a given statement or situation.
What’s New
Task 1. Read to Learn
Directions: Read the portion of John’s interview with Dave

presented in the box and answer the questions that follow. Do this in your activity
notebook.
John: Do you think cyberbullying will become more rampant as online classes
become part of the new normal?
Dave: Cases of cyberbullying will definitely increase as more and more students
will be using the social media for information and communication.
John: Does that mean online learning should be discouraged?
Dave: No. That is not the solution. Online learning has to continue but students,
parents and teachers should be taught how to prevent and manage
cyberbullying cases.
1. What word did Dave use to express affirmation to John’s questions?
2. What words did Dave use to express negation to John’s second question?
39
3. Try to answer John’s two questions.
What Is It
Task 2: Agree or Disagree
Adverb of Affirmation
When you say that something is true like agreeing with someone’s idea, you
express affirmation. To express affirmation, you can use an adverb of affirmation.
Example: definitely
Cases of cyberbullying will definitely increase as more and more students will
be using the social media for information and communication.
The word definitely affirms the listener that the speaker believes that
cyberbullying cases will increase. Definitely is therefore an adverb of affirmation.
Adverb of Negation
Negation is simply the opposite of affirmation. When you say that something is
not true like disagreeing with someone’s idea, you are negating and you can use an
adverb of negation.
Example: no, not
No. That is not the solution.
Words no and not are used to negate to an idea. They are examples of adverbs
of negation.
Directions: Write AFFIRM if the word/statement is used to affirm an idea, and

NEGATE if it is used to negate an idea. Write your answers in your activity notebook.
A.
1. absolutely 10. scarcely 19. clearly
2. truly 11. definitely 20. doubtlessly
3. no 12. exactly 21. never
4. hardly 13. obviously 22. positively
5. really 14. sure 23. rarely
6. surely 15. verily 24. nothing
7. contradictorily 16. undoubtedly 25. not at all
8. yes 17. certainly 26. by all means
9. nowhere 18. not or words ending n’t such as haven't
B.
27. That’s right. 30. Pardon me, but…
28. That is indeed great. 31. I respect you for that, but…
29. No doubt about it. 32. That is absolutely right.
33. Maybe you’re right, but… 37. I have nothing against it.
34. Definitely. 38. I’m sorry, but…
35. Certainly. 39. Yes, you’re right.
36. I understand that. However…40. That is absolutely correct.
What’s More
Task 3: Yes or No
40
Directions: Choose the appropriate answer to complete each sentence. Write the
letter of your answer in your activity notebook.
Adverbs of Affirmation
1. It is a heroic act to serve as a medical frontliner.
A. definitely B. never C. not D. not at all
2. Nelson Mandela is the most prominent personality for equality rights in
African nations.
A. almost B. certainly C. never D. rarely
3. After the presentation, the teachers are going to their classes.
A. also B. never C. not D. surely
4. China will emerge as the world’s largest economy in few years.
A. may B. never C. not D. undoubtedly
5. , I will give you points for this as promised.
A. Never ever B. No C. Yes D. Today
Adverbs of Negation
6. Rico have a car, so we go together.
A. also B. certainly C. definitely D. doesn’t
7. Approaching cars were visible because of the storm.
A. clearly B. exactly C. rarely D. surely
8. The old man has eaten anything at all so his health is deteriorating.
A. absolutely B. evidently C. never D. truly
9. During the lockdown, a single person was seen on that street.
A. many B. not C. nothing D. nowhere
10. Wild mushrooms are available at this time of the year.
A. always B. rarely C. surely D. verily
Directions: Read and comment on each situation below. Use expressions that affirm
or negate. The first one is done for you. Do this in your activity notebook.
a. John believes that he is helping his classmates when he lets them copy his
answers.
Your comment: I respect John’s belief but I think it is not correct to just let a classmate copy his answers during a test.
His classmate will never learn.
b. Marco steals from his mother’s Sari-Sari Store so that he can help his classmate
who is in financial need.
Your comment:
c. Joana has decided not to have a boyfriend yet while studying. She thinks she can
focus more if she is single.
Your comment:
What I Have Learned

Task 4. Both Sides
Directions: Write down words or phrases that express affirmation or negation. Do this
in your activity notebook.
For affirmation For negation
41
What I Can Do
Task 5. Drop Your Comment
Directions: Choose a current controversial issue, a trending Twitter or Facebook post
may do. Write a one-paragraph summary on other people’s opinion about it and
another paragraph for your comment. Be sure to use words or expressions that affirm
or negate. Do this in your activity notebook.
Assessment
Task 6: Now I Know
Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.
1. Which word is used to express negation?
A. absolutely B. affirmatively C. clearly D. scarcely
2. Which word is used to express affirmation?
A. nothing B. never C. rarely D. undoubtedly
3. Which sentence expresses affirmation?
A. That idea is absolutely right.
B. Anything wrong can never be right.
C. Maybe you’re right but that’s not practical.
D. I respect you for that, but I think we can’t do that.
4. Which sentence expresses negation?
A. That is exactly true and wonderful.
B. It can definitely solve the existing problem.
C. He will surely come to attend the assembly.
D. I can hardly find any reason to leave the company.
Directions: For items 5-10, choose the appropriate expression to complete each
sentence. Write the letter only.
5. Netizens should post any irresponsible statement online.
A. always B. doesn’t C. never D. rarely
6. I will attend the batch party because I am excited to see my long lost
friends.
A. not B. nothing C. scarcely D. surely
7. It’s too dark outside. I could see the way.
A. clearly B. exactly C. hardly D. nothing
8. The old man has eaten anything at all so his health is deteriorating.
A. absolutely B. evidently C. never D. truly
9. During the lockdown, a single person was seen on that street.
A. many B. not C. nothing D. nowhere
10. It is a heroic act to serve as a medical frontliner. There are a lot of
sacrifices to make.
A. definitely B. never C. not D. not at al
42
Lesson
Using Patterns of
2 Developing an Argument
What I Need to Know

At the end of this lesson, you are
expected to:
a. identify different patterns and
techniques of developing an
argument; and
b. outline the flow of an argument using
appropriate pattern and techniques.
What’s New
Task 1. Good Influence
Directions: Suppose your friend has been addicted to smoking and thinks smoking
makes him feel better. How will you persuade him to quit smoking? How will you
present your ideas in the most convincing manner? Which ideas should be presented
first? Try to write your ideas using the outline below. Do this in your activity notebook.
Your friend’s opinion:
His reasons:
Your opinion:
Why your opinion is better:
What Is It
Task 2. Learn to Argue
An argument is a presentation of your opinion and reasons on a certain

debatable issue. When you argue, your main purpose is to convince your reader or
listener to agree and support with your idea or opinion.
How to Develop an Argument

To develop an argument, you need to confirm your own position, formulate a
claim, and build your case. You must also use evidence, like facts from statistical data,
to support your claims. You can appeal to your reader’s rational and logical thinking
by using your evidence based from gathered facts or research. The convincing power
of your argument largely depends on your skill in presenting sound reasoning and
evidence.
Basic Components of an Argument
 Claim. This refers to what you believe to be true or good.
 Reason. This refers to your explanation and support to your claim.
 Evidence. This refers to the details, such as researches and expert opinions
that support your reason and makes your claim acceptable.
43
McDougal Littell’s The Language of Literature suggested the following patterns
to organize your argumentative essay.
1. Reasons for Your Option: The main focus of your argument is only to present
your position and reasons. In this pattern, you start by presenting your position or
claim on an issue. Then, you proceed with a discussion of the reasons and
supporting evidence.
Your opinion Reason 1 Reason 2 Reason 3
Example:
Your position: Universal wearing of masks in public places should be imposed.
Reason 1: Wearing face mask prevents the spread of COVID-19.
Reason 2: Wearing face mask protects you from viruses.
Reason 3: Wearing face mask is cheaper than hospitalization.
2. Why Your Opinion Is Stronger: Here, you present your position or claim on an
issue as well as the supporting reasons and evidence. Then, you present the
opinion of other people and make your argument stronger by attacking the reasons
for the other opinion and building the merit of your own opinion.
Your opinion Your reasons Other opinion
Evidence refuting reasons for other opinion and
showing strengths of your opinion
Example:
Your opinion: The congressmen have done a good job in denying ABS-CBN’s
franchise renewal.
Your reason: ABS-CBN has numerous issues relating to taxes, citizenship of its
owner, labor malpractice, and bias reporting.
Other opinion: It should continue its operation for the sake of its 11,000 employees.
Evidence refuting reason for other opinion:
About 40% of the company’s employees are not regular and are not
receiving benefits. The employees can surely find other ways to earn a
living like looking for other jobs or starting a new business.
3. Why Another Opinion Is Weaker: In this pattern, you start by a presentation or a
discussion of a popular opinion that is contrary to your position. Then, you present
your opinion with its reasons and evidences and at the same time point out the
weakness of the other side.
Other opinion Reason Your opinion
Reasons supporting your opinion and pointing out
the weaknesses of the other side
Example:
Other opinion: Sending home locally stranded individuals should be stopped.
Reason: The arrival of locally stranded individuals has caused the increase in
COVID-19 cases in the provinces.
Your opinion: The government should send them home and follow strict quarantine
protocols.
Reasons: They have been away from home for many months without any income.
Sending them home will decongest crowded places in the cities so it can
help prevent the spread of the virus.
44
What’s More
Task 3. Think More
Directions: Read the sentences in the box. Try to sort them out and determine the
writer’s position, the reasons and evidence, and the opposing opinion. Write them
down in your activity notebook.
 The use of animal testing in laboratories must be stopped.
 It is wrong to make living things suffer.
 Animal testing affects the environment.
 The use of animals in laboratory tests should continue for medical advances.
 Animals have feelings and they suffer more because they can’t understand
what’s happening to them.
 Using animals for laboratory testing is not reliable.
 Many drugs that are advantageous to animals cause harm to people.
 Many drugs that are advantageous to people cause harm to animals.
 Drug testing can be done using other available methods.
Pattern: Why Your Opinion Is Stronger

Writer’s opinion:
Writer’s reasons:
Other opinion/Opposing opinion:
Evidence refuting reasons for other opinion and showing strengths of writer’s
opinion:
What I Have Learned

Task 4. My Options
Directions: In developing an argument, you are given suggested

patterns to choose from. Enumerate the three patterns in your activity notebook.
What I Can Do
Task 5. Standing Up For What is Right
Directions: Choose any debatable topic you are familiar with. It must be something
that you strongly feel about. Make a position on the issue and come up with reasons
and evidence to support your claim. Do a research to substantiate your ideas. Then,
decide what pattern you will use in developing your argument. Write your outline in
45
Assessment
Task 6. Now I Know
Directions: Study the sentences in the box and answer the questions
that follow. Do this in your activity notebook.
Author’s Opinion: It is wrong to replace libraries with electronic gadgets.

I. Public physical libraries should be shut down and be replaced with an iPad.
II. Shutting down public libraries will save money because libraries are expensive to
maintain.
III. Digital books and resources are associated with less learning and more problems
than print resources.
IV. Libraries with physical location have many benefits.
V. Replacing public libraries with iPads will also encourage more readers because
electronic gadgets offer easier access to materials.
A. Write the letter only.

1. Which sentences support the author’s opinion?
A. I & II B. II & III C. III & IV D. IV & V
2. Which is the opposing opinion?
3. Which sentences support the opposing opinion?
A. I & II B. I & III C. II & IV D. II & V
4. Which sentence can be supported by this evidence?
A recent study comparing tablet versus book reading reveals that people read
30% slower on tablets. They also have 20% less retention of the information and
10% less comprehension of the reading material than those who read the same
text in print.
It was found out in a certain neighborhood that more than one third of
residents reported a feeling of connectedness in their community after
a local library held events like play times for families, job fairs for the
unemployed, and meetings for senior citizens.
A. II B. III C. IV D. V
B. Present in an outline the opinions and reasons cited in the box above.
Other opinion:
Reasons:
Author’s opinion:
Reasons supporting the author’s opinion and pointing out the weaknesses of the
other side:
Great job! You are now ready to write argumentative essays in the next lesson.
46
Lesson
3 Prewriting
What I Need to Know
At the end of this lesson, you are expected to

a. choose an appropriate topic;
b. form ulate a thesis statement; and
c. prep are an outline for an essay.
What’s New
Task 1. Find Me
Directions: Fr om the pool of letters below, find the important words and phrases to
consider in writing an argumentative essay. They may be written diagonally,
backward, or in a straightforward manner. Example is TOPIC. Look for 10 more words
or phrases. List the words or phrases you find in your activity notebook.
Q G S B K L B T I M R T K L
W F T O P I C N G I E Y J M
E D A D J A V M J A W U H N
R S T Y F B C L I L Q I G B
T A I N T R O D U C T I O N
N O S A E R X K H U A O F V
Y P T F C O N C L U S I O N
M A I N I D E A J G S P D C
U E C N E D I V E F D A S X
I O S G H Z O P I N I O N Z
What Is It
Task 2. The Writing Process
Directions: Read the discussion below to prepare yourself for the series of writing
activities. Be sure to take note of the things that you need to do in the writing
process.
Writing an argumentative essay is just like going into battle; you need to arm
yourself with good ideas and appropriate words. A good writer follows the writing
process which involves three key stages: prewriting, drafting, and revising and editing.
47
 Prewriting
In the prewriting stage, you need to find a suitable issue that matters to you and
your readers. You also need to formulate your thesis statement and gather data to
support your claim.
 Drafting
In the drafting stage, you need to decide what pattern or technique of
developing an argument you will use in writing your essay. As you write the three major
parts of the essay – introduction, body, and conclusion, it is important to use
persuasive language and to support your opinion with logical reasons, research
studies, statistics, and expert opinions. Using these writing weapons skillfully will make
your essay truly convincing.
 Revising and Editing
After drafting the introduction, body, and conclusion of your essay, you need to
read, revise and edit it. In this stage, you must be keen at spotting errors in reasoning,
unsupported claims, and vague or overused words. It is also important to look for
errors in sentence structure, spelling, punctuation, and grammatical structures.
What’s More
Task 3: Brace for the Battle
Directions: Do the indicated tasks for each step of the writing process. Write your
outputs in your activity notebook.
Steps Your Output
1. Choose a topic that really matters to Your topic: (You may use any topic you explored
you. It may be an issue in your in the previous lessons.)
school, community, or the country in
general. The issue must be a
suitable topic for an argumentative
essay. It must have two sides.
Your thesis statement / claim / position on the
2. Formulate a working thesis
issue:
statement. This is your claim – a
forceful statement of your position.
3. Gather support material. You need Write the facts and statistics you have gathered
facts and statistics to have strong through research.
reasons and evidence to support
your position.
What I Have Learned

