NLC23 - Grade 8 Consolidation English Student Workbook - Final

8
Consolidation
Learning Camp
English
Student Workbook
Contents
Introduction for Students .......................................................................................................... 1
The Plan .................................................................................................................................. 1
Time in class ........................................................................................................................... 1
Mistakes ................................................................................................................................. 1
Practice ................................................................................................................................... 2
It is important that you try and try again ............................................................................... 2
English Grade 8 Lesson 1 Worksheet ......................................................................................... 3
Reading the Text – Narratives ................................................................................................ 3
Reading the Text – Narratives ................................................................................................ 6
Interpreting Narratives........................................................................................................... 9
English Grade 8 Lesson 4 Worksheet ....................................................................................... 12
Reading the Text – Recounts................................................................................................ 12
Comparing the Features of Narratives and Recounts. ......................................................... 15
Consolidation - Key Elements of Narrative .......................................................................... 19
Features of Expositional Texts ............................................................................................. 23
Reading Non-linear Texts ..................................................................................................... 27
Reading Instructional Texts .................................................................................................. 30
English Grade 8 Lesson 10 Worksheet ..................................................................................... 35
Reading Explanation Texts ................................................................................................... 35
Comparing Information Texts .............................................................................................. 39
Consolidation – Using texts and Images to Inform .............................................................. 43
Reading Persuasive Texts ..................................................................................................... 48
i
Reading Persuasive Texts for a Specific Audience ............................................................... 52
Reading Persuasive Texts Using Propaganda Techniques ................................................... 56
Reading Persuasive Texts – Discussions............................................................................... 59
Comparing Persuasive Texts – Discussion and Review ........................................................ 63
Consolidation – Applying What We Know About Reading Persuasive Texts....................... 67
Reading the Text – Narratives .............................................................................................. 71
Reading the Text – Narrative poem ..................................................................................... 74
Descriptions.......................................................................................................................... 77
Reading the text – Factual Recount ..................................................................................... 81
Comparing the Different Types of Recounts........................................................................ 84
Consolidation of Week 4 Learning ....................................................................................... 88
Features of Expositional Texts – Information Reports......................................................... 91
Reading Instructional Texts .................................................................................................. 94
Reading Explanation Text ..................................................................................................... 98
English Grade 8 Lesson 28 Worksheet ................................................................................... 101
Revising Persuasive Texts – Advertisements ..................................................................... 101
Reading Persuasive Texts – Discussions............................................................................. 104
ii
Consolidation – Reading and Responding to a Persuasive Text ........................................ 108
iii
Introduction for Students
Welcome to the National Learning Camp. You are probably aware that this Camp is only open to students,
like yourself, who have just completed Grade 7 or Grade 8 in schools across the country.
Like you, they have also chosen to volunteer to be part of this important national education program. One
focus of this program this year is on three subjects English, Mathematics and Science.
The Plan
The plan is for you to attend school on three days each week. These days are Tuesday, Wednesday and
Thursday.
You will take part in six specially developed lessons each day. These lessons are designed to review content
you have completed. This will help you further strengthen your learning.
There will be opportunities in each lesson for you to practice communication skills with other students and
you teacher, and to experience applying, the knowledge you have gained in:
 solving Mathematics problems
 understanding (comprehending) what you are reading in English
 interpreting the natural world through applying Science evidence.
Time in class
How you use your time in the lessons is very important. You will only have 45 minutes for each lesson. It is
critical that you work with the teacher and your class-mates as closely as you can.
Every minute is valuable. This means you will be expected to:
 start each lesson as quickly as possible
 recognize the lesson pattern and help the teacher as you move from one component to another
 pay attention when the teacher or students in your class are talking about the work, and
 try your best with the different activities that make up the lesson.
You will have opportunities to write your answers down, explain to the teacher or classmates your reasons
or justifications for your thinking or responses. There will be time to work on your own but at other times
you will talk to/work with your classmates and find answers and report to the class.
Mistakes
One important fact from Brain research is relevant to you and all learning. It might surprise you! It
concerns making mistakes.
Critical to improve all learning is when a genuine mistake is made that the person:
 is not ashamed or embarrassed
 is very willing to talk about his/her mistakes
 really tries to understand why the error was a mistake
 uses the mistake to help him/her to learn from it
 finds out how to correct the mistake.
Too often learners are embarrassed or feel they have failed because of errors/mistakes. This should not be
the case. Everyone makes mistakes as they learn new material – everyone.
An interesting quote by a very famous scientist, Niels Bohr, who won a Nobel Prize for Physics, said:
An expert is a person who has made all the mistakes that
can be made in a very narrow field.
1
Everyone makes mistakes, even experts. It is a vital part of learning. If you make mistakes, it is a sign that
you are moving your learning forward or, maybe, you need to return to earlier learning and fill in some
gaps.
Mistakes and/or errors tell you and the teacher about your thinking and where you need help or practice
(we call it deliberate practice) to do better. The teacher and you should celebrate finding the mistake as it
will help you both know what new learning is needed.
You might be surprised, but if you did not make genuine mistakes and fix them, your learning will not move
forward efficiently.
Practice
If you want to be good at something you must practice it. Practice alerts the brain that this information
needs to be remembered and to store the information in your head.
This is the way the brain works; this is the way the brain learns. Learning, anything from learning sport,
learning about your peers, to learning academic work in school, requires effort and that means practice.
Exerting effort is not a punishment and does not need to be painful. As effort can lead to success it can be
enjoyable, at least the results. If you want to learn effort must be there, and activities need to be repeated.
There are no tricks. This is what the brain needs.
It is important that you try and try again
Learning is a competition with yourself, not others. It is recognizing how your effort results in showing you
where and how you are doing better. To be as good as you can be will only be known if you try.
The Extensive Team of Educators and Teachers involved in the National Learning Camp wish you the very
best in your education future. For the Learning Camp, and your work when you return to school, our hope
is for you to take any new knowledge, skills and understandings you have acquired to learn more, and to
use it also to want to learn more.
Best Wishes
2
English Grade 8 Lesson 1 Worksheet
Reading the Text – Narratives
Component 1
This book contains short narratives.

Q1. Write down one thing you are expecting to see in this book.
Q2. With a partner, discuss your answer and together write down 3 things you expect to see in a
narrative.
Component 3
Word Meaning Sentence
a feast of guavas
neighbors
hastened
fastened
swollen
folk tale
Component 4A
Juan Gathers Guavas
One day Juan’s father sent him to get some ripe guavas, for a number of the neighbors had come in and
he wanted to give them something to eat.
Juan went to the guava bushes and ate all the fruit he could hold, and then he decided to play a joke on
his father’s guests instead of giving them a feast of guavas. A wasp’s nest hung near by. With some
difficulty he succeeded in taking it down and putting it into a tight basket that he had brought for the
fruit. He hastened home and gave the basket to his father, and then as he left the room where the
guests were seated he closed the door and fastened it.
As soon as Juan’s father opened the basket the wasps flew over the room; and when the people found
the door locked they fought to get out of the windows. After a while Juan opened the door, and when he
saw the swollen faces of the people, he cried.
“What fine, rich guavas you must have had! They have made you all so fat!”.
3
Component 4B
Question Answer Evidence from Text
1. Who and what is
involved in this narrative?
2. What is the event that

sets off the main events of
the narrative?
3. Does the author intend

readers to admire Juan for
his cleverness or not? Give
reasons for your answer.
Component 4C
4 Find 3 pieces of
evidence that show
Juan has planned his
‘joke’ very carefully.
5 What did you think of

the ending of the
story? Does it give a
Resolution to the
story? Give reasons for
your answer.
6 Imagine Juan is your

friend – what would
you say to him about
this ‘joke’?
4
Component 5
Question Answer
1. The focus of the lesson was on learning
about how narratives work. How has the
lesson helped you to understand the
difference?
2. Which questions were easy to answer?

Why?
3. What strategies did you use to answer

the harder questions?
5
Component 1
Q1. What information do we usually find in the first part of a narrative?
Q2. How does the narrative get going?
Q3. How is the narrative ended?
Component 3
ancient
Emperor
embedded
compassion
gratitude
affection
Coliseum
symbol
empathy
Component 4A
Androcles and the Lion
Androcles was a slave in ancient Rome in the time of the Emperor Tiberius. One day,
Androcles escaped from his master and fled into the dense forests, hoping to find refuge and
freedom.
As he wandered through the wilderness, Androcles came suddenly upon a fierce lion with a
thorn embedded deeply in its paw. Feeling compassion for the suffering animal, Androcles
approached slowly, gaining the lion's trust with gentle words and soothing actions. He
carefully removed the thorn from the lion’s paw, easing its pain.
To Androcles's surprise, the lion did not attack or harm him but rather showed gratitude and
affection. The lion became his loyal friend, following him throughout the forest, protecting
him from other wild animals and providing him with food.
One day, Androcles was caught by Roman soldiers and brought back to the city. He was
sentenced to death for his act of escape. The day of his execution arrived, and he was thrown
into the Coliseum, where a ferocious lion was released to attack him.
6
As the lion charged towards Androcles, he recognized his old companion. Instead of attacking,
the lion approached Androcles, wagging its tail and expressing joy. The crowd watched in
astonishment as Androcles embraced the lion. Instead of attacking, the lion approached
Androcles, wagging its tail and expressing joy. The crowd roared with amazement as
Androcles embraced the lion.
Amazed by this remarkable display of loyalty and compassion, the Emperor Tiberius spared
Androcles' life and granted him freedom. Androcles and the lion became a symbol of the
power of kindness and the bond that can develop between humans and animals.
The story of Androcles and the lion teaches us that even the fiercest of creatures can show
gratitude and love when treated with kindness and compassion. It reminds us of the value of
empathy and the potential for friendship that exists in the most unexpected places.
Component 4B
Q1. Narratives begin by
telling us about the Who,
Where and When of the
story to come. In this
Narrative, what does the first
paragraph tell us about who
is involved, and where and
when does he story happen?
Q2. How does Androcles

avoid being killed by the lion
in the forest?
Q3. Find evidence of the

bravery of Androcles in the
narrative.
Component 4C
Q4. Why does the Emperor
Tiberius set Androcles
free?
Q5. Write the moral of the

story in your own words.
7
Q6. What is your opinion
of the moral of the story?
Is it true-to-life? Give a
reason for your answer.
Component 5
Q1. The focus of the lesson was on learning more about how narratives work. How has the lesson helped
you to understand the difference?
Q2. Which questions were easy to answer? Why?
Q3. What strategies did you use to answer the harder questions?
8
Interpreting Narratives
Component 1
Q1. Knowing that The Aged Mother is a narrative like Androcles and the Lion, what do you expect it to be
about?
Q2. Knowing that The Aged Mother is a narrative, how do you expect it to be structured?
Q3. How would your expectations change if The Aged Mother was a romantic comedy or a crime or a
horror film? Pick one of those types of film for this answer.
Selection:
Component 3 Language Practice
Word Meaning
shogun
aged
widowed
province
proclamation
the kindest mode of death
the summit of the mountain
the shogun and his officials
Component 4A
The Aged Mother
A long time ago at the foot of a mountain in Japan there lived a poor farmer and his aged, widowed
mother. They owned a bit of land which supplied them with food and they were humble, peaceful and
happy.
9
Unfortunately they lived in a province ruled by a shogun who made a proclamation that all aged people
were immediately to be put to death. The farmer loved his mother but no one in this province ever
disobeyed the shogun. So he strapped his mother to his back and took her up the mountain called
Obatsuyama, the mountain where the aged were often abandoned to die. This was considered the
kindest mode of death.
There were many paths up to the summit of the mountain and it was easy to get confused. Unknown to
the farmer, his mother carefully pulled twigs from the bushes and threw them on the ground so that her
son would know the way back down. When they reached the top, he laid her down carefully and was
about to leave her when he realised he did not know the way back.
“Follow the twigs I laid down for you,” his mother said. It was then he knew that he could not leave her
there to die alone. Once again he strapped his mother to his back and together they went back down the
mountain. Once home, he decided to hide is mother from the shogun and his officials.
One day the shogun visited the province and demanded that the people give him a rope made out of
ashes. No-one knew how to make one. However, the farmer’s mother found the solution.
“Make a rope of twisted straw,“ she said, “then stretch it out on a row of flat stones and burn it on a
windless night.”
When the shogun arrived to claim his rope of ashes, he asked who had been able to make one. The
farmer admitted that it was his aged mother.
The shogun was surprised and said, “My country needs more than just the strength of youth. How could
I have forgotten the well-known saying, ‘with the crown of snow there comes wisdom’?” At that very
hour, the cruel law was abolished.
Component 4B Questions
Q1. What event causes the farmer to take his mother up the mountain?
Q2. Find evidence of the mother’s love for her son.
Q3. Find evidence that the mother is very wise despite her age.
Component 4C
Q4. What reason does the shogun have for ordering all aged people to be killed? You will have to look
very closely at the text to find the answer.
10
Q5. Write the meaning of ‘with the crown of snow there comes wisdom’ in your own words.
Q6. Your teacher has asked for your opinion about whether or not this story should be used again next
year in Year 8. Write a short paragraph in the Worksheet either justifying it being kept OR it being
dumped. Give your reasons.
Component 5
Q1. The focus of the lesson was on learning more about how narratives work. How has the lesson helped
11
Reading the Text – Recounts
Component 1
Q1. How can you tell from the title that Shackleton’s Journey is more likely to be a factual rather than a
fictional text?
Q2. Knowing that Shackleton’s Journey is a recount, what are you expecting to see in it?
Q3. In what ways is a factual text different to a fictional text?
Component 3