Task 4. Fill It
Directions: Fill the blanks with words to complete the paragraphs. Write your output
Writing an 1 is may not really be that easy. As a 2 , you need to
3 4 . A good writer follows the
arm yourself with ideas and appropriate
writing process which involves three key stages: 5 , drafting, and 6 and
editing.
48
7
In the stage, you need to find a suitable issue that matters to you and
8
your . You also need to formulate your thesis statement and gather data to
support your 9 .
In the 10 stage, you need to decide what pattern or technique of
developing argument you will use in writing your essay. As you write the three major
parts of the essay – introduction, 11 , and conclusion, it is important to use
persuasive language and to support your opinion with logical reasons, research
studies, statistics, and expert opinions. Using these writing weapons skillfully will make
your essay truly convincing.
After 12 the introduction, body, and 13 of your essay, you need to
14
read, revise and it. In this stage, you must be keen at spotting errors in
reasoning, unsupported 15 , vague or overused words. It is also important to look
for errors in sentence structure, spelling, punctuation, and grammatical structures.
Assessment
Task 5. Soul Search
Directions: Do a self-check on your preliminary writing tasks using this
checklist. Do this in your activity notebook.
For my argumentative essay… Is it evident in your draft?
Check the appropriate place.
Yes No
a. I have an interesting, relevant, controversial
topic.
b. I have formulated a strong claim.
c. I have logical reasons to support my claim.
d. I have gathered enough evidence.
e. I have decided what pattern of developing an
argument is appropriate.
Congratulations! You have reached halfway to the completion of the first draft of your
essay.
49
Lesson
Drafting, Revising and

4 Publishing
What I Need to Know
At the end of this lesson, you are expected to

a. write a though-provoking introduction;
b. present reasons and evidence in a logical manner;
c. write a strong conclusion; and
d. finalize a copy of the argumentative essay.
What’s New
Task 1. Your Stratagem
Directions: In the previous lesson, you have already chosen a topic and formulated
your stand on it. Write the topic, your claim, the reasons and supporting evidence you
have gathered. Write the outline of your topic in your activity notebook.
What Is It
Task 2. What the Veterans Say
Directions: Read the short discussion below to better prepare yourself for the
exciting writing activity. Take note what to write in every part of the essay.
Writing your argumentative essay
Remember that your essay must have the following parts:
1. Introduction. The first part is the introductory paragraph. This presents the
issue, gives initial information necessary to develop the argument, and the
thesis statement or main idea of the essay.
2. Body. The body of the argumentative essay contains the reasons. Each
paragraph talks about one reason which includes facts or opinions. The reason
is included in the topic sentence and is supported by details or materials. These
supporting materials can be examples, statistics, personal experiences,
quotations, etc.
3. Conclusion. This is the last part of the essay. This can provide a restatement
of the main claim and a concise summary of the argument.
Revising and editing
1. Read your essay.
50
2. Be alert for errors in reasoning. Avoid vague statements that are difficult to
prove. Such statements have words and phrases like no one, none, everyone,
every time, etc.
3. Develop the supporting material. Look for the key idea in each paragraph.
Reread the material supporting each key idea. Add reasons, facts, or statistics
if needed.
4. Use precise vocabulary. Replace vague or overused words and phrases with
language that is precise and reflects your strong feelings about the subject.
5. Evaluate your completed essay based on these criteria.
What’s More
Task 3. Write Now
Directions: Look at your outline and the information you have gathered about your
chosen topic (suggested topic: corporal punishment). For your introduction, remember
that you need to present background information on the controversial topic. Then,
most importantly, present your thesis statement – your claim or position on the issue.
One paragraph is enough for this. Do this in your activity notebook.
Check if you have done these:

Provided background information
Presented the thesis statement
What I Have Learned

Task 4. Attack and Defend
Directions: Fill the blanks with appropriate words from the box to complete the
sentences you can use for your argumentative essay. Then arrange these sentences
to produce a coherent paragraph. Do this in your activity notebook.
a. ineffective d. tendency to test f. go unpunished

b. means of discipline e. undisciplined g. controlling
c. inflicted
A. Adults believe when children they may grow up .

B. Children have their parents or teachers’ parents.
C. Corporal punishment is a way of children’s problem behavior.
D. But in shocking conclusion to one study, most teachers find corporal punishment
an means of discipline.
E. Most children grew up with corporal punishment at home by parents
and school by teachers.
F. Corporal punishment is done as .
51
What I Can Do
Task 7. For the Win
Directions: Based from the activity above, write a one-paragraph conclusion in your
activity notebook. Remember that you need to end with a bang in order to win the
argument.
After drafting your conclusion, rewrite your essay on a clean sheet of paper.
Assessment
Task 8. Check Me
Directions: Read the argumentative essay that you have written and evaluate it using
the criteria below. Do this in your activity notebook.
A strong argumentative essay… Is it evident in your essay?
Check the appropriate
place.
Yes No
a. Has thought-provoking introduction
b. States the issue and the writer’s opinion in
a thesis statement
c. Is sensibly organized
d. Supports opinions with reasons and
evidence
e. Raises and refutes opposing arguments
and objections
f. Addresses the audience directly
g. Uses persuasive language that shows the
writer’s commitment
h. Concludes with a summary or a call to
action
If you have checked “Yes” in all items, you surely have a winning argumentative
essay. If not, you can still find a way to improve it.
52
Assessment
Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.
1. Which sentence expresses affirmation?

A. He rarely knows such things.
B. It will never solve the problem.
C. That is surely a good offer.
D. This TV has scarcely been used.
2. Which sentence expresses negation?
A. We can always believe him.
B. That issue was rarely talked about.
C. That’s right.
D. He can certainly answer your question.
Choose the appropriate expression to affirm or negate.
3. The poor man was able to provide the needs of his family so he worked
harder.
A. absolutely B. hardly C. exactly D. really
4. Just continue studying hard. Your diligence will take you to greater
heights.
A. scarcely B. never C. rarely D. definitely
5. The Department of Social Welfare and Development says that the poorest of
the poor will _ be given cash assistance.
A. exactly B. surely C. not D. mistakenly
6. Suicide is the solution to your problems. As long as there is life, there
is hope.
A. Absolutely B. not C. certainly D. undoubtedly
For items 7-10
Author’s Position: The proposed law on curfew for minors should be
junked because it has two serious flaws.
I. The law is based on feelings instead of facts and it violates the rights of
young people and their parents.
II. There are no reasons for youth to be outside late at night.
III. There is almost no evidence that curfews lowered crime rates.
IV. The law will prevent crimes committed by and against juveniles.
V. Teenagers have many good reasons to be out at night.
7. Which sentences support the author’s position?

A. I & II B. II & III C. I & V D. III & IV
8. Which sentences are contradictory to the author’s position?
A. I & II B. II & IV C. II & V D. III & IV
Authorities reported that most juvenile crimes take place
between 3:00 P.M. and 6:00 P.M. – not at night.
Some teenagers have part-time jobs that don’t end until 9:00 or 10:00
P.M. Some participate in activities sponsored by youth or church groups.
Some may be responding to family emergencies.
A. II B. III C. IV D. V
53
11. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Writer’s opinion Writer’s reasons Other opinion
Evidence refuting reasons for other opinion and

showing strengths of writer’s opinion
A. Author’s Position, I, II, III, IV, V B. Author’s Position, I, II, IV, III, V
C. Author’s Position II, III, IV, V, I D. Author’s Position, III, IV, V, I, II
For items 12-15

Author’s Position: The motorcycle helmet law should not be relaxed.
I. Motorcycle helmets help save lives and reduce injuries.
II. Helmet laws save taxpayers’ money.
III. Relaxed helmet laws are difficult for authorities to enforce.
IV. Motorcyclists should have the right to decide whether or not they
will wear helmets.
12. Which sentences support the author’s position?
A. I, II, III B. I, II, IV C. I, III,IV D. II, III, V
13. Which sentence contradicts the author’s position?
14. Which evidence can be used to support the claim that helmet laws save
taxpayers’ money?
A. Statistics show that helmeted riders had lower fatality rates, ranging from
28 percent to 73 percent lower.
B. Studies show intensive care costs spent by the government for non-
helmeted riders averaged three times those of helmeted riders.
C. Studies show that public funds pay up to 82% of the costs to
hospitalizations of cancer patients.
D. Statistically, there is negligible difference in death injury rates between
places with no helmet laws and those with relaxed laws.
15. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Other opinion Reasons Writer’s opinion
Reasons supporting your opinion and pointing out the weaknesses of the other side
A. I, II, III, IV, V B. I, III, IV, II, V

C. V, II, IV, I, III D. V, III, I, II, IV
54
10
English
Quarter 2 – Module 8:
Assessing, Evaluating Speaker’s
Purpose and Detecting Bias and
Prejudice in a text
55
Finding out the Speaker’s
Lesson Purpose
1
What I Need to Know
Welcome! In this lesson, you will learn to evaluate and assess the
effectiveness of a material listened. Specifically, you are expected to:
a. note the effectiveness of a material listened to, taking into account the
speaker’s purpose ;
b. react to the techniques adopted by the author in achieving his purpose;
and
c. deliver an extemporaneous speech.
Materials needed
 Electronic gadget
 Internet access
 Activity sheet/notebook
What I know
This lesson will help you make sense of information, develop, reflect, rethink, and
validate the effectiveness of a material viewed and assess whether the speaker’s
purpose is achieved or not.
Task 1: Hopeful Dreamer
A. Listen and Imagine
Write your ideas/thoughts on the personal questions below
Are you a dreamer?
Do you keep your dreams only to yourself?
Or, do you share your dreams with others?
56
Before you listen to the song “Imagine” by John Lennon, complete its lyrics by
filling out the lines with the correct word using the pictures in the box as a clue.
57
Imagine
By John Lennon
Imagine there’s no heaven
It’s easy if you try
No hell below us
Above us only 1.)
Imagine all the people
Living for today
Imagine there’s no countries
It isn’t hard to do
Nothing to kill or die for
And no religion too
Living life in 2.)
You may say I’m a 3.)
But I’m not the only 4.)
I hope someday you’ll join us
And the 5.) will be as 6.)
Imagine no possessions
I wonder if you can
No need for greed or 7.)
A 8.) of man
Sharing all the 9.)
You may say I’m a 10.)
But I’m not the only 11.)
I hope someday you’ll join us
And the 12.) will live as 13.)
58
C. Listen to the song again and this time internalize its message, then,
Answer the questions given below.
Questions Answer
1. What does the title imply?
2. What is Lennon’s vision of peace? Give

examples.
3. What is your vision of peace?

Is it the same as the author? Explain.
4. What do you wish for?
5. What are you afraid of?
6. What kind of world will it be if we all live in

peace?
In the previous
module, you have
learned about
scanning for needed
information….your
knowledge on it will
help you more on
your journey in this
lesson.
59
What’s In
Task 2: Art attack
Now that you are done listening and answering task 1, this time you are
going to interpret the message of the song, through a painting or a drawing. Don’t forget
to make your output colorful and creative.
What’s New
Task 3: KWL Chart
Before reading the speech of a well-known motivational speaker, John
Maxwell entitled “Today Can Be a Masterpiece,” accomplish the first two columns of the
chart on what you know and what you want to know about the topic.
K W L
(What I Know) (What I want to know) (What I learned)
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As a starter activity,
take time to read the
short speech on the
next page and work
on the activity that
follows.
What is It
Today Can Be a Masterpiece
John Maxwell
People create success in their lives by focusing on today. It may sound

trite, but today is the only time you have. It’s too late for yesterday. Yesterday ended
last night. You can’t depend on tomorrow-you don’t know what tomorrow holds. That’s
why today matters.
“Now listen, you who say, “Tomorrow we will go to this city, spend a year
there, and carry on business and make money.” Why do you not even know what will
happen tomorrow. What is your life? You are a mist that appears for a little while and
then vanishes. Instead, we ought to say, “If it is the Lord’s will, we will live and do this
or that.” As it is, you boast and brag. All such boasting is evil. Anyone, then, who knows
the good he ought to do and doesn’t do it, sins.” (James 4:13-17) The fact is: we
exaggerate yesterday; we overestimate tomorrow; we underestimate today. The way
you choose to invest your time today directly affects your future. Let us consider this:
you will become what you are becoming right now. If you take a faulty approach to today
with a faulty view of success, you won’t capitalize on today’s potential.
61
What did you learn after reading the speech? Accomplish the activity below
A. You are going to list down the important words or phrases from the speech that
are related to “today can be a masterpiece.”
Today can be a masterpiece
B. What does “Boasting is evil,” mean?
What’s More
Task 4 I WANT A PIE
As a student, what virtues and qualities you should possess to achieve

success in life? Write your statement on the slices of the pie.
62
What I have Learned
A. Speak Up!
There are times when we are asked to say a few words about a topic we
have no intention of speaking about. Has this ever happened to you?
Extemporaneous is especially applied Impromptu, derived from a Latin phrase
to an unmemorized speech given from meaning “in readiness,” is applied to a
notes or an outline. speech given, a poem recited, or a song
sung without advance notice or warning.
Here are some tips you can use the next time you are called to speak extemporaneously
or to make an impromptu speech.
1. Decide quickly what your message will be.
2. Do not try to memorize what will you say.
3. Start off strong and with confidence.
4. Decide on your transitions from one point to the other.
5. Maintain eye contact with the audience.
6. Occasionally, throw in an off-the-cut remark.
7. Finally, have a good conclusion.
B. YouTube Sensation!
Watch a sample of impromptu or extemporaneous speeches in YouTube. Take

note of what makes the speaker deliver his/her speech well.
Here are some examples of the websites:
http://www.youtube.com/watch?v=Vp4gBmjsH74
http://www.youtube.com/watch?v=xGfukDMuhdQ
(A recorded sample of impromptu and extemporaneous speech is

provided if there is no internet available)
Below is a checklist for a well-delivered speech. Check YES if you observed it in the
video and NO if not
OBSERVATION YES NO
1. The speaker showed confidence.
2. The speaker maintained good posture and eye contact.
3. The speaker conveyed his/her ideas well.
4. The speaker gave an interesting introduction.
5. The speaker gave a good conclusion.
6. The speaker used facial expressions and proper gestures.
7. The speaker had a good pronunciation and maintained a well-
Modulated voice.
63
What I can Do
Choose one topic given on the next page and have a video presentation for a
five-minute extemporaneous speech. Follow the tips given to deliver your speech
successfully.
My perspective on the effect of today’s pandemic, called Covid-19, in myself

as a student.
“When we have inner peace, we can be at peace with those around us. When
our community is in a state of peace, it can share that peace with neighbouring
communities.”
-The Dalai Lama
“We have all known the long loneliness and we have learned that the only
solution is love and that love comes with community.”
-Dorothy Day
“With all my heart I believe that the world’s present system of sovereign
nations can only lead to barbarism, war and inhumanity, and that only world law can
assure progress towards a civilized peaceful community.”
-Albert Einstein
Extemporaneous Evaluation Rubrics
Fair Good Very Good (3 Excellent Points

(1point) (2 points) points) (4 points)
Topic Topic is too Topic could be Topic is Topic is
easy for more appropriate for challenging
speaker’s age challenging for speaker’s age for speaker’s
and skill level. speaker’s age skill level. age and skill
and skill level. level.
Subject Not enough Adequate In-depth Full subject
Knowledge information is knowledge of knowledge of knowledge
and Coverage presented to subject is subject is (more than
judge demonstrated. demonstrated. required).
speaker’s
knowledge.
Voice Volume, Voice and Voice and Volume,
pronunciation language are language are tone, timing,
or vocal adequate for skilled and and
variation need the delivery of effective. language
improvement. the speech. are used to
enhance
speech.
Manner and Appearance, Appearance Appearance Appearance

Appearance body and and and
language, or mannerisms mannerisms mannerisms
gestures need are are presented are
improvement. appropriate. with presented
businesslike with a
conduct and professional
style. demeanor
and style.
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Effectiveness More practice Audience Effort is shown Multiple
is needed to interest is to enhance techniques
maintain maintained. audience are used to
audience interest and artfully and
interest. involvement. successfully
create
audience
interest.
13
Assessment
Below are four bubbles containing beautiful lines that speak about the
realities. Choose one of the lines and develop it into a five-sentence paragraph,
expressing your belief and disbelief of the statement. Write it in your activity
notebook.
Our tomorrow is But today is the

of our own only time you
making. have.
You are a mist TOGETHER we

that appears for can make things
a little while and happen.
then vanishes.
Congratulations! You are done with this lesson. I hope you have fun in learning. Good
job!
65
Looking Beyond What the
Lesson Eyes can See
What I Need to Know
Congratulations! You are done with lesson 1. Lesson 2 is just a continuation of

the topic in lesson 1. To start with, let us try to find out the learning competencies in
which you are going to master at the end of this lesson.
SKILLS AND COMPETENCIES/OBJECTIVES:

At the end of this lesson, you are expected to:
 evaluate information in terms of accuracy, validity, and relevance.
 identify bias and prejudice in the given material.
MATERIALS NEEDED:
 Electronic gadgets (cell phones/computers/LED TV)

 Internet access
 Pen and paper
66
What I Know
Let’s begin your lesson by working on the activity that follows.
Task 1: Pictures Talk
Look at the photos below. Find out what they reveal about men,
women, and children by answering the questions that follow. Write your answers
A.
B.
C.
1. Describe each picture. What do they reveal about men and women?
2. Should women always be portrayed as doing household chores and men as

warriors? Why?
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Your knowledge on
the previous lesson
will help you a lot in
doing the activity
below.
What’s In
Task 2 Mind your word
How are your answers in Task 1? Just continue in working out this lesson;
kindly answer first the following questions below. Again, write your answers in your
activity notebook.
Find out the message conveyed by the comic strip and be ready to give
your ideas.
WOW, YOU SUCK AT MATH. WOW, GIRLS SUCK AT MATH.
𝐴 = 𝜋𝑟2
𝐴 = 𝜋𝑟2
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Discussion Points:
1. What is the character in the comic strip prejudiced/biased for/against?
2. What could be the reason for the prejudice/bias?
3. Is it right to have prejudices or biases
Great job! you have done

well your starter activity!
What’s New
Task 3: WATCH THAT LABEL
Watch a video, featuring a Filipina actress who claims that it’s not
right to put a label on anyone. Watch it and find out the label attached to her.
www.youtube.com/watch?v=xYsvcKfq8E
Here is the transcript of the TV commercial:
“Shame that there is still double standard. Sayang daw ako, because I am a
single mother. If a guy gets a girl pregnant, he’s right and it’s natural. But if a girl gets
pregnant, malandi sya. When the news spread of my pregnancy, people say, she’s on
top of her game. People make stories like she’s malandi or a woman of the world. Was
I unfairly judged? Yes! But then did it stop me? No, but does it keep me stronger? Yes!
Label is a challenge I accepted. I want to show people that no matter what happens to
you, it should never stop you from being successful. As an actress, I’ve never been
happiest. And being a single mom and parent give purpose. Sayang! I don’t think so!
Can you whip it? I did”- Denise Laurel, shampoo TV commercial.
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1. What is the “label” attached to the woman in the video?
2. Do you agree with what the woman said? Why?
3. When you put a “label” on someone, are you also being biased? Explain.
4. What advice would you give to the woman in the video?
5. What comments do you hear from other people about women in the same
situation as an actress? How should you react to them?
6. Can biases be avoided? How?
What Is It
Now that you are done writing your ideas on the questions above, you
will know more what the different forms of bias (according to a group of
researchers) found in Instructional Materials and they are as follows:
1. Invisibility: What You Don’t See Makes A Lasting Impression

The most fundamental and oldest form of bias in instructional materials is
the complete or relative exclusion of a group. With an attempt for inclusion after
1960, many of today’s textbooks are improved, but far from perfect.
Example: Women, those with disabilities, gays, and homosexuals

continue to be missing from many of today’s texts.
2. Stereotyping: Shortcuts to Bigotry
Perhaps the most familiar form of bias is the stereotype, which assigns a
rigid set of characteristics to all members of a group. While stereotypes can be
positive, they are more often negative. Some typical stereotypes include:
Example: Men portrayed as assertive and successful in their jobs, but

rarely discussed as husbands or fathers; and women as caregivers.
3. Imbalance and Selectivity: A Tale Half Told
Curriculum may perpetuate bias by presenting only one interpretation of
an issue, situation, or group of people. Such accounts simplify and distort
complex issues by omitting different perspectives.
Example: Literature is drawn primarily from western, male authors

4. Unreality: Rose-colored glasses
Many researchers have noted the tendency of instructional materials to
gloss over unpleasant facts and events in our history. Another example is the
notion that technology will solve persistent social problems.
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5. Fragmentation and Isolation: The Parts are less than the Whole
Fragmentation emerges when a group is physically or visually isolated in
the text. Often, racial and ethnic group members are depicted as interacting only
with persons like themselves, isolated from other cultural communities.
While this of bias may be less damaging than omission or stereotypes,

fragmentation and isolation present nondominant groups as peripheral members
of society.
6. Cosmetic Bias: “Shiny” covers

The relatively new cosmetic bias suggests that a text is bias free, but
betond the attractive covers, photos, or posters, bias persists. An example is a
science textbooks that features a glossy pullout of female scientists but includes
precious little narrative on the scientific contributions of women
7. Linguistic Bias: Words Count

Language can be powerful conveyor of bias, in both blatant and subtle
forms. Linguistic bias can impact race/ethnicity, gender, accents, age, (dis)ability,
and sexual orientation. Such words as forefathers, mankind, and businessman
serve to deny the contributions (even the existence) of females.
What’s More
Now that you already know the seven forms of biases, let us check your
understanding by answering the activity below.
Task 4: Private Detective
Pretend that you are a detective. Using the seven forms of bias discussed above,
I want you to review your English Learning Materials/books and identify if it has any of
those forms of biases. Write the title of the book and put a check mark on the form of
bias you discovered in the book/s.
Title of the Invisibility Stereo- Selectivity Unreality Fragment- Linguistic Cosmetic

Book typing ation Bias Bias
71
This time, suggest ways on how to avoid these biases in you English
textbook.
What I Have Learned

Task 5: Bias Judgment
Now that you have answered task 4, have you heard and seen
examples of bias around you? Fill out the table below for more examples of bias you
have experienced around you.
Examples Biased on……
What I Can Do
Task 6: Being Sensitive to others
In your activity notebook, share your insights about how to develop a
sensitive heart to others. As a student and a young adult, list down ways by which you
can develop sensitivity toward others and the benefits you could get from it.
72
Assessment:
A. Identify what form of bias is used in each statement below.
1. Discriminating subtly through language

2. Separating information about certain groups from
the rest of the text
3. Ignoring or putting on gloss on major unpleasant
issues throughout history
4. Giving a set of bad characteristic trait to a certain
group of people without taking account individuality
5. Giving only one point of view on the subject
B. Can you think of words that you could associate with prejudice/bias? Write
them in the word web below.
Prejudic Bias
e
C. Read the following articles and rate the level of bias in each of them by using the
rating scale that follows each article. Cite examples of bias to support your answer.
I think that calling this summer hot would be an incredible understatement.

It has, in fact, been quite unbearable with the heat driving everyone indoor and
some even collapsing (and a few dying) from the sweltering and dizzying
temperatures. It truly comes as a welcome relief for many that the rains have
begun to quench our parched population. As everyone knows, water is the most
important commodity in life. Our own bodies are made up of 80% water. We can
all live without so many things – electricity, Internet, and even food for a few days,
but we won’t last without water.
High Moderate Low None

Exaggerated language
Unbalanced information
Prejudice (for or against)
Product sales
My emotional response
18
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Assessment
Post-Test
This time you are going to assess yourself about the things you have
learned in this module.
Direction: Read the passages below and encircle the letter of the correct answer.
The author, Anne Frank, was a 13-year old Jewish girl who chronicled her
experiences in a secret attic during the Second World War. She’s a Jew who was
among those hunted by the Nazis during the Holocaust-the systematic killing of about
six million Jews. The diary was found by friends who gave it to her father after her
death in a concentration camp.
1. Given this information about the author and based on the author’s diary entry,
What do you think is the author’s purpose in writing her diary?
A. To strengthen her faith in God and to unify her family
B. To communicate her thoughts with friends, family, and the government
C. To keep her occupied during the times that she and her family were hiding
D. To share her thought and feelings about the strength of the human spirit
and God’s goodness
With a deep sigh, Dulce drifted toward the window. In the fading light she could
barely see the figure riding up the path. As soon as he sprang from his horse and
strode to the front door, Dulce knew it was Lance. Quickly she thrust the letter she
had been reading into her dress pocket. The door to the drawing room swung open.
“What have you done with our son?” Lance bellowed, his face distorted with
rage.
“He is in a safe place,” Dulce replied, and with a sudden movement, she yanked
at the bell cord to summon the servant.
2. At the beginning of the passage, the mood is .

A. eerie
B. energetic
C. quiet
D. romantic
3. At the end of the passage, the mood is .
A. tense
B. humorous
C. mysterious
D. calm
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4. From the passage, it could be inferred that
A. Dulce and Lance are having disagreement over their son.
B. Dulce favor’s her son’s action
C. Lance doesn’t approve of his wife’s decision.
D. All of the above
5. The author of the passage wants us to think that .
A. a mother knows what is best for her son
B. a conflict normally occurs at home
C. people vary in disposition
D. Lance is very protective of his son
A man takes contradiction and advice much more easily that people think.
However, he will not bear it when violently given, even if it is well founded. Hearts are
flowers that remain open to the softly falling dew but shut up in the violent downpour
of rain.
6. What is the main idea of the selection?

A. It is improper to give advice and criticize people.
B. People do not welcome advice and contradiction no matter how they are
said.
C. People are open to advice & contradiction only if they are not given harsly.
D. People graciously accept advice and contradiction though harshly given.
7. What common trait of the people is exemplified in the selection?
A. Courage to accept one’s limitation
B. Flexibility in difficult situations
C. Strength in the face of hardships
D. Sensitivity to intense criticism
8. When is advice or contradiction violently given?
A. When it forces the person to listen
B. When it offends or hurts the other person
C. when it is already too personal
D. When it provokes the other person to fight back.
Below are the lines of a song “Unchained Melody”
1.Oh, my love, my darling

2.I’ve hungered for your touch,
3. A long lonely time.
4. And time goes by so slowly.
5. And time can do so much.
6. Are you still mine?
7. I need your love.
8. I need your love.
9. God speed your love to me.
10. Lonely rivers flow to the sea, to the sea,
11. To the lonely arms of the sea.
12. Lonely rivers sigh, “Wait for me, wait for me”.
13. I’ll be coming home wait for me
(Unchained Melody)
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9. What emotion is expressed in the song?
A. Happiness
B. Despair
C. Longing
D. Excitement
10. The speaker in the song .
A. Has open communication with his love.
B. Wants to let go of his love.
C.Is separated by distance from his love.
D. Will never go back to his love.
11. The sixth line implies that the speaker .
A. is madly in love with his girlfriend.
B. does not want to see his girlfriend.
C. believes that his love also misses him.
D. thinks that his love might have another man.
12. When the speaker says, “I’ve hungered for your touch”, he compares the
touch of his love to .
A. time
B. river
C. money
D. food
13. This type of speech is especially applied to an unmemorized speech given
from notes or an outline.
A. Argumentative
B. Extemporaneous
C. Impromptu
D. Roast
Here is a comic strip. Be able to determine the bias reflected in it.
WOW, YOU SUCK AT MATH. WOW, GIRLS SUCK AT MATH.
𝐴 = 𝜋𝑟2
𝐴 = 𝜋𝑟2
14. To whom is the bias directed in the comic strip?

A. Adult girls
B. boys
C. girls
D. both boys and girls
15. What is the meaning reflected in this comic strip?
A. It assumes that all the girls have difficulty with Math.
B. It assumes that some girls have difficulty with Math.
C. It assumes that only girls who are studying have difficulty with Math.
D. It assumes that boys and girls have difficulty with Math.
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10
English
Quarter 2 - Module 10:
Watch It like You Read It
77
Assessing the author’s
Lesson purpose in a text material
1
What I Need to Know
After going through Lesson 1 of this module, you are expected to assess the
effectiveness of the ideas presented in the material viewed, taking into account
its purpose; specifically, you are to:
a. identify the author’s purpose in a text material; and
b. assess the effectiveness of the ideas presented in the material
viewed, taking into account its purpose.
What I Know
Task 1.
Read the selection and then answer the questions that follow.
Write down the letter of your answer in your notebook.
Ripples of Energy
A wave is any movement that carries energy. Some waves carry energy
through water. Others carry energy through gases, like air, or solid materials. If you
drop a rock into a pool of water, a wave, or ripple of energy, skims across the pool’s
surface. In the same way, an underwater earthquake can release energy into ocean
water. Then it carries a giant wave, or tsunami, (1) across the surface until it hits
land.
If you hear thunder, sound waves or vibrations have carried thecrashing

BOOM to (2) your ears. Sound waves speed through the air at 1,100 feet (335
meters) per second. Light also travels through the air in waves. They travel at more
than 186,000 miles (300 million meters) per second. So the light waves from a flash
of lightning reach your eyes before that clap (3) of thunder reaches your ears!
78
Electronics travel in waves, too. They move back and forth in solid wire,
sending waves of (4) electricity so you can turn on a light during the storm!
1. What is the author’s most important purpose in writing the selection?

A. to persuade readers to throw rocks into the water
B. to entertain readers with the legend of Wally Wave
C. to teach readers how to use a surfboard to ride waves
D. to inform readers about different kinds of waves
2. Which question could best help someone figure out this author’s purpose?
A. Did the author give me information?
B. Did I learn how to make an electric light?
C. Did the selection make me feel sad or scared?
D. Did the author want me to make waves?
3. Which might also have been an author’s purpose for his selection?
A. to teach readers why people wave at one another
B. to inform readers about gravity and magnetic pull
C. to persuade readers to study more about tsunami
D. to entertain readers with a little humor
What’s In
Task 2.
Let us have another activity in relation to your answers in Task 1.Please fill
out the table below by classifying the given words according to the author’s purpose,
put a check on your corresponding answer. Copy the table in your notebook.
To inform To persuade To entertain

1. fictions, stories, poems, songs & plays
2. textbooks, essays, biographies ,
newspaper articles and directions
3. campaign speeches and
advertisements
4. Encyclopedia and other Reference
texts
5. pamphlets, cook book and dictionaries
What’s New
79
Task 3.
Before proceeding to the lesson about author’s purpose,complete the

statement below.
It is important to note/know the purpose of the author in his writing

because_ _
_
What Is It
Author’s Purpose Checklist
To Persuade To Inform To Entertain

The author writes to get The author writes to give The author writes to tell
you to do something or information about a topic you a story that you will
believe what they are (Nonfictions, newspaper enjoy (songs, dramas,
saying (Commercials, articles, biographies) novel and stories)
advertisement, opinions,
billboards)
Changes my mind Gives facts Makes me laugh
Makes you believe Teaching me something Features funny and
something entertaining items
Compels readers to take Enlighten the reader The author is simply telling
action or convince them a story which is either sad,
happy or scary
What’s More
Task 4.
Read the description of each item and determine the author’s purpose (to entertain, to
persuade, or to inform). Then in a sentence or two, explain your answer. Write
answers in your notebook.
1. A pamphlet calling on people not to eat animals or use products made

fromanimals because the author thinks that it is cruel and unnecessary.
Author’s Purpose:
Explain your Answer:
2. An arts craft book containing procedures for making scrapbook, origami,

and other do-it-yourself arts novelty items.
Author’s Purpose:
80
3. A book of over 1,000 believe-it-or-not stories
Author’s Purpose:
4. A politician’s speech about how children in far-flung towns should be

provided with quality education and medical help
Author’s Purpose:
5. An article which appears in the medical journal about the new drug that
could treat the covid-19 virus
Author’s Purpose:
What I Have Learned
Task 5.
Read the selection, and then answer the questions that follow. Write answers in
your notebook.
One day a father decided to go to the forest to gather fallen dry twigs.
He passed by a wide farm his landlord owned. He was delighted to hear the frogs
croak, the goats bleat, the cows moo. Further on, the cicadas and crickets chirped
happily. The trees above him were filled with the dizzying buzzes of bees.
A strong gust of wind made the leaves rustle, and as father walked on,
he heard a murmur of a brook nearby. Soon father began to climb the mountain.
He stopped on his tracks, for he heard the sound of axes whacking at
the helpless trees as they feel one by one with a heavy thud.
The illegal loggers! Father knew these men were again up to their old
dirty tricks. He turned around and gnashed his teeth in silent fury. He was all
alone. He could not fight greed in the evil hearts of these men.
Father started on his way back home, this time without his dry twigs.
Well,” he said to himself, “I hope these men are still around when I come back
together with the DENR authorities.”
1. What is the father’s purpose in going to the forest?