expedition
resilience
a desolate and
uninhabited landmass
whaling station
grueling
embarked
crevasses
ordeal
12
Component 4A
Shackleton’s Journey 1
Sir Ernest Shackleton's was one of the most famous explorers of Antarctica. In 1914, he set out on an
expedition to cross the Antarctic continent in his ship, the Endurance, but it became trapped in the ice of
the Weddell Sea and could not move. What happened next was a journey of amazing courage, resilience
and determination in the face of huge challenges.
Shackleton and his crew made their way across the ice to Elephant Island, a desolate and uninhabited
landmass. At least there was fresh water and they were able to hunt seals and sea lions for food.
However, Shackleton knew that no-one would find them there so their only chance of survival was to
find help.
Shackleton decided that he and five of his men would set sail in a small lifeboat on an incredible 800-
mile journey across the treacherous Southern Ocean. They were looking for South Georgia Island, where
Shackleton knew there was a whaling station. Battling freezing temperatures, monstrous waves, and
relentless winds, they navigated through icy waters, always hoping they would reach South Georgia
Island, where they knew they could get help.
After a grueling seventeen days, they finally reached South Georgia, however they were on the wrong
side of the island and faced a dangerous journey over its rugged and icy land. Shackleton and two others
embarked on this perilous journey, leaving the rest behind to await their return. Through blizzards and
crevasses, they made their way, pushing their bodies to the limits of endurance. Miraculously, they
arrived at the whaling station on the other side of the island. Shackleton immediately organized a rescue
mission to save the men he left behind on Elephant Island.
After several attempts, Shackleton finally succeeded in reaching Elephant Island, rescuing his stranded
crew members and bringing them all back to safety. Not a single life was lost during this extraordinary
ordeal.
Components 4B and C
Q1. How did Shackleton and his men survive on Elephant Island?
Q2. List the problems Shackleton and his men faced on the journey from Elephant Island to South
Georgia Island.
Q3. Look at the first paragraph of the text. How does it match the typical opening paragraphs of a
Recount?
Q4. What difficulty did Shackleton and his men face once they got to South Georgia Island?
Q5. Find evidence that Shackleton was an intelligent leader who was not afraid to make hard decisions.
1 Text generated by ChatGPT, https://openai.com/blog/chatgpt

13
Q6. This Recount does not have a concluding paragraph that sums up the significance of the events.
Write a paragraph giving the text such a conclusion.
Component 5
Q1. The focus of the lesson was on learning about how recounts work. How has the lesson helped you to
understand the difference?
14
Comparing the Features of Narratives and Recounts.
Component 1
Title Narrative or Reason

Recount
The Lion, the Witch and
the Wardrobe
Our Summer Holiday
The Story of Lebron

James
The World at War 1939-
1945
The Dragon and The
Snake
Diary of a President
A Dance to the Music of

Time
Component 3
Word Meaning
narrative
recount
setting
crisis
resolution
sequence of events
Component 4A
Text 1
The Aged Mother
A long time ago at the foot of a mountain in Japan there lived a poor farmer and his aged, widowed
mother. They owned a bit of land which supplied them with food and they were humble, peaceful and
happy.
Unfortunately they lived in a province ruled by a shogun who made a proclamation that all aged people
were immediately to be put to death. The farmer loved his mother but no one in this province ever
disobeyed the shogun. So he strapped his mother to his back and took her up the mountain called
15
Obatsuyama, the mountain where the aged were often abandoned to die. This was considered the
kindest mode of death.
There were many paths up to the summit of the mountain and it was easy to get confused. Unknown to
the farmer, his mother carefully pulled twigs from the bushes and threw them on the ground so that her
son would know the way back down. When they reached the top, he laid her down carefully and was
about to leave her when he realised he did not know the way back.
“Follow the twigs I laid down for you,” his mother said. It was then he knew that he could not leave her
there to die alone. Once again he strapped his mother to his back and together they went back down the
mountain. Once home, he decided to hide is mother from the shogun and his officials.
One day the shogun visited the province and demanded that the people give him a rope made out of
ashes. No-one knew how to make one. However, the farmer’s mother found the solution.
“Make a rope of twisted straw,“ she said, “then stretch it out on a row of flat stones and burn it on a
windless night.”
When the shogun arrived to claim his rope of ashes, he asked who had been able to make one. The
farmer admitted that it was his aged mother.
The shogun was surprised and said, “My country needs more than just the strength of youth. How could
I have forgotten the well-known saying, ‘with the crown of snow there comes wisdom’?” At that very
hour, the cruel law was abolished.
Text 2
Shackleton’s Journey 2
Sir Ernest Shackleton's was one of the most famous explorers of Antarctica. In 1914, he set out on an
expedition to cross the Antarctic continent in his ship, the Endurance, but it became trapped in the ice of
the Weddell Sea and could not move. What happened next was a journey of amazing courage, resilience
and determination in the face of huge challenges.
Shackleton and his crew made their way across the ice to Elephant Island, a desolate and uninhabited
landmass. At least there was fresh water and they were able to hunt seals and sea lions for food.
However, Shackleton knew that no-one would find them there so their only chance of survival was to
find help.
Shackleton decided that he and five of his men would set sail in a small lifeboat on an incredible 800-
mile journey across the treacherous Southern Ocean. They were looking for South Georgia Island, where
Shackleton knew there was a whaling station. Battling freezing temperatures, monstrous waves, and
relentless winds, they navigated through icy waters, always hoping they would reach South Georgia
Island, where they knew they could get help.
After a grueling seventeen days, they finally reached South Georgia, however they were on the wrong
side of the island and faced a dangerous journey over its rugged and icy land. Shackleton and two others
embarked on this perilous journey, leaving the rest behind to await their return. Through blizzards and
crevasses, they made their way, pushing their bodies to the limits of endurance. Miraculously, they
arrived at the whaling station on the other side of the island. Shackleton immediately organized a rescue
mission to save the men he left behind on Elephant Island.
After several attempts, Shackleton finally succeeded in reaching Elephant Island, rescuing his stranded
crew members and bringing them all back to safety. Not a single life was lost during this extraordinary
ordeal.
2 Text generated by ChatGPT, https://openai.com/blog/chatgpt

16
Component 4B
Q1. How can you tell that The Aged Mother is fictional/made up?
Q2. How can you tell that Shackleton’s Journey is NOT fictional/made up?
Q3. How can you tell that The Aged Mother is a narrative?
Q4. How can you tell that Shackleton’s Journey is a recount?
Component 4C
Q5. Look at the first paragraph of each text. In what ways are they similar?
Q6. Look at the last paragraph of each text. How do they compare?
Q7. Read the following statement about recounts and narratives – do you agree with it?
Give reasons in a short paragraph in your Worksheet using The Aged Mother and Shackleton’s
Journey.
I prefer Narratives to Recounts. Narratives have much more exciting characters and events because they
don’t have to have actually happened and writers can use more complicated language to describe what
happens. In comparison Recounts are simply telling us what happened and cannot make it more
interesting for the reader.
17
Component 5
Q1. The focus of the lesson was on learning about the differences between narratives and recounts. How
has the lesson helped you to understand the difference?
18
Consolidation - Key Elements of Narrative
Component 1
1. How are recounts and narratives similar? How are they different? Complete the table by selecting your
answers from the list. (You can use each answer more than once.)
A. Tells about something that happened in the past
B. Events unfold in chronological order
C. A problem or crisis develops
D. The moral to the story
E. The problem or crisis is resolved
F. The setting and characters are introduced
G. To inform and entertain by retelling an event
H. Always written in the past tense.
I. Uses figurative language
J. To entertain and educate readers or viewers through storytelling
Recount Narrative
Purpose:
Structure:
Beginning
Middle
End
Language features:
Component 3
Write the words and their meanings to complete the table.
Word Meaning
characters
where and when a story takes place
what happens in a story, the sequence of events
crisis
climax
how things end up in a story when the problem is solved
theme
19
Component 4A
Text 1 Story Mountain
Text 2 The Laborer and the Nightingale

1 A Laborer lay listening to a Nightingale’s song throughout the summer night.
2 So pleased was he with it that the next night he set a trap for it and captured it. “Now
that I have caught you,” he cried, “you shall always sing to me.”
3 “We Nightingales never sing in a cage,” said the bird.
4 “Then I’ll eat you,” said the Laborer. “I have always heard say that nightingale on toast is
a dainty morsel.”
5 “Nay, do not kill me,” said the Nightingale; “but let me free, and I’ll tell you three things
far better worth than my poor body.”
6 The Laborer let him loose, and he flew up to a branch of a tree and said: “Never believe a
captive’s promise; that’s one thing. Then again: Keep what you have. And third piece of
advice is: Sorrow not over what is lost forever.” Then the song-bird flew away.
(Adapted from Æsop. (Sixth century B.C.) Fables. The Harvard Classics. 1909–14.)
Component 4B
Choose the best answer to the questions below.
Question Self-check
1. What text type does the Story Mountain diagram represent?
I got it!
A. imaginary I need more
B. procedural practice.
C. recount I need help.
D. narrative
Answer:
20
2. In which parts of the Story Mountain would you find the sequence of
I got it!
events?
I need more
A. Background, Climax, Resolution practice.
B. Rising action, Climax, Falling Action I need help.
C. Setting, Rising Action, Resolution
D. Climax, Falling Action, Resolution
Answer:
3. How does the shape of the Story Mountain reflect the structure of a story?
I got it!
I need more
Answer:
practice.
I need help.
4. If you were to draw the shape of a recount, what would it look like?
I got it!
I need more
Answer:
practice.
I need help.
Component 4C
5. Match the paragraphs from Text 2 with the stages in the story mountain
I got it!
Background I need more
Rising Action practice.
Climax I need help.
Falling Action
Resolution
Answer: (Write the paragraph number next to each stage)

6. What type of text is The Laborer and the Nightingale? Give reasons for your I got it!
answer. Find evidence from the text to support your answer. I need more
practice.
Answer: I need help.
Reason 1:
Evidence from text:
Reason 2:
21
Evidence from text:
Reason 3:
Evidence from text:
Q7. The bird in the story gives three pieces of advice. Which do you think is
the best advice and why? How would you rephrase or express this in your own
words? [Write your answer in a short paragraph.]
Component 5
Q1. The focus of the lesson was on bringing together what you’ve learned about recount and narrative
texts. How has the lesson helped you to understand this?
22
Features of Expositional Texts
Component 1
Look at these headings taken from textbooks and decide whether they are Expository or Explanation text
types.
Title Explanation or Reason

Expository
1. How Does the Digestive
System Work?
2. Tornadoes, Cyclones
and Hurricanes
3. Why the Dinosaurs
Became Extinct
4. Covid-19 in the
Philippines
5. What Effect Did
Computers Have on
Education
6. The Geography of the
Philippines
Component 3
Word Meaning
onset
symptoms
fatigue
chronic fatigue
syndrome
duration
neurological
Component 4B
Q1. Does the opening section of this text match what is supposed to go in an Information Report? Give
evidence for your answer.
23
Q2. Find evidence that suggests that we do not know very much about Long Covid.
Q3. This report originally had the headings which have been mixed up below – on the table containing
the text you will see each paragraph numbered - put the heading below with the paragraphs or
group of paragraphs to which they belong – note that some headings may go with more than
paragraph:
A. How likely is it that someone will get long COVID?
B. What are some of the symptoms of long COVID?
C. Advice
D. How long does long COVID last?
E. What is Long COVID?
Paragraph Text: Long COVID Heading

1 Long COVID is defined by the World Health Organization as:
“An illness that occurs in people who have a history of probable or
confirmed SARS-CoV-2 (COVID-19) infection; usually within 3 months from
the onset of COVID-19, with symptoms and effects that last for at least 2
months.”
2 There is no test for long COVID. Diagnosing it means doctors have to rule
out other conditions with similar symptoms.
3 Long COVID symptoms for adults include:
• fatigue
• shortness of breath, or difficulty breathing
• memory, concentration or sleep problems
• a persistent cough
• chest pain
• difficulty speaking
• muscle aches
• loss of smell or taste
• depression or anxiety
• fever.
4 In children, symptoms predominantly include:
• mood symptoms
• fatigue
• sleep disorders
5 Long COVID symptoms can be mild or severe, and people may experience
one or more symptoms. The average duration of long COVID is about 3 to 4
months, but this can vary.
6 It is not known how many people develop long COVID. However, it is likely
less than one in 20 people.
7 It can be difficult to tell the difference between long COVID and similar
conditions, such as chronic fatigue syndrome, heart or neurological
problems. So it is important that you speak with your doctor if you have
symptoms you are concerned about.
24
Component 4C
Q4. Find evidence that Long COVID is worse for adults than children.
Q5. Why do the writers quote the definition of COVID-19 from the World Health Organization instead of
putting it in their own words?
Q6. Imagine that your job is to design a script for a webpage or TV or radio drawing attention to the
dangers of Long Covid. With a partner, write a short script of 3 paragraphs.
A. How would you change the heading?
B. How would you change the opening section?
C. How would you change the last sentence?
D. What visuals would you add?
Script:
A.
25
Component 5
Q1. The focus of the lesson was on learning about how information is presented in an Expository text like
an Information Report. How has the lesson helped you to understand this?
26
Reading Non-linear Texts
Component 1
Q1. What are some types of information texts you know?