2. What mood is expressed in the first paragraph?
3. What is the author’s purpose in writing the selection?
4. What can you conclude aboutthe story you read?
5. What is the main idea of the above selection?
81
What I Can Do
Task 6.
Write a short paragraph persuading the reader on the topic: Which is
better iPhone or Android Phone? Write answer on a short-sized bond paper.
Assessment
Directions: Read the description of each text and identify the main purpose of
the author, write the letter of the correct answer in your notebook.
A. Inform B. Persuade C.Entertain
1. A child’s letter to Santa asking for a play station because the child has
been good all year.
2. The fourth novel in the Twilight series by Stephanie Meyer.
3. A three-paragraph essay where a student argues that people should
recycle.
4. The instructions for baking a cake.
5. A note to a teacher where a student asks if her seat can be switched to
another because of a conflict.
6. A brochure about how people shouldn’t shop at the malls because they hurt
local businesses.
7. A map of the world, showing all continents, countries, and oceans.
8. The play Romeo and Juliet by William Shakespeare.
9. The story of a young man who learns to resist the influences of drugs and
gangs.
10. An encyclopedia entry about endangered animals and efforts to protect
them.
Additional Activity
Complete the statement below.

This lesson made me realized that
_
_
_.
82
Using previous experiences as
scaffold to the message
Lesson conveyed in a text
2
What I Need to Know
Congratulations! You are done with lesson 1.To start with, let us try to find out the
learning competencies in which you are going to master at the end of this lesson.
SKILLS AND COMPETENCIES/OBJECTIVES:

At the end of this lesson, you are expected to:
 use previous experiences as a scaffold to the message conveyed by a

material viewed;
 explain how a selection may be influenced by culture, history,
environment, and other factors;
 value and accept individual differences.
MATERIALS NEEDED:
 Electronic gadgets (cell phones/computers/LED TV)
 Internet access/module (hard copy)
 Pen, paper and activity notebook
What I Know
Let us begin our lesson by working on the activity on the next page.
Task 1.PEOPLE OR PEOPLE
Look intently at the pictures of people below who are engaged in

different activities. Answer the questions that follow. Write answers in your
notebook.
83
1 2 3
4 5 6
1. Discuss what the people are doing in the pictures.

2. Based on the activities that people do in the pictures, what can you say
about each of them?
2. What kind of people would you like to be around with and why? Pick at
least two pictures.
4. Complete the line: Picture no. tells us that
.
What’s In
Task 2 I AM WHAT I AM
Write your answer in your activity notebook.
 Go over the pictures again and note the qualities and traits the
person/s in each picture possibly possesses.
 If you were to classify your friends, who have the similar traits and
qualities as those shown in the picture?
 How do you deal with the differences in personalities between and
among your circle of friends?
 How does variation in people’s ways make life more meaningful?
Explain.
 What message is conveyed by the pictures?
What’s New
Task 3 THE OPER-TECH SYSTEM

From the past lessons, you have learned how to define terms
operationally and technically. Below are five words/terms in the text, “The
Hunchback of Notre Dame.” Use your skill in defining the terms in two ways.
Accomplish the chart below.
Terms Technical Definition Operational Definition

1. Cathedral
2. Hunchback
3. Recluse
4. Sanctuary
5. Parliament
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What Is It
At this point you are now ready to read the text silently.
“We as human beings will never, never survive unless we recognize and
celebrate our differences as well as our similarities.”
-Joseph Bruchac
What does it mean to live in a world of variety? This question further leads
you to ask questions like these:
 How do you deal with differences?
 What common bonds should you find to hurdle the differences?
THE HUNCHBACK OF NOTRE DAME

Victor Hugo
During the 1942 Festival of Fools in Paris, Quasimodo, the
hunchback of Notre Dame, is elected the Pope of Fools for being the ugliest
person in Paris. He is hoisted on a throne and paraded around Paris by the
jeering mob. Pierre Gringoire, a struggling poet and philosopher, tries
unsuccessfully to get the crowd to watch his play instead of the parade.
Archdeacon Claude Frollo appears and stops the parade and orders
Quasimodo back to Notre Dame with him. Looking for something to eat,
Gringoire admires the graceful beauty of La Esmeralda, a gypsy street dancer,
and decides to follow her home. After rounding a corner, she is suddenly
attacked by Frollo Gringoire, and Quasimodo rushes to help her but is knocked
out by Frollo as Frollo runs away. The king’s Archers, led by Phoebus de
Chateaupers arrive just in time and capture the hunchback. Later that night, a
group of beggars and thieves are about to hang Quasimodo when La
Esmeralda comes forward and offers to save his life by “marrying” him for four
years only.
The next day, Quasimodo is put on trial and sentenced to two (2)
hours of torture in the Place de Greve. He suffers both the pain of being
stretched and pulled apart as well as being publicly humiliated by the crowd of
people, who hate him for his ugliness. He begs for water, but no one answers
his pleas until La Esmeralda comes forth and brings him something to drink.
Nearby, a recluse called Sister Gudule, screams at la Esmeralda for being a
“gypsy child-thief” and blames her for her daughter’s kidnapping fifteen years
earlier. A few months later, La Esmeralda is dancing in front of Notre Dame and
Phoebus calls her over to him. She has fallen in love with him and blushes
when he asks her to meet him later that night. Frollo watches them from the top
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of Notre Dame and becomes insanely jealous of Phoebus. His obsessive lust
for La Esmeralda has made him renounce God and study alchemy and black
magic. In his secret cell at Notre Dame, he plans to trap La Esmeralda like a
spider catching a fly with its web. Later that night, he follows Phoebus to his
tryst with La Esmeralda and stabs Phoebus repeatedly. He escapes, and La
Esmeralda is captured by the King’s guard.
After being tortured at her trial, La Esmeralda falsely confesses to
killing Phoebus and being a witch. She is sentenced to hang in the Place de
Greve. Frollo visits her in jail and declares his love. He begs her to love him and
show him some pity, but she calls him a “goblin-monk” and a murderer, refusing
to have anything to do with him. Before her execution, La Esmeralda is publicly
humiliated in front of Notre Dame. Looking across the square, she suddenly
sees Phoebus and calls out his name. He actually survived the murder attempt
but didn’t want anyone to know that he was injured. He turns away from La
Esmeralda and enters the house of his bide-to-be. Just then, Quasimodo
swings down on a rope from Notre Dame and carries her back to the cathedral,
crying out “Sanctuary!” He had fallen in love with her when she brought him
water and had been planning her escape all along.
La Esmeralda is safe from execution just as long as she stays beside

the Cathedral. At first, she finds it hard to even look at Quasimodo, but they
form an uneasy friendship. Even though he is deaf, he enjoys being around her
when she sings. Meanwhile, a group of vagabonds resolves to save La
Esmeralda after hearing that Parliament has ordered that she be removed from
Notre Dame. But when Quasimodo sees them attack the Cathedral, he thinks
they have come to kill La Esmeralda and he fends them off as best as he can,
killing a large number of them. Frollo has used the attack as a diversion to
sneak La Esmeralda out of the Cathedral. He offers her two choices: she can
either say she loves him or be hanged. She demands to be executed as he
leaves her with Sister Gudule. To their astonishment, they discover that they
are mother and daughter. Gudule tries to protect La Esmeralda, but it is too late.
Back at Notre Dame, Quasimodo goes to the top of the north tower
to find her. Gazing off into the distance, he sees the figure of La Esmeralda in a
white dress hanging from the scaffold. He bellows out in despair and grabs
Frollo by the neck. Holding him up in the air, Quasimodo sighs with grief and
then throws Frollo down to his death. Looking at La Esmeralda hanging off in
the distance and Frollo’s wrangled corpse down below, Quasimodo cries out:
“There is everything I ever loved!” Quasimodo is never seen again. Years later
when a gravedigger stumbles across La Esmeralda’s remains, he finds the
skeleton of a hunchback curled around her.
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What’s More
Task 4 DARE TO ANSWER
Check your understanding of the story by answering the questions

below. Draw the figure in your notebook and put the answer in the assigned
block.
1. How does one think history, culture, environment, and other

factors influence the author to express the main theme of the story? Explain your
answer by filling out the web.
Title of the Story
History Culture
Themes
Environment & Other Factors
2. What is the significance of the structure of Notre Dame Cathedral as the

setting of the story?
3. In what ways do you think this story would have been different if the setting
was changed to Contemporary America?
4. The author, Victor Hugo, was profoundly which was found in the story.
What would you suggest to resolve the issue?
5. Explain how a character’s experience taught you about the value of
accepting differences among people.
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What I Have Learned
Task 5 FROM THE STORY, WE DIFFER
Do the activity in your activity notebook
1. The characters in the story “The Hunchback of Notre Dame,” faced

problems while others opposed or strived against them. Explain how a particular
character suffered the effects of discrimination. Then, suggest how the character
could overcome this prejudice.
2. Who are the characters who face challenges bravely? Name two
characters for their bravery during difficult situations and justify your answer by
stating line/s from the story.
What I Can Do
Task 6 Write five remarkable words about your understanding of
“Accepting Individual Differences.”
1. _
2.
3.
4.
5.
Assessment
Choose a topic/issue below and explain why you choose the topic. Put
your answer in the notebook.
A. Differences in individuality are something to celebrate.
B. Male gender is the strongest.
C. Variation in every person should be regarded positively.
Congratulations!!! You have done great in this lesson. Good job!
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Post-test
Direction: Go over the following items, and write the letter of the best answer in your
notebook.
Observe the picture below and identify details on building ties.
1. What does the picture show?
A. helping each other B. connecting pieces

C. trying to connect D. building ties
2.What are the person doing in the picture?
A. reaching for each other B. carrying a broken flag

C. connecting the part D. raising the flag
3.The picture suggests that
A. we’ll just ignore each other B. we are suffering from differences

C. we need to build ties D. we have to deal with each other
4. What is the connection of the image to our present society?
A. connect to have peace B. share what you have

C. peace is gone D. do not discriminate
Below is the song by Kodaline, an Irish Band entitled “Common Ground.” Sing the
song and identify the ideas/concepts reflected in the song.
Common Ground
By: Kodaline
It’s easy to win,

It’s harder to lose
To admit that you’re wrong
When you’ve got something to prove.
You saidit was easy

I tell you they are wrong.
So get busy learning,
are you already gone?
People will tell you

What you want to hear
But the people who know you well
Can make it all clear.
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Life isn’t easy,
You got to be strong.
So get busy learning,
Are you already gone?
And all will be forgotten

And we all fall apart,
Yeah all will be forgotten
But the common ground,
It’s a good place to start.

Sure all will be forgotten,
Yeah we will all be forgotten, fall apart.
We will all be forgotten,

But common ground,
Is a good place to start.
Common ground is a good place to start.
5. What is the song all about?
A. to be in the common ground B. all will be forgotten

C. seeing life in a positive way D. life isn’t easy
6. What is emphasized in the song?
A. it’s easy to win B. brighter side of any situation

C. it’s harder to lose D. looking at the negative side
7. What advice is given in the song?
A. embrace challenges in life

B. problems should be solved
C. obstacles must make a person strong
D. challenges one encounters require specific action
8. What is the message of the song?
A. having a courageous heart B. having a place to start

C.having people one common ground D. having a lot of learning
9. What is the feeling expressed in the poem?
A. anger B. loneliness
C. happiness D. melancholic
10. What is the meaning of “Kodaline?”
A. The beautiful Broken B. The happy Broken

C. The handsome Broken D. The hopeful Broken
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11. What does the title “Common Ground” clearly indicate?
A. there is always happiness

B. there is a common bond between people
C. there is a positive side in every situation
D. there is always a good relationship between people
Observe the picture below, and identify the details that symbolize the things to
resolve conflicts.
12. What does the picture depict?
A. conflict B. negotiation
C. mediation d. all of the above
13.What is the person doing in the picture?
A. caring B. stopping
C. standing D. talking
14.The picture suggests that
A. we should engage in conflicts B. conflicts should be stopped

C. society today is in chaos D. we are in trouble today
15. As shown in the picture, what does it tell about our society nowadays?
A. we should engage in conflicts B. we need to resolve conflicts

C. some suffer from discrimination D. people enjoys freedom
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10
ENGLISH
Quarter 2– Module 12
Stress, Juncture, Pitch and Intonation
Department of Education | Republic of the Philippines
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Lesson
Stress
1
What is one way you can do to effectively communicate your thoughts and ideas?
You can do it by using stress. Saying words with correct stress can help you express
yourself better. In this lesson, you will be learning more about stress and how it aids to
effective communication.
What’s New
You will learn some more about stress in this lesson. Try to do these fun activities.
Activity 1. Stressed out!

Read the sentences and put the stress mark above the correct syllable of the
italicized word. Then read the sentences aloud differentiating between the stress on the
noun and on the verb.
1. The teacher forgot to record our grades in her record book.
2. The farmers’ protest was in protest of the high cost of fertilizer.
3. The mayor did not permit the demonstrators to use yesterday’s permit.
4. The guests present their present to the king.
5. The Guidance Office will conduct a survey on the students’ conduct.
Activity 2. I’m stressed!

Use the following words either as nouns or verbs in sentences. Put the stress mark correctly.
Example: absent
noun- He is absént from the class.
1. contrast 4. decrease
2. exile 5. combine
3. import
What is It
Let’s try to take note of some important words in this lesson.

Stress is the degree of emphasis or prominence given a sound or syllable in speech.
When a syllable or word or phrase is stressed, you are going to pronounce it longer and
louder than the rest of the syllables or words. It involves pitch ( the syllable is said higher),
duration (said longer) and force (said louder.)
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Stress may be of various degrees.
Primary/ strong ( ) Tertiary ( )
Secondary ( ^) weak ( no symbol)
Sentence Stress
Sentences are characterized by series of stressed and unstressed syllables.
Normally, the stress falls on the content words like nouns, adjectives, adverbs, verb,
demonstratives and interrogatives. These content words carry the thought of the
sentence.so they are said louder, longer and with a higher pitch.
Example:
Father gave me a new pen.
The underlined words are stressed whereas me and a are said quickly, lightly and
softly. They are the unstressed syllables. Words not stressed are function words like
pronouns, articles, prepositions, conjunctions and auxiliary verbs. They are not important
because they do not carry any meaning.
A compound noun is made up of two different nouns that function as a unit and
often has a meaning different from each word. A compound noun is stressed on the first
syllable.
Hándball déadline hómesick
hárdship hóneycomb spotlight
Aside from the combination of two nouns forming a compound, there can also be a
combination of adjective and noun or verb form and noun. The stress usually found on the
first word.
Adjective + Noun Verb Form + Noun
gréen house wáshing machine
shórthand spéndthrift
hótdog condénsed milk
Some verbs and prepositions are use as noun compounds. They give a different
meaning when joined together. The stress is on the first word.
Here are some examples:
shów-off sénd off
líve-in stóp over
bréakdown tóuch down
Compound nouns have distinct stress patterns when used as units. Pay attention to the
change in meaning the moment there is a shift in stress.
1. gréenhouse- a nursery
green hóuse- a house painted greenὀ
2. gránddaughter- a daughter of grandparent
gránd dáughter- a daughter who is perfectly good
3. cóffee house- a house where coffee is sold
coffee hóuse- a house made of coffee
Compound verbs are verb-preposition combinations taken as a unit. These

combinations are sometimes called idiomatic expressions. The stress is usually on the
second word.
Practice reading these compound verbs.
overhéar push óut drop ín
talk óver pass óff drive ín
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What’s More
Activity 3. Stress Shift

Read the following words. Pay attention to the shift in stress.
récord- recórd décrease- decréase
díscount-discóunt ábsent-absént
éxile-exíle dígest- digést
cóntract-contráct ínsult- insúlt
éxport-expórt prótest- protést
súspect-suspéct áddress-addréss
présent- presént áccent-accént
pérmit-permít tórment-tormént
Activity 4. Stressing Compound Words

Write on the blanks the compound noun suggested. Put an appropriate stress mark
in your answer.
Example:
a. A place where we get a gas is a . Answer: gás house
b. A bag where we keep important paper is an . Páper bag
1. A man who acts in the movies is a .

2. A machine that cuts grass is a
3. A person who sells forbidden drugs is a .
4. The proper attire worn by a woman when swimming is a .
5. A person who reads the news on air is a .
Activity 5. More on Stress

A. Read the sentences. Pay attention to the italicized compound verbs.
1. People who tend to set áside their problems are not able to pull thróugh.
2. It’s easy to get óver the affair only if you speak úp your mind and spill óut what you
really feel.
3. The crew refused to move óver and pack úp until they ran óut of food.
B. Read the following sentences. Put the proper stress on the italicized word.
1. The blackboard which we use in school need not necessarily be a black board. Very
often it is colored or at times it is light blue in color.
2. The grand daughter of our company president is extremely sweet and intelligent.
Everybody says she is really a grand daughter.
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What I Have Learned
Learning the salient features of stress can really help you in conveying the correct
meaning of what you are saying. Now, that you are able to conquer this lesson, you are now
ready to must apply this in your daily conversations. You are also expected to write all the
things you acquire from this topic. Finish the following items to complete the statements.
1. Stress for me means
2. Employing appropriate stress in speaking is effective because
3. I appreciate the use of stress since
What I Can Do
Good job so far. Now try to do these tasks.
Activity 6. How Will You Say It!

A. Read the dialog with expression. Pay attention to the stressed words.
Susan: Anna, dressed úp and we’ll go to the bookstore.

Anna: I can’t go óut with you. I have a terrible headache. My head aches every time
I attempt to sit down and get óut of bed.
Susan: oh, come ón, perhaps you’re just hungry.
I’ll treat óut to your favorite snack bar. Or we can have ice cream and
chocolate cake. How about that?
Anna: But I feel like throwing úp and……..
Susan: shut úp. Get úp and put ón this cotton dress. Don’t forget to switch óff the light
and turn óff the radio. I promise you won’t stay óut late.
Anna: okay, you win. Let’s go.
-
Assessment
A. Read each sentences emphasizing the italicized words. Then choose the meaning of
the sentence from the given choices. Write your answer on a separate piece of paper.
1. It was my idea not yours.
A. The idea was originally mine and not coming from you
B. My idea was a lot better that yours.
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2. He’d rather sleep than play ML.
A. He will sleep now and play later.
B. Sleeping is a better thing to do.
3. We saw the meteor but they didn’t.
A. It is a meteor that we saw not a comet.
B. They did not see the meteor
A. It is us who saw the meteor.
B. It is a meteor that we saw, not a star.
5. The pen is under the table; not on the table.
A. It is a pen that is under the table, not a paper.
B. The pen’s location is under the table, not on it.
B. Pick the correct word in the parenthesis.

6. You have to keep your (récord, recórd) clean.
7. That was the greatest (ínsult- insúlt) I ever received!
8. Do you have your test (pérmit-permít) already?
9. We (súspect-suspéct) that Arya would not tell the truth.
10. I have to ( A. présent, B.presént) our report tomorrow.
Great Job! I hope you had fun answering the tasks in this
lesson! You may now proceed to Lesson 2.
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Lesson
Juncture: Phrasing and Pausing
2
Phrasing and pausing are basic to oral English. A speaker may have several ideas
lumped together in a sentence and his/ her thinking determines how the sentence is to be
phrased or broken into thought group to be able to send the correct meaning.
What’s New
Study the sentences below. What is the meaning in each sentence?
1. I couldn’t remember/ James.
2. I couldn’t remember James.
Which of the two sentences above means

a. The speaker is telling James that he/she forgot something?
b. The speaker is saying he cannot remember a person named James?
Yes, you are right. Sentence number 1 means the speaker is talking to James and
sentence number 2 means the speaker cannot remember anyone named James. The
difference between the meaning of the two sentences is simply a matter of pausing and
phrasing.
In this lesson, you will learn about juncture which is demonstrated in correct phrasing
and pausing.
What is It
Juncture is the progression from one sound to another. Listeners would be able to
distinguish two different arrangements of sounds that have different connotations.
Phrasing greatly aids in conveying meaning. In phrasing, the words are grouped
together into thought groups to bring out their importance in relation to the other ideas being
conveyed in the sentence. There is no single way to phrase a sentence. It should be
flexible. Different speakers break up ideas in different ways.
We pause after each thought group. Pausing also aid in conveying meaning. We put
an interval between the thought group to allow also the speaker to catch his/her breath when
saying a long sentence. In other words, we pause between thought groups.
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One or more rhythm units may make up a thought unit.
Example : A lot of questions was raised in the meeting.
Rhythm units
/ a lot/
/ of questions/
/was raised/
/in the forum/
Thought units
A lot of questions
Was raised in the forum
We use slant lines (/) between thought groups and to indicate pausing. One slant (/)
means a short pause; two slant lines (//) means a long pause; an octothorpe (#) means a
stop or a period.
Why is pausing important?

Aside from allowing the speaker to catch his/her breath while speaking, pausing also
allows the listener to catch up with the speaker’s ideas and gives him/her the chance to think
about what is being said and relate the message to the other things being mentioned. On
the other hand, a short pause by the speaker allows him/her to look at his/her audience to
see how they receive his/her message.
What’s More
Activity 1. Divide and Conquer

A. Read the sentences carefully.
Try reading them where you think you should pause. Then, divide each sentence into
thought groups using slant lines. Read them again guided by the slant lines.
I am staying home.
I am staying home because I need to study.
I am staying home because I need to study so that I will pass the exams.
I am staying home because I need to study so that I will pass the exams that
are schedule for tomorrow.
B. Read each sentence. Pause after an asterisk.

Raise your voice when the arrow is up. Bring down your voice when the arrow is
down. Stress the underline word.
1. A year after the sale * ↑would be timely.↓

A year after *↑the sale would be timely.↓
2. Jane*↑ don’t sleep now.↓

Jane don’t*↓ sleep now.↓
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You may have noticed that even if the paired sentences are similar, the pauses that
you do indicate a change in meaning.
What I Have Learned
You are doing well!. You are now ready to share your insights that you gained
from this lesson.
Activity 2.
Directions: Complete the given ideas below. Write your answer in your notebook.
1. Juncture is
2. Juncture helps
3. It is important to use juncture when speaking because
What I Can Do
Activity 3.
Directions: Divide the following quotes into thought units. Then, read them observing
correct phrasing and pausing.
1. Ignorance is a delicate fruit; touch it and the bloom is gone. –Oscar Wilde
2. Hunger makes a thief of any man – From The Good Earth by Pearl S. Buck
3. Never overlook the power of simplicity –Robin Sharma
4. Try not to become a man of success but rather be a man of value.- Albert Einstein
5. If you think education is expensive, try ignorance.- Any McIntyre
Assessment
Oh my! You’re almost done. Let us see how much you have learned from the lesson.
Directions: Answer the given questions based on the statements. Take note of the slant lines
for each sentence. Write your answer on a separate piece of paper.
1. The principal said/ the teacher can speak very well.

Who can speak well?
2. The principal/ said the teacher/ can speak very well.
Who can speak well?
3. After eating// the dogs all appeared satisfied.
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Who had been eating?
4. After eating the dogs/ all appeared satisfied?
What illegal activity was done here?
5. Joan/ better go/ naked people don’t mind.
Who are naked?
6. Joan /better go naked/ people don’t mind.
Who is being asked to go naked?
7. Are you leaving / my child?
Who is leaving?
8. Are you leaving my child?
Who is leaving?
9-15
Add slant lines to each of the following sentences to divide it into thought units. Read the
paragraph based on the thought units that you made.
We stand here today as a representative of the millions of people across the globe,
the anti-apartheid movement, the government and organizations that joined with us, not to
fight against South Africa as a country or any of its peoples but to oppose an inhuman
system and see a speedy end to the apartheid crime against humanity.
You’re doing well! I hope you had fun answering the tasks in
this lesson! You may now proceed to Lesson 3.
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Lesson
Employ Appropriate Intonation
3 and Pitch
Speaking is about being able to convey meaning through the use of words.
However, words are not enough to make us be understood by our listeners. Other features
of spoken language such as intonation which is comprised by appropriate pitch, stress,
juncture, among others are essential components to making us be understood by our
listeners. Sometimes, people will misunderstand us because of the way we say things. Let
us then study about some features of spoken language.
So, let us get started!
What’s New
Now, let us try to learn some more about intonation so that we can be ready with our
speaking activities in the next lessons.
Let us get started with these fun activities.
Activity 1. How are You Feeling?

Say the following lines employing the emotions specified
A. Say “I love you.”
1. Say “I love you” when you are very happy.
2. Say “I love you” when you are very sad.
3. Say “I love you” when you are very angry.
B. Say “ I’m sorry.”

1. Say “I’m sorry” when you are guilty.
2. Say “I’m sorry” when you are forced to even if you are not guilty.
You noticed that every time you say the same lines with different emotions you have
shifted in your pitch, stress, juncture and consequently your intonation.
The sound changes produced by the rise and fall of the voice when speaking may have
an effect on the meaning of what was said. This is called intonation which affects the
meaning of the words that you say. If you will use the wrong intonation, you might be
conveying the wrong message and your listener might misinterpret you. Some tools in
intonation that are used to change the meaning are pitch, stress and juncture.
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What is It
Let’s try to take note of some important words in this lesson:
Intonation is the rise and fall of the voice in speaking. . It is the ‘melody’ that we
hear when somebody is speaking since it refers to the pattern of pitch changes that we use
when we speak.
Intonation is about how we say things rather than what we say. Without intonation it
is impossible to understand the expressions and thoughts that go with the words.
Intonation also indicates the attitudes and emotions of the speaker. It helps define
the difference between statements, commands and questions.
There are three patterns of intonation:
a. Rising intonation – describes how the voice rises at the end of a sentence or
words in a series. It is used to express various emotions such as: ambiguity, politeness,
interest, lack of confidence, etc. It is also used for asking questions answerable by yes or no.
Example: ( ) Are you happy?
b. Falling intonation- in this pattern, at the end of sentence the tone is falling. It is
used for asking questions not answerable by yes/no and in giving information in quiet and
certain style
example : Falling ( ) What did you do during quarantine period?
c. Rising-falling intonation- this pattern shows limited agreement , reservation,
doubt or uncertainty.
Example ( )( ) When the weather is fine, I will play basketball.
Intonation is actually a combination of pitch and stress variation.
Pitch refers to the quality of sounds emitted through the high or low vibration tone
patterns. It is the degree of the highness or lowness of the voice. There are four types of
pitch degrees:
Extra High /4/ Normal /2/
High /3/ Low /1/
All pitch patterns escalate regardless how many words we say. The pitch rises when
the strongest syllable is pronounced, and it falls when words are uttered in isolation.
What’s More
Activity 2. Say What You Mean, Mean What You Say

Recite each statement below. The word in boldface is the stressed word in the
sentence. Choose the meaning of the sentence based on the stressed word in the
sentence. Write the letter of your answer on a separate answer sheet.
1. I know everyone should follow the new normal protocols.
a. the speaker is sure that he/she recognizes the rules very well
b. the speaker is certain that he follows the rules
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a. the speaker knows that the rules are followed by all
b. the speaker knows that no one is exempted from following the rules

a. the speaker knows that the rule applies to all
b. the speaker knows that everybody is expected to follow the protocols

a. the speaker knows that everyone will be doing what the rules says
b. the speaker knows that everyone has learned about the protocols but
may not do it anyway.

a. the speaker knows that all people should follow the protocols of the
present system.
b. the speaker knows that all people should follow the classroom rules.
Activity 3. Say It With Feelings

Recite the following words or lines using the right intonation. The way you express
the lines should be based on the context or situations given.
1. Saying “It’s raining” when you mean to say
a. you are surprised that it rained
b. you are annoyed that it rained since you have a game match
c. you are delighted because your plants will grow faster.
2. Saying “ Really” when

a. mockingly disagreeing with the statement heard
b. unbelievably hearing a wonderfully surprising news
c. trying to convince someone that you are telling the truth
d. doubtful
3. Saying “That’s unbelievable” while

a. listening to an incredible story
b. delightfully surprised upon hearing you won the lotto
c. listening to something you do not believe at all
4. Saying “cool”
a. witnessing an extraordinary feat
b. casually commenting on a statement
c. stating an opinion with disbelief
5. Saying “excuse me” while

a. trying to get someone to notice you
b. asking for clarification
c. wanting to move from one place to another
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Activity 4. Let’s do the Ups and Downs
Practice reading the three columns. Notice the intonation pattern that you use as you
read the sentences. The arrow serves as your guide.
What are your plans for the Are you doing anything I love to go swimming with my
weekend? special on weekend? friends this weekend.
Can you cook? What dish is your specialty? Yes, I know how to cook, but
I don’t really enjoy it.
Which app have you Do you like the app you If I am online tonight, I am
downloaded? have downloaded? going to download the app
you told me about.
Where do you like to spend Do you play any sports? I play online games but not
your free time? physical sports.
Again, you may take a video of yourself as you do the activities so that your teacher
could see how good you are doing. If you do not have a gadget, you may just see your
teacher during your face to face class.
What I Have Learned
You are now ready to share what you have learned from your lesson today.
Activity 5. Complete Me
Directions: Complete the following statements given below. Write your answer on separate
piece of paper.
1. Intonation is about
2. It is important to apply intonation in speaking because
3. I realized that pitch is
What I Can Do
Activity 5. Let’s Talk!