I got it!
Answer: I need more
practice.
I need help.
Q2. What is the purpose of information texts?
I got it!
Answer: I need more
practice.
I need help.
Q3. What are some features of information texts?

I got it!
Answer: I need more
practice.
I need help.
Component 3
Word Meaning
linear text
non-linear text
multiple reading paths
infographic
Component 4A
A Healthy Lifestyle
27
Component 4B
Q1. What does this infographic show? (Write your answer in a full sentence.)
I got it!
Answer: I need more
practice.
I need help.
Q2. According to the graphic, what does a healthy lifestyle include?

I got it!
Answer: I need more
practice.
I need help.
Q3. What are some examples of healthy food provided in the image?
I got it!
Answer: I need more
practice.
I need help.
Component 4C
Q4. Do you think the information is this image is arranged effectively? Give reasons for your answer.
Answer:
Q5. How could you organize the information in this graphic differently? Create your own non-linear text
using some of the information in the image.
Answer:
Q6. Using the information in the infographic, write an expository paragraph to present the information
as a linear text.
28
Answer:
Component 5
Q1. The focus of the lesson was on learning about how to get information from a graph. How has the
lesson helped you to understand how to do this?
Answer:

Answer:
Answer:
29
Reading Instructional Texts
Component 1
With a partner, think about recipes, rules for behavior and disaster prevention information and answer the
following questions on the Worksheet:
Question Answer
Q1. What titles or Recipes
headings are you
expecting for them?
Rules for behavior
Disaster prevention
Recipes
Q2. What information
are you expecting to see
first in these types of
texts?
Rules for behavior
Disaster prevention
Recipes
Q3. What information
are you expecting to see
in the rest of these
types of texts?
Rules for behavior
Disaster prevention
30
Component 3 Vocabulary
Word Meaning
Thermostat
an indoor airer
landfill
insulation
energy efficiency ratings
renewable sources
Component 4A
WHAT YOU CAN DO ABOUT CLIMATE CHANGE
Most people feel that they cannot do anything to reduce climate change. They are wrong! Here are a
few things that we can all do that will make a difference to climate change.
1. REDUCE YOUR CARBON FOOTPRINT
• Reduce the amount of electricity you use by turning off lights, TVs and other electrical gadgets at
the wall when not in use.
• Save water by turning off the tap when cleaning your teeth, and remember a shower uses much
less water than a bath.
• Wash clothes at 30°C or less with a full load, and hang your washing up to dry using an indoor
airer if you can’t hang it outside.
• Think about how your family sets your thermostat at home; each degree you turn it up in
summer and down in winter can save you 10% in energy.
• Reduce the amount of waste sent to landfill by reducing, reusing and recycling as much as you
can.
• Try eating fresh, local, organic, seasonal produce and include more veg and fish in your diet.
2. GREEN UP YOUR LIFESTYLE
• Walk or cycle when travelling short distances and consider using public transport when travelling
further away.
• Reduce your need for home and school heating and cooling by installing insulation such as draft-
excluders or if possible, double glazing.
• Check the energy efficiency ratings on new appliances before you buy and install energy-efficient
light bulbs, as this will save money by reducing bills in the longer term.
• Switch to greener energy sources where possible; look for electricity and gas suppliers who use
renewable sources.
3. TAKE POSITIVE ACTION
• Plant a tree in your school, garden or local community.
• Grow your own fruit and vegetables at school or at home.
• Buy recycled, FSC or Fair Trade products wherever possible.
Component 4B
31
Q1. Does the opening section of this text match what is supposed to go in an Instructional text? Give
evidence for your answer.
Q2. One of the features of an Instructional text is their sentence structure in the Steps section. These
sentences all start the same way – underline the first word in each dot point - what do you notice
about them?
Q3. Fill out the table below for things that adults can do and that adults and children can both do about
climate change.
Things that adults can do about climate change Things that adults and children can both do about
climate change
Component 4C
Question Answer
Q4. Rewrite the following sentences
from the text as statements.
A. Reduce your need for home

and school heating and cooling
by installing insulation.
B. Save water by turning off the

tap when cleaning your teeth.
C. Check the energy efficiency

ratings on new appliances before
you buy and install energy-
efficient light bulbs, as this will
32
save money by reducing bills in
the longer term.
Q5. List 3 ways from the text (in 1.

more than one section – there
are more than 3) that will reduce
electricity use.
2.
3.
Q6. Select one of the suggestions for Text: My opinion

action on climate change that
you think is the most important
thing that you and your friends
can do. Write a short paragraph
saying why you think it is the
most important thing to do. Use
evidence from the text to
support your opinion.
Component 5
Question Answer
Q1. The focus of the lesson was on learning
about how information is presented in
an instructional text. How has the lesson
helped you to understand this?
How has the lesson helped you to
understand the difference?
Q2. Which questions were easy to answer?

Why?
33
Q3. What strategies did you use to answer
the harder questions?
34
Reading Explanation Texts
Component 1
Q1. What’s the purpose of an information report? I got it!

Answer: I need more
practice.
I need help.
Q2. What’s the purpose of an instructional (or procedural) text? I got it!
Answer: I need more
practice.
I need help.
Q3. How are information reports and instructional texts different? I got it!
Answer: I need more
practice.
I need help.
Component 3
Match the words to their correct meanings.
Word/s Meaning
phenomenon
long-term shifts in temperatures and weather patterns
climate projections
a strong effect on someone or something
damage to the environment through overuse and pollution of air, water

and land
farming; growing and harvesting crops and raising animals, or livestock for
food and non-food products
infrastructure
ecosystem
35
Component 4A
Climate Change in the Philippines

Climate change in the Philippines has resulted in more frequent extreme weather events, sea level
rise, extreme rainfall, resource shortages, and environmental degradation. As a result, agriculture,
water, infrastructure, human health, and coastal ecosystems in the Philippines have been greatly
impacted.
This is because the Philippines lies in the world’s most cyclone-prone region. Seven to nine cyclones
reach the land each year. Another reason is because the Philippines depends heavily on its coastal
regions for natural resources and infrastructure. All the major cities and most of the population also
live in these coastal areas. Many rely on the land and sea for their livelihoods. To reduce the impact
on the economy and society, coastal areas and marine habitats need to be protected from hazard
events such as cyclones, landslides, and floods.
Infographic. Climate change risk in Philippines. https://www.climatelinks.org/countries/philippines
Component 4B
Q1. What is the text about? I got it!

Answer: I need more
practice.
I need help.
Q2. List three things caused by climate change from the text. I got it!
Answer: I need more
1. practice.
I need help.
2.
3.
Q3. What climate projections from the infographic support your answer in 2? I got it!
Answer: I need more
1. practice.
I need help.
2.
3.
Component 4C
36
Q4. What information does the infographic show? I got it!
Answer: I need more
practice.
I need help.
Q5. How does this compare with the information presented in the written text?
I got it!
Answer: (Write your answers in the table below) I need more
practice.
I need help.
Similarities Differences
Q6. In your opinion, which is more effective in conveying the information? Give reasons for your
answer.
Answer:
Reasons:
1.
2.
3.
4.
Component 5
37
Q1. The focus of the lesson was on learning about how information is presented in Explanation texts.
How has the lesson helped you to understand this?
Answer:

Answer:
Answer:
38
Comparing Information Texts
Component 1
Title Information Report, Reason

Explanation, or
Instructional text?
The Mountains of Nepal
How to Buy a House
Why Generation Z Loves
Technology
A Guide for Installing
Solar Panels in the Roof
of Your House
What Causes Volcanoes
to Erupt?
Weather Patterns in the
Philippines
What to Do If Your
Credit Card is Stolen
Component 3
Word Meaning
renewable energy
source
solar panels (Let’s leave these 2 until I read the text and we will see if we can work it out
from its context and the other words that surround it}
photovoltaic cells
silicon
aluminum
fossil fuels
efficient
Component 4A
Text 1
WHAT YOU CAN DO ABOUT CLIMATE CHANGE
Most people feel that they cannot do anything to reduce climate change. They are wrong! Here are a
few things that we can all do that will make a difference to climate change.
1. REDUCE YOUR CARBON FOOTPRINT
• Reduce the amount of electricity you use by turning off lights, TVs and other electrical gadgets at
the wall when not in use.
39
• Save water by turning off the tap when cleaning your teeth, and remember a shower uses much
less water than a bath.
• Wash clothes at 30°C or less with a full load, and hang your washing up to dry using an indoor
airer if you can’t hang it outside.
• Think about how your family sets your thermostat at home; each degree you turn it up in
summer and down in winter can save you 10% in energy.
• Reduce the amount of waste sent to landfill by reducing, reusing and recycling as much as you
can.
• Try eating fresh, local, organic, seasonal produce and include more veg and fish in your diet.
2. GREEN UP YOUR LIFESTYLE
• Walk or cycle when travelling short distances and consider using public transport when travelling
further away.
• Reduce your need for home and school heating and cooling by installing insulation such as draft-
excluders or if possible, double glazing.
• Check the energy efficiency ratings on new appliances before you buy and install energy-efficient
light bulbs, as this will save money by reducing bills in the longer term.
• Switch to greener energy sources where possible; look for electricity and gas suppliers who use
renewable sources.
3. TAKE POSITIVE ACTION
• Plant a tree in your school, garden or local community.
• Grow your own fruit and vegetables at school or at home.
• Buy recycled, FSC or Fair Trade products wherever possible.
Text 2
Solar Power
Solar energy is created by the heat and light of the sun. Solar power is created when solar energy is
converted into electricity. Solar power is a renewable energy source and is slowly growing in use
because it does not contribute to climate change. By 2021, solar power sources were producing 3% of
the world’s electricity.
One of the most common methods of generating solar power is through solar panels which can be
installed on the roofs of buildings and houses. Solar panels contain cells called photovoltaic cells that
contain silicon and can which convert light into electricity. The cells are contained in a glass and
aluminum panel.
Solar power is good for reducing climate because it emits much less carbon dioxide than fossil fuels. It
does not cause pollution. It is always available whenever the sun shines. It is estimated too that solar
power will lower the cost of electricity for people.
Solar power does have some problems. Solar panels can be expensive to install in houses, although it is
thought that costs will come down as solar power becomes more popular. Storage of unused power is
needed, which can also be a problem. Batteries can be used for storage but much research needs to be
done to make them more efficient. It is true, too, that the sun does not always shine.
There are two questions for solar power: firstly, do the advantages of solar power win out over its
disadvantages; and secondly, can the disadvantages be overcome?
Component 4B
Q1. Is Solar Power an Information Report, an Explanation or an Instructional text. Give reasons for your
answer.
Choice:
Reasons:
40
Q2. How does solar power help to slow climate change?
Q3. Look at the first paragraph of each text. How do they compare?
Component 4C
Q4. Give each paragraph of Solar Power a heading.

1
Q.5 Look at the last paragraph of each text. How do they compare?
Q6. Imagine that you are having a conversation with one of your parents or grandparents and you are
trying to persuade them changing ONE thing in their lives that would help reduce climate change.
Using the information in both texts, what would you talk about? Write a short paragraph outlining what
you would say.
41
Component 5
Q1. The focus of the lesson was on learning comparing 2 different types of information-based texts. How
has the lesson helped you to understand the difference?
Q2.
42
Consolidation – Using texts and Images to Inform
Component 1
Q1. What are some different types of information texts? I got it!
Answer: I need more
practice.
I need help.
Q2. How are they similar? I got it!

Answer: I need more
practice.
I need help.
Q3. How are they different? I got it!

Answer: I need more
practice.
I need help.
Component 3
Write a sentence using each of the words in the table.
Word Sentence
linear text
non-linear text
sequential pattern
multiple reading paths
infographic
evaluate
credible
current
43
Component 4A
Text 1 Linear non-linear texts

A linear text is any printed written material which has no pictures, illustrations or images. It
merely consists of words formed into sentences, paragraphs or stanzas. It is the kind of text we
read from left to right and top to bottom, following a sequential pattern. It often requires a lot
of time to get information from a linear text. Examples of linear texts include poems, short
stories, folktales, drama, diaries and newspaper articles.
On the other hand, non-linear text uses visuals such as pictures, drawings or images to
communicate information. The reader reads and analyzes the text using multiple reading paths.
Because non-linear texts use images, it is easier to find information quickly. Examples of non-
linear texts are: graph, charts, tables, infographics, flowcharts, timelines, and diagrams.
Text 2 __________________________
Water can exist as a solid (ice), liquid (water) or gas (vapor or gas). As liquid water cools down,
the amount of potential energy is reduced and the molecules start to move slower. When the
water temperature reaches around 0°C, the molecules stick together and form a solid – ice. Even
in this solid stage, the molecules are still moving – we just can’t see it.
Text 3 How to evaluate websites
Component 4B
44
Q1. What text types are Texts 1, 2 and 3? I got it!
Answer: I need more
practice.
I need help.
Q2. What title would you give Text 2? What type of text is it? I got it!
Answer: I need more
practice.
I need help.
Q3. Which text is an example of a non-linear text? Give reasons for your answer. I got it!
Answer: I need more
practice.
Reasons: I need help.
Component 4C
Q4. Which text has the same purpose as Text type A? Text type B? Text type C?
(Name the text type first and its state its purpose, then match the texts with
the text type)
Text type A:
Purpose:
Title
Materials I got it!
1. I need more
2. practice.
3. I need help.
Method
Step 1.
Step 2.
Step 3.
Step 4.
Text type B:
Purpose:
Title: What the text is about

Topic sentence: Describes the phenomenon I got it!
or event that is being explained. I need more
Body of paragraph: Explain/s the phases or practice.
processes in a cycle in sequence. I need help.
Phase 1:
Phase 2:
Phase 3:
Text type C:
45
Purpose:
Title: What the text is about

Introduction: General description and I got it!
classification. I need more
Body paragraph/s: Description of features practice.
Feature 1 I need help.
Feature 2
Feature 3
Conclusion: General statement.
Answer:
Text ________________________ is an example of text type A. I got it!

I need more
Text ________________________ is an example of text type B.
practice.
Text ________________________ is an example of text type C. I need help.
Q5. Is it quicker to find information from linear or non-linear texts? Give reasons
for your answer. I got it!
Answer: I need more
practice.
I need help.
Q6. Websites often combine linear and non-linear texts on a webpage. Lots of information in many
formats appears on websites.
a. Why do you think is it important to evaluate information from the internet?
Answer:
b. Using information from text 3, write a set of instructions for evaluating information from
websites.
Answer:
Component 5
46
Q1. The focus of the lesson was on different types of information texts. How has the lesson helped you
to understand this?
Answer:

Answer:
Answer:
47
Reading Persuasive Texts
Component 1
Q1. What does ‘persuasive’ mean?
Q2. What types of persuasive texts do you know about?
Q3. What are you expecting to see in a Persuasive text?

Include both the content of the text and the sort of language you think will be there.
Content:
Language:
Component 3
Word Meaning
one of the most pressing
issues of our time
pollution
crucial
deforestation
greenhouse gases
ecosystems
Component 4A
48
Climate Change Needs to be Taken Seriously
1 Climate change has become one of the most pressing issues of our time, and its effects
are being felt around the world. Scientists have found that people are making the Earth's
climate change faster than it should. The way we use energy, cut down forests, and create
pollution all add up to make the Earth's climate warmer. This is bad news for people and
animals. As Grade 8 students, it is crucial for us to understand the significance of climate
change and the actions we can take to reduce its impact. Otherwise, we will watch the planet
gradually being destroyed.
2 Climate change is caused primarily by human activities, such as burning fossil fuels and
deforestation. These actions release greenhouse gases into the atmosphere, leading to a rise in
global temperatures and adverse effects on ecosystems. From extreme weather events to
rising sea levels, the consequences of climate change are far-reaching and threaten our planet's
future.
3 Climate change causes more natural disasters, like floods and hurricanes. It also makes
it harder for people to get food and clean water. This can make people very sick and
cause some to die.
4 We can help slow down climate change by using less energy and making sure the energy we do
use comes from clean sources, like solar or wind power. We can also help by planting more
trees and reducing pollution.
5 It's important that we all work together to take care of the Earth and make sure it stays healthy
for many years to come. The Earth is our home. It is our only home and our only planet. There
are no replacement planets. If the Earth is no longer fit to live in, we will not have elsewhere to
go. This is the reason why we as Grade 8 students need to add our voices to those who say that
climate change needs to be taken seriously.
Component 4B
Q1. Why does the writer say that climate change is ‘one of the most pressing issues of our time’?
Q2. Why does the writer refer to scientists in saying humans are causing climate change?
Q3. Give each paragraph a heading or sub-title to show what aspect of climate change it covers.
Heading:
Climate change has become one of the most pressing issues of our time, and its effects
are being felt around the world. Scientists have found that people are making the Earth's
climate change faster than it should. The way we use energy, cut down forests, and create
pollution all add up to make the Earth's climate warmer. This is bad news for people and
animals. As Grade 8 students, it is crucial for us to understand the significance of climate
change and the actions we can take to reduce its impact. Otherwise, we will watch the planet
gradually being destroyed.
49
Heading:
Climate change is caused primarily by human activities, such as burning fossil fuels and
deforestation. These actions release greenhouse gases into the atmosphere, leading to
a rise in global temperatures and adverse effects on ecosystems. From extreme weather
events to rising sea levels, the consequences of climate change are far-reaching and
threaten our planet's future.
Heading:
Climate change causes more natural disasters, like floods and hurricanes. It also makes
it harder for people to get food and clean water. This can make people very sick and
cause some to die.
Heading:
We can help slow down climate change by using less energy and making sure the energy
we do use comes from clean sources, like solar or wind power. We can also help by
planting more trees and reducing pollution.
Heading:
It's important that we all work together to take care of the Earth and make sure it stays healthy
for many years to come. The Earth is our home. It is our only home and our only planet. There
are no replacement planets. If the Earth is no longer fit to live in, we will not have elsewhere to
go. This is the reason why we as Grade 8 students need to add our voices to those who say that
climate change needs to be taken seriously
Component 4C
Q4. Why does the writer say that the planet is not like ‘rooms, houses or buildings’?
Q5. How does the writer say we can help slow down climate change?
Q6. Write a short paragraph on behalf of your Grade 8 class replying to the Grade 8 class who wrote this
Persuasive text. Do you agree with them or not? Give reasons for your response.
50
Component 5
Q1. The focus of the lesson was on learning about how an argument is presented in a persuasive text
about an issue that is important to the writers.
How has the lesson helped you to understand this?
51
Reading Persuasive Texts for a Specific Audience
Component 1
Q1. How do you expect a Persuasive text to start?
Q2. What do you expect to be in the main part of a Persuasive text?
Q3. How do you expect a Persuasive text written for teenagers to be different to one written for adults?
Component 3
Word Meaning
juicy details
renewable
resounding
a significant contributor
cost-effective
adaptable
Component 4A
52
Solar power is better than coal power
Hey there! Are you curious about which is better between solar power and coal power?
We've got all the juicy details for you!
Firstly, let's talk about what solar power is. Solar power is a type of energy that's produced
using energy from the sun. This type of energy is renewable, which means it can be used
over and over again without running out. Cool, right?
Now, let's talk about coal power. Coal power, on the other hand, is a type of energy that's
produced by burning coal. This is not renewable, which means that once all the coal has
been used up, we won't be able to produce any more.
So, is solar power better than coal power? The answer is a resounding yes! Here are a few
reasons why:
• Solar power is clean and doesn't produce any harmful pollutants, while coal power is a
significant contributor to air and water pollution
• Solar power is more cost-effective in the long run because the cost of solar power has
significantly decreased over the years, and solar panels have low maintenance costs
• Solar power can be used in various ways, including photovoltaic panels and
concentrated solar power, making it adaptable to different geographic regions and
weather conditions.
Overall, solar power is a fantastic alternative to coal power. It's renewable, clean, cost-
effective, and adaptable, making it the better choice for our future energy needs. So let's all
do our part and choose solar power!
Component 4B
Q1. What is the difference between renewable and non-renewable energy?
Q2. List the reasons the writer says that ‘solar power is a fantastic alternative to coal power?
Q3. How can you tell that this text has been written for a young/teenage audience? Give evidence from
the text.
Component 4C
53
Q4. How would you describe the difference in language and tone in the bullet points section from the
rest of the text?
Q6. Design a poster for a company that sells solar panels. Use slogans based on the text. Add visuals.
This question may be better done on paper or on screens than in this worksheet - depending on
availability.
Q5. Give each paragraph a heading or title to show what aspect of solar or coal power it covers.
Heading:
Hey there! Are you curious about which is better between solar power and coal power? We've
got all the juicy details for you!
Heading:
Firstly, let's talk about what solar power is. Solar power is a type of energy that's produced
using energy from the sun. This type of energy is renewable, which means it can be used
over and over again without running out. Cool, right?
Heading:
Now, let's talk about coal power. Coal power, on the other hand, is a type of energy that's
produced by burning coal. This is not renewable, which means that once all the coal has
been used up, we won't be able to produce any more.
Heading:
So, is solar power better than coal power? The answer is a resounding yes! Here are a few
reasons why:
• Solar power is clean and doesn't produce any harmful pollutants, while coal power
is a significant contributor to air and water pollution
• Solar power is more cost-effective in the long run because the cost of solar power
has significantly decreased over the years, and solar panels have low maintenance
costs
54
• Solar power can be used in various ways, including photovoltaic panels and
concentrated solar power, making it adaptable to different geographic regions and
weather conditions.
Heading:
Overall, solar power is a fantastic alternative to coal power. It's renewable, clean, cost-effective,
and adaptable, making it the better choice for our future energy needs. So let's all do our part
and choose solar power!
Component 5
Q1. The focus of the lesson was on learning about how an argument is presented in a persuasive text
written for a specific audience. How has the lesson helped you to understand this?
55
Reading Persuasive Texts Using Propaganda Techniques
Component 1
Q1. What is propaganda?
Q2. Select the propaganda techniques from the list below (there are 2 of them):
• Testimonial
• Images 1.
• Figurative language
• Name calling
• Poetry 2.
• Journalism
• Advertising
Q3. In your opinion, should advertising tell the truth about what it is advertising? Give a reason for your
answer.
Component 3
Word Meaning
evidence that students do
better is overwhelming
distractions
obvious
parasites
improvement
concentrate
cyber-bullying
benefit
56
Component 4A
Banning Cell Phones in Schools has been a Success
There can be no question that banning cell phones in schools has been a good idea, both for teachers
and students. In countries like Spain, Norway and Australia, the evidence that students do better is
overwhelming. The main reason for this improvement has been the removal of distractions for students.
It is obvious therefore that the Philippines government’s decision in 2003 to ban cell phones in schools
was a very sensible move and that other countries should do the same thing.
The evidence that supports banning cell phones in schools is clear. The London School of Economics
found that student test scores went up by 6% after cell phones were banned. Similar results were found
in Spain and Norway. A group called Communication Education compared results in schools where cell
phones were banned and schools where they were not and found that student results were much better
in the banning schools. It is therefore clearly evident that cell phones are harmful for student learning
and should be banned in all schools. They are like parasites, eating away at the brains of students.
The major reason for this improvement is obvious. Without cell phones, students are less distracted and
more able to pay attention to the teacher. Teachers benefit because they spend less time dealing with
distracted students on their phones and more time on teaching. Students can concentrate better and
take in more information. Better concentration means better learning and better scores in tests. The
benefits of banning cell phones in schools are obvious.
Another benefit of the ban has been to reduce cyber-bullying and increase social contact between
students. Students are more likely to talk to other students rather than being on their phones in the
playground. So, it is not just learning that has benefitted from the ban. There have been social benefits
for schools in making the very wise move of banning cell phones too.
For these reasons it is therefore easy to see why cell phones should be banned in all countries. Students
may not like it at first but they will see the benefit of the ban the first time they get a better test result.
Component 4B
Q1. Name the 4 countries that the writer says have banned cell phones in schools.
Q2. The writer uses a technique called Testimonial to support the argument – we identified it during the
reading. How does this use of the technique benefit the writer’s argument?
Q3. Explain in your own words how the removal of distractions has led to better student test scores.
Component 4C
Q4. What is the main reason given for student improvement in schools where cell phones have been
banned?
57
Q5. What does the writer mean when he compares cell phones to parasites? Do you think it is over the
top (or an exaggeration)?
Q6. Write a short paragraph giving your opinion of the statement: ‘It is therefore clearly evident that cell
phones are harmful for student learning and should be banned in all schools.’ Do you agree with this
statement? Why OR why not? Give a reason for your response.
Component 5
Q1. The focus of the lesson was on how information is presented in a Persuasive text that uses some
propaganda techniques. How has the lesson helped you to understand this?
58
Reading Persuasive Texts – Discussions
Component 1
Q1. How do Persuasive texts begin?
Q2. What happens in the middle of a Persuasive text?
Q3. How do they end?
Component 3
Word Meaning
pros and cons
getting addicted
obese
heart disease
concentration
problem-solving skills
violent
criminal behavior
59
Component 4A
DISCUSSION
Pros and Cons of Video Games
A group of Grade 8 students were discussing what they thought about video games.
Hannah: In my opinion, video games are fun to play but I’m worried about ge�ng addicted
to them. I’m afraid I won’t be able to know when to stop playing once I start. I have read
stories about kids who stay up all night playing games and can’t stay awake at school next
day.
Allan: I completely agree with you, Hannah. Too much �me in front of a screen means you
don’t get to spend �me with your family and friends. You don’t go outside which means
you don’t do any exercise. A lot of people our age who are addicted to video games get
very fat – obese – and will get health problems like heart disease in later life.
Paul: I‘m sorry to say this, but I totally disagree with you. Video games are not just fun but
they are educa�onal too. They require a lot of thinking, concentra�on, focus and problem-
solving skills. You don’t just sit in front of a screen – you have to be ready to move quickly
to solve sudden problems and you need to develop a good memory to remember what to
do when similar problems occur again.
Juanita: I agree with Paul. We are going to need to be able to use computers when we
leave school and get a job. Video games are useful for teaching us how to use computers
well and develop the skills we will need when we leave here and go into the real world.
Besides, a lot of games are useful for school – they teach us about history and science for
example.
Allan: I don‘t agree with you, Juanita. Some games are very violent which can make people
less concerned about violence in real life and even lead to criminal behavior.
Paul: I see what you mean, Allan, but a lot of games have compe��ons that allow you to
meet other people from here and other countries. You can make friends online and share
ideas about many diﬀerent things. Video games help bring people together.
Frida: You’ve all made some good points about video games – I think I agree with all of you!
Component 4B
Q1. What is Hannah’s main reason for not wanting to play video games?
Q2. How do Paul and Juanita counter the arguments of Hannah and Allan?
60
Q3. Fill out the table below for pros and cons of video games.
Pros of video games Cons of video games
Component 4C
Q4. How can you tell that this group are trying to be polite to each other even though they disagree?
Q5. Based on your reading of the text, list the advantages of video games for education.
Q6. Turn this conversation into a written text entitled, The Pros and Cons of Video Games’’ You will see
that some of it has been done for you.