After knowing the importance of intonation in speaking, find a partner or a friend or
any of your family member, then create a dialogue of 5 to 7 lines which includes the two (or
three) sentences you just practiced. Take a video of your dialogue and send the file to your
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teacher. If you have no access at home, just write your dialogue on another sheet of paper
and submit it when you see your teacher.
Example:
A. What did you do during quarantine period?
B. I learned how to cook adobo.
A. Do you always love to cook?
B. When there are ingredients, I love to experiment on different dishes. Do you cook
also?
A. No.
Activity 6. Speak out
Speaking with correct intonation helps you convey the right meaning of what you say.
Employ the right intonation in the different situations given. Take a video of your activity and
send the file to your teacher. If you have no access at home, practice it in front of any of your
family member.
Say “Hello”
- to a friend
- to a friend you haven’t seen for 3 years
- to a neighbor you don’t like
- to a baby
- to someone you have just found doing something they shouldn’t
- to someone on the phone when you’re not sure if they are still on the line
Say “ How are you?”

- to someone you haven’t seen for many years
- to someone who has recently lost a love one
Say “ Good morning ladies and gentlemen. I am honored to be speaking in front of you
today.”
- When you are speaking before the faculty
- When you are speaking before the barangay council
- When you are speaking before your friends.
Assessment
1. What intonation will you use when you ask questions answerable by yes/no?
A. rising B. falling C. glide
2. It is important to use the right intonation because
A. it makes sound like a native English speaker when we talk in English
B. it helps us express what we mean by the words we say
C. it makes our sentence rise and fall
3. Which intonation pattern would you when you say: “How did your family cope with the
effect of corona virus pandemic?”
A. rising intonation
B. falling intonation
C. rising-falling intonation
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4. An intonation pattern that signifies limited agreement , reservation, doubt or
uncertainty.
5. Which intonation pattern would be use when you utter a series of words as in the
sentence: “I need a pen, a notebook, a phone and a camera for my research.”
i. B. falling intonation
ii. C. rising-falling intonation
6-10 Read the following sentences with correct intonation
6. Are you happy?
7. What do you do during your free time?
8. I like to go out with friends but my mother won’t allow me.
9. How old are you?
10. Do you play ML?
11-15 Read the following sentences with correct intonation using the conditions given in
the parenthesis
11. Where are you going? ( you are doubtful of where the person is really going)
12. I don’t like this. ( you don’t like the thing)
13. Do I need to answer this? ( expressing disappointment for being forced to
answer)
14. I want to walk, not ride. ( you actually want to exercise)
15. If I am given the chance, I will be an astronaut. ( You cannot afford to be one)
Post- test
A. Read each statement and write the letter of the correct answer in your answer sheet.

A. it is us who saw the meteor
B. It is a meteor that we saw, not a star
2. The pen is under the table; not on the table.
A. it is a pen that is under the table, not a paper
B. The pen’s location is under the table, not on it.
B. Pick the correct word in the parenthesis.

3. You have to keep your (récord, recórd) clean.
4. That was the greatest (ínsult- insúlt) I ever received!
5. Do you have your test (pérmit-permít) already?
C. Answer the questions. Take note of the slants within the sentence.
6. The principal said/ the teacher can speak very well.
Who can speak well?
7. The principal/ said the teacher/ can speak very well.
Who can speak well?
8. After eating// the dogs all appeared satisfied.
Who had been eating?
D. Add a slant to divide the sentence into thought units.

9. It I better to give than to receive.
10. Nothing in the world is more dangerous than sincere ignorance and conscientious
stupidity.
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E. Choose the letter of the correct answer
11. What intonation will you use when you ask questions answerable by yes/no?
A. rising B. falling C. glide
12. It is important to use the right intonation because
A. it makes you sound like a native English speaker when we talk in English
B. it helps us express what we mean by the words we say
C. it makes our sentence rise and fall
13. Which intonation pattern would you use when you say: “How did your family cope with
the effect of corona virus pandemic?”
14. An intonation pattern that signifies limited agreement , reservation, doubt or uncertainty.
15. Which intonation pattern would be used when you utter a series of words as in the
sentence: “I need a pen, a notebook, a phone and a camera for my research.”
Congratulations for completing this module. You have done a great

job. You may now proceed to the next module!
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10
ENGLISH
Correct Stance and Proper Stage
Behavior
109
i
Lesso
n Observing Correct Stance and
Proper Stage Behavior
1
Delivering a speech before an audience is a nerve-wracking experience. While some
are confident and excited, many students experience having “butterflies in the stomach”, and
sweaty palms. You may find speaking before an audience an intimidating task but don’t worry,
even great speakers experience nervousness. Boost your confidence by preparing yourself
for any speech activity you would participate.
What’s New
Activity 1. How Do You React?
What is your reaction when your teacher suddenly calls you at random to answer a
particularly difficult question or asks you to speak in front of your classmates? Will you be
happy that your name is called? What goes through your mind? How good are you speaking
in front of an audience?
Share your thoughts through a “hugot line” .
What is It
Have you ever heard of the saying, “action speaks louder than words?” In public
speaking, your actions, gestures, facial expressions and posture on stage collectively known
as platform behavior, can make or break your speech.
One of the qualities of an effective speaker is ease of bearing. Speakers who have
ease of bearing appear natural, relaxed, and confident on stage. They do not look nervous or
uneasy. Remember, your platform behavior shows whether or not you are at ease while
delivering your speech.
The following tips are steps you can follow to achieve effective platform behavior.
1. Once in front of the podium, slowly go toward it. Your signal to start is when silence
engulfs the entire area--- this means that the audience is ready to listen.
2. Stand straight and relaxed. Be conversational and look at the audience directly,
choosing persons in various parts of the room and addressing your talk to them in turn.
3. Always step toward the audience and not away from them. Moving towards them
creates a feeling of positivity. However, avoid making movements that may distract
your audience.
4. Do not move lower extremities of your body too much. Aside from being distracting,
this connotes insecurity and uncertainty.
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5. Use gestures with restraint and with naturalness. Match it with your message. Do not
swing your arms about; neither should you stand like a wooden soldier.
6. If there is a microphone, adjust your voice accordingly. Do not blow the microphone.
Proper Posture
Here are some important things you need to know about proper posture.
1. Your feet should be slightly apart, with one foot slightly in front of the other so that
your weight is slightly forward.
2. You knees should be relaxed and slightly bent. When aiming for good posture it can
be tempting to lock your knees; be careful not to do this.
3. Your hands should be relaxed and hanging by your sides, or it should be loosely clasp
at about belt level and start little gestures from there. Do not interlink it nor put it behind
you.
4. Your shoulders should slide back and down so that your back is straight and your
head is high. Do not hunch or pull your shoulders up towards your ears.
5. Your chest should be slightly up and out--- this will likely happen naturally when you
pull your shoulders back and down.
6. Your chin should be parallel with the floor--- neither lifted nor downward.
What’s More
Activity 2.
Watch the video “Presentation Skills: How to Improve your Presentation” on
https://tinyurl.com/k6stffp. What advice does the expert give to the presenter? List the
pieces of advice given by the expert in coming up with a clearer , more confident, and
impactful speech delivery.
Note: If you do not have internet access, proceed to Activity 3.
Activity 3.
Check the item that you think shows the proper stance and behavior on stage
1. Folds arms across the chest
2. Speaks loud and clearly
3. Stand rigidly on a single spot
4. Smile and looks at the audience not on the ceiling
5. Dresses appropriately for the occasion.
6. Walks around the stage.
7. Looks over the head of the audience
8. Smile and adjust language to the kind of audience
9. Look relax and control the trembling.
10. Use gesture only when appropriate.
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What I Can Do
Activity 4.
Now that you know several tips in improving proper stance and behavior in public
speaking, try to do the following activities. If you do not have internet connection, do item B
below.
A. Watch https://www.youtube.com/watch?v=-qx8uAUwZYk to learn more about
do’s and don’ts while you are on stage.
List down here some of the do’s and don’ts mentioned in the video
1.
2.
3.
B. Practice the tips on proper posture. Look at yourself in the mirror and see how
you looked like as you act out the right posture.
What I Have Learned

Activity 5.
Now that you already know about correct stance and proper behavior in public
speaking, share your thoughts here on why employing the tips and techniques in conducting
oneself on stage help improve your confidence in speaking. . Write your answer in your
notebook.
Assessment
You are almost done with this lesson! Answer the items below to see how much you
have really learned.
1. When you speak before an audience, which of the following shows proper behavior?
A. lean or step towards the audience
B. stand straight and don’t move away from your spot
C. move around the stage in order to keep the interest of the audience
2. Which of the following is a best time to use gestures when speaking?
A. when you are emphasizing a point
B. at the beginning of every sentence that you say
C. When you want to call the attention of the audience who is not listening
3. Why are speakers advised not to move their feet too much?
A. It connotes insecurity and uncertainty
B. He/she might forget his/her speech if he keeps moving about
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C. He/she might fall off the stage.
4. What is the proper way of handling microphone?
A. say ‘hello, mic, check” to ensure that it is working
B. tap or blow the mic
C. Just use the mic and start your speech right away
. 5. Where should you place your hands when you deliver your speech?
A. in your pocket C. at your side
B. at your back
B. True or False. Identify whether the statement is true or false.
6. Our bearing on stage is as important as the message of your speech.
7. Wave your hands as often as you can to get the message across the audience
8. Pacing about when speaking could distract the audience’s attention.
9. When delivering a speech stand tall with your feet slightly apart.
10. You may put your hands in your pocket when delivering speech.
C. Essay. Complete the statements below
1. Proper posture is important because .
2. Gestures and facial expressions could enhance your speech by
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Lesso
n
Establishing Eye Contact
2
“The eye is the window to the soul” is an old saying which is still held true even today.
In public speaking, eye contact matters. It is a very effective tool in persuading your listener
to believe in you. Let us then try to learn about eye contact and its use in public speaking.
What’s New
Activity 1. Look into the eyes?

Read the items below and check the appropriate box to know how you feel about looking
eye to eye.
Yes (3) A little(2) Not
really
(1)
1. I feel anxious when I look into people’s eyes
2. It is easier to look into animals’ eyes than
people’s eyes
3. It is better to look at a picture of eyes than real
eyes
4. It is physically painful for me to look into
someone’s eyes
5. It is easier to look into the eyes of people I trust
6. It feels threatening to look into someone’s eyes
7. It is easier to look into someone’s forehead than
their eyes
Compute for your score. If you have a high score, then you need to improve your
eye contact skills.
What is It
Eye contact means the situation in which two people look at each other’s eyes at the
same time. It is a communication tool. It is, in fact, way more intimate than words. However,
establishing eye contact is challenging for many people. Many students and even
professionals find it difficult to do proper eye contact. In public speaking, eye contact is a
must.
Benefits of establishing eye contact with your audience
1. Establishing eye contact prompts the audience to pay attention.
Eye contact catches the interest of the audience. With eye contact, you will be
able to form a connection with your audience that will encourage them to pay
attention to what you say and consider your ideas and opinions.
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2. Establishing eye contact gives you authority.
One of the main indicators of a speaker’s competency is eye contact. When
you avoid looking at your audience, you may seem unfamiliar with your topic and
unprepared for your speech. Proper eye contact is a sign that you have mastered
your topic well, thus making you look believable and trustworthy.
3. Sustaining eye contact can give you confidence.
Eye contact gains your audience’s trust and attention. Once you have gained
these, you will begin to feel confident about yourself and your speech. In turn, this
confidence will give you the power you need to successfully execute your speech.
4. Maintaining eye contact turns your audience into participants.
Public speaking is a collaborative process. Although most of the attention is
focused on you as the speaker, you must make an effort to make your audience
feel as if they are included in your narrative. This turns your audience from passive
individuals into active participants.
5. Establishing eye contact can help you be more comfortable
Effective public speakers display an ease of bearing. They are not seen tense
or nervousness on stage. Eye contact makes you seem more comfortable, at
ease, and prepared.
Tips in establishing eye contact in public speaking
1. Look at people directly long enough to finish a thought.
While talking, pick one person from the audience and look directly in the eye
long enough to finish one thought, or a sentence or two, before looking at another
person in the audience. This would last for about 4-5 seconds. Avoid jumping your
eyes from one person to the next in the middle of the sentence. Talk to one person at
a time.
2. Look in different location of the room.
Do not scan the audience from left to right and vice versa. Do it sporadically
but do it for the whole room, no one should be left out.
3. Look at your audience 99% of the time.
You may glance at your notes but not for long. Do not stare at your notes
since this could make your audience feel ignored and they might become
disconnected with you.
4, Avoid jumping eyes
You should have a sustained look at one audience at a time but do not stare
or gaze at them for a long time. Just long enough to finish a sentence or two.
5. Avoid looking over people’s head nor on the ceiling, the walls, floor or anywhere
other than directing your eyes on the audience.
6. Do not do not squint your eyes. You would be looking aggressive not friendly.
7. Pay attention to your eyebrows and your facial expression. It should send a positive
aura.
8. Reduce blink rate and control head movements.
Constant blinking and moving of head indicates anxiety while a non-moving head
indicate focused and closed attention.
9. Finally, body language and eye contact help people to remember. It makes people
even more interested to listen to you. The whole body language compliments with eye
contact. Keep the smile in your eyes!
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What’s More
Activity 2. The eye says it all!

You are going to show the emotions below through your eyes.You may stand in front
of the mirror.
1. Happy 2. Doubtful 3. Angry 4. Dissatisfied 5. In pain
( Note: if you are in the classroom, your teacher will ask you to do this in front of your
classmates).
Activity 3. Mirror, Mirror on the Wall!

Option A. Stand in front of a mirror. Facing yourself, pretend that you are delivering a
speech. You don’t need to have words coming out of your mouth. Look straight into your
eyes as you deliver your “muted” speech.
Option B. You may do option A in front of your classmates instead of looking at the
mirror.
What I Can Do
Activity 4.
Do the following activities: ( If you don have a gadget, just do number 2)
1. Make a vlog or a tiktok using the content:
(Just choose one of these two )
a. How to improve eye contact?
b. Do’s and Don’ts of eye contact
2. Write a journal or a scrap book using the guide question:
How can I improve my eye contact skill?
What I Have Learned

Activity 5.
In this lesson, you learned about establishing eye contact when speaking on stage.
To check if you understood the lesson, complete the statement below.
Eye contact is an important communication tool because …
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Assessment
A. Multiple Choice. Choose the letter of the best answer. Write your answer in your notebook.
1. Squinting your eyes when speaking in front of an audience indicates
A. aggressive behavior
B. friendly behavior
C. too much light coming into your eyes
2. Eye contact can make you feel comfortable
A. true B. false C. maybe
3. Which of the following statement is NOT true
A. eye contact is a communication tool
B. eye contact makes the speaker believable
C. constant eye and head movement can make your audience interested
4. Which of the following is a proper thing to do when on stage?
A. scan the audience from left to right
B. look over the head of the audience
C. look at the audience most of the time
5. One major function of eye contact is
A. to gain audience attention and trust
B. to look out for those who are not listening to you
C. to seek participation of the audience
6. Constant movement of head indicates
A. nervousness and anxiety
B. focused attention
C. enthusiasm and alertness
7. How long will you be looking at one audience?
A. 2-3 seconds B. 3-5 seconds C. 5-8 seconds
8. Jumping eyes mean
A. sustaining eye contact
B. blinking eyes often
C. looking anywhere and everywhere
9. What would be the direction of the eyes when looking at the audience?
A. from left to right to center
B. from center to back to left to right
C. from anywhere in the room
10. Which of the following statement is FALSE?
A. looking at your audience indicates superiority over them
B. eye contact enables you to connect with your audience
C. establishing eye contact makes your audience active participants
11-15 Essay
What makes eye contact an effective communication tool.
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Lesso
n Developing Confidence
and Ease of Delivery
3
Confidence is a necessary tool in public speaking. In fact, it can make or break your
speech. If you have it, you will be able to effectively deliver the message across. If you do
not have it, your audience might not also believe in the message you want to impart to them.
What’s New
Confidence is a necessary tool in public speaking. In fact, it can make or break your
speech. If you have it, you will be able to effectively deliver the message across. If you do
not have it, you audience might not also believe in the message you want to impart to them.
Activity 1. How Do You React?