Many people have different views about whether video games are good or bad, especially for teenagers.
On the one hand,
On the other hand,

61
My conclusion is
Component 5
1. The focus of the lesson was on learning about how an argument is presented in a persuasive text
written for a specific audience. How has the lesson helped you to understand this?
2. Which questions were easy to answer? Why?
3. What strategies did you use to answer the harder questions?
62
Comparing Persuasive Texts – Discussion and Review
Component 1
Q1. What sort of things do you expect a Review to be about?
Q2. Why do people read or watch reviews?
Q3. Do you agree or disagree with this statement about reviews: “Reviews are allowed to be very biased
either for or against the subject.” Give a reason for your answer.
Component 3
Word Meaning
unique landscapes
immersive (Let’s leave this one until I read the text and we will see if we can work it out
from its context and the other words that surround it}
challenges
limitations
iconic
an active modding
community
customize
63
Component 4A
Review of Minecraft
Hey dudes! Are you looking for a new game to play? Well, look no further than Minecraft! This
game is a must-play for any gamer, and here's why.
Firstly, Minecraft is a game where you can let your imagination run wild. You can create anything
you want, from simple houses to entire cities, using the game's building blocks. You can also
explore vast worlds filled with unique landscapes, animals, and creatures, which makes the game
incredibly immersive.
Secondly, the game has several different modes to play in. Survival mode challenges you to
gather resources and build shelter to survive against monsters that come out at night. Creative
mode lets you build anything you want without any limitations, while Adventure mode lets you
play maps created by other players.
The game's graphics may seem simple, but it's what makes Minecraft so charming and iconic. It's
easy to get lost in the game's blocky world and forget about the real world around you. Plus, the
game has an active modding community, which means that you can add new features and
elements to the game to customize it even further.
Overall, Minecraft is a game that has stood the test of time and is still just as fun to play today as
it was when it was first released. With endless possibilities, it's a game that you can play for
hours on end and never get bored. So what are you waiting for? Grab your pickaxe and start
digging!
A group of Grade 8 students were discussing what they thought about video games.
Hannah: In my opinion, video games are fun to play but I’m worried about ge�ng addicted to
them. I’m afraid I won’t be able to know when to stop playing once I start. I have read stories
about kids who stay up all night playing games and can’t stay awake at school next day.
Allan: I completely agree with you, Hannah. Too much �me in front of a screen means you don’t
get to spend �me with your family and friends. You don’t go outside which means you don’t do
any exercise. A lot of people our age who are addicted to video games get very fat – obese – and
will get health problems like heart disease in later life.
Paul: I‘m sorry to say this, but I totally disagree with you. Video games are not just fun but they
are educa�onal too. They require a lot of thinking, concentra�on, focus and problem-solving
skills. You don’t just sit in front of a screen – you have to be ready to move quickly to solve
sudden problems and you need to develop a good memory to remember what to do when
similar problems occur again.
Juanita: I agree with Paul. We are going to need to be able to use computers when we leave
school and get a job. Video games are useful for teaching us how to use computers well and
develop the skills we will need when we leave here and go into the real world. Besides, a lot of
games are useful for school – they teach us about history and science for example.
Allan: I don‘t agree with you, Juanita. Some games are very violent which can make people less
concerned about violence in real life and even lead to criminal behavior.
Paul: I see what you mean, Allan, but a lot of games have compe��ons that allow you to meet
other people from here and other countries. You can make friends online and share ideas about
many diﬀerent things. Video games help bring people together.
Frida: You’ve all made some good points about video games – I think I agree with all of you!
64
Component 4B
Q1. What does the writer mean by ‘Minecraft is a game where you can let your imagination run wild’?
Q2. Describe the 3 different modes of playing Minecraft.
Q3. Give each paragraph a heading or title to show what aspect of Minecraft it covers.
Heading:
Hey dudes! Are you looking for a new game to play? Well, look no further than Minecraft! This
game is a must-play for any gamer, and here's why.
Heading:
Firstly, Minecraft is a game where you can let your imagination run wild. You can create anything
you want, from simple houses to entire cities, using the game's building blocks. You can also
explore vast worlds filled with unique landscapes, animals, and creatures, which makes the game
incredibly immersive.
Heading:
Secondly, the game has several different modes to play in. Survival mode challenges you to
gather resources and build shelter to survive against monsters that come out at night. Creative
mode lets you build anything you want without any limitations, while Adventure mode lets you
play maps created by other players.
Heading:
The game's graphics may seem simple, but it's what makes Minecraft so charming and iconic. It's
easy to get lost in the game's blocky world and forget about the real world around you. Plus, the
game has an active modding community, which means that you can add new features and
elements to the game to customize it even further.
Heading:
Overall, Minecraft is a game that has stood the test of time and is still just as fun to play today as
it was when it was first released. With endless possibilities, it's a game that you can play for
hours on end and never get bored. So what are you waiting for? Grab your pickaxe and start
digging!
65
Component 4C
Q4. Identify which speakers the Minecraft reviewer would agree with.
Q5. What are the main points on which the Minecraft reviewer and the people in the conversation would
agree?
Q6. How would the reviewer of Minecraft respond to the arguments put up by Allan? Write a short
paragraph or script of what you think he would say based on his review of Minecraft.
Component 5
Q1. The focus of the lesson was on comparing 2 different types of persuasive texts dealing with a similar
topic. How has the lesson helped you to understand the difference?
66
Consolidation – Applying What We Know About Reading Persuasive Texts
Component 1
Q1. What are some different types of persuasive texts? I got it!
Answer: I need more
practice.
I need help.
Q2. How are they similar? I got it!

Answer: I need more
practice.
I need help.
Q3. How are they different? I got it!

Answer: I need more
practice.
I need help.
Component 3
Word Meaning
compulsory voting
electorate
name recognition
invalid votes
moderate candidates and

policies
a small, vocal minority
inequality
67
Component 4A
For and Against Compulsory Voting

Did you know that only 50% of registered votes voted in the Philippines presidential election in 2013 but
that 83% voted in 2022? Should voting be compulsory like it is in 23 other countries around the world,
including Argentina, Thailand, Brazil and Singapore? Here are the arguments for and against compulsory
voting.
For Compulsory Voting Against Compulsory Voting
Position Statement (Thesis Statement): Position Statement (Thesis Statement):
Compulsory voting should be introduced because Compulsory voting should not be introduced
it can help promote a more interested and because citizens should have the right to choose
informed electorate, and lead to a government whether or not to participate in the democratic
that truly reflects the will of the people. process, and forcing them to vote can be seen as
a threat to their personal liberty.
Point 1: Point 1:
Compulsory voting ensures that a larger Compulsory voting can result in uninformed or
proportion of the population participates in the uninterested voters being forced to vote. This can
democratic process. The government would then lead to a lower quality of votes and a less
truly represent the whole country. informed electorate, as people may vote for
candidates or policies based on factors like name
recognition or media coverage.
Point 2: Point 2
Compulsory voting encourages citizens to take an Compulsory voting can lead to an increase in the
active interest in politics and be informed about number of invalid votes, as people may spoil their
the issues that affect them and their community. ballots or vote for candidates or policies they do
not support. This can lead to confusion and
undermine the legitimacy of the democratic
process.
Point 3: Point 3:
Compulsory voting means that more moderate Compulsory voting forces people to vote for
candidates and policies are likely to be favored, someone even if they don’t like any of the
rather than extreme ones that may only be candidates standing for election.
supported by a small, vocal minority.
Point 4: Point 4:
Compulsory voting helps reduce inequality by Compulsory voting may not address inequality. It
ensuring that all citizens, regardless of social may be more effective to focus on improving
status or wealth, have an equal say in the access to information and education, reducing
democratic process. It helps prevent the voices of barriers to voting, and increasing the relevance of
the most disadvantaged members of society from politics to citizens' lives.
being ignored.
Conclusion/Recommendation: Conclusion/Recommendation:
It is everyone’s responsibility to vote, just like it is Nobody should be forced to vote if they don’t
everyone’s responsibility to pay taxes. want to just like they shouldn’t be forced to buy a
Compulsory voting should be introduced now! particular brand of car. Compulsory voting
sounds good in theory but will not be a better
system.
68
Component 4B
Q1. True or False: voter numbers in Presidential elections in the Philippines are I got it!
going up. I need more
practice.
I need help.
Q2. The For Case says that it is everyone’s responsibility to vote just as it is to pay I got it!
taxes. Explain the meaning of this analogy. I need more
practice.
I need help.
Q3. The Against Case uses an analogy of its own to counter the For Case: what is I got it!
it? Explain its meaning I need more
practice.
I need help.
Component 4C
Q4. How does the Against Case counter the argument that compulsory voting would increase voter
interest in politics?
Q5. Your teacher has asked you to identify the strongest point for both sides. Which points would you
choose. Give reasons for your choices.
For:
Against:
Q6. For and Against texts like this one (Discussions) are provided so that people get a quick and simple
explanation of what the two sides of an issue are. What is your opinion of whether or not this text
has achieved its purpose? Give a reason for your answer.
69
Component 5
Q1. The focus of the lesson was on how Persuasive texts can be written to show different points of view
on a topic. How has the lesson helped you to understand this?
Answer:

Answer:
Answer:
70
Component 1
Question Answer
Q1. Complete the following Narratives begin by giving us information about:
description of how Narratives
• Who
usually begin.
• W____
• W____
Q2. Narratives usually have 3 1.
major parts – can you name
them and describe what
happens in each part? 2.
3.
Q3. What does the term

‘moral of the story’ mean?
Component 3

rehearsals
soulful melodies
meaningful lyrics
prestigious
originality
showcase their music to a

broader audience
71
Component 4A
From Manila to the World

In the bustling streets of Manila, three Filipino teenagers named Miguel, Sofia, and Carlo formed a band
called "Tala," meaning star in Filipino, with dreams of making it big in the music industry. Miguel played
guitar, Sofia sang and played keyboards and Carlo was on drums. Despite the challenges they faced, such
as balancing schoolwork, finding a place for rehearsals, and constantly trying to find better instruments,
they poured their hearts into writing their own songs with soulful melodies and meaningful lyrics that
resonated with their local community.
One day, the daughter of the principal at their school heard them playing at a party. The next thing they
knew the principal asked them to play at the school dance. This was their first public performance – but
it was just the start they needed. Soon word of Tala's talent spread throughout the local music scene,
and they were invited to perform at a prestigious music festival. Excitement filled the air as they stepped
on stage, feeling the energy of the crowd. Their powerful performance captivated everyone, leaving the
audience in awe. It was a defining moment for Tala, as they realized their dreams were within reach.
After their performance, a music producer approached them, impressed by their raw talent and
originality. He offered them a record deal, promising to showcase their music to a broader audience.
With hearts pounding with anticipation, Miguel, Sofia, and Carlo knew that their lives were about to
change forever. They had not only proven themselves as Filipino artists but had also become an
inspiration to their peers, encouraging them to pursue their own passions fearlessly. The journey of Tala
was just beginning, and together, they were ready to shine like the stars they were named after.
Component 4B

Q1. What does the
name of the band
mean in Filipino?
Q2. What is the

‘crisis’ or major event
that starts the
narrative? (How does
their career in music
get started?)
Q3. What is the

‘resolution’ of this
narrative? (What
event brings the
narrative to a
conclusion?)
Component 4C
72
Q4. Why did the music
producer approach the
band after their
performance at the
music festival?
Q5. Why did the band

know that “their lives
were about to change
forever” as a result of
the music producer’s
approach?
Reasons:
Q6. What is the theme A. Talent is always
or message of this rewarded.
narrative? Choose one B. Talent and hard work are
of the options and give always rewarded.
reasons for your C. If you are fully
answer. committed to
something, you will be
successful.
D. Don’t ever give up on
your talent and dreams.
Choice:
Component 5
Q1. The focus of the lesson was on learning about how narratives work. How has the lesson helped you
to understand the difference?
73
Reading the Text – Narrative poem
Component 1
Question Answer
Q1. What kind of topics do
you expect to find in a poem?
Q2. What kind of style and

language do you expect to
find in a poem?
Q3. What do you see as the

differences between a poem
and a story (narrative)?
Component 3

Wrath
Foe
Deceitful wiles
Pole
Component 4A
A Poison Tree by William Blake

I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears.

Night and morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night.

Till it bore an apple bright.
And my foe beheld it shine.
And he knew that it was mine.
And into my garden stole,

When the night had veiled the pole;
In the morning glad I see
74
My foe outstretched beneath the tree.
Component 4B

Q1 Who are the main
characters in the poem?
Q2. What is the difference

between how the poet
treats his friend and his
foe?
Q3. Look at Stanza 2 –

write a short summary in
your own words of what it
says about the tactics the
poet uses against his foe.
Component 4C
Q4. What does the tree represent? Is it a real tree or does it stand for something in the poet’s
imagination? Give a reason for your answer.
Q5. How does the poet react at the end of the poem? What do you think of him? Give a reason for your
answer.
Q6. Is there a moral or lesson to the poem? If so, what is it? Give reasons for your answer.
75
Component 5
Q1. The focus of the lesson was on learning more about how narratives in poetry work. How has the
lesson helped you to understand the difference?
76
Descriptions
Component 1
Q1. What do you expect to be in a description of a person?
Q2. What do you expect to be in a description of a place?
Q3. Name 3 things you would put in a description of your school.

1
Component 3 Language Practice
Word Meaning
mischief
infectious grin
bewilderment
antics
nooks
façade
lovable rogue
Component 4A
77
Tom Sawyer
Tom Sawyer was a freckled faced, fourteen-year-old boy who lived in a town called Saint
Petersburg on the banks of the Mississippi River in the state of Missouri in the United States
about 150 years ago. He lived with his Aunt Polly and brother Sidney as his parents had died
from a mystery illness when he was very young.
Tom was renowned in Saint Petersburg for two things: mischief and imagination. With an
infectious grin and a silver tongue, he could charm his way out of any scrape, leaving a trail of
laughter and bewilderment in his wake. He always seemed to find a way of frustrating his stern
schoolmaster with excuses about why his work was not done or why he was late or why he
should not be punished for his latest misbehavior. His classmates loved watching his antics and
excuses send the schoolmaster’s face red with anger at least once a day. Like a cat toying with
its prey, he played with the schoolmaster, enjoying the thrill of outwitting him.
It was Tom’s wild imagination that led to the pirate game where two tribes of boys competed to
find the buried treasure he invented. The boys really believed his stories about treasure buried
in the hills and they spent hours playing pirates there, looking for it. Tom was a master of
evasion, slipping away from responsibilities like water through a hole in a bucket. He loved the
Mississippi River, with its mighty currents and hidden nooks, and spent time there whenever he
could, often skipping school to go swimming or fishing or inventing games for his friends.
Yet, beneath his mischievous facade, Tom possessed a heart as golden as the sunsets that
painted the Mississippi skies. He possessed a fierce loyalty to his friends, and even the adults he
frustrated couldn’t help but laugh at some of the things he did – as a result he generally got
away unpunished. To most people in Saint Petersburg, he was a lovable rogue.
Component 4B Questions

Q1. Why was Tom living with
his aunt?
Q2. Tom was famous in Saint Mischief

Petersburg for ‘mischief and
imagination.’ In your own
words, state what do you
think those words mean in Imagination
this text.
Q3. Find evidence that Tom

was popular with his fellow
teenagers.
Component 4C
78
Question Answer
Q1. Give each paragraph a Paragraph 1
heading or title that sums up
its content.
Paragraph 2
Paragraph 3
Paragraph 4
Q5. In the final paragraph,

Tom is described as having ‘a
heart as golden as the
sunsets that painted the
Mississippi skies.’ What does
this simile mean?
Q6. Using this description as a Orientation

model, write a short 3
paragraph description of a
person, animal or object
under the following headings:
Introduction or Orientation;
Main Features; Final
Comment.
Main Features
Final Comment
Component 5
79
Q1. The focus of the lesson was on learning more about how descriptions work. How has the lesson
helped you to understand the difference?
80
Reading the text – Factual Recount
Component 1
Q1. How can you tell from the title that The Life of Manny Pacquaio is more likely to be a factual rather
than a fictional text?
Q2. Knowing that The Life of Manny Pacquaio is a recount, what are you expecting to see in it?
Q3. What is the most important feature of a Recount?
Component 3

renowned
icon
resilience
work ethic
a feat
81
Component 4A
The Life of Manny Pacquaio
Manny Pacquiao, born Emmanuel Dapidran Pacquiao on December 17, 1978, in Kibawe, Philippines, is a
renowned Filipino professional boxer and politician. Pacquiao's inspiring rise from poverty to worldwide
fame has made him an icon in both the sporting and political arenas.
Growing up in a humble family, Pacquiao faced numerous challenges but discovered his passion for
boxing at a young age. He turned professional at the age of 16 and quickly gained attention for his
lightning-fast speed, explosive power, resilience and relentless work ethic. Pacquiao's remarkable boxing
skills allowed him to capture titles in multiple weight divisions, earning him the nickname "Pac-Man."
Over the course of his career, Pacquiao achieved numerous accomplishments, including winning world
titles in eight different weight divisions, a feat unmatched by any other boxer. He faced legendary
opponents and engaged in memorable battles, captivating audiences around the globe with his
electrifying fighting style.
Beyond his boxing success, Pacquiao ventured into politics and public service. In 2010, he was elected as
a member of the Philippine House of Representatives, representing the province of Sarangani. In 2016,
he was elected to the Philippine Senate, a position he currently holds. Pacquiao has been involved in
various charitable endeavors, using his platform and resources to help those in need.
Component 4B
Q1. Look at paragraph 1 of the text. Does it conform to the way Recounts are supposed to start? Give a
Q2. What qualities made Manny Pacquaio a champion boxer?
Q3. How do we know that Manny Pacquiao is not just popular but also widely respected in the
Philippines?
82
Component 4C
Q4. What record did Manny Pacquiao set as a boxer?
Q5. Why does the author describe Manny Pacquiao as an ‘icon’.
Q6. The final paragraph of this short biography of Manny Pacquaio has been left out. Like other
Recounts, it would contain comments summing up the significance of his life. It starts ‘Pacquiao's
athletic achievements and his dedication to serving his country…..’
Write the end of this sentence and two more that would be appropriate for the final paragraph of this
text.
‘Pacquiao's athletic achievements and his dedication to serving his country
Component 5
Q1. The focus of the lesson was on learning more about how recounts work. How has the lesson helped
83
Comparing the Different Types of Recounts
Component 1
Q1. What would you expect to see in a news report about a typhoon passing through a village on the
coast?
Q2. What would you expect to see in an interview with someone who had just experienced a typhoon?
Q3. How would the two texts be (a) similar and (b) different?
Similar:
Different:
Component 3
Word Meaning
Typhoon
devastating
ferocious
torrential
infrastructure
coastal erosion
a state of emergency
Evacuate
restoration and
reconstruction
priority
Component 4A
84
Devastating Typhoon Ravages Coastal Region, Leaving Widespread Destruction in Its Wake
A powerful typhoon tore through the coastal region yesterday, leaving a trail of destruction in its
wake. The storm, named Typhoon Horizon, made landfall with ferocious wind speeds reaching
150 kilometers per hour and torrential rains.
The typhoon pounded the coastal area, causing widespread flooding, landslides, and damage to
infrastructure. Roofs were ripped off buildings, trees were uprooted, and power lines were
toppled, plunging entire neighborhoods into darkness. Torrential rains triggered severe flooding,
submerging roads and displacing numerous families from their homes. The coastal communities
bore the brunt of the storm's fury, with reports of coastal erosion and damage to fishing boats
and infrastructure.
Local authorities have declared a state of emergency as they begin rescue and recovery efforts in
the aftermath of the disaster. Rescue teams, including local authorities and volunteers, have
been working tirelessly to evacuate residents from the most affected areas and provide
emergency aid. Evacuation centers have been set up to provide shelter, food, and medical
assistance to those displaced by the typhoon. The government has deployed additional
resources, including military personnel, to assist in the relief operations and facilitate the
restoration of vital services such as electricity and transportation.
As residents grapple with the aftermath, restoration and reconstruction efforts will be initiated to
rebuild homes, infrastructure, and lives. The priority remains on ensuring the safety and well-
being of those affected and providing them with the necessary resources to rebuild their lives
and regain their resilience in the wake of this devastating typhoon.
Component 4B
Q1 Name 1 piece of evidence of the ‘devastating’ nature of the typhoon that is given in the first
paragraph.
Q2. What effect did the torrential rains have on the coastal communities?
Q3. How has the Government assisted local authorities to recover from the typhoon?
Component 4C
85
Diary of a Typhoon Survivor
Wednesday - Today, I experienced one of the most intense and frightening moments of my life.
Typhoon Horizon hit our village, and the impact has been devastating. The wind howled
relentlessly, and the rain poured down like a never-ending deluge. Our house shook with each
gust, and I could hear the trees creaking under the storm's fury.
We had prepared as best as we could, stocking up on supplies and reinforcing our home. But
nothing could fully prepare us for the sheer force of the typhoon. The power went out early on,
plunging our house into darkness. We huddled together, seeking reassurance from one another.
As the hours passed, the storm raged on, and I couldn't help but worry about our safety. The sound of
shattering glass and crashing debris frightened me. We could only hope that our home would withstand
the onslaught. Through it all, though, I was grateful for my family's support and strength. Together, we
braved the storm, holding onto the hope that it would pass and that we would survive.
Question Answer
Q4. What information do the 2
texts have in common?
Q5. In what way is the diary entry

different to the news report?
Q6. Imagine you are the reporter Question 1

that wrote the news article and
you have arrived in the village
after the typhoon has passed. You
Reason
are going to interview Maria.
Devise 3 questions that you would
ask her. Explain your reasons for
selecting each question – what are Question 2
you interested in finding out for
your next report?
Reason
Question 3
Reason
Component 5
86
Q1. The focus of the lesson was on learning about the different ways recounts can cover the same topic.
How has the lesson helped you to understand the difference?
87
Consolidation of Week 4 Learning
Component 1
Q1. Are you expecting the text about the sinking of the Titanic to be a narrative or a recount? Give a
Q.2 What is your understanding of the word ‘tragedy’? Give one example of a tragic event.
Q3. What is the opposite of tragic? Give one example of an event that is not a happy one but is not
tragic. Give a reason for your answer.
Component 3
Write the words and their meanings to complete the table.
Word Meaning
Titanic huge, gigantic, enormous, strong
maritime
iceberg A large piece of ice that has broken off from a glacier or from land and is
floating in the sea
the ship's hull
a major flaw
hypothermia when the body loses heat too fast and can’t recover it
Debris
fragility weakness
Component 4A
The Sinking of the Titanic