What is your reaction when your teacher suddenly calls you at random to answer a
particularly difficult question or asks you to speak in front of your classmates? Will you be
happy that your name is called? What goes through your mind? How good are you at thinking
on your feet?
After answering the given questions, take the test below. Circle the number of your
choice
Questions: When I am called to never rarely seldom sometimes Most All
speak in front of a crowd, of the the
time time
1. I remain calm and relaxed
0 1 2 3 4 5
2. I immediately find myself
confidently expressing my 0 1 2 3 4 5
thoughts
3. Words and ideas come to 0 1 2 3 4 5
my mind easily
4. I speak in an organized 0 1 2 3 4 5
manner using coherent
language
5. I get nervous right away 5 4 3 2 1 0
6. My palms sweat and 5 4 3 2 1 0
tremble uncontrollably
7. I experience mental block 5 4 3 2 1 0
8. I don’t know what to say, I 5 4 3 2 1 0
find myself stuttering or
stammering
Compute for your total score. A high score means you are confident in such speaking
situations. It also means that you are good at thinking on your feet. A low score, on the other
hand means you are unconfident and unsure of yourself when put on the spot. It also means
you do not think that well under pressure. But do not worry if you have a low score. You are
a beginner so it is just natural for you to experience anxiety when asked to speak in front of
an audience!
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This lesson will give you some tips in gaining ease and confidence in delivering a
speech.
What is It
One of the qualities of an effective speaker is ease of bearing. Speakers who have
ease of bearing appear natural, relaxed, and confident on stage. They do not look nervous or
uneasy. Remember, your platform behavior shows whether or not you are at ease while
delivering your speech.
1. Think positive. Most people are afraid to speak because they think their listeners are
critics who will find fault in the things that they say. Never allow your negative thoughts
to keep you from presenting your ideas and opinions.
2. Know your audience. Consider their interest, age, sex, religion, and educational
attainment. Consider also what your audience expects from you. Align your speech
with the background knowledge and expectations of your audience.
3. Observe proper breathing while you speak. During your presentation, pause and
allow yourself time to inhale. Control your breathing as you speak. Avoid speaking
too fast as this will only make you run out of breath.
4. Use the power of non-verbal communication. Eye contact, facial expression,
gestures, and posture would communicate something about you and your message.
5. Confidence is key. When the speaker looks straight in the eyes of his/her audience,
it exudes confidence and belief in one’s innate ability. Show a gesture of openness
such as a warm smile, unfolded arms, and an open palm.
If you have your gadget, for you to learn more, watch the video “Presentation Skills:
How to Improve your Presentation” on https://tinyurl.com/k6stffp. What advice does the
expert give to the presenter? List the pieces of advice given by the expert in coming up
with a clearer , more confident, and impactful speech delivery.
https://www.youtube.com/watch?v=VEStYVONy-0
What’s More
Activity 2. Prep Up Your Voice!

We had been talking about gaining ease and confidence in delivering a speech. One
key aspect that we need to improve in any speaking activity is a strong, clear and confident
voice. Breathing deeply and keeping your body, throat, and face relaxed are key to ensuring
a high-quality voice.
Let us try to do the following exercises to warm up and cool down your voice.
A. Voice Warm-up Exercises
1. Yawn and hum
Yawning will help stretch your mouth and throat, and can help release tension in your
neck and diaphragm. To trigger a yawn, try opening your mouth and breathing in.
a. Open your mouth wide and yawn. As you finish yawning, say out loud “Ho-
hum,” drawing out the last syllable of the phrase for a few seconds. Let your
jaw hang loose as it can with your mouth still closed and move your jaw from
side to side while you continue humming with your lips closed.
b. Repeat the yawning and humming. Pay attention to how your throat muscles
feel. They should be more relaxed and feel less strained.
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2. Lip Rolls
a. Do gentle lip rolls by :
A. Hold your lips lightly together and blow air out of them while humming.
Focus on having a relaxed throat and an engaged core while you do this.
B. Practice lip rolls going from a low to high note and vice versa.
C. Once you’re used to the lip rolls, run your voice through some scales “do re
mi fa so la ti do.”
2. Hum a favorite song

Humming is another gentle way to warm up your voice. Try humming along
with music on your way to school.
3. Mouth Swish
a. Swish your tongue around inside your mouth. This can help loosen your tongue
and relieve some of the tension that builds at the back of your mouth.
b. You may also make weird faces by stretching out your tongue in all directions.
You can do this while singing or even just making weird noises.
4. Gentle Cough
Cough very gently. Think of it as lightly pushing air out from the crack of your
throat in short bursts. This will help you engage your lower chest and
abdominal muscles, which are the muscles you should use while singing ( as
opposed to your throat/ upper chest)
B. Voice Cool-Down Exercises

As with physical exercises, cooling down after doing vocal exercises is important.
One way to cool down is to do the same simple vocal warm-ups you started with ( for
example, yawning, light coughing, rolling your lips, and humming).
Another way to cool down is simply to gently glide up and down, and down and up,
on the sound “m”, so that you fell a tickling vibration in your lip/ nose area.
C. Breathing Exercises
Practicing a breathing exercise before you go in front of an audience will relax your
body and mind. Aside from this, you will also develop a strong voice.
You can do any of the breathing exercises below:
1. Exhale all the air from your lungs and continue pushing the air out even after you feel
like it’s totally gone. When you can’t exhale anymore, your body will automatically
inhale. Breathe in deeply and notice how the air rushes in. Repeat this step three
more times.
2. Exhale normally and take a typical inhale breath, but one that does not fill your lungs
completely. Hold the air in for fifteen seconds and then exhale slowly. Repeat this
exercise several times.
3. While standing upright, inhale five times with short gasps through your open mouth.
This will force you to use your diaphragm. Exhale in five quick puffs of air. Repeat
this process, but inhale and exhale the gasps of air through your nose.
D. Wall Push
The wall push is a technique used by Yul Brynner, star of the musical : The King and
I” to conquer stage fright. This is what you do:
1. Stand about 18” away from a wall and place your palms flat on it.
2. Push against the wall. As you push, your abdominal muscles will contract. As you
breathe out, hiss and contract the muscles below your rib cage as if you were
rowing a boat against the current.
3. Do this a few times, and you’ll banish all feelings of stage-fright.
Be sure that you will do the exercises here to improve your voice quality. Do these
exercises regularly especially before you deliver a speech. It is very helpful and relaxing.
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What I Can Do
Activity 3.
Directions: Now that you know several tips in improving proper stance and behavior
in public speaking, try to do the following activities. If you do not have internet connection, do
item B below.
A. How confident are you? Take the quiz on httpss://tinyurl.com/gq68vpd and know your
level of self-confidence. Then write some steps that you plan to make to further develop
your self-confidence.
B. What can you do to gain ease and confidence when delivering a speech? You may write
your plan using the tagline: #GainingConfidenceInSpeaking. You may submit your
paper online or when you meet with your teacher.
What I Have Learned

Activity 4.
You have learned some techniques in delivering a speech with ease and confidence.
Can you draw/illustrate some techniques and strategies that you learned from this lesson?
You can use cartoons or comic strips.
Assessment
A. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Why is it important to know your audience when speaking?
A. in order for you to adjust your speech based on their expectations
A. so that you will feel comfortable around them
B. so that you can be friendly with them after your speech
2. How can humming and yawning help improve voice quality?

A. It can help you reach higher note when singing.
B. It can help you relax your throat and neck muscles.
C. It can loosen up your tension by being able to hum the tune of your favorite
song.
3. Which of the following exercises can help you release air out from the crack of your
throat?
A. humming B. gentle cough C. mouth swirl
4. All of the following are non-verbal communication EXCEPT
A. eye contact B. wall pushing C. facial expression
5. Which of the following shows ease and confidence in speaking?
A. little eye contact B. repetitive foot tapping C. warm smile
121
Post Test
1. When you speak before an audience, which of the following shows proper behavior?
D. lean or step towards the audience
E. stand straight and check the microphone if it is working
F. move around the stage in order to keep the interest of the audience
2. Which of the following is one best time to use gestures when speaking?
A. when you are emphasizing a point
B. at the beginning of every sentence that you say
C. When you want to call the attention of the audience who is not listening
3. Why are speakers advised not to move their feet too much?
A. It connotes insecurity and uncertainty
B. He/she might forget his/her speech if he/she keeps moving about
C. He/she might fall off the stage.
4. What is the proper way of handling microphone?
A. say ‘hello, mic, check” to ensure that it is working
B. tap or blow the mic
C. Just use the mic and start your speech when you are ready
5. Where should you place your hands when you deliver your speech?
A. in your pocket B. behind you C. at your side
6. Constant movement of head indicates
A. nervousness and anxiety
B. focused attention
C. enthusiasm and alertness
7. How long will you be looking at one audience?
A. 2-3 seconds B. 3-5 seconds C. 5-8 seconds
8. Jumping eyes mean
A. sustaining eye contact
B. blinking eyes often
C. looking anywhere and everywhere
9. What would be the direction of the eyes when looking at the audience?
A. from left to right to center
B. from center to back to left to right
C. from anywhere in the room
10. Which of the following statement is FALSE?
A. looking at your audience indicates superiority and authority
B. Eye contact enables you to connect with your audience
C. establishing eye contact makes your audience active participants
11. Why is it important to know your audience when speaking?
A. in order for you to adjust your speech based on their expectations
B. so that you will feel comfortable around them
C.so that you can be friendly with them after your speech
12. How can humming and yawning help improve voice quality?
A. It can help you reach higher note when singing.
B. It can help you relax your throat and neck muscles.
C. It can loosen up your tension by being able to hum the tune of your
favorite song.
13. Which of the following exercises can help you release air out from the crack of your
throat?
A. humming B. gentle cough C. mouth swirl
14. All of the following are non-verbal communication tools EXCEPT
A. eye contact B. wall pushing C. facial expression
15. Which of the following shows ease and confidence in speaking?
A. little eye contact B. repetitive foot tapping C. warm smile
122
10
ENGLISH
Impromptu and Extemporaneous Speeches
i 123
Lesson Techniques in Delivering
1 Impromptu Speech
Notes to the Teacher

The activities in this lesson require students to deliver a speech. You can do the
following options if face to face interaction is not possible.
- Students can use their gadgets to record themselves performing the
tasks
- You can have real-time conference through any internet app
- If options above are not feasible, students can just write their speech
and submit it to you.
- You may also have your own strategy that you deem more
appropriate.
What’s New
Hello learners, do you have an idea what an impromptu speech is? Have you
experienced delivering it in front of an audience? You may have experienced being called to
speak during a friend’s birthday party or during the wedding anniversary of you grandparents
or in some occasion where you are called to give a short message on the spot. Even in the
classroom, your teacher might suddenly call you to discuss an issue or a topic. This kind of
“on the spot” speech is called impromptu speech.
What is It
An impromptu speech is a speech that is delivered with little or no preparation. It is
unrehearsed. It is also the most spontaneous among all types of speech delivery.
When you deliver impromptu speech, you need to think and organize your thoughts
quickly and to express them effectively.
Here are some techniques when delivering an impromptu speech.
1. When given a topic, have three or two main points to discuss the topic. Too
many points will only confuse you. Thus, it is better to share only two or three
points that cover the topic.
2. Begin your speech with an attention getter. It can be a quotation, anecdote,
question, statistic, startling statement, or humor. Use whichever is appropriate
to the topic.
124
3. Think through a logical beginning, middle, ending progression so that there is a
smooth flow of ideas.
4. Before the speech take a deep breath and do not panic. Remain calm in order
to arrange your thought accordingly.
5. Keep audience on track by stressing key words or use transitions coordinators
( for, and, but, yet, or, nor) and subordinators (because, which, where, when,
since).
Example: “ The first point I’d like to cover…”
“Next, you will see…”
“ And finally, I would like to add…”
6.. Suit your style to your audience. For instance there is a need to use simple
word if you will speak to young audience. However, it would be better if you
keep the speech short, direct to the point and candid.
7. Use appropriate verbal and non-verbal tools effectively.
8. If you are tensed, use humor, a quote or a personal experience to create a
positive mood.
9. Talk with poise and collected demeanor. End the speech with memorable
statement that will enable you to go back to your introduction.
10. After the speech, say “thank you” if necessary.
Patterns of Organizing Impromptu Speech

Here are some methods you can use to help you through your speech.
a. PREP method
P- point: state your position on the topic
R-reason: state your reason for taking position
E- example: provide example that helps explain your reason
P- restate your point: summarize and restate your position
Example:
P- The point I wish to make is that impromptu speaking is an
essential skill to have.
R- being able to speak effectively with little preparation is very
empowering
E- I can remember my sister being called to speak in front during the wedding
of her friend. At first, she struggled; but because she knows some
techniques in delivering an impromptu speech, the struggles were turned
into opportunities, opportunities to showcase her speaking skills and wit.
Now she is more confident, more vibrant, more alive, more willing to take
risk not only in speaking but also in whatever she does.
P- When a person becomes more comfortable in speaking even with less
preparation, he or he become empowered and stronger
b. PSC method (point-support-conclusion)

Point: Provide your point of view, key idea, or objective
Support: Provide stories or examples that help prove your point
Conclusion: End by restating your point of view or key idea and by
making call to action
125
c. Past-Present-Future (PPF) method
Point: state your key point
Past: Discuss what happened in the past
Present : Discuss what is occurring today
Future: Tell your audience about what will or could happen in the
Future
Point: summarize by restating your key point
What’s More
Activity 1. Write YES if you think the statement is correct and NO if it is wrong.
1. Impromptu speech is a memorized speech.
2. The State of the Nation Address of the President of the Philippines is an example
of an impromptu speech.
3. There is enough time for preparation when you deliver an impromptu speech.
4. Impromptu speech has a beginning, middle and ending.
5. Impromptu speech is usually a long speech.
6. Impromptu speech involves unrehearsed speech with very little time to prepare.
7. There are methods or organizing a speech such as PREP method and PSC
method
8. It is best to have at least more than five main points when delivering an impromptu
speech.
9. It is necessary to know your audience when you deliver a speech
10. Having an outline is allowed in impromptu speech
Activity 2.
Complete the table by filling it out with the most appropriate method or strategy of
organizing ideas. Explain briefly your answer.
Topic Method or strategy Explanation

Cheating in school
Staying fit during quarantine
period
Social media and teenagers
Online selling
How to be a good leader
What I Have Learned
Activity 3.
Now let us see what you have learned so far. Answer the items below in a separate
answer sheet.
Complete the given statement below. Write your answer in a separate answer sheet.
1. Impromptu speech is….
2. Some methods in organizing ideas for an impromptu speech are…
126
3. Having a strategy or method in delivering impromptu speech is important
because…
What I Can Do
Activity 4.
You are going to be a tour guide. Pick a tourist spot in your locality. Using either PPF,
PREP or PSC method, introduce the tourist spot to a visitor. Write your outline in a separate
answer sheet or your notebook.
Assessment
Read each statement carefully. Write the letter of your chosen answer on a separate sheet
of paper or your notebook.
1. Which of the following is NOT true about impromptu speech?
A. It is a well-rehearsed speech
B. It is usually short
C. It is the most spontaneous of all types of speeches
2. Why is there a need to know your audience when doing a public speech?
A. so that you can impress them with your high vocabulary in English
B. so that you can adjust your words accordingly
C. so that you can acknowledge them during your speech
3. When delivering an impromptu speech, it is important to
A. read your notes so that you will not forget key points
B. make your speech short and candid
C. apologize if you are not ready for the “on the spot” speech.
4. Which of the following method of organizing ideas is good if you are asked to speak about
“How to be a Good Leader?
A. PREP method B. PsC method C. Past-Present-Future method
5. Which of the following should you minimize, if not eliminate, when giving an impromptu
speech?
A. phrases such as “ I believe..” and “ In my opinion..”
B. transitional words such as “ My first point is… “
C. looking at the audience most of the time
6. Which of following is done before delivering an extemporaneous speech?
A. use effective transitions
B. pause without a look of panic on your face
C. sketch a quick outline
7. Which of the following will you do first in the PPF method?
A. state your key point
B. Discuss what is occurring at the present
C. Provide examples
8. Giving examples and details is done at what point of your speech?
A. beginning B. middle C. ending
9. What is usually done at the end part of your speech?
A. summarizing the key points
B. stating the key point
127
C. telling the audience what would happen in the future
10. All of the following are effective strategies when delivering and impromptu speech ,
EXCEPT
A. start your speech with a smile
B. avoid using transitions in your speech
C. make jerky movements during the speech
11-15. Check the items which are effective attention-getter. Choose only five.
an anecdote
a quotation
a song
a startling statement
use of humor
a question
an apology
128
Lesson
Make and Deliver an Impromptu Speech
2
with Ease and Confidence
You have already learned about what is an impromptu speech and discovered some
techniques for you to become a good speaker. Now, let us put your learnings into practice.
The activities in this lesson require students to deliver a speech. You can
do the following options if face to face interaction is not possible.
- Students can use their gadgets to record themselves performing the
tasks
- If options above are not feasible, students can just write their speech
and submit it to you.
- You may also have your own strategy that you deem more appropriate.
What’s New
Learning to speak “on the spot” is fun yet requires fast thinking and quick wit. Today,
you will be applying the knowledge you have learned on how to deliver a speech with ease
and confidence.
Good luck and have fun.
What is It
Learning how to deliver an impromptu speech is an important skill. In your adult life,
there might be some opportunities or occasions when you are asked to give a speech “on
the spot.”
Just remember to:
1. Take your time getting ready to speak. When you are called, don’t be in too much
hurry to stand up or make a trip to the podium. Walk slowly to your mark, being relaxed and
confident. Stretch the time you have and use it to prepare yourself and consider what your
opening lines shall be.
2. Take a few slow deep breaths to collect yourself. Concentrate and do not let your
mind be distracted by anxious thoughts that might cause you to doubt yourself.
3. Follow the techniques on organizing your speech. Have a solid beginning, middle
and ending.
129
4. You may get your audience laugh with a lighthearted joke or tell a compelling
personal story or experience that is suitable to your audience.
5. Always remember to end with a high note. Have an idea of how you are going to
finish your speech. Make your conclusion memorable.
6. Thank your listener, if applicable.
7. One final note, if the activity is a competition, listen carefully to the mechanics.
Note how much time will be given to prepare. Often, the activity uses a system of
signals to cue the speaker of his or her use of time. Note the cue for starting, for the
middle, and the ending. Take note also if there are point deductions for extending
beyond time allotment.
What’s More
Activity 1.
You are going to deliver your speech. Be sure to follow the guidelines below.
1. You may record a video of yourself delivering your speech on your chosen
topic. It should be at least two minutes long but not more than five minutes.
2. You should dress appropriately.
3. Find a good spot in your place where you will deliver your speech.
4. Take note also of the rubric of rating your speech.
Option: you may just write your speechsubmit it to your teacher, if you don’t have any
gadget.
Rubric for Impromptu Speech

Excellent Very Good Fair Poo
(5) good (3) (2) r (1)
(4)
Introduction/ attention-getter
Transition/ organization of idea
Supporting details
Gestures, body language*
Eye contact*
Confidence*
Continuity and smoothness
Closing statement
Time Management*
*this will not be included with written speeches
What I Have Learned
Activity 2.
Share at least three things you have learned from the activity.
1.
2.
3.
130
What I Can Do
Activity 3.
Write your own tips in delivering an impromptu speech based on your experience of
delivering and/or writing the speech.
Assessment
For face to face instruction or if there is online access:

- Students will deliver a speech based on the topic given by the teacher
If there is no venue for delivering the speech, students will just write the speech on this
topic: advantages and disadvantages of modular learning
Do a self-evaluation of your own performance in delivering/ writing an impromptu

speech. Accomplish the self-evaluation chart below.
I am I am I am I need to
excellent! very just improve!
good! ok!
Interesting and attention-catching beginning
Well-supported arguments and appealing middle
(body) of my speech
Memorable, creative and impactful ending
(Conclusion)
Clear, audible ,well-modulated voice
Clear, logical and organized pattern of ideas
Eye-contact
Correct posture
Language is appropriate to the audience
Use of gesture and proper facial expression
131
Lesson Make and Deliver
3 Extemporaneous Speech
Mastering the art of speaking is an important life skill indeed. Here is another type of
speech which you need to learn, the extemporaneous speech.

The activities in this lesson require students to deliver a speech. You
can do the following options if face to face interaction is not possible.
- Students can use their gadgets to record themselves
performing the tasks
- If options above are not feasible, students can just write their
speech and submit it to you.
- You may also have your own strategy that you deem more
appropriate.
What’s New
Activity 1.
Before you proceed, fill out the first two columns of the chart and finish the rest of the
columns at the end of the lesson.
Extemporaneous speech
What I Know What I Want to What I learned What Else do I
Know want to learn
What is It
Extemporaneous speech is a well-prepared speech with only the key word or

outline as guide. It is a cross between the read/manuscript speech and an impromptu
speech.
The following are some tips we need to remember about extemporaneous speech:
1. It is rehearsed. You can use your outline while delivering your speech.
132
2. It is well-researched and organized yet you have to sound conversational and
spontaneous.
3. It is not read nor memorized but delivered with some preparation time.
4. You can use a cheat card, prompt or notes but you are not going to look at your
notes all time since your audience might lose their interest.
5. Begin your talk with a sentence that says something interesting. Do not apologize
and reveal that you are not prepared. Here are some beginnings:
a. A question suggesting the subject of your talk.
Example: Should you be happy to be called ‘quixotic’?
What is love? What is puppy love?
b. A startling statement.
Example:
If you believe in superstition, then thus talk is not for you.
c .An anecdote or a joke
d. A quoted remark or quotation from a poem or story
Example: Having come from Metro Manila only three months ago, I cannot
honestly claim to know your province.
6. Organize the body of your speech to make it concrete and specific. Give examples,
comparisons, and contrasts to explain your ideas.
7. End your speech on a strong note, often called a punch line, which is the sentence,
statement, or phrase that makes the point.
Example: And that, my friend is why our country does not progress.
What’s More
Activity 2.
Write an appropriate introduction to any of the following topics.
A. We Heal as One
B. Social Amelioration Program (SAP)
C. Home schooling
Activity 3. Watch It!
If you have internet access, watch the video How to Deliver an Extemporaneous
speech by Alex Lyon at www.youtube.com/watch?v=41ZBTgYI0c. Write down some tips
given about how to write the body and the ending of your speech.
What I Have Learned
Activity 4.
To see how much you learned from our lesson, try to complete the items below.
1. Extemporaneous speech is…
2. Three tips to do when delivering an extemporaneous speech are…
a.
b.
c.
133
You can also complete the KWLL chart at the beginning of the lesson.
What I Can Do
Make a draft of your extemporaneous speech. Your speech should emphasize how to
resolve conflicts among individuals and groups. Be sure to have an attention-getter
introduction. The body of the speech should be concrete and specific by giving examples or
other strategies you have learned. You should also have a strong ending of your speech.
Assessment
Directions: Read and answer each item carefully. Write your answer on a separate sheet of
paper.
1.. Which of the following is true about extemporaneous speech?

A. it is read from the notes of the speaker
B. the speaker is given little time to prepare
C. it has the feature of a memorized speech and an impromptu speech
2. All of the following may be found in the beginning of your speech, EXCEPT
A. a quotation to catch the attention of the audience
B. comparisons and contrasts to explain your idea
C. greetings to the audience so that they will feel welcomed
3. All of the following are good practices when delivering extemporaneous speech, EXCEPT
A. You should rehearse very well
B. Have an appropriate punch line at the end of your speech.
C. reading your entire speech
4. Which of the following is more effective when delivering your extemporaneous speech?
A. End your speech with a strong note
B. Read your speech so that you will not miss out on any idea
C. Apologize to the when you are not so prepared.
5. Extemporaneous speech is a well-researched speech.
A. True B. False C. Maybe
B. Identify each beginning of a speech given below by writing on the line
the letter identifying each kind of beginning.
A. a question
B. a startling statement
C. an anecdote or a joke
D. a quoted remark or quotation
E. historical background
6. A talk on credit cards
Shopping for a computer, I asked the salesgirl if the store honoured credit
cards. “Honor them?’ she said. “We worship them!”
7.. A talk on the Philippine economy
134
“We shall catapult ourselves into the twenty first century, “ declared the president
confidently.
8. A talk on marriage
A marriage is successful when the husband and wife are incompatible; that
is, if the husband has the income and the wife is pat-able.
9. A talk on the candidates up for election
“Who of the candidates has the greater ‘winnability’?”
10. A talk on teenage pregnancy
“ Love is blind and lovers cannot see the petty follies they commit,” said that
great English poet.
11. A talk on the Chinese people
The oldest written record of Chinese history dates back to the Shand dynasty
(about 1766 B.C to 1122B.C.)
12. A biology teacher to the class
“The ripest fruit falls first,” says Shakespeare.
13. A showbiz talk show
“Do you know who’s dating the matinee idol?” The host started.
14. A talk on women’s clothes
Is a woman’s dress beautiful because it is sexy? Or is the dress sexy
because it is beautiful?
15. A talk on cheese
Cheese is one of the oldest and most tasty and healthful foods. It was eaten
long before people learned to plant and harvest grain.
Post-Test
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. It is a speech delivered with little or no time for preparation.
A. extemporaneous B. impromptu
C. oration
2. All of the following are good attention-getter in a speech, EXCEPT
A. quotation B. startling statement
C. a greeting such as good morning
3. An impromptu speech needs only key points so that it is not so confusing
A. one B. two-three
C. four
4. Which of the following is NOT a transition device
A. First… second…. Finally…
B. Gesture, posture, facial expression
C. Because, since, therefore
5. Why is there a need to know your audience when doing a public speech?
A. so that you can impress them with your high vocabulary in English
B. so that you can adjust your words accordingly
C. so that you can acknowledge them during your speech
6. When delivering an impromptu speech, it is important to
A. read your notes so that you will not forget key points
B. make your speech short and candid
C. apologize if you are not ready for the “on the spot” speech.
7. Which of the following method of organizing ideas is good if you are asked to discuss
the roots and effects of “The Anti-terror Bill?
135
A. PREP method B. PSC method
C. Past-Present-Future method
8. Which of the following will you do first in the PREP method?
A. state your key point B. Discuss what is occurring at the present
C. Provide examples
9. Which of the following should you minimize, if not eliminate, when giving an
impromptu speech?
A. phrases such as “ I believe..” and “ In my opinion..”
B. transitional words such as “ My first point is… “
C. looking at the audience most of the time
10. Giving explanation and details are done at what part of your speech?
A. beginning B. middle
C. ending
11. Which of the following it true about extemporaneous speech?
A. it is read from the notes of the speaker
B. the speaker is given little time to prepare
C.. it has the feature of a memorized speech and an impromptu speech
12. All of the following may be found in the body of your speech, EXCEPT
A. examples to support your idea
B. comparisons and contrasts to explain your idea
C.. greetings to the audience so that they will feel welcomed
13. All of the following are good practices when delivering extemporaneous speech,
EXCEPT
A. You should rehearse very well
B. Have an appropriate punch line at the end of your speech.
C. Discuss your key points right away at the beginning of your speech.
14. Which of the following is more effective when delivering your speech?
A. Be conversational and spontaneous
B. Read your speech so that you will not miss out on any idea
C. Apologize to the when you are not so prepared.
15. Extemporaneous speech is the same as an impromptu speech
A. True B. False
C. Maybe
136

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Department of Education ● Republic of the Philippines

which/that is/are called

What I Have Learned

2. Which paragraph gives the definition of economics?

For number 4-6, study this definition.

Writing Grammatically Correct Definitions

What I Have Learned

Good job! You have successfully finished another lesson.

What is a technical definition?

1. A technical definition tells you . It is usually

2. An operational definition tells you . It is usually

How to Write an Operational Definition

Remember that when you write an operational definition, it is very important to

4. Chronically absent learners usually have low performance in math.

What I Have Learned

A well-written operational definition

1. A suspected COVID-19 case refers to a patient with symptoms of the disease

Great job! Congratulations for completing this module!

-Excerpt from Sarikas’ 3 Strong Argumentative Essay Examples, Analyzed

On your activity notebook, write the letter of the correct answer.

A. I & II B. I & III C. II & IV D. III & IV

What is an Argumentative Essay?

Author’s Claim/Thesis statement/Main idea (What does the essay try to

Reason Supporting Details/Evidence

What I Have Learned

You claim or position:

1. What is the purpose of an argumentative essay?

Congratulations! You have just successfully finished this lesson.

Aggressive Driving Should be Avoided

Body (Paragraph 2,3, & 4):

Conclusion (Paragraph 5):

Reason Explanation/Supporting Evidence

Source: McDougl Littell Literature

Write the letter of the correct answer on your activity notebook.

1. What is the claim or the author's position of the essay?

3. What is presented in paragraph 5?

4. What is the purpose of paragraph 3?

6. What type of evidence is used in this sentence?

Arguments and opinions are everywhere. It is common to see friends

2. Is wearing face mask

3. Is it a crime to post on social

Now, you are ready to do more activities.

3. Face-to-face classroom instruction is more beneficial than distance learning.

4. Internet connectivity is necessary to continue working even when you stay at

What I Have Learned

For Items 4-7, read the paragraph in the box.

A claim is usually supported by reasons and evidences as illustrated below.

You can write a paragraph by formulating a clear and logical claim

Topic: The danger of COVID-19

Claim of Fact Reason

COVID-19 is dangerous because it is highly infectious and

What I Have Learned

You claim or position:

You are now ready to take the post-test. Best of luck.

4. What does the introductory paragraph of an argumentative essay usually

For items 9-11, read the paragraph below.

9. What does the paragraph above present?

12. Which is a claim of policy?

Yahoo! You have successfully finished this module.

Department of Education ● Republic of the Philippines

What I Need to Know