The sinking of the Titanic on April 15, 1912, was one of the biggest maritime disasters in
history. The “unsinkable” luxury liner struck an iceberg and sank during its maiden voyage
from Southampton to New York City. This is a short account of the events leading up to the
Titanic's demise and the aftermath that followed.
88
The Titanic was the largest and most luxurious passenger ship ever built, with accommodation
for over 2,200 passengers and crew members. On April 10, 1912, the Titanic set sail from
Southampton, England, bound for New York City.
Four days into its journey, on the night of April 14, 1912, tragedy struck. At approximately
11:40 PM, the Titanic hit an iceberg in the North Atlantic Ocean. The iceberg tore a series of
holes in the ship's hull, leading to its gradual flooding and eventual sinking.
Despite efforts to save the ship, the lack of lifeboats proved to be a major flaw in the Titanic's
design. The ship carried only enough lifeboats to accommodate around half of its passengers
and crew. As a result, chaos ensued as people scrambled for limited spots on the lifeboats. By
2:20 AM on April 15, the Titanic had disappeared beneath the freezing waters, leaving
hundreds of people stranded in the Atlantic Ocean.
Of the estimated 2,224 people aboard the Titanic, only about 710 survived. The majority of
the casualties were caused by hypothermia as the survivors awaited rescue in lifeboats or
clung to debris. The loss of life, especially among women and children, deeply shocked the
world.
The sinking of the Titanic had a big impact on popular culture. Numerous books,
documentaries, and films have been created to recount the events and explore the stories of
those on board. The disaster serves as a reminder of the over-confidence of humanity and the
fragility of technological advancements in the face of nature's power.
Component 4B
Q1. Is this text a narrative or a recount? Give a reason for your answer.
Q2. Why did the Titanic sink?
Q3. Why did so many people die when the Titanic sank?
Component 4C
Q4. A ‘tragedy’ is a disaster so sad that it causes heartbreak for those involved and affects everyone.
What evidence can you find that the sinking of the Titanic was a tragedy?
Q5. Explain the meaning of the final sentence in your own words.
89
Q6. A survivor named Maree wrote a letter to her mother. The first 2 sentences have been given to you.
Write the next 2 paragraphs of Maree’s letter based on the information in the account of the sinking.
Mother I am alive but I am forever changed. My memories of the night of April 14, 1912, haunt my every
waking moment.
Component 5
Q1. The focus of the lesson was on bringing together what you’ve learned in Week 4. How has the lesson
helped you to understand this?
90
Features of Expositional Texts – Information Reports
Component 1
Question Answer
Look at these headings taken from textbooks 1.
and identify the 2 Information Reports- give
reasons for your choices:
1. How Does a Car Engine Work?
2. How to Make Lasagna 2.
3. Volcanoes in the Philippines
4. The Wizard of Oz
5. How Typhoons Get Their Names.
6. Reptiles in Africa.
Component 3
Word Meaning
distinct regional
differences
geographical location
International Date Line
Equator
Tropical
maximum
Component 4A
What are the differences between typhoons, cyclones and hurricanes?

Introduction
Typhoons, hurricanes, and cyclones are all powerful and destructive storms with strong winds
and heavy rainfall. While they share similarities in their nature and formation, there are distinct
regional differences that give rise to their unique names. This report aims to provide a
comparison of typhoons, hurricanes, and cyclones, highlighting their variations in geographical
location and weather conditions.
Geographical Location
Typhoons: Typhoons are tropical storms that occur in the north-western Pacific Ocean. They are
most commonly seen in the region bounded by the International Date Line, the Equator, and the
coastlines of Asia, particularly in the western Pacific, including Japan, the Philippines, and China.
Hurricanes: Hurricanes are tropical storms that primarily form in the Atlantic Ocean and the
eastern Pacific Ocean. They are prevalent in the Caribbean Sea, the Gulf of Mexico, and the
coastal areas of the south-eastern United States.
91
Cyclones: Cyclones are tropical storms that are prevalent in the Indian Ocean, particularly in the
Bay of Bengal and the Arabian Sea. They affect the coastal regions of countries such as India,
Bangladesh, Australia, and Madagascar.
Weather Conditions
Typhoons, hurricanes and cyclones are all types of powerful storms that form in similar weather
conditions. To develop, they need warm ocean waters (above 26.5C/80F), lots of moisture in the
air, low changes in wind speed as you go higher in the atmosphere and the Coriolis effect, which
makes them spin. So these storms rely on warm water, calm winds and the spinning motion to
start and keep going.
The intensity of these weather systems is commonly measured using the Saffir-Simpson
Hurricane Wind Scale, which rates them based on their maximum sustained wind speeds. The
scale ranges from Category 1 (weakest) to Category 5 (strongest), indicating the chances of
damage and destruction.
Conclusion
While typhoons, hurricanes, and cyclones are all tropical storms with similar characteristics, their
names and geographical distribution differ based on regional conventions. Understanding these
distinctions is important for accurate reporting, forecasting, and preparedness in regions where
these devastating storms happen.
Component 4B
Question Answer Evidence

Q1. What are severe
tropical storms called in
the Philippines?
Q2. Name the three things
these storms need to
start.
Q3. Does the opening

section of this text match
what is supposed to go in
an Information Report?
Give evidence for your
answer.
Component 4C
Q4. What does the Saffir-Simpson Hurricane Wind Scale measure?
Q5. “Typhoons, hurricanes and cyclones are just different names for the same thing.” Do you agree. Give
a reason for your answer.
92
Q6. With a partner, design a poster for your Science class that sums up the essential information about
typhoons, cyclones and hurricanes in the report.
Component 5
Q1. The focus of the lesson was to revise how information is presented in an Expository text like an
Information Report. How has the lesson helped you to understand this?
93
Reading Instructional Texts
Component 1
Question Answer
Q1. With a partner 1
brainstorm up to 5
Instructional texts that 2
you have seen either in
print, on television or 3
online.
4
1
Q2. What sort of
information did you find
2
in these texts?
3
1
Q3. In what ways was
the information in these
2
texts relevant to you as
a Filipino teenager?
3
Component 3 Vocabulary
Word Meaning
unique
hacked
social media
privacy settings
94
Cyberbullying
security patches
antivirus software
be skeptical
Component 4A
Staying safe on the Internet for Teenagers

Staying safe on the internet is important for everyone, including 14-year-olds. Here are some
tips to help you stay safe while using the internet.
1. Protect your personal information: Be cautious about sharing personal information online.
Avoid sharing your full name, address, phone number, school name, or any other sensitive
details with people you don't know or trust.
2. Use strong and unique passwords: Create strong passwords for your online accounts and
avoid using the same password for multiple accounts. A strong password includes a
combination of letters (uppercase and lowercase), numbers, and symbols. This helps
protect your accounts from being hacked.
3. Be mindful of what you post: Think before you post anything online, including photos,
videos, or comments. Once something is posted, it can be challenging to remove it
completely. Remember that anything you share online can be seen by others, even if you
think it's private.
4. Be cautious with social media: If you use social media platforms, review and adjust your
privacy settings to control who can see your posts and personal information. Be mindful
of accepting friend requests or connections from people you don't know in real life.
5. Avoid online strangers: Be cautious when interacting with people online who you don't
know in real life. Never share personal information or agree to meet someone in person
without parental permission and supervision.
6. Be aware of cyberbullying: If you experience cyberbullying or witness someone being
bullied online, report it to a trusted adult, such as a parent, teacher, or school counsellor.
Don't respond to or engage with cyberbullies, as it can escalate the situation.
7. Use privacy settings and security tools: Make use of privacy settings provided by websites
and apps to control who can access your information. Keep your devices and software up
to date with the latest security patches and use reputable antivirus software for added
protection.
8. Be critical of online content: Not everything you find on the internet is accurate or safe.
Be skeptical of information you come across and verify it from reliable sources before
accepting it as true. Be cautious of clicking on suspicious links or downloading files from
untrusted sources.
9. Talk to a trusted adult: If you come across something online that makes you
uncomfortable, scared, or confused, talk to a trusted adult about it. They can provide
guidance, support, and help you navigate challenging situations.
Component 4B
95
Q1. What advice about internet passwords is given?
Q2. One of the usual features of an Instructional text is the use of command sentences in the Steps
section. Are the Steps of this text made up of commands? How can you tell?
Q3. Does the structure of this text match what is supposed to go in an instructional text? Give evidence
for your answer.
Component 4C
Q4. What advice is given about the use of social media?
Q5. This text was designed for teenagers. What does it say about when to involve adults?
Q6. From the 9 ‘commandments’ here, select the 3 that are most significant for you. Give reasons for
your choices.
Text: My choices and reasons
1.
96
3
Component 5
Q1. The focus of the lesson was on revising how information is presented and achieves its purpose in an
instructional text. How has the lesson helped you to understand this?
How has the lesson helped you to understand the difference?
97
Reading Explanation Text
Component 1
Q1. What’s the purpose of an Explanation text?
Q2. What sort of topics do you expect to find in an Explanation text?
Q3. The text in this lesson is non-linear – what does that mean?
Component 3
Match the words to their correct meanings.
Word/s Meaning
heatwaves
coral reef degradation Where the water is so hot that coral loses its colors - ‘bleaching’
species range shifts
arid and semi-arid regions
fragile
ecosystem
vulnerable areas areas at risk from high temperatures
farming; growing and harvesting crops and raising animals, or livestock for
agriculture
food and non-food products
species extinctions
98
Component 4A
How Global Temperature Rises will affect the World

Here is a table explaining the potential effects of temperature increases of 1.5°C, 2°C, 2.5°C, and 3°C
above pre-industrial level.
Heat Potential Effects Countries Affected
Increase
1.5°C • More frequent and • Small island nations (e.g. Maldives, Tuvalu,
intense heatwaves Seychelles)
• increased risk of droughts • Coastal countries with low-lying areas (e.g.
• coral reef degradation Bangladesh, Netherlands, Vietnam)
• species range shifts • Arctic countries (e.g. Canada, Russia, Greenland)
• sea-level rise • African countries in arid and semi-arid regions (e.g.
Sudan, Chad, Somalia)
• Countries with vulnerable ecosystems (e.g.
Australia, Brazil, Indonesia)
2°C • More and hotter • Small island nations at higher risk of sea-level rise
heatwaves (e.g. Kiribati, Marshall Islands)
• increased water stress • Coastal countries with significant populations in
• reduced crop yields vulnerable areas (e.g. China, India, United States)
• increased Arctic sea ice • Countries in the Sahel region of Africa (e.g. Niger,
melting Mali, Burkina Faso)
• sea-level rises of 0.2 • Arctic countries with fragile ecosystems (e.g.
meters or 0.66 feet Norway, Iceland, Sweden)
• coastal erosion • Countries with extensive low-lying coastal plains
(e.g. Bangladesh, Netherlands, Vietnam)
2.5°C • Higher likelihood of • Small island nations facing severe coastal floods (e.g.
extreme weather events Kiribati, Tuvalu, Marshall Islands)
(storms, floods) • Countries in the equatorial belt vulnerable to
• increased risk to food extreme weather events (e.g. Philippines, Indonesia,
security Malaysia)
• reduced freshwater • Countries with significant agricultural sectors (e.g.
availability India, Brazil, Nigeria)
• higher sea level rises • Coastal countries in Southeast Asia (e.g. Vietnam,
Thailand, Cambodia)
3°C • More severe heatwaves • Small island nations at risk of complete submersion
• widespread ecosystem (e.g. Maldives, Marshall Islands, Kiribati)
disruptions • Countries with extensive coastal regions (e.g.
• higher sea-level rise Bangladesh, Netherlands, Vietnam)
threatening coastal cities • African countries with high dependence on
and towns agriculture (e.g. Mali, Ethiopia, Kenya)
• Loss of coastlines • Countries with vulnerable ecosystems and
• increased risk of species biodiversity hotspots (e.g. Brazil, Australia,
extinctions Madagascar)
• Inland areas becoming too • Arctic countries experiencing rapid ice melting (e.g.
hot for humans to live Canada, Russia, Greenland)
there.
99
Component 4B
Q1. At what temperature does the Philippines become affected by increases in global heating?
Q2. What countries will be the worst affected by a rise of 3°C? Give a reason for your answer.
Q3. Scientists have said that the world can cope with a rise of 1.5°C but not 3°C. Find 3 pieces of
evidence from the table to show that an increase of 3°C is much worse than an increase of 1.5°C.
Component 4C
Q4. At what point does global heat increase start to affect food supplies?
Q5. Which effects at 3°C will be worst for coastal countries?
Q6. Using the data from this table, write a paragraph entitled, Why we must stop the earth warming to
3°C.
Component 5
Q1. The focus of the lesson was on revising how informa�on is presented and achieves its purpose in a
non-linear Explana�on text. How has the lesson helped you to understand this?
Q2. Which ques�ons were easy to answer? Why?
Q3. What strategies did you use to answer the harder ques�ons?
100
Revising Persuasive Texts – Advertisements
Component 1
Q. Classify each text below as Persuasive,

Explanation, Information Report, Narrative or
Recount:
a. Newspaper editorial
b. My Diary
c. A speech by a politician during an election
d. An action movie
e. How typhoons form
f. Submarines
g. The Story of My Life by Taylor Swift
h. The Case for Raising the School Leaving Age
Component 3
Word Meaning
trendy
teenage fashionistas
close-up shots
rocking a casual look
logo
Component 4A
Introducing "TrendySole" - Step into Style and Confidence!

Scene: A trendy shoe store.
Background music: Upbeat and catchy tune.
Narrator: Calling all teenage fashionistas! Get ready to express your unique style and step into
confidence with TrendySole, the ultimate shoe brand designed for trendy teenage girls like you.
Visual: Close-up shots of fashionable shoes emphasizing their features.
Narrator: With TrendySole, you'll discover a world of fashion possibilities right at your feet. Our
shoes are specially designed to keep you on-trend while providing the comfort and quality you
need.
Visual: Footage of teenage girls confidently walking, showcasing their individual styles.
Narrator: Whether you're rocking a casual look, dressing up for a special occasion, or adding a
pop of personality to your everyday outfits, TrendySole has the perfect pair for every occasion.
Visual: Various shoe styles showcased, including sneakers, flats, sandals, and boots.
101
Narrator: Explore our extensive collection of shoes, from cool and colorful sneakers that reflect
your active lifestyle, to cute and comfy flats that are perfect for school days, and trendy sandals
and boots that complete any fashion-forward outfit.
Visual: Shot of a teenage girl effortlessly putting on a pair of TrendySole shoes.
Narrator: Walk with confidence, knowing that you're making a fashion statement with every
step. TrendySole shoes are crafted with attention to detail, featuring the latest trends, unique
patterns, and eye-catching embellishments.
Visual: Teenage girls enjoying various activities, showcasing their stylish shoes.
Narrator: TrendySole shoes aren't just about style; they're an expression of who you are. From
hanging out with friends to attending parties or exploring new adventures, our shoes will always
keep you one step ahead.
Visual: Final shot with the TrendySole logo. “TrendySole - Where fashion meets your unique
style!”
Component 4B
Q1. Name one way in which the writers of this advertisement have tried to appeal to teenage girls.
Q2. What types of shoes does TrendySole sell?
Q3. How do the Visuals support what the Narrator says?
Component 4C
Q4. ‘TrendySole - Where fashion meets your unique style.‘ This is the slogan that will appear on
magazine and online versions of this Television advertisement – what does it mean?
Q5. How does the Narrator justify his statement that “TrendySole has the perfect pair [of shoes] for
every occasion’?
Q6. Imagine you work for the advertising company that has written the script for teenage girls shoes and
the shoe company wants you to design an advertisement for teenage boys. With a partner, create 3
ways for making it different to the one for girls.
1.
2.
102
3.
Component 5
Q1. The focus of the lesson was on how information is presented in an advertisement designed for a
specific audience. How has the lesson helped you to understand this?
103
Reading Persuasive Texts – Discussions
Component 1
Q. How well can you see both sides of an argument?

Fill out the table in the Workbook with 3 points for and against making the school day in the Philippines
shorter – some points have been already included.
TOPIC: Should the number of hours in the school day in the Philippines be reduced?
Pros Cons
1. More time for students to rest, relax, and do 1.
other activities that promote physical and
mental health and reduce stress.
2. 2.
3. 3. Problems for working parents who rely on the

traditional school hours to organize their own
work hours and childcare arrangements.
Component 3
Word Meaning
market share
consumer demand
deceptive
intrusive
excessive consumption
waste generation
environmental
degradation
stereotypes
Component 4A
104
Pros and Cons of Advertising
Advertising, like any other tool or practice, has its pros and cons. Here are some pros and cons of
advertising:
Pros of Advertising
1. Increased awareness: Advertising helps to create awareness about products, services, or causes.
It informs people about new products in the market and can educate them about important
issues.
2. Brand promotion: Advertising plays a crucial role in building and promoting brands. It helps
establish brand recognition and loyalty among consumers, which can lead to increased sales and
market share.
3. Economic growth: Advertising stimulates economic growth by driving consumer demand and
increasing sales. It supports businesses, creates job opportunities, and contributes to overall
economic development.
4. Competitive advantage: Effective advertising can give businesses a competitive edge by making
their products or services look different from their competition. It allows companies to highlight
their unique selling features and attract more customers.
5. Information communication: Advertising serves as a means of providing information to
consumers, such as product features, pricing, and availability. It helps consumers make informed
choices.
Cons of Advertising
1. Deceptive practices: Some advertisements can be misleading or deceptive, exaggerating product
claims or omitting important information. This can lead to consumer confusion or dissatisfaction.
2. Intrusive and manipulative: Advertising can be intrusive, interrupting people's daily lives through
constant exposure. It employs persuasive techniques to influence consumer behavior, sometimes
manipulating emotions or creating fake needs.
3. Environmental impact: Advertising often promotes excessive consumption, which can contribute
to overuse of natural resources, waste generation, and environmental degradation.
4. Cultural influence: Advertising can shape social values, perceptions, and aspirations. It may
spread stereotypes, promote greed, or encourage unhealthy behaviors, particularly among
vulnerable populations like children.
5. Privacy concerns: With the rise of digital advertising, there are concerns about the collection and
use of personal data for targeted advertising. This raises privacy issues and can lead to intrusive
tracking of individuals' online activities.
It's important to recognize that not all advertising practices are the same, and there are ethical
guidelines and regulations in place to address some of the negative aspects. Responsible advertising
practices that are honest, show respect for consumers and promote environmental sustainability can
help reduce some of the cons associated with advertising.
Component 4B
Q1. What is the problem with ‘excessive consumption’?
Q2. According to the argument in favor of advertising, ‘It helps consumers make informed choices.’ How
does it do so?
Q3. In your opinion, which argument for the pros of advertising is the most important? Give a reason for
your choice.
105
Component 4C
Q4. What are the features of ‘responsible advertising’?
Q5. In your opinion, which argument for the cons of advertising is the most important? Give a reason for
your choice.
Q6. Imagine that you work for an advertising company that has decided to make a radio or television
advertisement to promote advertising as a good thing. With a partner, use the information in the text
and the opening provided below to create such an advertisement.
Radio or TV Advertisement
Sound effects: Upbeat music fades in.

Narrator: Are you ready to take your business to new heights? Then get ready to unleash the power of
advertising!
[Sound effects: Crowd cheering]
Narrator:
Component 5
106
Q1. The focus of the lesson was on how a persuasive text can present both sides of an argument. How
has the lesson helped you to understand this?
107
Consolidation – Reading and Responding to a Persuasive Text
Component 1
Q1. What do you think are 3 important things about your generation?
1
Q2. What are you expecting to be told about your generation in the text we are about to read?
Q3. This text will present an argument – that is, it is a persuasive text. How are you expecting it to be set
out or organized? [ Clue: It will have 3 stages]
1
Component 3
Word Meaning
tech-savviness ability to use technology cleverly
global connectedness
social values
environmental issues
sustainability
eco-conscious products products that do not harm the planet
Inequality
remote learning
personalized online platforms computer programs that are designed for the individual student
collaborate work with other people
Component 4A
108
The Case for Generation Alpha
Generation Alpha, born from 2010 onwards, is uniquely different from all the generations that
came before. Generation Alpha is set apart by their tech-savviness, global connectedness,
environmental awareness, reshaping of education, and potential to redefine social values.
Gen Alpha is the first generation to grow up entirely in the digital age. From their earliest years,
they have been surrounded by smartphones, tablets, and other devices. Their ability with
technology is greater than any previous generation, as they easily navigate apps, touchscreens, and
voice-activated assistants.
With the rise of the internet and social media, Gen Alpha is more globally connected than any
generation before them. They have had access from an early age to different ideas and experiences
from around the world which will give them a greater understanding of the world.
Gen Alpha is growing up at a time when environmental issues are more and more important. They
are raised knowing about climate change, sustainability, and the importance of protecting the
planet. From recycling initiatives in schools to eco-conscious products, Gen Alpha is being
encouraged to make environmentally responsible choices from a young age.
Gen Alpha is experiencing a change in the way education is delivered. With the increasing use of
remote learning, personalized online platforms, and interactive digital tools, their educational
journey is being reimagined. They will likely have greater access to information and educational
resources than any previous generation. This shift will not only change how they learn but also how
they collaborate and acquire skills needed for the future workforce.
As they grow older, Gen Alpha has the potential to redefine social values. Gen Alpha's unique
experiences and exposure to different ideas, may lead to shifts in social expectations, such as
gender roles, racism and equality.
In conclusion, Gen Alpha is growing up with technology, caring for the environment, and has the
potential to make a big impact on the world.
Component 4B
Q1. Why will Gen Alpha have ‘a greater understanding of the world’ than other generation?
Q2. List the ways Gen Alpha is different to other generations.
Q3. Select the one reason for the special nature of Gen Alpha that you think is most important and will
have the biggest impact. Give a reason for your choice.
Component 4C
109
Q4. How has education changed for Gen Alpha?
Q5. Why is Gen Alpha more likely than previous generations to do something about the environment?
Q6. With a partner design 5 survey questions for your classmates to find out whether they have all the
characteristics of Gen Alpha.
1
Component 5
Q1. The focus of the lesson was on a persuasive text about your genera�on. How has the lesson helped
you to understand this issue?
Q2. Which ques�ons were easy to answer? Why?
Q3. What strategies did you use to answer the harder ques�ons?
110

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8

This book contains short narratives.

2. What is the event that

3. Does the author intend

5 What did you think of

6 Imagine Juan is your

2. Which questions were easy to answer?

3. What strategies did you use to answer

Q2. How does the narrative get going?

Q3. How is the narrative ended?

Q2. How does Androcles

Q3. Find evidence of the

Q5. Write the moral of the

Q2. Which questions were easy to answer? Why?

Component 3 Language Practice

the kindest mode of death

the summit of the mountain

the shogun and his officials

Q2. Find evidence of the mother’s love for her son.

Q2. Which questions were easy to answer? Why?

Q3. In what ways is a factual text different to a fictional text?

Word Meaning Sentence

1 Text generated by ChatGPT, https://openai.com/blog/chatgpt

Q2. Which questions were easy to answer? Why?

Title Narrative or Reason

The Story of Lebron

A Dance to the Music of

2 Text generated by ChatGPT, https://openai.com/blog/chatgpt

Q4. How can you tell that Shackleton’s Journey is a recount?

Q2. Which questions were easy to answer? Why?

Text 2 The Laborer and the Nightingale

Answer: (Write the paragraph number next to each stage)

Evidence from text:

Evidence from text:

Q2. Which questions were easy to answer? Why?

Title Explanation or Reason

Paragraph Text: Long COVID Heading

Q2. Which questions were easy to answer? Why?

Q1. What are some types of information texts you know?

Q3. What are some features of information texts?

multiple reading paths

Q2. According to the graphic, what does a healthy lifestyle include?

Q2. Which questions were easy to answer? Why?

Rules for behavior

energy efficiency ratings

A. Reduce your need for home

B. Save water by turning off the

C. Check the energy efficiency

Q5. List 3 ways from the text (in 1.

Q6. Select one of the suggestions for Text: My opinion

Q2. Which questions were easy to answer?

Q1. What’s the purpose of an information report? I got it!

long-term shifts in temperatures and weather patterns

a strong effect on someone or something

damage to the environment through overuse and pollution of air, water

Climate Change in the Philippines

Infographic. Climate change risk in Philippines. https://www.climatelinks.org/countries/philippines

Q1. What is the text about? I got it!

Q2. Which questions were easy to answer? Why?

Title Information Report, Reason

Q4. Give each paragraph of Solar Power a heading.

Q3. Which questions were easy to answer? Why?

Q2. How are they similar? I got it!

Q3. How are they different? I got it!